• English 12



    Unit One - Essential Questions:

    What makes a hero?

    What is true chivalry?

    Can we control our fate?

    What happens when a society unravels?


    Beowulf (excerpt only) and Grendel by John Gardner

    Hero's Journey

    "The Pardoner's Tale" from The Canterbury Tales" by Chaucer



    College Essay/Personal Statement

    Key Passage Analysis

    Literary Analysis (Grendel)



    Murder in the Cathedral - Why go go Canterbury?




    Unit Two – Essential Questions:

    What can drive someone to seek revenge?

    How does time affect our feelings?

    What’s the difference between love and passion?

    How do you defy expectations?



    “Hamlet’s Dull Revenge”

    Selected speeches, articles, poems - tbd


    Literary Analysis


    Unit Three – Essential Questions

    How can satire change a person’s behavior?

    What keeps people from reaching their potential?

    Why are plagues so horrifying?


    “A Modest Proposal”

    Selected articles, editorials, poems, and excerpts – tbd


    Personal Narrative

    Begin Senior Writing Project


    Unit Four - Essential Questions:

    What can nature offer us?

    How do you define beauty?

    How can science go wrong?

    What stirs your imagination?



    Selected poems, essays, narratives


    Explanatory essay

    Senior Project


    Unit Five – Essential Questions:

    What is a true benefactor?

    What brings out cruelty in people?

    What invention has had the greatest impact on your life?



    Selected poems, essays, excerpts


    Senior Project



    Unit Six – Essential Questions:

    What makes people feel insecure?

    Why is it hard to resist social pressure?

    What is the power of symbols?

    How do you measure a person’s worth?


    Brave New World

    “Harrison Bergeron”



    Senior Project


    Independent Reading – one book of at least 250 pages each quarter – student choice (this will be done independently AND in small groups)































    We are exploring in uncharted territory right now due to the corona virus pandemic. That said, we are definitely going to be alright. Here's what will be different: we will use this webpage to post links, materials, and assignments. I have UPDATED the codes for our google classroom to make things easy for you. So, materials and links here, a place to submit work/collaborate in google classroom or turnitin.com. I will make every attempt to keep things simple.

    3/23-27: Enrichment. Let's do a little grammar - you know it's your favorite thing ever. Try to get this done by the end of the week. Next week we will tackle Pygmalion.

    Faulty Idiom -  remember, we're talking about register (the level of language we use, when, where, etc.) in Pygmalion. It's a thing.

    Wordiness - the kiss of death for sentences near and far.

    3/30 - 4/3: All work is due by Sunday evening, April 5 

    Pygmalion - this is the link to the full text of the play or download an ebook copy from gutenberg.org for free.

    1. Response Journal for the Preface (introduction)

    Read the Preface to the play. Choose ONE of the questions from the response journal prompts for the preface to answer.

    2. Response Journal for Act 1
    Read Act 1 of the play. Again, choose one of the Act 1 journal prompts and response. Submit to Turnitin.com.

    3. After reading Act I – Choose one of these prompts to explore and submit your response to google classroom:

    • Where in Act I can you find connections between Henry Higgins and Victor Frankenstein? Provide quotes and explain your thinking. If Higgins is Frankenstein, how is Eliza the creature? find evidence to support this – make sure to cite page numbers.
    • Critics argue that the Cinderella myth is also present in the play. What details can you find that support that interpretation? EXPLAIN with evidence, not opinion. Cite page numbers.

    IN EACH CASE - Response Journal entries MUST respond with a substantive paragraph unless the prompt indicates a non-writing response such as a diagram, drawing, etc. Paragraphs are composed of a topic sentence that makes an arguable claim which addresses the prompt - evidence (multiple concrete examples from the reading with explanation of how the evidence supports your topic sentence claim, and a lovely concluding sentence to wrap it all up. Submit your responses to turnitin.com for points. I need your work submitted by Monday, April 6.


    April 6 - 10: All work is due by Sunday evening, April 12

    1. Read Act II
    2. Write a Response Journal Entry for Act II and submit the work to Turnitin.com – remember, full points are awarded to work that provides textual evidence to support the response unless the response is artistic in nature (depends on the prompt you choose).
    3. After Reading, participate in a group discussion in google classroom – consider Alfred’s rant about “middle class morality” and any  other comments by other characters that point to a difference in morality between the upper and lower classes. What seems to be Shaw’s message here?

    April 13-17: All work is due by Sunday evening, April 19

    1. View the slide show of various artists’ renderings of the Pygmalion myth in google classroom. After you view them all, reflect on the works as a whole. Do they share any patterns in style, subject matter, attitude, or theme? Discuss the relationship between the artist and his creation. Submit your response in the google classroom.
    2. Read Act III
    3. Complete the Response Journal entry for Act III and submit it to Turnitin.com


    April 20-24: All work is due by Sunday evening, April 26

    1. Read Act IV
    2. Complete the Journal Entry for Act IV and submit it to Turnitin.com
    3. In google classroom, consider the play from Act I to Act IV – Identify any parallels to Cinderella, the Pygmalion myth, and Frankenstein. Give examples and explain your thinking – what is the effect of embedding these allusions into the plot structure? Post your response right there in google classroom.

    April 27 - May 1: All work is due by Sunday evening, May 3

    1. View the video clip from Disney’s Pinocchio where Gepetto’s wish comes true and his puppet turns into a real boy, who is warned by the Blue Fairy that he needs to fully understand himself prior to being considered “human.” Respond in google classroom to the following questions: 1. Is Gepetto’s wish for his puppet to become real an ethical desire? 2. What is the role of an artist in reference to his work? Should he be able to control his art, or to control the outside world’s reactions to it? At what point must the artist abandon his creation?
    2. Read Act V
    3. Complete the Journal Entry for Act V and submit your work to Turnitin.com
    4. In google classroom, respond to this statement of Henry Higgins’ - “Let her speak for herself. You will jolly soon see whether she has an idea that I haven’t put into her head or a word that I haven’t put into her mouth. I tell you I have created this thing out of the squashed cabbage leaves of Covent Garden; and now she pretends to play the fine lady with me.” (Act V)  Here he is unabashedly embracing his role of creator. How is Higgins like Victor Frankenstein? How is he different? How do both demonstrate a very sketchy grasp of ethics?
    5.  BONUS: Watch the Natiional Theater's production of Frankenstein with Bendedict Cumberbatch for FREE on April 30

    May 4 - 8: All work is due by Sunday evening, May 10

    1. Read the Epilogue to the play.
    2. Complete the Journal Entry for the Epilogue and submit your work to Turnitin.com
    3. Wait a minute…why no happily-ever-after? That’s how Cinderella and Pygmalion worked. If it wasn’t going to be a happily-ever-after story, WHY DID Shaw NAME IT PYGMALION in the first place? Post your response in google classroom.
    4. Last writing assignment – Essay

    May 11 - 15 - Wrap up! Last call folks - Grades have to be turned in by Friday!





    1st per. - 21719466

    2nd per. - 21719472

    5th per. - 21719492

    6th per. - 21719496


    Google Classroom:

    1st per. - olelji6

    2nd per. - rozzaqz

    5th per. - yi3hcpx

    6th per. - 4tfv2xg

    Online Text access: through google classroom

    Remind: Text the code below to 81010 (parents too!)

    1st per. - @9daghb

    2nd per. - @64fd6g

    5th per. - @cf822h

    6th per. - @bc94gg


    (Daily) Process = 25%  (this is effort, participation, completion assignments, bellwork,timeliness, etc.)

    Progress = 45%   (this is graded homework, projects, writing assignments, etc.)

    Summative = 20%   (this includes unit tests, quizzes, major writing assignments, presentations, etc.)

    Final Exam = 10%   (this is your final semester exam or culminating semester activity)

    Essential Questions: What is the relationship between literature and place? How does literature shape and/or reflect society? and What is the relationship of the writer to tradition?

    Semester One:

    Unit One: The Old English and Medieval Periods - Anglo-Saxon lyrics, Beowulf, and John Gardner's Grendel

    Unit Two: Selections from The Canterbury Tales by Chaucer

    Unit Three: Shakespeare baby!  Macbeth OR Hamlet, English sonnets, Speeches


    Content/skills to be learned:

    • literary terms/devices
    • annotation
    • conventions of the genre - sonnet, tragedy (Aristotle)
    • vocabulary/grammar in context
    • Hero Cycle (remember this from 9th grade and Homer's Odyssey?)
    • Writing: Literary response, persuasive, expressive, rhetorical analysis, research
    • Independent Reading Circles - new group/work each quarter, weekly meetings, December projects/presentations
    • Comprehensive Final (skills based)


    (Daily) Process = 30%  (this is effort, participation, completion assignments, bellwork,timeliness, etc.)

    Progress = 40%   (this is graded homework, projects, writing assignments, etc.)

    Summative = 20%   (this includes unit tests, quizzes, major writing assignments, presentations, etc.)

    Final Exam = 10%   (this is your final semester exam or culminating semester activity)

    Semester Two:

    Unit Four:  Frankenstein, Coleridge, Byron, and Shelley. Note: we may opt for Brave New World instead of Frankenstein (who doesn't love a good dystopia?)

    Independent Reading Project: Magazine

    Unit Five:  The Importance of Being Earnest by Oscar Wilde OR Pygmalion by George Bernard Shaw

    Unit Six: Modern and Postmodern Periods - The Stranger or The Catcher in the Rye, Yeats, T.S. Eliot, Joyce, Woolf, etc.

    Content and skills to be learned:

    • literary terms/devices
    • annotation
    • conventions of the genre - comedy of manners, elements of romanticism, etc.
    • vocabulary/grammar in context
    • Writing: functional (resume, letter of intent), research, persuasive (bio-ethics), expository/expressive -  Senior Memory Book Project, literary response
    • Independent Reading - Lit circles - new group each quarter, weekly meetings, May presentations (TBD)
    • Comprehensive Final (skills based) and Senior Project