Classical Literature for the Modern Reader
English 12 CP
Ms. Jennifer Rieger
English Department Chair
jrieger@umasd.org
Welcome to English 12!
Goals
This course emphasizes classical literature from Ancient Greece through the Post-Modernists as a way to explore and question our
world. Students will read diverse pieces of poetry, drama, fiction, and non-fiction and will be given multiple opportunities to read,
write, speak, listen, question, and think critically. Students will be encouraged to respond to literature and non-fiction in varied forms,
both oral and written. Additionally, students will be encouraged to improve their writing through frequent and guided practice. Finally,
students will refine their research skills through carefully structured assignments that also support work on the state-mandated Senior
Graduation Project.
Objectives
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Read and respond to a variety of literature
Build and maintain vocabulary and grammar
Complete frequent essays and writing assignments
Develop writing skills through instruction, practice, and frequent revision of writing
Develop reading skills through guided activities from the Reading Apprenticeship program
Complete assessments on course content
Complete a final cumulating assignment
Participate regularly in class and small group discussions
Produce and present a senior graduation project
Critical Reading and Writing Assignments
Reading critically equates to meaningful engagement with the text being read, reading slowly and carefully to analyze its parts and
create meaning. Always remember that your goal is not only to process information, but to interpret and develop ideas. We will
continue Reading Apprenticeship strategies, specifically “close reading” to sharpen reading skills.
There will be an array of writing assignments such as drafts, formal essays, journals, and paragraph responses. Many of these will ask
students to respond critically and analytically to works studied in class. Some will require that students do independent reading and
formulate ideas without the benefit of class discussion. Fundamentally, all writing assignments will prepare students for two things-proficient composition and critical thinking. It is essential that students learn to think and write critically about texts to ensure success
beyond high school. For specific requirements for essay assignments, please review the “Essay Requirements” handout.
Senior Graduation Project
Pennsylvania State Law requires that all 12th grade students complete a Senior Graduation Project. Students will choose a topic, have
it approved by the instructor, and research the topic extensively. The outcomes will be a digital portfolio exhibiting the evolution of
the 8-month project and a 25-45 minute presentation. Throughout the year, students will submit proposals, annotated bibliographies,
and other benchmark assignments in order to maintain realistic progress. More specific information is forthcoming.
Grading Scale
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A = Mastery; clear, convincing, and consistent evidence of all the standards and demonstration of successful academic habits
B = Advanced accomplishment of all standards and demonstration of successful academic habits
C = Proficient accomplishment of all standards and demonstration of academic habits
D = Minimal proficiency provided to demonstrate accomplishment of academic standards
F = Failure to demonstrate basic proficiency of academic standards
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Eng 12: 2013-2014
Approximate Assignment Value
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Literary Analysis Writing
Tests
Informal Writing
Project-based Learning
Quizzes
Close-Reading
Senior Project Benchmarks
Class Discussion
100 points
100-150
25-50 points
100-150 points
20-50 points
10-20 points
(See handbook)
Approximately 200 points per marking period
Late Work and Absences
To receive the best possible grade, all assignments are to be turned in at the beginning of class on day they are due. For each day late,
the assignment grade will drop one letter. Late work is not accepted past the deadline date. It will be entered as a zero. Daily
homework assignments cannot be made up for credit.
Students who are absent should check the class calendar, e-mail me, or check with peers about class assignments they have missed.
Cell Phone Policy
As a member of a learning community, each student has a responsibility to adhere to distraction-free learning. All cell phones must be
turned off or put in a silent mode and ordinarily should not be taken out during class unless specified by the instructor.
Academic Integrity
Academic integrity is expected of all students at all times. Students must properly cite all work that is not their own according to
standard MLA format. The school’s policy on cheating and the English Department’s definition of plagiarism will be strictly
enforced.
Materials
Students are expected to bring the following materials to class every day:
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A binder or folder for hard copy handouts
Pencil and pen
Macbook
USB flashdrive
Whatever play, novel, short story, or other text that is being studied in class
Expectations
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Students are expected to follow the rules in the Student Handbook.
Regular attendance is a must. A significant portion of your grade is dependent on your ability to complete work in class and
participate in discussions.
Students should check the class “group” and calendar on My Big Campus on a regular basis for details on assignments and
other information. Students can also download essays and other important documents right from this site.
… and finally… You will be good to me. I will be good to you. Seriously.
Please remember that I am always available for extra help and encourage students to see me whenever the need arises. My free periods
are 1, 4, and 7/8. I am also available every day after school.
Best wishes for a fun and successful senior year….
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Eng 12: 2013-2014
Thematic Literary Units of Study
Enduring Understandings For UMAHS Grade 12:
* Literature is didactic and reflective of society.
* Writers carefully craft and revise writing to create meaning.
* Students can improve their reading ability by analyzing their reading process and using strategies from stronger readers.
* Students can communicate significant knowledge and understanding for any project through careful selection of topic and sources,
and by meeting individual milestones.
Unit I: Introduction
2-3 Weeks
Essential Questions:
1. How can a journey produce psychological change?
2. How can we effectively relate personal experience to thoughtprovoking philosophical concepts?
3. How do we exemplify our strengths, accomplishments, passions,
and personalities through writing?
Texts:
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The Element—Robinson (excerpt)
Poetry Interlude: “To an Athlete Dying Young” (Housman);
“O Me! O Life!” (Whitman); “My Papa’s Waltz” (Roethke)
College Essay
Senior Graduation Project (introduction)
Unit II: Heroes: The Tragic and the Epic
5-6 Weeks
Essential Questions:
1. How is myth pertinent to the study of literature?
2. To what extent do we control our own lives?
3. Must knowledge come through suffering?
4. What does society value in leader?
5. What is good, and what is evil?
Texts:
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Oedipus Rex—Sophocles
“On Tragedy”— Aristotle
Beowulf— Raffel (Trans.)
Poetry Interlude: “And Death Shall Have No Dominion;” “Do
Not Go Gentle” (Thomas); “Thou Blind Man’s Mark” (Sidney)
Film clips: The Truman Show (Weir); Beowulf (Zemekis)
Common Core Standards:
W.11-12.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W.11-12.5. Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.11-12.6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including
new arguments or information.
W.11-12.9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
RL.11-12.2. Determine two or more themes or central ideas of a text and analyze
their development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of the
text.
RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop
and relate elements of a story or drama
RL.11-12.4. Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful.
RL.11-12.5. Analyze how an author’s choices concerning how to structure specific
parts of a text contribute to its overall structure and meaning as well as its aesthetic
impact.
SL.11-12.1. Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate.
L.11-12.5. Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings. Interpret figures of speech in context and analyze
their role in the text.
Common Core Standards:
W.11-12.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W.11-12.5. Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.11-12.3. Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event sequences.
W.11-12.8. Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format for
citation.
RL.11-12.6. Analyze a case in which grasping a point of view requires
distinguishing what is directly stated in a text from what is really meant (e.g.,
satire, sarcasm, irony, or understatement).
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
RL.11-12.2. Determine two or more themes or central ideas of a text and analyze
their development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of the
text.
SL.11-12.1. Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
SL.11-12.4. Present information, findings, and supporting evidence, conveying a
clear and distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a range
of formal and informal tasks.
SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio,
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visual, and interactive elements) in presentations to enhance understanding of
Eng
12:
2013-2014
findings, reasoning, and evidence and to add interest.
Unit III: Journey of the Heart and Soul
4-5 Weeks
Essential Questions:
1. How is our understanding of culture and society constructed through and by
language?
2. How does literature reveal the values of a given culture or time period?
3. What role does honor play in our lives?
4. Is chivalry dead?
5. What is love?
Texts:
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The Canterbury Tales—Geoffrey Chaucer
The Art of Courtly Love—Andreas Cappalanus
Poetry Interlude: “She Walks in Beauty” (Byron); “Love Poem”
(Nims); “My Mistresses Eyes” (Shakespeare); “To the Virgins”
(Herrick)
Film Clip: First Knight (Zucker)
Unit V: Illusion and Reality
5-6 Weeks
Essential Questions:
1. What is reality, and how is it constructed?
2. How can the individual judge the difference, or draw a line between, illusion
and reality?
3. To what extent does a culture or society shape an individual’s understanding
or concept of illusion and reality?
4. How does a person’s concept of reality shape his or her identity?
Texts:
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The Fifth Child—Lessing
Poetry Interlude: “Do Not Go Gentle” (Thomas); Dulce et
Decorum (Owen); “My First Son” (Jonson); “Sharks” (Levertov);
“Mirror” (Plath)
“Eveline”—Joyce
“A Sorrowful Woman”—Godwin
Unit VI: The Genius Within the Madness
4-5 Weeks
Common Core Standards:
W.11-12.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W.11-12.5. Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.11-12.3. Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event sequences.
W.11-12.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W.11-12.9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.11-12.10. Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of tasks, purposes
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
RL.11-12.2. Determine two or more themes or central ideas of a text and analyze
their development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of the
text.
RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g.,
recorded or live production of a play or recorded novel or poetry), evaluating how
each version interprets the source text.
RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
L.11-12.6. Acquire and use accurately general academic and domain-specific words
and phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
Common Core Standards:
W.11-12.1. Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
W.11-12.2. Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
W.11-12.5. Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.11-12.6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including
new arguments or information.
W.11-12.7. Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
RL.11-12.2. Determine two or more themes or central ideas of a text and analyze
their development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of the
text.
Common Core Standards:
RL.11-12.4. Determine the meaning of words and phrases as they are used in the
W.11-12.1. Write arguments to support claims in an analysis of substantive topics
text, including figurative and connotative meanings; analyze the impact of specific
or texts, using valid reasoning and relevant and sufficient evidence.
word choices on meaning and tone, including words with multiple meanings or
W.11-12.2. Write informative/explanatory texts to examine and convey complex
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as
ideas, concepts, and information clearly and accurately through the effective
well as other authors.)
selection, organization, and analysis of content.
RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what
W.11-12.6. Use technology, including the Internet, to produce, publish, and update
the text says explicitly as well as inferences drawn from the text, including
individual or shared writing products in response to ongoing feedback, including
determining where the text leaves matters uncertain.
new arguments or information.
RI.11-12.6. Determine an author’s point of view or purpose in a text in which the
W.11-12.9. Draw evidence from literary or informational texts to support analysis,
rhetoric is particularly effective, analyzing how style and content contribute to the
reflection, and research.
power, persuasiveness or beauty of the text.
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what
SL.11-12.2. Integrate multiple sources of information presented in diverse formats
the text says explicitly as well as inferences drawn from the text, including
and media (e.g., visually, quantitatively, orally) in order to make informed
determining where the text leaves matters uncertain.
decisions and solve problems, evaluating the credibility and accuracy of each
RL.11-12.5. Analyze how an author’s choices concerning how to structure specific
source and noting any discrepancies among the data.
parts of a text (e.g., the choice of where to begin or end a story, the choice to
SL.11-12.4. Present information, findings, and supporting evidence, conveying a
provide a comedic or tragic resolution) contribute to its overall structure and
clear and distinct perspective, such that listeners can follow the line of reasoning,
meaning as well as its aesthetic impact.
alternative or opposing perspectives are addressed, and the organization,
SL.11-12.1. Initiate and participate effectively in a range of collaborative
development, substance, and style are appropriate to purpose, audience, and a range
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
of formal and informal tasks.
grades 11–12 topics, texts, and issues, building on others’ ideas and expressing
SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio,
their own clearly and persuasively.
visual, and interactive elements) in presentations to enhance understanding of
SL.11-12.2. Integrate multiple sources of information presented in diverse formats
findings, reasoning, and evidence and to add interest.
and media (e.g., visually, quantitatively, orally) in order to make informed
SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a
decisions and solve problems, evaluating the credibility and accuracy of each
command of formal English when indicated or appropriate.
source and noting any discrepancies among the data.
SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
SL.11-12.4. Present information, findings, and supporting evidence, conveying a
clear and distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a range
of formal and informal tasks.
SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance understanding
of
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findings, reasoning, and evidence and to add interest.
Eng 12: 2013-2014
Essential Questions:
1. What are the ripple effects of choice?
2. What is the reward for overcoming trials and tribulations?
3. To what extent can we rely on ourselves?
4. How do we as humans handle those who are different?
Texts:
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The Bell Jar—Plath
“The Yellow Wallpaper”—Perkins Gilman
Poetry Interlude: “Out, Out” (Frost); “Lady Lazarus” (Plath); “Madness” (Dickinson)
Film clips: Into the Wild (Penn); Sylvia (Jeff)
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Eng 12: 2013-2014
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Eng 12: 2013-2014