British Literature

1. British Literature • Get a Final Exam Review Sheet and get to work. Write down any questions you have and we’ll do a Q & A session. • Finish your School 2.0 Blog if you have not submitted it. • Email a teacher about the webquest you found that you wanted to recommend. Due Friday 7:45am (cc:glenn.krake@fcschool.org)

2. British Literature Thursday 12/14 • Get out Final Exam Review Sheet and make a list of questions for a Q & A session. Take some time to study. • Make sure you make an appointment for Outside Reading. Tomorrow is the last day to report. • Email a teacher about the webquest you found that you wanted to recommend. Due Friday 7:45am (cc:glenn.krake@fcschool.org)

3. Why Study Literature • So we can see God • Critical Thinking Skills • Discernment • To Join in the Universal Conversation • Spiritual Growth ?

4. From Legendto History Mr. Krake – British Literature

5. Roman Impact on Britain • Roads • Fortifications • Aqueducts • Military protection from invasion • Universal Language (Latin) • Currency Is our world moving towards a universal language/currency?

6. Bayeaux Tapestry • 230 Feet Long x 20 Inches. • French needleworker’s stitched on strips of linen. • Hung in the French town of Bayeaux. • Tells the story of William the Conqueror Invading England.

7. Norman Conquest • Normans – “North Men” – Vikings, who invaded France. • Brought Feudalism to England.

8. Saxon Literature • Heroic Poetry: • Recounting the achievements of warriors • Elegiac Poetry: • Lamenting the deaths of loved ones and the loss of the past.

9. Literature of the Middle Ages • Secular: • Poetry of Love & Nature • Ballad • Folk song telling a story

10. Literature of the Middle Ages • Religious: • Miracle Plays, or “Mystery Plays” • Bible stories • Morality plays

11. Celts Gaelic Danes Germanic Angles Germanic Romans Latin Normans French The Changing English Language

12. The Game Lost in Translation Conquest & Invasion • Englisc (Old English) • Normans – French involvement (Middle English) • bedd • candel • eorth • faederm • froendscipe • healf • healp • mann • moder • waeter

13. History: Paganism and Christianity • Pg. 38 Background for Understanding • Paganism – monsters, lives in the hands of fate. • Christianity – single deity, freedom of individuals, good & evil.

14. Things to look for as we read: p. 39 Literary Focus • Epic • A long narrative poem about a legendary or heroic figure. • Kenning • Caesura Grammar & Style • Appositive phrases • Nouns that modify the subject to identify, explain, or rename them.

15. The Canterbury Tales by Geoffrey Chaucer • Background on Chaucer p. 86 • History: Pilgrimages • Characterization • Old English v. Middle English

16. Features of Canterbury Tales • Reader’s Expectations • Expectations of the Characters based on vocation, type, “stereotype.” • Irony, individualism

17. Context – Medieval Times • Social Hierarchy • Aristocracy • Middle Class • Lower Class • Traditional Vocational Division of Society. • Traditional three-fold division of medieval life & ideal figures in the General Prologue a. Those who fight (Knight) b. Those who pray (Parson) c. Those who labor (Plowman)

18. Context – Medieval Times • Chaucer’s General Prologue is one of the first to show people as individuals instead of types • Much like Italian painter, Giotto, who was the first to paint individual face perspective, (Comitatus, Purdue University)

19. Aristocracy • Knight: • warrior, crusader; embodies courtly values. One of the “ideals” • Squire:  • knight's son; embodies the qualities of the typical romance hero (Klein, University of Alaska Anchorage)

20. Aristocracy • Nun (Prioress): • pretender to courtly life: table manners, bad French, lap dogs • Friar :  • utter violation of his vows, but a great guy to be with • supposed to be poor and chaste, but is "wanton and merry" (208) • associates with local women and taverners (Klein, University of Alaska Anchorage)

21. Middle Class • Clerk: • another ideal portrait; contrasts with the Merchant • perfect student; bookish, pious; large library • prays for those who enable his study • Franklin • Santa Claus figure • All about the food: eating well. (Klein, University of Alaska Anchorage)

22. Middle Class • Skipper • expert seaman; knows all the harbors, ports, tides, and currents of the entire Mediterranean basin • thievery, piracy, mass murder • Doctor • Racket with pharmacist – gets a cut • Fancy clothes • profit minded; healing not an end but a means • Wife of Bath • larger than life: scarlet stockings, red face • Rank conscience: goes to church to be seen • Husbands are her specialty (5 husbands) (Klein, University of Alaska Anchorage)

23. Lower Class • Parson:     • Ideal clergyman: Gives to poor (l. 489), Visits people when sick or in trouble • Imitated Christ, Practiced what preached • Plowman:     • physically and spiritually an ideal portrait • Works in the name of God, Pays tithes properly • Miller:     • stout, thick-necked, wrestler, mouth like a furnace, red hair, large nostrils, • thief (gold thumb) • Summoner & Pardoner:     • Clerical figures, but depraved (Klein, University of Alaska Anchorage)

24. Lower Class • Host: • Owns Tabard, governing force • proposes the tale-telling contest • Narrator:  • Chaucerian persona • Speaking from memory. (he has “time and space” to tell his story) • Mediator between the pilgrims and the audience (readers) • Opinionated (describes them as they “seem to me”) • Compassionate • Ironic • Easily impressed • Observant • Biased (Klein, University of Alaska Anchorage)

25. Characterization • Chaucer plays against stereotypes. • Pilgrims often defined by what is not said as well as by description.

26. Characterization • Direct Characterization: • the writer makes direct statements about a character's personality and tellswhat the character is like. • Example: “The patient boy and quiet girl were both well mannered and did not disobey their mother.” • The author is directly telling the audience the personality of these two children. The boy is “patient” and the girl is “quiet.”

27. Characterization • Indirect Characterization • showsthings that reveal the personality of a character. There are five different methods of indirect characterization: Speech - What does the character say? How does the character speak? Thoughts - What is revealed through the character’s private thoughts and feelings? Effect on others toward the character. - What is revealed through the character’s effect on other people? How do other characters feel or behave in reaction to the character? Actions - What does the character do? How does the character behave? Looks - What does the character look like? How does the character dress?

28. Characterization • Ed Johnson scratched his head in confusion as the sales rep explained Dralco’s newest engine performance diagnostic computer. The old mechanic hated modern electronics, preferring the old days when all he needed was a stack of manuals and a good set of tools. • “That Ed Johnson,” said Anderson, watching the old mechanic scratch his head in confusion as the sales rep explained Dralco’s newest engine performance diagnostic computer. “He hasn’t got a clue about modern electronics. Give him a good set of tools and a stack of yellowing manuals with a carburetor needing repair, and he’d be happy as a hungry frog in a fly-field.”

29. Characterization • Indirect characterization “shows” the reader. • Direct characterization “tells” the reader.

30. BritLitPast and Past Perfect Tenses • Read pg. 87 on “Grammar and Style” • Chaucer tells his story in past tense. As he does this, at times he needs to use both simple past and past perfect. • Review the notes on pg. 87 and make sure you know the difference.

31. Past Perfect The Past Perfect expresses the idea that something occurred before another action in the past. It can also show that something happened before a specific time in the past.

32. Literary Focus p. 165 • Folk Ballad • Narrative Poem meant to be sung • 4-line Stanzas rhyme on 2-4. • Refrain – repeated line. • Tell a story. (don’t develop characters) • Lord Randall p. 171

33. Lord Randall p. 171 • One of the most famous and gruesome ballads from the Middle Ages • Warning (lovers beware)

34. Let’s Read“Lord Randall” • Two Voices • Mother and Son • Where hae ye been? • Dialect - The form of a language spoken by people in a particular region or group • “Lord Randall,” and “Barbara Allan” are Scottish-English.

35. “Lord Randall” • Foreshadowing? Stanzas 3-4 • The message of love? • “Wild wood” – “eels boil’d in broo” • complicated? – strange/dangerous

36. Define “Substantive” A substantive posting should respond in a way that adds significantly to the discussion: • Build on the comments of others; • Share quotes, articles, and Web sites that add to our learning • Suggest alternative solutions and viewpoints; • Provide quotes or references to course discussions or readings; • Point out problems; • Disagree in a constructive and respectful manner; • Pose thought-provoking questions to others; • Justify your opinions with appropriate reasoning; • Share from your life experiences that relate to the topic.

37. Define “Substantive” • The below rubric is provided to describe what is expected of a substantive response. Substantive Response Rubric

38. EFFECTIVE WRITING • SAT Scoring Guide • 4 Categories: • Point of View • Organization • Language • Grammar

39. POINT OF VIEW • 6Effectively and insightfully develops a point of view on the issue and demonstrates outstanding critical thinking, using clearly appropriate examples, reasons, and other evidence to support its position • 5Effectively develops a point of view on the issue and demonstrates strong critical thinking, generally using appropriate examples, reasons, and other evidence to support its position • 4Develops a point of view on the issue and demonstrates competent critical thinking, using adequate examples, reasons, and other evidence to support its position • 3develops a point of view on the issue, demonstrating some critical thinking, but may do so inconsistently or use inadequate examples, reasons, or other evidence to support its position • 2develops a point of view on the issue that is vague or seriously limited, demonstrating weak critical thinking, providing inappropriate or insufficient examples, reasons, or other evidence to support its position • 1develops no viable point of view on the issue, or provides little or no evidence to support its position

40. ORGANIZATION • 6Is well organized and clearly focused, demonstrating clear coherence and smooth progression of ideas • 5Is well organized and focused, demonstrating coherence and progression of ideas • 4Is generally organized and focused, demonstrating some coherence and progression of ideas • 3is limited in its organization or focus, but may demonstrate some lapses in coherence or progression of ideas • 2is poorly organized and/or focused, or demonstrates serious problems with coherence or progression of ideas • 1is disorganized or unfocused, resulting in a disjointed or incoherent essay

41. LANGUAGE • 6Exhibits skillful use of language, using a varied, accurate, and apt vocabulary • 5Exhibits facility in the use of language, using appropriate • 4Exhibits adequate but inconsistent facility in the use of language, using generally appropriate vocabulary • 3displays developing facility in the use of language, but sometimes uses weak vocabulary or inappropriate word choice • 2displays very little facility in the use of language, using very limited vocabulary or incorrect word choice • 1displays fundamental errors in vocabulary

42. GRAMMAR • 6Is free of errors in grammar, usage, and mechanics • 5Is generally free of most errors in grammar, usage, and mechanics • 4Has some errors in grammar, usage, and mechanics • 3contains an accumulation of errors in grammar, usage, and mechanics • 2contains errors in grammar, usage, and mechanics so serious that meaning is somewhat obscured • 1contains pervasive errors in grammar, usage, or mechanics that persistently interfere with meaning