Welcome to English Literature 12
St. John Brebeuf Regional Secondary School
English Literature 12
Teacher: Mrs. Tobin-Careen
Semester 2 2013
Literature 12 will provide the basics for lifelong learning as you read for pleasure, personal growth, and intellectual challenge.
The aim of this course is to enhance your literacy through the study of a body of works representative
of the literary heritage of English speaking peoples. Reading is an important factor in academic
success. English Literature 12 will strengthen the skills you need to acquire information and make
informed judgments.
Assessment Overview
What you will achieve:
Curriculum Organizer
AngloSaxon and
Medieval
Literature
How you will learn and what you will
show that you learned:
Formative and Summative
Assessment Activities
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Renaissance
and 17th
Century
Literature
18th
Century
and
Romantic
Literature
Victorian
and 20th
Century
Literature
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Analysis and
Evaluation
Analysis
Conveying and
deriving meaning
Debate
Descriptive,
persuasive,
expository, and
narrative writing
Discussion
Essays and
compositions
Independent
Reading various
genres
Book chats
Journal Entries
Paragraphs
Personal, critical,
and creative
response
POV sharing
Proofreading and
Editing
Research
Short Story Analysis
Tests and Quizzes
Worksheet/Question
Written and oral
presentations
What will it be worth
to your school mark:
How long will you
spend learning:
Weight for Grading
Teaching Time %
25%
25%
25%
25%
25%
25%
25%
25%
What you will learn:
Learning Outcomes
 Critical and Personal
Response to Literature
 The Literary Tradition
of the English Language
 Literary Analysis
Anglo-Saxon and
Medieval Literature
 Critical and Personal
Response to Literature
 The Literary Tradition
of the English Language
 Literary Analysis
 Renaissance and 17th
Century Literature
 Critical and Personal
Response to Literature
 The Literary Tradition
of the English Language
 Literary Analysis
 18th Century and
Romantic Literature
 Critical and Personal
Response to Literature
 The Literary Tradition
of the English Language
 Literary Analysis
 Victorian and 20th
Century Literature
Summative Assessment Type
Contribution of marks to the unit
Literary Analysis Essays
30
Read With Me
20
Review Duotang and Card Contribution
20
Class work including presentations/small group led discussion/student-
30
teacher conferences/ Critical and Personal Response to Literature
In keeping with best practice, we will encounter a variety of formative and summative assessment activities. Formative assessment practices
will be recorded anecdotally; summative assessment will be entered as a numeric value.
Materials: Students are required to bring the following to class everyday
Binder with 4 dividers labeled:
-Anglo-Saxon and Medieval
-Renaissance and 17th Century
-18th Century and Romantic
-Victorian and 20th Century
Pens (blue, black, one highlighter, a pencil, and
eraser) ruler, glue stick, colouring utensils,
notecards
Required texts/readings/handouts
Dictionary Electronic or Paperback
One duo tang to be labeled Reading Review
Independent Study Materials…upon request!!!
Classroom Expectations
Respect
-Who? Your classmates, your teacher, yourself
-What? Your classroom, your school, materials
Responsibility
-Be prepared for all classes/bring materials
-After an absence, you are required to catch up on all work
-Submit your work
-If you miss a test or presentation you must make it up
School Rules
-Follow all school policies
-Please no gum, drink, or food in class
-Discourage locker/washroom breaks during class time
IP and Rewrite Policies
Retests and rewrites are only to be arranged between the teacher and the student. Students must first complete a
“qualifier” before the rewrite privilege will be granted. There will be no rewrites for minor written assignments, class
presentations, creative projects, and or quizzes. This policy does not impede any formative assessment practices, where
editing, proofreading, and guided revision are the expectation not the exception!
Literature 12
St. John Brebeuf Regional Secondary School
Mrs. Tobin-Careen
"Read with Me" Project
For this parallel reading, you must find an adult who will agree to read the same book as you. You
and your partner will read the book and then rate it according to a system you (the student) have
devised. Next, you will both write a review of the book. Finally, you will make a presentation of the
book incorporating both reviews and ratings.
Here are the steps:
1.
Begin by finding a reading partner-a parent or other adult relative is ideal, but consider other
adults as well ( a priest or church group leader, a coach, a neighbour, a teacher, or coworker). Then select a book to read. 5%. The adult can be active in the book selection, or you
can decide which book you'd like to read. Turn in the name of the adult who is your reading
partner and the title of the book you have decided upon.
2.
After the completion of the book, two reviews are written: one by your adult reading partner
and one by you, the student. Your review counts for twice as much as your reading partner's
review because it 60% will be graded for grammar and composition skills as well as content.
Basically, you will get the points for your partner's review simply by it being in the project!
3.
The reviews are attached to poster board to make a visual display. The poster should be
divided into three parts: on the left is your reading partner's review and rating; in the center is
the bibliographic information and a mock-up of the original cover design of the book; 25%on
the right is your review and rating. You must devise a rating system for you and your partner
that is pertinent to your book-5 stars or "thumbs up/down is not acceptable. Be ingenious!
4.
The final step is an oral presentation of the poster and the book. Your reading partner is clearly
welcome to participate in this part of the 10%project, but his or her presence is not required.
Please note that your responsibility is to
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read the book,
develop a rating system,
write your review,
create your presentation,
and present it to the class.
Your deadline is _________________________________________________.
Hopefully , Your reading partner will have his or her part of the project completed and ready to go on time; however, whether or not that review is
completed, yours must be turned for evaluation.
Specified Readings List
Anglo-Saxon and Medieval
 from Beowulf
 Geoffrey Chaucer, from
The Canterbury Tales, “The
Prologue”
 “Bonny Barbara Allan”
 from Sir Gawain and the Green
Knight
Renaissance and 17th Century
 Sir Thomas Wyatt,“Whoso List to
Hunt”
 Christopher Marlowe,“The
Passionate Shepherd to His
Love”
 Sir Walter Raleigh,“The Nymph’s
Reply to the Shepherd”
 William Shakespeare,
 Sonnet 29 (“When in disgrace
with fortune and men’s eyes”)
 Sonnet 116 (“Let me not to the
marriage of true minds”)
 Sonnet 130 (“My mistress’ eyes
are nothing like the sun”)
 Hamlet, King Lear or The
Tempest
 John Donne,“A Valediction:
Forbidding Mourning”;
 “Death, Be Not Proud”
 Robert Herrick, “To the Virgins”
 John Milton,“On His Blindness”
 Paradise Lost
 from The Diary of Samuel Pepys
18th Century and Romantic
 Lady Mary Chudleigh, “To the
Ladies”
 Alexander Pope, from The Rape
of the Lock
 Jonathan Swift, “A Modest
Proposal”
 Robert Burns, “To a Mouse”
 William Blake, “The Tiger”; “The
Lamb”
 Thomas Gray,“Elegy Written in a
Country Churchyard”
 William Wordsworth,
“My Heart Leaps Up”; “The World Is
Too Much with Us”
 Samuel Taylor Coleridge,“The
Rime of the Ancient Mariner”
 George Gordon, Lord
Byron,“Apostrophe to the
Ocean”
 Percy Bysshe Shelley,“Ode to the
West Wind”
 John Keats, “Ode to a
Nightingale”;
 “When I Have Fears That I May
Cease to Be”
Victorian and 20th Century
 Alfred, Lord Tennyson, “Ulysses”
 Elizabeth Barrett Browning,
Sonnet 43(“How do I love thee?
Let me count the ways”)
 Robert Browning,“My Last
Duchess”
 Emily Brontë, “Song”
 Matthew Arnold, “Dover Beach”
 Thomas Hardy, “The Darkling
Thrush”
 Emily Dickinson,“Because I Could
Not Stop for Death”
 Wilfred Owen, “Dulce et
Decorum Est ”
 William Butler Yeats,“The
Second Coming”
 T.S. Eliot, “The Hollow Men”
 Dylan Thomas,“Do Not Go
Gentle into That Good Night”
 Stevie Smith, “Pretty”
 Margaret Atwood,“Disembarking
at Quebec”
Literature 12
Mrs. Tobin-Careen
Author Profiles
Literary Deck Assigned February 4, 2013.
Create an author profile for _____ of the following on card stock(colour coding would be a
great idea), in the style of a "baseball/hockey card" (8 ½ X 11)including…
birth/death...education...travel...love... political work...works...childhood...writing
partners...addictions...period...style...theme...content...diction...form...photo...other
interesting facts....Each completed card is worth __ marks!
Classical /Medieval
 from Beowulf
 from Canterbury Tales
 Bonnie Barbara Allan
 Gawain and the Green
Knight
Renaissance/17th century
 Sir Thomas Wyatt
 Christopher Marlowe
 Sir Walter Raleigh
 William Shakespeare
 John Donne
 Robert Herrick
 John Milton
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Pepys
18th Century andRomantic
 Lady Mary Chudleigh
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Alexander Pope
 Jonathan Swift
 Robert Burns
 Dylan Thomas
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William Blake
Thomas Gray
William Wordsworth
Samuel Taylor Coleridge
George Gordon, Lord Byron
Percy Bysshe Shelley
John Keats
Victorian andTwentieth Century
 Alfred Lord Tennyson
 Elizabeth Barret Browning
 Robert Browning
 Matthew Arnold
 Thomas Hardy
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Emily Bronte
 Emily Dickinson
 T.S. Eliot
 Wilfed Owen
 William Butler Yeats
 Margaret Atwood
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Stevie Smith
English Literature 2012
To the Parents/Guardians of ___________________________________________(child’s name)
Please review all of the information on this outline with your child. If there are any questions
or concerns, please feel free to contact me, Mrs. Tobin-Careen @ 855 0571. email:
stobincareen@stjohnbrebeuf.ca
DVD/ Video Clips that we may be viewing as part of our units of study:
-Pride and Prejudice
-13th Warrior (Mead Hall Entrance)
-Hamlet
-Othello
-Knight’s Tale
Please sign this sheet indicating your acknowledgment of these policies.
_________________________
Parent/Guardian Signature
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Date