Life is full of questions.
literature helps you answer them.
Is honor
worth dying for ?
Whose
opinions
matter?
Would you rather
be loved or
Should we fear
Can you ever
be too
Is emotion
stronger than
respected?
ambitious?
change?
reason?
acknowledgments
unit 1
Viking Penguin: Excerpt from Beowulf translated by Burton Raffel. Copyright © 1963, renewed 1991 by
Burton Raffel. Used by permission of Dutton Signet, a division of Penguin Group (USA) Inc.
New York Times: “A Collaboration Across 1,200 Years” by D. J. R. Bruckner from the New York Times,
July 22, 1997. Copyright © 1997 by the New York Times. Reprinted by permission of the New York Times.
Farrar, Straus and Giroux, LLC: Excerpt from the Iliad, translated by Robert Fitzgerald. Copyright ©
1974 by Robert Fitzgerald. Reprinted by permission of Farrar, Straus and Giroux, LLC.
Continued on page R167
art credits
cover, title page
Rainy Embankment (1929), Fox Photos. © Hulton Archive / Getty Images.
Continued on page R170
Copyright © 2008 by McDougal Littell, a division of Houghton Mifflin Company. All rights reserved.
Warning: No part of this work may be reproduced or transmitted in any form or by any means, electronic
or mechanical, including photocopying and recording, or by any information storage or retrieval system
without the prior written permission of McDougal Littell unless such copying is expressly permitted by
federal copyright law. With the exception of not-for-profit transcription in Braille, McDougal Littell is not
authorized to grant permission for further uses of copyrighted selections reprinted in this text without the
permission of their owners. Permission must be obtained from the individual copyright owners as identified
herein. Address inquiries to Supervisor, Rights and Permissions, McDougal Littell, P.O. Box 1667, Evanston,
IL 60204.
ISBN 13: 978-0-618-56867-3
ISBN 10: 0-618-56867-0
Printed in the United States of America.
1 2 3 4 5 6 7 8 9—CKI—12 11 10 09 08
ii
McDougal Littell
l i t e r at u r e
Janet Allen
Arthur N. Applebee
Jim Burke
Douglas Carnine
Yvette Jackson
Robert T. Jiménez
Judith A. Langer
Robert J. Marzano
Donna M. Ogle
Carol Booth Olson
Carol Ann Tomlinson
Mary Lou McCloskey
Lydia Stack
EVANSTON, ILLINOIS • BOSTON • DALLAS
senior program consultants
janet allen
Reading and Literacy Specialist; creator of the popular “It’s Never Too Late”/“Reading
for Life” Institutes. Dr. Allen is an internationally known consultant who specializes in literacy work
with at-risk students. Her publications include Tools for Content Literacy; It’s Never Too Late: Leading
Adolescents to Lifelong Learning; Yellow Brick Roads: Shared and Guided Paths to Independent Reading;
Words, Words, Words: Teaching Vocabulary in Grades 4–12; and Testing 1, 2, 3 . . . Bridging Best Practice
and High-Stakes Assessments. Dr. Allen was a high school reading and English teacher for more than
20 years and has taught courses in both subjects at the University of Central Florida. She directed the
Central Florida Writing Project and received the Milken Foundation National Educator Award.
arthur n. applebee
Leading Professor, School of Education at the University at Albany, State
University of New York; Director of the Center on English Learning and Achievement. During his
varied career, Dr. Applebee has been both a researcher and a teacher, working in institutional settings
with children with severe learning problems, in public schools, as a staff member of the National
Council of Teachers of English, and in professional education. Among his many books are Curriculum
as Conversation: Transforming Traditions of Teaching and Learning; Literature in the Secondary School:
Studies of Curriculum and Instruction in the United States; and Tradition and Reform in the Teaching of
English: A History. He was elected to the International Reading Hall of Fame and has received, among
other honors, the David H. Russell Award for Distinguished Research in the Teaching of English.
jim burke
Lecturer and Author; Teacher of English at Burlingame High School, Burlingame,
California. Mr. Burke is a popular presenter at educational conferences across the country and is the
author of numerous books for teachers, including School Smarts: The Four Cs of Academic Success; The
English Teacher’s Companion; Reading Reminders; Writing Reminders; and ACCESSing School: Teaching
Struggling Readers to Achieve Academic and Personal Success. He is the recipient of NCTE’s Exemplary
English Leadership Award and was inducted into the California Reading Association’s Hall of Fame.
douglas carnine
Professor of Education at the University of Oregon; Director of the Western
Region Reading First Technical Assistance Center. Dr. Carnine is nationally known for his focus on
research-based practices in education, especially curriculum designs that prepare instructors of K-12
students. He has received the Lifetime Achievement Award from the Council for Exceptional Children
and the Ersted Award for outstanding teaching at the University of Oregon. Dr. Carnine frequently
consults on educational policy with government groups, businesses, communities, and teacher unions.
yvette jackson
Executive Director of the National Urban Alliance for Effective Education.
Nationally recognized for her work in assessing the learning potential of underachieving urban students,
Dr. Jackson is also a presenter for the Harvard Principal Center and is a member of the Differentiation
Faculty of the Association for Supervision and Curriculum Development. Dr. Jackson’s research focuses
on literacy, gifted education, and cognitive mediation theory. She designed the Comprehensive
Education Plan for the New York City Public Schools and has served as their Director of Gifted Programs
and Executive Director of Instruction and Professional Development.
robert t. jiménez Professor of Language, Literacy, and Culture at Vanderbilt University. Dr.
Jiménez’s research focuses on the language and literacy practices of Latino students. A former bilingual
education teacher, he is now conducting research on how written language is thought about and used
in contemporary Mexico. Dr. Jiménez has received several research and teaching honors, including two
Fulbright awards from the Council for the International Exchange of Scholars and the Albert J. Harris
Award from the International Reading Association. His published work has appeared in the American
Educational Research Journal, Reading Research Quarterly, The Reading Teacher, Journal of Adolescent and
Adult Literacy, and Lectura y Vida.
iv
judith a. langer
Distinguished Professor at the University at Albany, State University of New
York; Director of the Center on English Learning and Achievement; Director of the Albany Institute
for Research in Education. An internationally known scholar in English language arts education, Dr.
Langer specializes in developing teaching approaches that can enrich and improve what gets done on
a daily basis in classrooms. Her publications include Getting to Excellent: How to Create Better Schools
and Effective Literacy Instruction: Building Successful Reading and Writing Programs. She was inducted
into the International Reading Hall of Fame and has received many other notable awards, including an
honorary doctorate from the University of Uppsala, Sweden, for her research on literacy education.
robert j. marzano Senior Scholar at Mid-Continent Research for Education and Learning
(McREL); Associate Professor at Cardinal Stritch University in Milwaukee, Wisconsin; President of
Marzano & Associates. An internationally known researcher, trainer, and speaker, Dr. Marzano has
developed programs that translate research and theory into practical tools for K-12 teachers and
administrators. He has written extensively on such topics as reading and writing instruction, thinking
skills, school effectiveness, assessment, and standards implementation. His books include Building
Background Knowledge for Academic Achievement; Classroom Management That Works: Research-Based
Strategies for Every Teacher; and What Works in Schools: Translating Research Into Action.
donna m. ogle Professor of Reading and Language at National-Louis University in Chicago,
Illinois; Past President of the International Reading Association. Creator of the well-known KWL strategy,
Dr. Ogle has directed many staff development projects translating theory and research into school
practice in middle and secondary schools throughout the United States and has served as a consultant
on literacy projects worldwide. Her extensive international experience includes coordinating the
Reading and Writing for Critical Thinking Project in Eastern Europe, developing integrated curriculum
for a USAID Afghan Education Project, and speaking and consulting on projects in several Latin American
countries and in Asia. Her books include Coming Together as Readers; Reading Comprehension: Strategies
for Independent Learners; All Children Read; and Literacy for a Democratic Society.
carol booth olson
Senior Lecturer in the Department of Education at the University of
California, Irvine; Director of the UCI site of the National Writing Project. Dr. Olson writes and lectures
extensively on the reading/writing connection, critical thinking through writing, interactive strategies
for teaching writing, and the use of multicultural literature with students of culturally diverse
backgrounds. She has received many awards, including the California Association of Teachers of English
Award of Merit, the Outstanding California Education Research Award, and the UC Irvine Excellence in
Teaching Award. Dr. Olson’s books include Reading, Thinking, and Writing About Multicultural Literature
and The Reading/Writing Connection: Strategies for Teaching and Learning in the Secondary Classroom.
carol ann tomlinson
Professor of Educational Research, Foundations, and Policy at the
University of Virginia; Co-Director of the University’s Institutes on Academic Diversity. An internationally
known expert on differentiated instruction, Dr. Tomlinson helps teachers and administrators develop
effective methods of teaching academically diverse learners. She was a teacher of middle and high
school English for 22 years prior to teaching at the University of Virginia. Her books on differentiated
instruction have been translated into eight languages. Among her many publications are How to
Differentiate Instruction in Mixed-Ability Classrooms and The Differentiated Classroom: Responding to
the Needs of All Learners.
v
english learner specialists
mary lou mCcloskey
Past President of Teachers of English to Speakers of Other Languages
(TESOL); Director of Teacher Development and Curriculum Design for Educo in Atlanta, Georgia. Dr.
McCloskey is a former teacher in multilingual and multicultural classrooms. She has worked with
teachers, teacher educators, and departments of education around the world on teaching English as
a second and foreign language. She is author of On Our Way to English, Voices in Literature, Integrating
English, and Visions: Language, Literature, Content. Her awards include the Le Moyne College Ignatian
Award for Professional Achievement and the TESOL D. Scott Enright Service Award.
lydia stack International ESL consultant. Her areas of expertise are English language teaching
strategies, ESL standards for students and teachers, and curriculum writing. Her teaching experience
includes 25 years as an elementary and high school ESL teacher. She is a past president of TESOL. Her
awards include the James E. Alatis Award for Service to TESOL (2003) and the San Francisco STAR Teacher
Award (1989). Her publications include On Our Way to English; Wordways: Games for Language Learning;
and Visions: Language, Literature, Content.
curriculum specialist
william l. mCbride
Curriculum Specialist. Dr. McBride is a nationally known speaker, educator,
and author who now trains teachers in instructional methodologies. A former reading specialist,
English teacher, and social studies teacher, he holds a Masters in Reading and a Ph.D. in Curriculum
and Instruction from the University of North Carolina at Chapel Hill. Dr. McBride has contributed to
the development of textbook series in language arts, social studies, science, and vocabulary. He is
also known for his novel Entertaining an Elephant, which tells the story of a burned-out teacher who
becomes re-inspired with both his profession and his life.
media specialists
david m. considine
Professor of Instructional Technology and Media Studies at Appalachian
State University in North Carolina. Dr. Considine has served as a media literacy consultant to the U.S.
government and to the media industry, including Discovery Communications and Cable in the Classroom.
He has also conducted media literacy workshops and training for county and state health departments
across the United States. Among his many publications are Visual Messages: Integrating Imagery into
Instruction, and Imagine That: Developing Critical Viewing and Thinking Through Children’s Literature.
larkin pauluzzi Teacher and Media Specialist; trainer for the New Jersey Writing Project. Ms.
Pauluzzi puts her extensive classroom experience to use in developing teacher-friendly curriculum
materials and workshops in many different areas, including media literacy. She has led media literacy
training workshops in several districts throughout Texas, guiding teachers in the meaningful and
practical uses of media in the classroom. Ms. Pauluzzi has taught students at all levels, from Title I
Reading to AP English IV. She also spearheads a technology club at her school, working with students
to produce media and technology to serve both the school and the community.
lisa k. scheffler Teacher and Media Specialist. Ms. Scheffler has designed and taught media
literacy and video production curriculum, in addition to teaching language arts and speech. Using her
knowledge of mass communication theory, coupled with real classroom experience, she has developed
ready-to-use materials that help teachers incorporate media literacy into their curricula. She has taught
film and television studies at the University of North Texas and has served as a contributing writer for
the Texas Education Agency’s statewide viewing and representing curriculum.
vi
teacher advisors
These are some of the many educators from across the country who played a crucial role in the
development of the tables of contents, the lesson design, and other key components of this program:
Pat Laws, CharlotteMecklenburg Schools,
Charlotte, North Carolina
Anita Usmiani, Hamilton
Township Public Schools,
Hamilton Square, New Jersey
Diana R. Martinez, Treviño
School of Communications &
Fine Arts, Laredo, Texas
Linda Valdez, Oxnard Union
High School District, Oxnard,
California
Dori Dolata, Rufus King High
School, Milwaukee, Wisconsin
Natalie Martinez, Stephen F.
Austin High School, Houston,
Texas
Nancy Walker, Longview High
School, Longview, Texas
Jon Epstein, Marietta High
School, Marietta, Georgia
Elizabeth Matarazzo, Ysleta
High School, El Paso, Texas
Beverly Scott Bass, Arlington
Heights High School, Fort
Worth, Texas
Helen Ervin, Fort Bend
Independent School District,
Sugarland, Texas
Carol M. McDonald, J. Frank
Dobie High School, Houston,
Texas
Jordana Benone, North High
School, Torrance, California
Sue Friedman, Buffalo Grove
High School, Buffalo Grove,
Illinois
Amy Millikan, Consultant,
Chicago, Illinois
Virginia L. Alford, MacArthur
High School, San Antonio, Texas
Gary Chmielewski, St. Benedict
High School, Chicago, Illinois
Yvonne L. Allen, Shaker Heights
High School, Shaker Heights,
Ohio
Delorse Cole-Stewart,
Milwaukee Public Schools,
Milwaukee, Wisconsin
Dave T. Anderson, Hinsdale
South High School, Darien,
Illinois
L. Calvin Dillon, Gaither High
School, Tampa, Florida
Kacy Colleen Anglim, Portland
Public Schools District,
Portland, Oregon
Patricia Blood, Howell High
School, Farmingdale, New
Jersey
Marjorie Bloom, Eau Gallie
High School, Melbourne,
Florida
Edward J. Blotzer, Wilkinsburg
Junior/Senior High School,
Wilkinsburg, Pennsylvania
Stephen D. Bournes, Evanston
Township High School,
Evanston, Illinois
Barbara M. Bowling, Mt. Tabor
High School, Winston-Salem,
North Carolina
Kiala Boykin-Givehand,
Duval County Public Schools,
Jacksonville, Florida
Laura L. Brown, Adlai
Stevenson High School,
Lincolnshire, Illinois
Cynthia Burke, Yavneh
Academy, Dallas, Texas
Hoppy Chandler, San Diego
City Schools, San Diego,
California
Chris Gee, Bel Air High School,
El Paso, Texas
Terri Morgan, Caprock High
School, Amarillo, Texas
Paula Grasel, The Horizon
Center, Gainesville, Georgia
Eileen Murphy, Walter Payton
Preparatory High School,
Chicago, Illinois
Christopher Guarraia,
Centreville High School, Clifton,
Virginia
Lisa Omark, New Haven
Public Schools, New Haven,
Connecticut
Rochelle L. Greene-Brady,
Kenwood Academy, Chicago,
Illinois
Kaine Osburn, Wheeling High
School, Wheeling, Illinois
Michele M. Hettinger, Niles
West High School, Skokie,
Illinois
Elizabeth Holcomb, Forest
Hill High School, Jackson,
Mississippi
Andrea J. Phillips, Terry Sanford
High School, Fayetteville, North
Carolina
Cathy Reilly, Sayreville Public
Schools, Sayreville, New Jersey
Mark D. Simon, Neuqua Valley
High School, Naperville, Illinois
Jim Horan, Hinsdale Central
High School, Hinsdale, Illinois
Nancy Sjostrom, Fenwick High
School, Oak Park, Illinois
James Paul Hunter, Oak ParkRiver Forest High School, Oak
Park, Illinois
Scott Snow, Sequin High
School, Arlington, Texas
Susan P. Kelly, Director of
Curriculum, Island Trees School
District, Levittown, New York
Beverley A. Lanier, Varina High
School, Richmond, Virginia
Kurt Weiler, New Trier High
School, Winnetka, Illinois
Elizabeth Whittaker, Larkin
High School, Elgin, Illinois
Linda S. Williams, Woodlawn
High School, Baltimore,
Maryland
John R. Williamson, Fort
Thomas Independent Schools,
Fort Thomas, Kentucky
Anna N. Winters, Simeon High
School, Chicago, Illinois
Tonora D. Wyckoff, North Shore
Senior High School, Houston,
Texas
Karen Zajac, Glenbard South
High School, Glen Ellyn, Illinois
Cynthia Zimmerman, Mose
Vines Preparatory High School,
Chicago, Illinois
Lynda Zimmerman, El Camino
High School, South San
Francisco, California
Ruth E. Zurich, Brown Deer
High School, Brown Deer,
Wisconsin
Jane W. Speidel, Brevard
County Schools, Viera, Florida
Cheryl E. Sullivan, Lisle
Community School District,
Lisle, Illinois
vii
mcdougal littell
literature
contents in brief
Exploring British Literature
Introductory Unit
1
literary essentials workshop
writing essentials workshop
unit
1
unit
2
unit
3
unit
4
viii
The Origins of a Nation
the anglo-saxon and medieval periods
14
449–1485
The Anglo-Saxon Epic
Reflections of Common Life
The Age of Chaucer
Medieval Romance
A Celebration of Human Achievement
the english renaissance
282
1485–1660
Pastoral Poems and Sonnets
Shakespearean Drama
The Rise of Humanism
Spiritual and Devotional Writings
The Metaphysical and Cavalier Poets
Tradition and Reason
the restoration and the 18th century
546
1660–1798
Social Observers
Satirical Voices
The Age of Johnson
The Rise of Women Writers
Emotion and Experimentation
the flowering of romanticism
1798–1832
Revolt Against Neoclassicism
The Lake Poets
The Late Romantics
734
unit
5
unit
6
unit
7
An Era of Rapid Change
the victorians
890
1832–1901
The Influence of Romanticism
Realism in Fiction
Victorian Viewpoints
New Ideas, New Voices
modern and contemporary literature
1072
1901–present
The Challenge of Modernism
The Irish Literary Renaissance
Responses to War and Colonialism
Postwar Writers
Legacy of Empire
Investigation and Discovery
the power of research
1372
l i t e r at u r e
classzone.com
literature and
reading center
•
•
•
•
Author Biographies
Additional Selection Background
Literary Analysis Frames
Power Thinking Activities
writing and
grammar center
• Writing Templates and Graphic
Organizers
• Publishing Options
• Grammar Arcade
media center
• Production Templates
• Analysis Guides
vocabulary center
• Vocabulary Strategies and Practice
• Vocabulary Flip Cards
• Multi-Language Glossary of
Academic Vocabulary
research center
• Web Research Guide
• Citation Guide
assessment center
• Assessment Practice and
Test-Taking Tips
• SAT/ACT Practice and Tips
more technology
eEdition
• Interactive Selections
• Audio Summaries
WriteSmart
•
•
•
•
•
Writing Prompts and Templates
Interactive Student Models
Interactive Graphic Organizers
Interactive Revision Lessons
Rubric Generator
MediaSmart
• Media Lessons
• Interactive Media Studies
EssaySmart
• Online Essay Analyzer
ix
unit
1
The Origins of a Nation
the anglo-saxon and
medieval periods
449–1485
unit 1 introduction
14
• uestions of the times • historical essay
• a changing language • timeline • the legacy of the era
Skills and Standards
Characteristics of an Epic
The Anglo-Saxon Epic
literary analysis workshop: the epic
34
epic poem
Epic,
Reading Old English Poetry
from Beowulf
Grendel
Beowulf
The Battle with Grendel
Grendel’s Mother
The Battle with Grendel’s Mother
Beowulf’s Last Battle
The Death of Beowulf
Mourning Beowulf
Reading For Information
A Collaboration Across 1,200 Years
x
The Beowulf Poet
translated by Burton Raffel
performance review
36
38
42
46
51
53
58
62
66
70
Skills and Standards
Simile and Epic Simile,
Classify Characters
themes across cultures: ancient greece
from the Iliad epic poem
Homer
72
translated by Robert Fitzgerald
wrap-up: writing to compare
The Epic in Translation
91
Reflections of Common Life
historical writing
Historical Writing,
Analyze Author’s Purpose
from A History of the English Church
and People
The Venerable Bede
92
poetry
Imagery, Monitor
Understanding of Older Works
from the Exeter Book
The Seafarer
The Wanderer
The Wife’s Lament
Anonymous
translated by Burton Raffel
translated by Ann Stanford
98
100
104
108
autobiography
Autobiography,
Draw Conclusions
from The Book of Margery Kempe
Margery Kempe
112
british masterpiece
from Piers Plowman allegory
William Langland
120
The Paston Family
122
letters
Primary Sources,
Recognize Writer’s Motives
from The Paston Letters
wrap-up: writing to compare
Literature and the Common Life
135
The Age of Chaucer
Medieval Narrative Forms,
Chaucer’s Style
literary analysis workshop: medieval narratives
136
poetry
from The Canterbury Tales
Characterization, Paraphrase
Exemplum, Predict
Narrator, Analyze Structure
Synthesize, Draw Conclusions
The Prologue
from The Pardoner’s Tale
The Wife of Bath’s Tale
Geoffrey Chaucer
translated by Nevill Coghill
Reading for Information
from A Distant Mirror book excerpt
Barbara Tuchman
In the Footsteps of the Faithful magazine article
Pilgrimage Sites map and illustrations
138
140
165
179
197
198
200
xi
Skills and Standards
Plot Elements,
Analyze Cause and Effect
themes across cultures: italy
from The Decameron
Federigo’s Falcon: Fifth Day,
Ninth Story tale
Giovanni Boccaccio
202
Anonymous
212
216
220
ballads
Ballad, Reading Ballads
Barbara Allan
Robin Hood and the Three Squires
Get Up and Bar the Door
wrap-up: writing to analyze
Medieval Life and Times
223
Medieval Romance
romance
Medieval Romance,
Make Inferences
from Sir Gawain and the Green Knight
The Gawain Poet
translated by John Gardner
224
Sir Thomas Malory
retold by Keith Baines
242
William Caxton
258
romance
Conflict, Summarize
from Le Morte d’Arthur
Reading for Information
from Preface to the First Edition
of Le Morte d’Arthur essay
wrap-up: writing to persuade
The Legacy of Medieval Romance
Images in Mass Media
Compare-and-Contrast
Organization,
Responding to Literature
Epic, Old English Poetry,
Characterization,
Character Traits, Irony
media study
Legends in Film: King Arthur
261
media
smart
dvd
262
writing workshop: comparison-contrast essay
266
speaking and listening: oral report
273
assessment practice
from Beowulf epic poem
from The Canterbury Tales
274
film clips
poem
The Beowulf Poet
Geoffrey Chaucer
great reads: ideas for independent reading
vocabulary strategies
The Anglo-Saxon suffix -some, p. 68
Spanish-English cognates, p. 90
The prefix mal-, p. 164
Words from French, p. 178
xii
The Latin root temp, p. 194
The Latin root pel, p. 211
Multiple-meaning words, p. 260
280
unit
2
A Celebration of Human Achievement
the english renaissance
1485–1660
unit 2 introduction
282
• uestions of the times • historical essay
• a changing language • timeline • the legacy of the era
Skills and Standards
Sonnet Structures
Pastoral Poems and Sonnets
literary analysis workshop: the sonnet form
302
poetry
Pastoral, Compare Speakers
The Passionate Shepherd to His Love
The Nymph’s Reply to the Shepherd
Christopher Marlowe
Sir Walter Raleigh
304
308
Edmund Spenser
310
313
William Shakespeare
316
320
321
322
Francesco Petrarch
326
329
poetry
Spenserian Sonnet, Summarize
Major Ideas in Poetry
Sonnet 30
Sonnet 75
poetry
Shakespearean Sonnet,
Analyze Imagery
Petrarchan Sonnet,
Analyze Metaphor
Sonnet 18
Sonnet 29
Sonnet 116
Sonnet 130
themes across cultures: italy
Sonnet 90 poem
Sonnet 292 poem
xiii
unit 2 continued
Skills and Standards
wrap-up: writing to compare
Universal Themes in Love Poetry
331
Shakespearean Drama
History and Conventions of
Shakespearean Tragedy
Macbeth and Shakespeare’s Theater
332
literary analysis workshop: shakespearean tragedy
334
drama
Shakespearean Tragedy,
Reading Shakespearean Drama
Take Notes, Synthesize
Mood in Film
The Tragedy of Macbeth
William Shakespeare
Act 1
Act 2
Act 3
Act 4
Act 5
Reading for Information
from Holinshed’s
Chronicles historical account
Raphael Holinshed
Out, Damn Slander, Out newspaper article
media study
from Macbeth film clips
Reading for Information
“Bloody, Bold, and Resolute”
media
smart
dvd
338
342
360
374
392
410
427
429
432
434
film review
wrap-up: writing to analyze
The Influence of Lady Macbeth
435
The Rise of Humanism
fiction
Rhetorical Devices,
Draw Conclusions
Argument,
Analyze Author’s Perspective
xiv
from Utopia
Sir Thomas More
436
Speech Before the Spanish
Armada Invasion
Queen Elizabeth I
440
themes across cultures: italy
from The Prince treatise
Niccolò Machiavelli
444
speech
Skills and Standards
Essay, Evaluate Opinions
essays
from Essays
Sir Francis Bacon
454
456
459
Margaret Cavendish
462
Amelia Lanier
468
Of Studies
Of Marriage and Single Life
debate
Historical Context,
Reading a Debate
Female Orations
Connect
from Eve’s Apology in Defense
of Women poem
wrap-up: writing to evaluate
Persuasive Techniques in Humanist Literature
471
Spiritual and Devotional Writings
scripture
Scriptural Writing,
Make Inferences
from Ecclesiastes, Chapter 3
King James Bible
472
476
477
John Milton
480
483
Psalm 23
The Parable of the Prodigal Son
poetry
Figurative Language,
Clarify Sentence Meaning
How Soon Hath Time
When I Consider How My Light Is Spent
epic poem
Allusion, Reading Difficult Texts
from Paradise Lost
485
allegory
Allegory,
Understand Author’s Purpose
from The Pilgrim’s Progress
John Bunyan
wrap-up: writing to synthesize
Spiritual and Moral Beliefs
496
505
The Metaphysical and Cavalier Poets
Characteristics of
Metaphysical Poetry
literary analysis workshop: metaphysical poetry
506
poetry
Metaphysical Conceit,
Interpret Ideas
A Valediction: Forbidding Mourning
Holy Sonnet 10
John Donne
508
513
nonfiction
from Meditation 17
514
xv
Skills and Standards
Epitaph, Rhyme,
Compare Speakers
poetry
On My First Son
Song: To Celia
Ben Jonson
516
520
Andrew Marvell
Robert Herrick
Richard Lovelace
522
526
527
poetry
Theme,
Interpret Figurative Meaning
Cause-and-Effect Organization,
Use Transitions
Sonnet Form, Rhyme Scheme,
Imagery, Metaphysical Conceit
To His Coy Mistress
To the Virgins, to Make Much of Time
To Althea, from Prison
wrap-up: writing to evaluate
Metaphysical Conceits
529
writing workshop: cause-and-effect essay
530
publishing with technology: power presentation
537
assessment practice
Sonnet 97 poem
A Valediction: Of Weeping
538
poem
William Shakespeare
John Donne
great reads: ideas for independent reading
vocabulary strategies
Connotation and denotation, p. 442
Contrasts as context clues, p. 452
Word origins, p. 504
xvi
544
unit
3
Tradition and Reason
the restoration and
the 18th century
1660–1798
unit 3 introduction
546
• uestions of the times • historical essay
• a changing language • timeline • the legacy of the era
Skills and Standards
Forms of Nonfiction
Social Observers
literary analysis workshop: nonfiction in the 18th century
564
diary
Diary, Connect to History
from The Diary of Samuel Pepys
Samuel Pepys
566
british masterpiece
from Robinson Crusoe
Daniel Defoe
578
Daniel Defoe
580
Joseph Addison
588
novel
fiction
Verisimilitude, Draw Conclusions
from A Journal of the Plague Year
essays
Neoclassicism,
Analyze Author’s Purpose
from The Spectator
wrap-up: writing to analyze
An Eye for Social Behavior
595
xvii
unit 3 continued
Skills and Standards
Characteristics of Satire
Satirical Voices
literary analysis workshop: satire
596
poem
Mock Epic, Heroic Couplet,
Understand Elevated Language
from The Rape of the Lock
Alexander Pope
598
Jonathan Swift
608
Jonathan Swift
623
624
635
Jonathan Swift
642
media
smart
dvd
646
essay
Satire, Identify
Proposition and Support
A Modest Proposal
fiction
Fantasy, Understand Satire
in Historical Context
Fantasy in Film
Humor, Draw Conclusions
About Characters
Gulliver’s Travels
from Part 1. A Voyage to Lilliput
from Part 2. A Voyage to Brobdingnag
Reading for Information
Letter to Alexander Pope letter
media study
from Gulliver’s Travels
film clip
themes across cultures: france
from Candide fiction
Voltaire
wrap-up: writing to evaluate
The Golden Age of Satire
648
657
The Age of Johnson
dictionary
Voice, Analyze Author’s Purpose
A Dictionary of the English Language
from The Preface
Selected Entries
Samuel Johnson
658
660
664
James Boswell
668
Thomas Gray
678
biography
Biography,
Analyze Author’s Perspective
from The Life of Samuel Johnson
poem
Elegy, Make Inferences
Elegy Written in a Country Churchyard
wrap-up: writing to analyze
A Man of Letters
xviii
687
Skills and Standards
The Rise of Women Writers
poetry
Speaker, Analyze Poetic Structure
On Her Loving Two Equally
Written at the Close of Spring
Aphra Behn
Charlotte Smith
688
692
diary
Characterization in Nonfiction,
Draw Conclusions
from The Journal and Letters of Fanny Burney
An Encounter with King George III
Fanny Burney
Reading for Information
Madness of King George Tied to Arsenic newspaper article
694
705
essay
Counterarguments,
Use Historical Context
Persuasive Techniques
Author’s Purpose, Proposition
and Support, Counterargument
from A Vindication of the Rights of Woman Mary Wollstonecraft
706
wrap-up: writing to compare
Differing Roles for Women
717
writing workshop: persuasive essay
718
speaking and listening: persuasive speech
725
assessment practice
from The Poor and Their Betters
726
essay
Henry Fielding
great reads: ideas for independent reading
732
vocabulary strategies
The suffix -ance/-ence, p. 621
Analogies, p. 644
Synonyms as context clues, p. 656
Using a dictionary, p. 666
Specialized vocabulary, p. 677
Analogies, p. 716
xix
unit
4
Emotion and Experimentation
the flowering of
romanticism
1798–1832
unit 4 introduction
734
• uestions of the times • historical essay
• a changing language • timeline • the legacy of the era
Skills and Standards
Revolt Against Neoclassicism
poetry
Symbol,
Compare and Contrast Poems
Art Elements in Illustration
from Songs of Innocence
William Blake
The Lamb
The Chimney Sweeper
The Little Boy Lost
The Little Boy Found
from Songs of Experience
The Tyger
The Chimney Sweeper
The Sick Rose
media study
The Art of William Blake
image collection
media
smart
dvd
752
754
756
757
757
758
758
760
760
762
poetry
Dialect, Clarify Meaning
xx
To a Mouse
To a Louse
Robert Burns
766
771
Skills and Standards
Lyric Poetry, Visualize
themes across cultures: germany
The Lorelei poem
Heinrich Heine
wrap-up: writing to evaluate
Romantic Mavericks
774
779
The Lake Poets
Characteristics of Romanticism
literary analysis workshop: romanticism
780
poetry
Romantic Poetry,
Analyze Stylistic Elements
Lines Composed a Few Miles Above
Tintern Abbey
Composed upon Westminster Bridge,
September 3, 1802
The World Is Too Much with Us
I Wandered Lonely As a Cloud
Reading for Information
from the Grasmere Journals journal
William Wordsworth
782
790
791
792
Dorothy Wordsworth
793
poem
Literary Ballad,
Reading Narrative Poetry
Analyze Literary Criticism,
Compare Your Reactions
The Rime of the Ancient Mariner
Samuel Taylor Coleridge
Reading for Information
from Coleridge’s Dreamscape: “The Rime
of the Ancient Mariner” literary criticism
796
821
poem
Sound Devices, Visualize Images
Kubla Khan
Samuel Taylor Coleridge
wrap-up: writing to analyze
Two Faces of Romanticism
824
829
The Late Romantics
Form and Meaning, Traditional
and Organic Forms, Stanzas
literary analysis workshop: form and meaning in poetry
830
poetry
Figurative Language,
Understand Stanza Structure
She Walks in Beauty
When We Two Parted
from Childe Harold’s Pilgrimage
George Gordon, Lord Byron
832
836
838
xxi
Skills and Standards
british masterpieces
from Pride and Prejudice
from Frankenstein novel
novel
Jane Austen
Mary Shelley
842
844
Percy Bysshe Shelley
846
850
853
Percy Bysshe Shelley
857
poetry
Rhythmic Patterns,
Understand Historical Context
Ozymandias
Ode to the West Wind
To a Skylark
Reading for Information
from A Defense of Poetry essay
poetry
Ode, Imagery, Paraphrase
Narrative Techniques
Figurative Language, Sound
Devices, Imagery, Romanticism
When I Have Fears That I May Cease to Be John Keats
To Autumn
Ode on a Grecian Urn
Ode to a Nightingale
Reading for Information
Letter to Fanny Brawne letter
John Keats
871
wrap-up: writing to synthesize
Romantic Ideals
873
writing workshop: reflective essay
874
speaking and listening: conducting an interview
881
assessment practice
882
from The Prelude, Book VI poem
from Hymn to Intellectual Beauty poem
William Wordsworth
Percy Bysshe Shelley
great reads: ideas for independent reading
xxii
860
864
866
868
888
unit
5
An Era of Rapid Change
the victorians
1832–1901
unit 5 introduction
890
• uestions of the times • historical essay
• a changing language • timeline • the legacy of the era
Skills and Standards
The Influence of Romanticism
poetry
Mood, Analyze Speaker
The Lady of Shalott
Ulysses
from In Memoriam
Crossing the Bar
Alfred, Lord Tennyson
908
916
918
921
Robert Browning
924
929
Elizabeth Barrett Browning
Emily Brontë
932
936
Robert Browning
938
poetry
Dramatic Monologue, Make
Inferences About Speakers
My Last Duchess
Porphyria’s Lover
poetry
Figurative Language,
Compare Themes
Sonnet 43
Remembrance
Reading for Information
Letter to Elizabeth Barrett
letter
xxiii
unit 5 continued
Skills and Standards
british masterpiece
from Jane Eyre novel
Charlotte Brontë
940
Gerard Manley Hopkins
942
945
poetry
Sprung Rhythm,
Recognize Coined Words
Pied Beauty
Spring and Fall: To a Young Child
wrap-up: writing to compare
Victorian Romantic Poetry
947
Realism in Fiction
The Novel, Realism
literary analysis workshop:
the growth and development of fiction
948
short story
Realism, Predict
Malachi’s Cove
Anthony Trollope
950
Christmas Storms and Sunshine
Elizabeth Cleghorn Gaskell
974
british masterpieces
The Novels of Charles Dickens
from Great Expectations novel
The Novels of George Eliot
from Middlemarch novel
Charles Dickens
990
George Eliot
992
themes across cultures: russia
The Darling short story
Anton Chekhov
994
short story
Omniscient Point of View,
Identify Mood
Naturalism,
Analyze Story Structure
wrap-up: writing to reflect
Fiction as Social Teaching
1009
Victorian Viewpoints
critical commentary
Persuasion, Recognize Ideas
Distinguish Fact and Opinion,
Synthesize and Compare
xxiv
Evidence of Progress
The Condition of England
Reading for Information
Good News About Poverty editorial
The White-Collar Blues editorial
Thomas Babington Macaulay 1010
Thomas Carlyle
1016
David Brooks
Bob Herbert
1025
1027