{"id":6038,"date":"2025-06-14T22:12:21","date_gmt":"2025-06-15T02:12:21","guid":{"rendered":"https:\/\/materamabilis.org\/ma\/?page_id=6038"},"modified":"2026-02-26T10:23:29","modified_gmt":"2026-02-26T14:23:29","slug":"high-school-english-level-6-year-1-course","status":"publish","type":"page","link":"https:\/\/materamabilis.org\/ma\/high-school-level-5-6\/high-school-english\/high-school-english-level-6-year-1-course\/","title":{"rendered":"High School English Level 6 Year 1 Course"},"content":{"rendered":"<h4><span style=\"font-weight: 400;\"><span style=\"color: #c4a990;\">High School English: British &amp; American Literature to 1900 (Honors)<\/span><\/span><\/h4>\n<p>Recommended for Level 6 Year 1, but appropriate for any student.<\/p>\n<p>The Mater Amabilis English courses are very challenging. If they are done as written (or nearly so), Honors credit may be awarded. Within the Books and Resources, notes have been made of adaptations for students who would prefer a less challenging course.<\/p>\n<p>All previous versions of lesson plans can be found on the <a href=\"https:\/\/materamabilis.org\/ma\/archived-lesson-plans\/\">Archived Lesson Plans<\/a> page.<\/p>\n<p><span style=\"font-weight: 400;\"><div class=\"scbb-content-box scbb-rounded-corners\" style=\"background-color: #f8f6f0\"> \n<h3><span style=\"font-weight: 400\"><span style=\"color: #c4a990\">Course Description<\/span><\/span><\/h3>\n<p>This\u00a0 honors-level course surveys British and American literature from the Elizabethan era through 1900, incorporating poetry, prose, and drama. Students engage with the evolution of the novel as a literary form alongside study of three Shakespeare plays. The curriculum integrates foundational texts from both British and American traditions to provide comprehensive understanding of literary heritage and cultural contexts. Students develop college-level writing proficiency through daily written narrations, regular analytical essays applying principles from Zinsser&#8217;s <em>On Writing Well<\/em>, and a substantial research paper (10-15 pages). This challenging honors curriculum develops the close reading and academic writing capabilities essential for advanced literary study.<\/p>\n<p><span style=\"font-weight: 400\"><\/span><\/p><\/div><div class=\"scbb-content-box scbb-rounded-corners\" style=\"background-color: #f8f6f0\">\n<h3><span style=\"font-weight: 400\"><span style=\"color: #c4a990\">Books and Resources<\/span><\/span><\/h3>\n<h6>Mater Amabilis participates in affiliate programs with Amazon and Living Book Press.<\/h6>\n<p><strong>Literature:<\/strong><\/p>\n<ul>\n<li><em>The British Tradition II: Poetry &amp; Prose from the Elizabethan to the Neoclassical Age (1485-1784 A.D.)<\/em>, Memoria Press [<a href=\"https:\/\/www.memoriapress.com\/curriculum\/literature-and-poetry\/poetry-prose-book-two-the-elizabethan-to-the-neoclassical-age-third-edition\/\">Publisher<\/a>]\n<ul>\n<li>This book is continued from the Level 5 Year 2 lesson plans.<\/li>\n<li>Optional: <a href=\"https:\/\/www.memoriapress.com\/curriculum\/literature-and-poetry\/poetry-prose-book-two-the-elizabethan-to-the-neoclassical-age-teacher-guide-third-edition\/\">Teacher Guide<\/a>, <a href=\"https:\/\/www.memoriapress.com\/curriculum\/literature-and-poetry\/poetry-prose-book-two-the-elizabethan-to-the-neoclassical-age-student-book-third-edition\/\">Student Guide<\/a> &#8211; These resources provide some vocabulary help and questions you may find useful for discussions or essay prompts. In general, reading and narrating the material is sufficient.<\/li>\n<li>The &#8220;Introductions&#8221; in the MP books may be omitted.<\/li>\n<\/ul>\n<\/li>\n<li><em>The British Tradition III: Poetry from the Romantic to the Victorian Age<\/em>, Memoria Press [<a href=\"https:\/\/www.memoriapress.com\/curriculum\/literature-and-poetry\/poetry-book-iii-the-romantic-to-the-victorian-age-second-edition\/\">Publisher<\/a>]\n<ul>\n<li>Optional: <a href=\"https:\/\/www.memoriapress.com\/curriculum\/literature-and-poetry\/poetry-book-iii-the-romantic-to-the-victorian-age-teacher-guide-second-edition\/\">Teacher Guide<\/a>, <a href=\"https:\/\/www.memoriapress.com\/curriculum\/literature-and-poetry\/poetry-book-iii-the-romantic-to-the-victorian-age-student-guide-second-edition\/\">Student Guide<\/a> &#8211; These resources provide some vocabulary help and questions you may find useful for discussions or essay prompts. In general, reading and narrating the material is sufficient.<\/li>\n<li>The &#8220;Introductions&#8221; in the MP books may be omitted.<\/li>\n<\/ul>\n<\/li>\n<li><em>Poetry and Short Stories for the Logic Stage Anthology,\u00a0<\/em>Memoria Press [<a href=\"https:\/\/www.memoriapress.com\/curriculum\/literature-and-poetry\/poetry-short-stories-for-the-logic-stage-second\/\">Publisher<\/a>]\n<ul>\n<li>Optional: <a href=\"https:\/\/www.memoriapress.com\/curriculum\/literature-and-poetry\/poetry-short-stories-for-the-logic-stage-teacher-second\/\">Teacher Guide<\/a>, <a href=\"https:\/\/www.memoriapress.com\/curriculum\/literature-and-poetry\/poetry-short-stories-for-the-logic-stage-student-second\/\">Student Guide<\/a> &#8211; These resources provide some vocabulary help and questions you may find useful for discussions or essay prompts. In general, reading and narrating the material is sufficient.<\/li>\n<\/ul>\n<\/li>\n<li><em>Great Myths of the World<\/em>, Colum [<a href=\"https:\/\/amzn.to\/3FVw4D8\">Amaz<\/a>][<a href=\"https:\/\/sacred-texts.com\/etc\/omw\/index.htm\">online version<\/a>] &#8211; Note, students read from this book through the first three years of English courses.<\/li>\n<li><i>Readings in American Prose<\/i>, selected authors selected for this Mater Amabilis course [<a href=\"https:\/\/materamabilis.org\/ma\/wp-content\/uploads\/2025\/06\/Readings-in-American-Prose.pdf\">PDF<\/a>]<\/li>\n<\/ul>\n<p>Modification &#8211; Students could omit the\u00a0<em>Readings in American Prose<\/em>.<\/p>\n<p><strong>Novels:<\/strong><\/p>\n<ul>\n<li>Term 1:\u00a0<i>Pride and Prejudice<\/i>, Austen [<a href=\"https:\/\/amzn.to\/441Xz60\">Amaz<\/a>][<a href=\"https:\/\/www.gutenberg.org\/ebooks\/1342\">Project Gutenberg<\/a>]<\/li>\n<li><i><\/i>Term 2:\u00a0<i>David Copperfield<\/i>, Dickens [<a href=\"https:\/\/amzn.to\/44fBDWl\">Amaz<\/a>][<a href=\"https:\/\/www.gutenberg.org\/ebooks\/766\">Project Gutenberg<\/a>]<\/li>\n<li><i><\/i>Term 3:\u00a0<i>Huckleberry Finn<\/i>, Twain [<a href=\"https:\/\/amzn.to\/446wn6p\">Amaz<\/a>][<a href=\"https:\/\/www.gutenberg.org\/ebooks\/76\">Project Gutenberg<\/a>]<\/li>\n<\/ul>\n<p>Modification &#8211; A family may choose to assign only one or two of the novels.<\/p>\n<p><strong>Drama:<\/strong><\/p>\n<ul>\n<li>Term 1:\u00a0<i>Much Ado About Nothing<\/i>, Shakespeare<\/li>\n<li>Term 2:\u00a0<i>Hamlet,\u00a0<\/i>Shakespeare<\/li>\n<li>Term 3:\u00a0<i>The Tempest<\/i>, Shakespeare<\/li>\n<\/ul>\n<p>Modification &#8211; Read only one or two of the plays. A family may choose instead to watch a live or filmed version of these plays. Recommended adaptations: <i>Much Ado About Nothing\u00a0<\/i>(Branagh [<a href=\"https:\/\/amzn.to\/442mCGb\">Amaz<\/a>] or David Tennant [<a href=\"https:\/\/www.imdb.com\/title\/tt5569310\/\">IMDB<\/a>]), <i>Hamlet\u00a0<\/i>(Mel Gibson [<a href=\"https:\/\/amzn.to\/45VrTSp\">Amaz<\/a>] or David Tennant [<a href=\"https:\/\/amzn.to\/4n17Ecf\">Amaz<\/a>]), <i>The Tempest\u00a0<\/i>(Globe Theatre with Roger Allam [<a href=\"https:\/\/player.shakespearesglobe.com\/productions\/the-tempest-2013\/\">Globe Player<\/a>]).<\/p>\n<p><strong>Composition:<\/strong><\/p>\n<ul>\n<li><i>On Writing Well<\/i><i>,\u00a0<\/i>Zinsser [<a href=\"https:\/\/amzn.to\/44gqggW\">Amaz<\/a>]<\/li>\n<li>Composition will also continue to include daily written narration across all readings in all subjects, plus one finished essay per term and end-of-term essay exams.<\/li>\n<li>Additional writing practice &#8211; You may choose to assign six extra short essays (300-500 words) or pieces of creative writing per term. These essays may touch on readings in English or any other subject, including current events.<\/li>\n<\/ul>\n<p>Modification &#8211; Assign shorter papers, especially the research paper in term 3.<\/p>\n<p><span style=\"font-weight: 400\"><\/span><\/p><\/div><div class=\"scbb-content-box scbb-rounded-corners\" style=\"background-color: #f8f6f0\">\n<h3><span style=\"font-weight: 400\"><span style=\"color: #c4a990\">Lesson plans<\/span><\/span><\/h3>\n<p>All readings are narrated, orally or in writing. For Honors credit, written narrations should be the norm.<\/p>\n<p><span style=\"font-weight: 400\">The student should be encouraged to keep a commonplace book, in which to write down any striking or memorable passages that stand out in reading. The student should also be encouraged to commit favorite poems to memory, or at least favorite passages from longer poems.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Note that this year studied dictation drops from the plans, though parents may continue with the same routine if desired. <\/span><\/p>\n<p><strong>Abbreviations:<\/strong><\/p>\n<ul>\n<li><span style=\"font-weight: 400\">MP = Memoria Press\u00a0<\/span><\/li>\n<li>GM = <em>Great Myths of the World<\/em><\/li>\n<\/ul>\n<p>TERM 1<\/p>\n<p>Week 1<br \/>\nDay 1: <span style=\"font-weight: 400\">MP British Tradition II, Restoration &amp; Neoclassical Introduction, pp. 96-97, Dryden 98-100<\/span><br \/>\nDay 2: <span style=\"font-weight: 400\">Pride &amp; Prejudice Chapters 1-3<\/span><br \/>\nDay 3: <span style=\"font-weight: 400\">Much Ado About Nothing, Act I<\/span><br \/>\nDay 4: <span style=\"font-weight: 400\">Pride and Prejudice, Chapters 4-6<\/span><br \/>\nDay 5: <span style=\"font-weight: 400\">On Writing Well, Chapters 1-2, pp. 3-12, GM \u201cPeruvian\u201d p. xx &amp; Viracocha pp. 245-249<\/span><\/p>\n<p>Week 2<br \/>\nDay 6: <span style=\"font-weight: 400\">MP Poetry and Short Stories, Introduction, Rip van Winkle, pp. 6-21<\/span><br \/>\nDay 7: <span style=\"font-weight: 400\">Pride and Prejudice, Chapters 7-9<\/span><br \/>\nDay 8: <span style=\"font-weight: 400\">Much Ado About Nothing, Act II<\/span><br \/>\nDay 9: <span style=\"font-weight: 400\">Pride and Prejudice, Chapters 10-12<\/span><br \/>\nDay 10: <span style=\"font-weight: 400\">On Writing Well, Chapters 3-4, pp. 13-24, GM The Llama Herder pp. 249-252<\/span><\/p>\n<p>Week 3<br \/>\nDay 11: <span style=\"font-weight: 400\">MP British Tradition II, Katherine Phillips and Jonathan Swift, pp. 101-110; optional: <\/span><a href=\"https:\/\/www.gutenberg.org\/files\/1080\/1080-h\/1080-h.htm\"><span style=\"font-weight: 400\">A Modest Proposal<\/span><\/a><br \/>\nDay 12: <span style=\"font-weight: 400\">Pride and Prejudice, Chapters 13-15<\/span><br \/>\nDay 13: <span style=\"font-weight: 400\">Much Ado About Nothing, Act III, scenes 1-3<\/span><br \/>\nDay 14: <span style=\"font-weight: 400\">Pride and Prejudice, Chapters 16-18<\/span><br \/>\nDay 15: <span style=\"font-weight: 400\">On Writing Well, Chapters 5-6, pp. 25-37, GM \u201cCentral American and Mexican\u201d p. xx-xxiii\u00a0 &amp; In the Beginning pp. 253-257<\/span><\/p>\n<p>Week 4<br \/>\nDay 16: <span style=\"font-weight: 400\">MP Poetry and Short Stories, Irving, The Legend of Sleepy Hollow, pp. 22-43<\/span><br \/>\nDay 17: <span style=\"font-weight: 400\">Pride and Prejudice, Chapters 19-21<\/span><br \/>\nDay 18: <span style=\"font-weight: 400\">Much Ado About Nothing, Act III, scenes 4-5<\/span><br \/>\nDay 19: <span style=\"font-weight: 400\">Pride and Prejudice, Chapters 22-24<\/span><br \/>\nDay 20: <span style=\"font-weight: 400\">On Writing Well, Chapter 7, pp. 38-46, GM The Twin Heroes pp. 257-266<\/span><\/p>\n<p>Week 5<br \/>\nDay 21: <span style=\"font-weight: 400\">MP British Tradition II, Pope and Johnson, pp. 111-116<\/span><br \/>\nDay 22: <span style=\"font-weight: 400\">Pride and Prejudice, Chapters 25-27<\/span><br \/>\nDay 23: <span style=\"font-weight: 400\">Much Ado About Nothing, Act IV<\/span><br \/>\nDay 24: GM Quetzalcoatl pp. 266-268<br \/>\nDay 25: <span style=\"font-weight: 400\">Look over written narrations in all subjects up to this point. Choose one, or a series of narrations of the same book or subject, to revise into an essay with particular attention to simplifying, removing clutter, and generally applying Zinsser\u2019s principles in Part I of <\/span><i><span style=\"font-weight: 400\">On Writing Well. <\/span><\/i><span style=\"font-weight: 400\">Spend roughly an hour today choosing narrations and planning this essay of roughly 500-700 words. Due on Day 40. <\/span><\/p>\n<p>Week 6<br \/>\nDay 26: <span style=\"font-weight: 400\">MP Poetry and Short Stories, Longfellow, Whittier, pp. 44-51<\/span><br \/>\nDay 27: <span style=\"font-weight: 400\">Pride and Prejudice makeup day, work on essay assigned on Day 25<\/span><br \/>\nDay 28: <span style=\"font-weight: 400\">Much Ado About Nothing, Act V, scenes 1-2<\/span><br \/>\nDay 29: <span style=\"font-weight: 400\">Pride and Prejudice, Chapters 28-30<\/span><br \/>\nDay 30: <span style=\"font-weight: 400\">On Writing Well, Chapters 8-9, pp. 49-67, GM Quetzalcoatl\u2019s Enemy pp. 268-270, finish essay draft<\/span><\/p>\n<p>Week 7<br \/>\nDay 31: <span style=\"font-weight: 400\">MP British Tradition II, Oliver Goldsmith and Phillis Wheatley, pp. 117-122<\/span><br \/>\nDay 32: <span style=\"font-weight: 400\">Pride and Prejudice, Chapters 31-33<\/span><br \/>\nDay 33: <span style=\"font-weight: 400\">Much Ado About Nothing, Act V, scenes 3-4<\/span><br \/>\nDay 34: <span style=\"font-weight: 400\">Pride and Prejudice, Chapters 34-36<\/span><br \/>\nDay 35: <span style=\"font-weight: 400\">On Writing Well, Chapter 10, pp. 68-92, essay conference, revision. GM The Gods of the Azteca pp. 270-273<\/span><\/p>\n<p>Week 8<br \/>\nDay 36: <span style=\"font-weight: 400\">MP Poetry and Short Stories, Longfellow, <a href=\"https:\/\/www.paulreverehouse.org\/longfellows-poem\/\">Paul Revere&#8217;s Ride<\/a><\/span><br \/>\nDay 37: <span style=\"font-weight: 400\">Pride and Prejudice, Chapters 37-39<\/span><br \/>\nDay 38: <span style=\"font-weight: 400\">Work on essay revision. Think especially about the beginning and ending. <\/span><br \/>\nDay 39: <span style=\"font-weight: 400\">Pride and Prejudice, Chapters 40-42<\/span><br \/>\nDay 40: <span style=\"font-weight: 400\">Finish and turn in essay. GM The Azteca pp. 273-276<\/span><\/p>\n<p>Week 9<br \/>\nDay 41: <span style=\"font-weight: 400\">MP British Tradition III, Romantic Introduction, Thomas Gray, pp. 6-16<\/span><br \/>\nDay 42: <span style=\"font-weight: 400\">Pride and Prejudice, Chapters 43-45<\/span><br \/>\nDay 43: <a href=\"https:\/\/www.history.com\/topics\/19th-century\/transcendentalism\"><span style=\"font-weight: 400\">American Transcendentalism<\/span><\/a><span style=\"font-weight: 400\">. Readings in American Prose, Self-Reliance,\u00a0 pp. 1-8<\/span><br \/>\nDay 44: <span style=\"font-weight: 400\">Pride and Prejudice, Chapters 46-48<\/span><br \/>\nDay 45: <span style=\"font-weight: 400\">Reading makeup day<\/span><\/p>\n<p>Week 10<br \/>\nDay 46: <span style=\"font-weight: 400\">Readings in American Prose, <\/span><span style=\"font-weight: 400\">Self-Reliance, pp. 9-16<\/span><br \/>\nDay 47: <span style=\"font-weight: 400\">Pride and Prejudice, Chapters 49-51<\/span><br \/>\nDay 48: <span style=\"font-weight: 400\">Readings in American Prose, <\/span><span style=\"font-weight: 400\">Self-Reliance, pp. 17-23<\/span><br \/>\nDay 49: <span style=\"font-weight: 400\">Pride and Prejudice, Chapters 52-55<\/span><br \/>\nDay 50: <span style=\"font-weight: 400\">Reading makeup day<\/span><\/p>\n<p>Week 11<br \/>\nDay 51: <span style=\"font-weight: 400\">MP British Tradition III, William Blake, pp. 17-19<\/span><br \/>\nDay 52: <span style=\"font-weight: 400\">Pride and Prejudice, Chapters 56-58<\/span><br \/>\nDay 53: <span style=\"font-weight: 400\">GM \u201cZuni\u201d\u00a0 pp. xxiii-xxiv\u00a0 &amp; Paiyatuma and the Maidens of Corn pp. 277-284 (end of Great Myths)<\/span><br \/>\nDay 54: <span style=\"font-weight: 400\">Pride and Prejudice, Chapters 59-61 (finish)<\/span><br \/>\nDay 55: <span style=\"font-weight: 400\">Reading makeup day<\/span><\/p>\n<p>WEEK 12: DAYS 56-60 MAKEUP\/EXAM WEEK<\/p>\n<p>Examination questions for exam week<br \/>\nTo be answered as short in-class essays, taking roughly 30-45 minutes each.<br \/>\nThe student will choose four of the questions to answer.<\/p>\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Tell everything you can about your favorite poem of this term.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Tell everything you can about how <\/span><i><span style=\"font-weight: 400\">Pride and Prejudice <\/span><\/i><span style=\"font-weight: 400\">and <\/span><i><span style=\"font-weight: 400\">Much Ado About Nothing <\/span><\/i><span style=\"font-weight: 400\">compare as love stories. Make sure to tell what you learn about the <\/span><i><span style=\"font-weight: 400\">nature<\/span><\/i><span style=\"font-weight: 400\"> of love from these stories. You might also consider the role of God\u2019s love and grace: how do you see those things mirrored in both of these comic tales?\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Tell everything you can about Emerson\u2019s essay \u201cSelf-Reliance.\u201d In particular, tell what ideas rang true to you, and what ideas struck you as questionable, and why.\u00a0\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Tell everything you can about Emerson\u2019s \u201cSelf-Reliance,\u201d with a focus on the ways that Emerson\u2019s ideas continue to influence contemporary American culture.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Tell what the myths of Central and Native American cultures reveal about those cultures.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Tell everything you can about what constitutes \u201cwriting well,\u201d according to William Zinsser. <\/span><\/li>\n<\/ol>\n<p>TERM 2<\/p>\n<p>Week 13<br \/>\nDay 61: <span style=\"font-weight: 400\">MP Poetry and Short Stories, Poe, To Helen, The Tell-Tale Heart pp 52-57, David Copperfield Chapters 1-4<\/span><br \/>\nDay 62: <span style=\"font-weight: 400\">David Copperfield, Chapters 5-8<\/span><br \/>\nDay 63: <span style=\"font-weight: 400\">Hamlet, Act I, scenes 1-3<\/span><br \/>\nDay 64: <span style=\"font-weight: 400\">David Copperfield, Chapters 9-12<\/span><br \/>\nDay 65: <span style=\"font-weight: 400\">On Writing Well, Chapter 11, pp. 95-99, Readings in American Prose, Thoreau, Walking, pp. 24-33<\/span><\/p>\n<p>Week 14<br \/>\nDay 66: <span style=\"font-weight: 400\">MP British Tradition III, Burns, pp. 20-24, Readings in American Prose, Thoreau, Walking, pp. 33-39<\/span><br \/>\nDay 67: <span style=\"font-weight: 400\">David Copperfield, Chapters 13-16<\/span><br \/>\nDay 68: <span style=\"font-weight: 400\">Hamlet, Act I, scenes 4-5<\/span><br \/>\nDay 69: <span style=\"font-weight: 400\">David Copperfield, Chapters 17-20<\/span><br \/>\nDay 70: <span style=\"font-weight: 400\">On Writing Well, Chapter 12, pp. 100-115<\/span><\/p>\n<p>Week 15<br \/>\nDay 71: MP Poetry and Short Stories, Poe, The Raven, pp. 58-61<span style=\"font-weight: 400\">, Readings in American Prose, Thoreau, Walking pp. 39-50<\/span><br \/>\nDay 72: <span style=\"font-weight: 400\">David Copperfield, Chapters 21-24<\/span><br \/>\nDay 73: <span style=\"font-weight: 400\">Hamlet, Act II<\/span><br \/>\nDay 74: <span style=\"font-weight: 400\">David Copperfield, Chapters 25-28<\/span><br \/>\nDay 75: <span style=\"font-weight: 400\">On Writing Well, Chapter 13, pp. 116-132<\/span><\/p>\n<p>Week 16<br \/>\nDay 76: <span style=\"font-weight: 400\">MP British Tradition III, Burns, pp. 25-26, Readings in American Prose, Thoreau, Walking, pp. 51-55<\/span><br \/>\nDay 77: <span style=\"font-weight: 400\">David Copperfield, Chapters 29-32<\/span><br \/>\nDay 78: <span style=\"font-weight: 400\">Hamlet, Act III, scenes 1-2<\/span><br \/>\nDay 79: <span style=\"font-weight: 400\">David Copperfield, Chapters 33-36<\/span><br \/>\nDay 80: <span style=\"font-weight: 400\">On Writing Well, Chapter 14, pp. 133-147<\/span><\/p>\n<p>Week 17<br \/>\nDay 81: <span style=\"font-weight: 400\">MP Poetry and Short Stories, Holmes, Lowell, pp. 62-68<\/span><br \/>\nDay 82: <span style=\"font-weight: 400\">David Copperfield, Chapters 37-40<\/span><br \/>\nDay 83: <span style=\"font-weight: 400\">Hamlet, Act III, scenes 3-4<\/span><br \/>\nDay 84: <span style=\"font-weight: 400\">David Copperfield, Chapters 41-44<\/span><br \/>\nDay 85: <span style=\"font-weight: 400\">On Writing Well, Chapter 15, pp. 148-165<\/span><\/p>\n<p>Week 18<br \/>\nDay 86: <span style=\"font-weight: 400\">MP British Tradition III, Wordsworth, pp. 27-29<\/span><br \/>\nDay 87: <span style=\"font-weight: 400\">David Copperfield, Chapters 45-48<\/span><br \/>\nDay 88: <span style=\"font-weight: 400\">Hamlet, Act IV, scenes 1-4<\/span><br \/>\nDay 89: <span style=\"font-weight: 400\">David Copperfield, Chapters 49-52<\/span><br \/>\nDay 90: <span style=\"font-weight: 400\">On Writing Well, Chapter 16, pp. 166-178<\/span><\/p>\n<p>Week 19<br \/>\nDay 91: <span style=\"font-weight: 400\">Readings in American Prose, Hawthorne, Young Goodman Brown, pp. 56-69<\/span><br \/>\nDay 92: <span style=\"font-weight: 400\">David Copperfield, Chapters 53-56<\/span><br \/>\nDay 93: <span style=\"font-weight: 400\">Hamlet, Act IV, scenes 5-7<\/span><br \/>\nDay 94: <span style=\"font-weight: 400\">David Copperfield, Chapters 57-60<\/span><br \/>\nDay 95: <span style=\"font-weight: 400\">On Writing Well, Chapter 17, pp. 179-193<\/span><\/p>\n<p>Week 20<br \/>\nDay 96: <span style=\"font-weight: 400\">MP British Tradition III, Wordsworth, pp 30-31<\/span><br \/>\nDay 97: <span style=\"font-weight: 400\">David Copperfield, Chapters 61-64 (finish)<\/span><br \/>\nDay 98: <span style=\"font-weight: 400\">Hamlet, Act V<\/span><br \/>\nDay 99: <span style=\"font-weight: 400\">Makeup reading day<\/span><br \/>\nDay 100: <span style=\"font-weight: 400\">On Writing Well, Chapter 18, pp. 194-207<\/span><\/p>\n<p>Week 21<br \/>\nDay 101: <span style=\"font-weight: 400\">MP Poetry and Short Stories, Dickinson, pp. 69-71<\/span><br \/>\nDay 102: <span style=\"font-weight: 400\">Makeup reading day<\/span><br \/>\nDay 103: <span style=\"font-weight: 400\">Readings in American Prose, Melville, Bartleby the Scrivener, pp. 70-90<\/span><br \/>\nDay 104: <span style=\"font-weight: 400\">Readings in American Prose, Melville, Bartleby the Scrivener, pp. 91-104<\/span><br \/>\nDay 105: <span style=\"font-weight: 400\">On Writing Well, Chapter 19, pp. 208-229<\/span><\/p>\n<p>Week 22<br \/>\nDay 106: <span style=\"font-weight: 400\">MP British Tradition III, Coleridge, Rime of the Ancient Mariner, pp. 32-39<\/span><br \/>\nDay 107: <span style=\"font-weight: 400\">Reflect on Part III of <\/span><i><span style=\"font-weight: 400\">On Writing Well, <\/span><\/i><span style=\"font-weight: 400\">and choose a genre \u2013\u00a0 interview, travel article, memoir, science writing, business writing, sports or art coverage, or humor \u2013 for a paper of approximately 1000 words, to be due on Day 115. Begin planning and sketching this piece of writing today.<\/span><br \/>\nDay 108: Readings in American Prose, Twain, The Celebrated Jumping Frog of Calaveras County, pp. 105-110<br \/>\nDay 109: MP British Tradition III, <span style=\"font-weight: 400\">finish Rime of the Ancient Mariner, pp. 39-48. Work on draft of genre paper. <\/span><br \/>\nDay 110: <span style=\"font-weight: 400\">Work on draft of genre paper.<\/span><\/p>\n<p>Week 23<br \/>\nDay 111: MP <span style=\"font-weight: 400\">Poetry and Short Stories, Lanier, Riley, pp. 72-79<\/span><br \/>\nDay 112: <span style=\"font-weight: 400\">Conference genre paper draft (still use Introductory Guide to High School Essay Writing rubrics, but also incorporate principles from Zinsser in evaluating this draft for revision). Work on revision. <\/span><br \/>\nDay 113: <span style=\"font-weight: 400\">Readings in American Prose, Jewett, A White Heron, pp. 111-120<\/span><br \/>\nDay 114: <span style=\"font-weight: 400\">Revise genre paper, make up any reading not done by this point. <\/span><br \/>\nDay 115: <span style=\"font-weight: 400\">Finish and turn in genre paper. <\/span><\/p>\n<p>WEEK 24: MAKEUP\/EXAM WEEK<\/p>\n<p>Examination questions for exam week<br \/>\nTo be answered as short in-class essays, taking roughly 30-45 minutes each.<br \/>\nThe student will choose four of the questions to answer.<\/p>\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Tell all your thoughts about your favorite short story of the term.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Tell everything you can about David Copperfield as a hero: what heroic characteristics he displays innately or develops through experience in the course of his story, and what things he does that reveal those characteristics.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">According to Aristotle in his <\/span><i><span style=\"font-weight: 400\">Poetics, <\/span><\/i><span style=\"font-weight: 400\">the tragic hero in a drama is \u201ca person who must evoke pity and fear in the audience. He is considered a man of misfortune which comes to him through error of judgment.\u201d Tell everything you can about the ways that Hamlet might fulfill Aristotle\u2019s definition.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">\u00a0Tell everything you can about your favorite poem of this term.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Tell everything you can about the differences you perceive between British and American literature in the 19th century.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Tell everything you can about writing well in different genres: travel, interviews, memoir, sports, arts, and science writing, and humor. <\/span><\/li>\n<\/ol>\n<p>TERM 3<\/p>\n<p><span style=\"font-weight: 400\">Note that as in previous years, a written research project will begin in Week 30. At the start of this term, the student might begin to consider what topic might be of interest for this project. Ideally this research project will grow out of written narrations in some subject. The student should anticipate a paper of 10-15 pages.<\/span><\/p>\n<p>Week 25<br \/>\nDay 121: <span style=\"font-weight: 400\">MP British Tradition III, Byron, p. 49<\/span><br \/>\nDay 122: <span style=\"font-weight: 400\">Huckleberry Finn, Chapters 1-3<\/span><br \/>\nDay 123: <span style=\"font-weight: 400\">The Tempest, Act I<\/span><br \/>\nDay 124: <span style=\"font-weight: 400\">Huckleberry Finn, Chapters 4-6<\/span><br \/>\nDay 125: <span style=\"font-weight: 400\">On Writing Well, Chapter 20, pp. 233-242<\/span><\/p>\n<p>Week 26<br \/>\nDay 126: MP <span style=\"font-weight: 400\">Poetry and Short Stories, O. Henry, The Gift of the Magi, pp. 80-84<\/span><br \/>\nDay 127: <span style=\"font-weight: 400\">Huckleberry Finn, Chapters 7-9<\/span><br \/>\nDay 128: <span style=\"font-weight: 400\">The Tempest, Act II<\/span><br \/>\nDay 129: <span style=\"font-weight: 400\">Huckleberry Finn, Chapters 10-12<\/span><br \/>\nDay 130: <span style=\"font-weight: 400\">On Writing Well, Chapter 21, pp. 243-254<\/span><\/p>\n<p>Week 27<br \/>\nDay 131: <span style=\"font-weight: 400\">MP British Tradition III, Shelley, pp. 50-51; Optional: <\/span><a href=\"https:\/\/poetryforall.fireside.fm\/80\"><span style=\"font-weight: 400\">Poetry for All podcast on <\/span><i><span style=\"font-weight: 400\">Ozymandias<\/span><\/i><\/a><br \/>\nDay 132: <span style=\"font-weight: 400\">Huckleberry Finn, Chapters 13-15<\/span><br \/>\nDay 133: <span style=\"font-weight: 400\">The Tempest, Act III<\/span><br \/>\nDay 134: <span style=\"font-weight: 400\">Huckleberry Finn, Chapters 16-18<\/span><br \/>\nDay 135: <span style=\"font-weight: 400\">On Writing Well, Chapter 22, pp. 255-264<\/span><\/p>\n<p>Week 28<br \/>\nDay 136: <span style=\"font-weight: 400\">MP Poetry and Short Stories, O. Henry, The Ransom of Red Chief, pp. 85-92<\/span><br \/>\nDay 137: <span style=\"font-weight: 400\">Huckleberry Finn, Chapters 19-21<\/span><br \/>\nDay 138: <span style=\"font-weight: 400\">The Tempest, Act IV<\/span><br \/>\nDay 139: <span style=\"font-weight: 400\">Huckleberry Finn, Chapters 22-24<\/span><br \/>\nDay 140: <span style=\"font-weight: 400\">On Writing Well, Chapter 23, pp. 265-285<\/span><\/p>\n<p>Week 29<br \/>\nDay 141: <span style=\"font-weight: 400\">MP British Tradition III, Keats, pp. 52-55<\/span><br \/>\nDay 142: <span style=\"font-weight: 400\">Huckleberry Finn, Chapters 25-27<\/span><br \/>\nDay 143: <span style=\"font-weight: 400\">The Tempest, Act V<\/span><br \/>\nDay 144: <span style=\"font-weight: 400\">Huckleberry Finn, Chapters 28-30<\/span><br \/>\nDay 145: <span style=\"font-weight: 400\">On Writing Well, Chapter 24, pp. 286-294<\/span><\/p>\n<p>Week 30<br \/>\nDay 146: <span style=\"font-weight: 400\">Walt Whitman, \u201c<\/span><a href=\"https:\/\/www.poetryfoundation.org\/poems\/46480\/i-hear-america-singing\"><span style=\"font-weight: 400\">I Hear America Singing<\/span><\/a><span style=\"font-weight: 400\">,\u201d \u201c<\/span><a href=\"https:\/\/www.poetryfoundation.org\/poems\/45474\/o-captain-my-captain\"><span style=\"font-weight: 400\">O Captain! My Captain!<\/span><\/a><span style=\"font-weight: 400\">\u201d<\/span><br \/>\nDay 147: <span style=\"font-weight: 400\">Huckleberry Finn, Chapters 31-33<\/span><br \/>\nDay 148: <span style=\"font-weight: 400\">Begin planning written research project. Revisit the Introductory Guide to High School Essay Writing<\/span> <span style=\"font-weight: 400\">if necessary. <\/span><br \/>\nDay 149: <span style=\"font-weight: 400\">Huckleberry Finn, Chapters 34-36<\/span><br \/>\nDay 150: <span style=\"font-weight: 400\">Work on research paper<\/span><\/p>\n<p>Week 31<br \/>\nDay 151: <span style=\"font-weight: 400\">MP British Tradition III, Victorian Era Introduction, St. John Henry Newman, pp. 58-61<\/span><br \/>\nDay 152: <span style=\"font-weight: 400\">Huckleberry Finn, Chapters 37-39<\/span><br \/>\nDay 153: <span style=\"font-weight: 400\">Work on research paper<\/span><br \/>\nDay 154: <span style=\"font-weight: 400\">Huckleberry Finn, Chapters 40-43 (finish)<\/span><br \/>\nDay 155: <span style=\"font-weight: 400\">Work on research paper<\/span><\/p>\n<p>Week 32<br \/>\nDay 156: <span style=\"font-weight: 400\">Paul Laurence Dunbar, \u201c<\/span><a href=\"https:\/\/www.poetryfoundation.org\/poems\/44203\/we-wear-the-mask\"><span style=\"font-weight: 400\">We Wear the Mask<\/span><\/a><span style=\"font-weight: 400\">,\u201d \u201c<\/span><a href=\"https:\/\/www.poetryfoundation.org\/poems\/44200\/ships-that-pass-in-the-night\"><span style=\"font-weight: 400\">Ships That Pass in the Night<\/span><\/a><span style=\"font-weight: 400\">\u201d; Optional: <\/span><a href=\"https:\/\/poetryforall.fireside.fm\/39\"><span style=\"font-weight: 400\">Poetry for All podcast episode 39<\/span><\/a><span style=\"font-weight: 400\"> on \u201cWe Wear the Mask\u201d<\/span><br \/>\nDay 157: <span style=\"font-weight: 400\">MP British Tradition III, Elizabeth Barret Browning, p. 62<\/span><br \/>\nDay 158: <span style=\"font-weight: 400\">Work on research paper<\/span><br \/>\nDay 159: MP <span style=\"font-weight: 400\">Poetry and Short Stories, Thayer, Hovey, Lowell, pp. 93-100<\/span><br \/>\nDay 160: <span style=\"font-weight: 400\">Work on research paper<\/span><\/p>\n<p>Week 33<br \/>\nDay 161: <span style=\"font-weight: 400\">MP British Tradition III, Tennyson, pp. 63-65<\/span><br \/>\nDay 162: MP <span style=\"font-weight: 400\">Poetry and Short Stories, Frost, Sandburg, pp. 101-106<\/span><br \/>\nDay 163: <span style=\"font-weight: 400\">Draft research paper<\/span><br \/>\nDay 164: <span style=\"font-weight: 400\">MP British Tradition III, Tennyson, pp. 66-67<\/span><br \/>\nDay 165: <span style=\"font-weight: 400\">Draft research paper<\/span><\/p>\n<p>Week 34<br \/>\nDay 166: MP Poetry and Short Stories, Meigs, pp. 107-108, <span style=\"font-weight: 400\">Claude McKay, <\/span><a href=\"https:\/\/benedictinstitute.org\/2021\/02\/claude-mccay\/?mc_cid=f62e2d0d32&amp;mc_eid=2e1ea760bd&amp;fbclid=IwAR17XGdQM_71EeSQklnBBCshg8ZjuUbIFzisqEa8TqY5Ziya7M7e6L5nUB4\"><span style=\"font-weight: 400\">\u201cThe Recollection of Claude McKay\u201d<\/span><\/a><span style=\"font-weight: 400\"> (Benedict XVI Institute) and <\/span><a href=\"https:\/\/collections.library.yale.edu\/catalog\/32269539\"><span style=\"font-weight: 400\">\u201cSaint Meinrad\u201d<\/span><\/a><br \/>\nDay 167: <span style=\"font-weight: 400\">MP British Tradition III, Arnold, pp. 72-75<\/span><br \/>\nDay 168: <span style=\"font-weight: 400\">Draft research paper<\/span><br \/>\nDay 169: <span style=\"font-weight: 400\">MP British Tradition III, Rossetti and Hopkins, pp. 76-77, Optional: Poetry for All podcast on <a href=\"https:\/\/poetryforall.fireside.fm\/96\">&#8220;God&#8217;s Grandeur&#8221;<\/a><\/span><br \/>\nDay 170: <span style=\"font-weight: 400\">Draft research paper<\/span><\/p>\n<p>Week 35<br \/>\nDay 171: <span style=\"font-weight: 400\">MP British Tradition III, Thompson, p. 83, Masefield, 92-93<\/span><br \/>\nDay 172: <span style=\"font-weight: 400\">Revise research paper<\/span><br \/>\nDay 173: <span style=\"font-weight: 400\">Conference and revise research paper<\/span><br \/>\nDay 174: <span style=\"font-weight: 400\">Revise research paper<\/span><br \/>\nDay 175: <span style=\"font-weight: 400\">Finish and turn in research paper<\/span><\/p>\n<p>WEEK 36: MAKEUP\/EXAM WEEK<\/p>\n<p>Examination questions for exam week<br \/>\nTo be answered as short in-class essays, taking roughly 30-45 minutes each.<br \/>\nThe student will choose four of the questions to answer.<\/p>\n<ol>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Tell everything you can about Huck as a heroic figure in <\/span><i><span style=\"font-weight: 400\">Huckleberry Finn<\/span><\/i><span style=\"font-weight: 400\">. Tell what heroic qualities he innately possesses, and what qualities he develops through experience in the course of the novel, and what he does to reveal those qualities through word and action.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Tell everything you can to compare Huck, as a hero or protagonist, with David Copperfield.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">\u00a0Tell everything you can about Prospero and how he changes through the action of <\/span><i><span style=\"font-weight: 400\">The Tempest.\u00a0<\/span><\/i><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Tell everything you can comparing Huck with Prospero.\u00a0\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Tell everything you can about your favorite poem of this term.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Tell everything you have learned about writing well. <\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400\"><\/span><\/p><\/div><\/span><\/p>\n<p>Copyright \u00a9 2025 Mater Amabilis<\/p>\n","protected":false},"excerpt":{"rendered":"<p>High School English: British &amp; American Literature to 1900 (Honors) Recommended for Level 6 Year 1, but appropriate for any student. The Mater Amabilis English courses are very challenging. If they are done as written (or nearly so), Honors credit may be awarded. Within the Books and Resources, notes have been made of adaptations for &#8230; <a href=\"https:\/\/materamabilis.org\/ma\/high-school-level-5-6\/high-school-english\/high-school-english-level-6-year-1-course\/\" class=\"more-link\">Read More <span class=\"screen-reader-text\">about  High School English Level 6 Year 1 Course<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":6213,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"class_list":{"0":"post-6038","1":"page","2":"type-page","3":"status-publish","5":"entry"},"_links":{"self":[{"href":"https:\/\/materamabilis.org\/ma\/wp-json\/wp\/v2\/pages\/6038","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/materamabilis.org\/ma\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/materamabilis.org\/ma\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/materamabilis.org\/ma\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/materamabilis.org\/ma\/wp-json\/wp\/v2\/comments?post=6038"}],"version-history":[{"count":11,"href":"https:\/\/materamabilis.org\/ma\/wp-json\/wp\/v2\/pages\/6038\/revisions"}],"predecessor-version":[{"id":6405,"href":"https:\/\/materamabilis.org\/ma\/wp-json\/wp\/v2\/pages\/6038\/revisions\/6405"}],"up":[{"embeddable":true,"href":"https:\/\/materamabilis.org\/ma\/wp-json\/wp\/v2\/pages\/6213"}],"wp:attachment":[{"href":"https:\/\/materamabilis.org\/ma\/wp-json\/wp\/v2\/media?parent=6038"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}