British Literature
Teacher: Mr. John Driscoll Room: 214 Phone: (412) 793-5884
Email: [email protected]
Course description
British Literature is a two-thirds trimester college preparatory class that stresses analytical thematic study of works of non-fiction, drama, and fiction with emphasis on prominent European writers. A writing unit encourages students to improve writing style, using various figurative devices. A research paper unit teaches thesis centered writing and extensive use of Internet research resources.
Course text
Various short stories, novels, news articles and plays
Required materials
The following materials are required for class every day:
Student expectations
Students are expected to be in class on time, fully prepared, and ready to learn when the bell rings. I expect my students to ask insightful and thought provoking questions during discussion. Students are expected to complete their homework to the best of their ability on every assignment.
Students taking this course are preparing for college; therefore, I will not accept assignments written in incomplete sentences. I expect students to give a full explanation in their response to show they have master the concept.
Literature gives the freedom for interpretation, so I quite often give opinion based short answer/essay questions. I do not seek a “correct” response; however, I expect students to be able to defend their interpretation by citing the text, as well as outside sources such as their experience or what they have read.
Students will be writing a minimum of two major research papers. One of these research papers will be a European author research paper. Students can expect to write research papers that range anywhere from four through seven pages. These essays will follow the MLA format.
All written responses submitted for grading must also follow the MLA format—including heading. The basics include: typed, double spaced, a font that is legible (allowing the regular and italicized type to have a definite contrast, 12 pt. font, 1” margins on all sides
Public speaking will be interwoven within each unit. Students will learn, rehearse and present various forms of public speaking. Topics include, but are subject to change: demonstrative, persuasive, informative, special occasion and impromptu.
Students will be expected to enhance their vocabulary. They will define, spell, use in context, find synonyms and antonyms of weekly vocabulary words. Students are allowed to retake spelling and definition tests for an average grades.
In my classroom, I do allow the use of e-readers, Nooks, tablets and iPads for reading purposes. Students who are caught using these devices will lose that privilege. A cell phone will NOT be allowed to be used as a reading device.
Teacher expectations
I will do my best each and every day to reach students and help them to be the best they can be. I am very passionate about the written language and I not only enjoy teaching it but I also infuse myself in it. I am constantly reading, and I am extremely confident in my ability to relate the text being studied to past and current issues. I will make connections daily between the text being studied and God’s Holy Word. I offer students many different opportunities for success, and if they are taking advantage of all them, they will most certainly succeed in my class.
I will grade homework, quizzes, and test promptly and any assignments will be posted on Teacherease in full detail. I am available for communication throughout the entire year via conferences, phone calls or email before or after school.
Grading
Students will be graded on a combination of homework, quizzes, tests, and projects.
Homework
Students should expect to receive homework each day. As a rule of thumb, students will be reading everyday outside of class. However, we will usually read a play together inside of class. Homework will usually be (but not limited to): written response to a given passage/article, comprehension questions, and projects to show understanding
I encourage all students to ask questions. We often will discuss the major issues the author presents. Again, I am not always looking for the “correct” answer. I want students to be able to think critically and defend their interpretation.
Students who fail to complete an assignment will receive a zero. They will have the opportunity to complete the assignment for half credit due the following day.
Quizzes
Students should expect a quiz every few chapters of a novel. Quizzes are designed to be short and ask only basic comprehension of the text.
Tests
Cumulative tests are given at the end of novels/units. Tests will include all content discussed during the unit, i.e., discussion, study guide questions, projects or lectures. Students can expect to see at least on written response essay on the test.
Projects
Students will have at least two projects per unit. Projects will include, but not limited to, presentations, drawings, modeling, recitation of lines, acting out scenes, research papers or creating videos. Students will be given ample time to complete projects and will be expected to work to the best of their ability. Students will never be graded on their artistic ability; however, they must be able to explain their understanding.
Course outline
Unit Studies (novels subject to change)
Estimated dates
Unit 1: Elements of Literature (short stories)
August 27—September 11
Unit 2: Anglo Saxon/Old English and Medieval Periods (Beowulf, Canterbury Tales, “Sir Gawain and the Green Knight)
September 14—October 9
Unit 3: English Renaissance Period (Shakespeare, The King James Bible, Speeches)
October 12—October 30
Unit 4: Seventeenth and Eighteenth Centuries (J. Donne, B. Johnson, J. Milton), Paradise Lost, Pilgrim’s Progress, essays, speeches
November 2—November 25
Unit 5: Romantic Period (W. Blake, W. Wordsworth, L. Byron, Dracula, speeches
December 1—December 18
Unit 6: Victorian Period (Tale of Two Cities, Wuthering Heights, Jane Eyre)
January 4—February 19
Unit 7: Modern and Postmodern Periods (Short Stories, poetry, speeches
February 22- March 11
Teacher: Mr. John Driscoll Room: 214 Phone: (412) 793-5884
Email: [email protected]
Course description
British Literature is a two-thirds trimester college preparatory class that stresses analytical thematic study of works of non-fiction, drama, and fiction with emphasis on prominent European writers. A writing unit encourages students to improve writing style, using various figurative devices. A research paper unit teaches thesis centered writing and extensive use of Internet research resources.
Course text
Various short stories, novels, news articles and plays
Required materials
The following materials are required for class every day:
- Pens or pencils
- Notebook
- Text being used (either hard or electronic copy)
Student expectations
Students are expected to be in class on time, fully prepared, and ready to learn when the bell rings. I expect my students to ask insightful and thought provoking questions during discussion. Students are expected to complete their homework to the best of their ability on every assignment.
Students taking this course are preparing for college; therefore, I will not accept assignments written in incomplete sentences. I expect students to give a full explanation in their response to show they have master the concept.
Literature gives the freedom for interpretation, so I quite often give opinion based short answer/essay questions. I do not seek a “correct” response; however, I expect students to be able to defend their interpretation by citing the text, as well as outside sources such as their experience or what they have read.
Students will be writing a minimum of two major research papers. One of these research papers will be a European author research paper. Students can expect to write research papers that range anywhere from four through seven pages. These essays will follow the MLA format.
All written responses submitted for grading must also follow the MLA format—including heading. The basics include: typed, double spaced, a font that is legible (allowing the regular and italicized type to have a definite contrast, 12 pt. font, 1” margins on all sides
Public speaking will be interwoven within each unit. Students will learn, rehearse and present various forms of public speaking. Topics include, but are subject to change: demonstrative, persuasive, informative, special occasion and impromptu.
Students will be expected to enhance their vocabulary. They will define, spell, use in context, find synonyms and antonyms of weekly vocabulary words. Students are allowed to retake spelling and definition tests for an average grades.
In my classroom, I do allow the use of e-readers, Nooks, tablets and iPads for reading purposes. Students who are caught using these devices will lose that privilege. A cell phone will NOT be allowed to be used as a reading device.
Teacher expectations
I will do my best each and every day to reach students and help them to be the best they can be. I am very passionate about the written language and I not only enjoy teaching it but I also infuse myself in it. I am constantly reading, and I am extremely confident in my ability to relate the text being studied to past and current issues. I will make connections daily between the text being studied and God’s Holy Word. I offer students many different opportunities for success, and if they are taking advantage of all them, they will most certainly succeed in my class.
I will grade homework, quizzes, and test promptly and any assignments will be posted on Teacherease in full detail. I am available for communication throughout the entire year via conferences, phone calls or email before or after school.
Grading
Students will be graded on a combination of homework, quizzes, tests, and projects.
- Homework—25%
- Quizzes/Tests—50%
- Projects—25%
Homework
Students should expect to receive homework each day. As a rule of thumb, students will be reading everyday outside of class. However, we will usually read a play together inside of class. Homework will usually be (but not limited to): written response to a given passage/article, comprehension questions, and projects to show understanding
I encourage all students to ask questions. We often will discuss the major issues the author presents. Again, I am not always looking for the “correct” answer. I want students to be able to think critically and defend their interpretation.
Students who fail to complete an assignment will receive a zero. They will have the opportunity to complete the assignment for half credit due the following day.
Quizzes
Students should expect a quiz every few chapters of a novel. Quizzes are designed to be short and ask only basic comprehension of the text.
Tests
Cumulative tests are given at the end of novels/units. Tests will include all content discussed during the unit, i.e., discussion, study guide questions, projects or lectures. Students can expect to see at least on written response essay on the test.
Projects
Students will have at least two projects per unit. Projects will include, but not limited to, presentations, drawings, modeling, recitation of lines, acting out scenes, research papers or creating videos. Students will be given ample time to complete projects and will be expected to work to the best of their ability. Students will never be graded on their artistic ability; however, they must be able to explain their understanding.
Course outline
Unit Studies (novels subject to change)
Estimated dates
Unit 1: Elements of Literature (short stories)
August 27—September 11
Unit 2: Anglo Saxon/Old English and Medieval Periods (Beowulf, Canterbury Tales, “Sir Gawain and the Green Knight)
September 14—October 9
Unit 3: English Renaissance Period (Shakespeare, The King James Bible, Speeches)
October 12—October 30
Unit 4: Seventeenth and Eighteenth Centuries (J. Donne, B. Johnson, J. Milton), Paradise Lost, Pilgrim’s Progress, essays, speeches
November 2—November 25
Unit 5: Romantic Period (W. Blake, W. Wordsworth, L. Byron, Dracula, speeches
December 1—December 18
Unit 6: Victorian Period (Tale of Two Cities, Wuthering Heights, Jane Eyre)
January 4—February 19
Unit 7: Modern and Postmodern Periods (Short Stories, poetry, speeches
February 22- March 11