BOOK G U I D E S
The Dark
Is Rising
BY
SUSAN COOPER
Scholastic grants teachers permission to photocopy the reproducible pages from this book f or classroom use. No other par t
of this publication may be reproduced in whole or in par t, or stored in a retr ieval system, or transmitted in any form or by
any means, electronic, mechanical, photocopying, recording, or otherwise, without permission of the publisher.
For information regarding permission, write to Scholastic Teaching Resources, 524 Broadway, New York, NY 10012-3999.
Written by Judith Bauer Stamper
Cover design by Maria Lilja
Interior design by SOLAS
ISBN 0-439-57251-7
Copyright © 2003, 1990 by Scholastic Inc.
All rights reserved.
Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10
40
09 08 07 06 05 04 03
NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY
MEXICO CITY • NEW DELHI • HONG K ONG • BUENOS AIRES
Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
Contents
Overview Chart
4
Management System
4
Story Overview
5
About the Genre
6
About the Author
7
Lesson 1
8
Lesson 2
12
Lesson 3
16
Lesson 4
20
The Dark Is Rising: A Model for Writing
24
Writing Checklist
28
Creative Thinking Reproducible Sheets
29
Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
3
Overview Chart
Comprehension Skills
and Strategies
Literary Concepts
Comparing and Contrasting
Characterization
Drawing Conclusions
Conflict
Making Inferences
Descriptive Language
Predicting Outcomes
Fantasy and Magic
Stating Personal Reactions
Foreshadowing
Understanding Character Actions
and Traits
Mood
Author’s Purpose
Plot
Setting
Suspense
Theme
Management System
The Dark Is Rising and the accompanying guide may be used in the following
manner:
Whole Class: Have the whole class read the book together. The class then responds
to the literature through discussions and activities. For this system, each child has a
copy of the book.
Small Group: Divide the class into reading groups. The groups can be set up by
interest level, topic, or ability. (Remember to have some fluent readers in each group
to share their reading with less-fluent readers.) Each group responds to the
literature through discussions and activities. For this system, each child in the
group has a copy of the book.
Read Aloud: Read the book aloud to the whole class or small group. This will help
less-fluent readers and allow children to hear the language and appreciate the author’s
technique. For this system, only the person reading aloud has a copy of the book.
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Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
Story Overview
Will Stanton awakens on his eleventh birthday to enter a strange world that changes
his life forever. Will walks back in time and meets Merriman, a wise old man who
identifies Will as one of the Old Ones—immortals who must fight for the Light against
the Dark. Merriman explains that during the coming twelve days of Christmas, the
Dark will be rising. Will’s destiny is to find the six signs of the Light which will help
defeat the Dark.
Will is given the first sign—an iron crossed circle—as a birthday present; the second
sign—a bronze circle—he takes from the Walker, a mysterious man tormented by his
own struggles against the Dark. On Christmas Eve, Merriman takes Will back in
time again to read the Book of Gramarye which contains all the knowledge of the Old
Ones. With this new wisdom. Will finds the third sign—a wood circle—and uses his
powers to ward off the evil Rider, the leader of the Dark.
Christmas morning at the Stanton house is marred by a visit from the Rider in
disguise. Will feels the powers of evil rising as he trudges through the heavily falling
snow to the village church, where he again defeats the Dark and finds the fourth
sign—the Sign of Fire.
A paralyzing snowstorm forces Will and other villagers to take refuge in the Manor.
There, Merriman takes Will back in time to find the fifth sign—another Sign of Fire—
which finally breaks the Dark’s cold grip on the earth. Will rides the great white
mare of the Light to encounter the black Rider and defeats him. Then Will finds the
sixth sign—the Sign of Water—and goes with Merriman to the Great Park to meet the
Hunter. As the legend of the Old Ones had foretold, the Hunter drives away the Dark
in a great battle.
The Old Ones gather in a ceremony to join in a sacred circle the six signs of the
Light that Will, the Sign-Seeker, has rescued from the forces of the Dark.
Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
5
About the Genre
Fantasy
The Dark Is Rising is a classic story of fantasy in which a young boy suddenly finds
himself playing a key role in the ageless battle between the Light and the Dark. This
conflict between good and evil lies at the heart of all great fantasy. Like the story’s
hero, young readers are drawn into a strange world that is unlike reality and yet
symbolizes its deepest struggles.
Author Susan Cooper drew on the English and Celtic myths of her native British Isles
in weaving her story of fantasy. She wrote that her fantasies are “a distillation of all
the things that have taken deepest root in my imagination since I was a child.”
Fantasy allows young readers to escape from the reality of their own lives and enter
the world of the author’s imagination. And, in turn, the reader’s own imagination is
stirred to new ideas and, perhaps, new truths about life.
Fantasy is a broad genre, with stories as rich and varied as a writer’s imagination.
The characters in fantasies can include ordinary people interacting with imaginary
creatures, people with magical powers, and animals that talk and act like humans.
The setting of a fantasy story may move from the real world to an imaginary world or
may take place in an entirely fantastical place. The plot of a fantasy often includes
magical objects, a struggle between good and evil, and a happy resolution of conflicts.
Bibliography
Baum, Frank. The Wizard of Oz. New York: Scholastic, 1984.
Carroll, Lewis. Alice in Wonderland. New York: Scholastic, 1985.
Hurwood, Bernhardt J. Eerie Tales of Terror and Dread. New York: Scholastic, 1974.
Key, Alexander. The Forgotten Door. New York: Scholastic, 1986.
Lewis, C. S. The Lion, the Witch and the Wardrobe. New York: Scholastic, 1987.
Mahy, Margaret. The Haunting. New York: Scholastic, 1984.
Roberts, Willo Davis. The Girl with the Silver Eyes. New York: Scholastic, 1982.
Wright, Betty R. Christina’s Ghost. New York: Scholastic, 1987.
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Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
About the Author
Susan Cooper has achieved success as a journalist, a children’s book writer, and a
playwright. Born in Burnham, England, in 1935, she grew up under the shadow of
World War II. The German air raids that terrorized her childhood had a great effect
on her later writing, which often deals with the conflict between the forces of good
and evil.
Cooper’s book-filled childhood ended with admission to Somerville College at the
University of Oxford. She writes of her experience there: “I spent three years gazing in
constant wonder at some of the most beautiful buildings in the world; being happy;
reading and writing; discovering people, scholarship, and myself.” She became the
first woman editor of the university newspaper.
After Oxford, Cooper went to London and landed a job as a writer for the Sunday
Times. During her busy life as a journalist, she found time to write Over Sea, Under
Stone, the first of the five-part fantasy series to be called The Dark Is Rising.
At the age of 27, Susan Cooper left her beloved England to move to America with her
new husband, an American college professor. She had two children, did occasional
writing, and then came back to the fantasy series she had begun with her first
children’s book. The five books in this series are titled: Over Sea, Under Stone; The Dark
Is Rising; Greenwitch; The Grey King; and Silver on the Tree. The Dark Is Rising was
named a Newbery Honor Book, and The Grey King was awarded the Newbery Medal.
Cooper entered a new stage of her career in the 1980s when she collaborated with
Hume Cronyn on the Broadway play entitled Foxfire. In recent years her writing has
included several television plays and more children’s books, including The Selkie Girl.
About the Illustrator
Alan Edwin Cober, both an artist and illustrator, was born in New York City on May
18, 1935. Cober studied at the University of Vermont and the School of Visual Arts in
New York. He was named Artist of the Year in 1965 by the Artist Guild of New York
and received various awards for books from the American Institute of Graphic Arts
from 1965–72. The New York Times has cited his books Winter’s Eve and Mr. Corbet’s
Ghost on its list of best illustrated books of the year. Cober has received various gold
medals from the Society of Illustrators and the Art Director’s Club and has also been
honored with medals for magazine illustration and in national drawing competitions.
He continues to work from his home in Ossining, New York.
Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
7
The Dark Is Rising
Lesson
1
Chapters 1–3 Pages 1–56
Synopsis
On the day before his eleventh birthday, Will Stanton receives a strange iron circle and
a warning that the next day will be beyond imagining. The next morning, Will enters
another dimension of time where he meets the evil Rider, the mysterious Walker, the
Lady, and Merriman—the first of the Old Ones. Merriman tells Will that he is the last
of the Old Ones, immortals who must fight for the Light against the Dark.
Will learns of his special destiny; he is the Sign-Seeker who must find the six Signs
of the Light. Merriman explains that the Dark is rising during the twelve days of
Christmas. After surviving his first test against the Dark, Will goes back to reality
and celebrates his eleventh birthday with his large family.
Before Reading
Tell students that they will be reading The Dark Is Rising, a fantasy that takes place
in a world of conflict, magic, and suspense. Explain that the book is the second in a
series of five titles also known as The Dark Is Rising. The books were written by
Susan Cooper, a British author, who used the myths and legends of the British Isles
in weaving her tale of fantasy.
Explain that the genre of fantasy includes stories with events, characters, or settings
that could not occur or exist in the real world. In fantasy, the rules of reality do not
apply. Unlike many fantasies, The Dark Is Rising does not contain fantasy creatures
or talking animals that behave like humans. The main characters are both humans
and immortals living in a fantasy world with three important characteristics:
■
a setting that shifts in time and place
■
the presence of magical powers
■
a great conflict between good and evil
Ask students to volunteer the names of fantasy books they have read or are familiar
with. Write the titles on the board, asking students to explain why they would
characterize each book as a fantasy.
Use the activity that is best suited for your class.
Option 1: Explore the genre of fantasy by drawing on students’ prior knowledge of
literature. Have students work with partners and choose one of the fantasy titles
from the board or another fantasy story with which they are familiar. Draw the
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Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
following chart on a large piece of paper or on the board, adding a blank row for
each pair of students to complete. You may wish to use Alice in Wonderland as an
example to fill in the three categories on the chart. Have students discuss their titles
and then fill in as many categories on the chart as are appropriate for their book.
Elements of Fantasy
Title
Unusual Characters
Magical Events
Strange Settings
Alice in
Wonderland
White Rabbit,
Cheshire Cat,
Card soldiers
Alice grows bigger
and smaller
the rabbit hole,
Queen of Hearts’
garden, etc.
Option 2: Discuss with students the elements that are common to fantasies. Point
out that many fantasies start out being realistic and then change to an imaginary
world. Remind students that a fantasy departs from reality in its setting, characters,
or events. Ask them to discuss possible ideas for unusual characters, magical
events, or strange settings.
Distribute copies of The Dark Is Rising and call students’ attention to the cover
illustration. Ask students what clues they can find in the picture to the fact that the
book is a fantasy. Discuss the ghostly-looking horseman, the birds, and the symbol
on the boy’s arm. Have students predict what roles all these might play in the book.
Then discuss with students the title of the book. Ask them to predict what the Dark
might be and how it might relate to the illustration.
During Reading
Ask student volunteers to read aloud the first part of the chapter entitled
“Midwinter’s Eve,” from page 3 to the break on page 12. Tell students to listen for
clues that something strange and out-of-the-ordinary is about to happen.
After the reading, ask students to name the events in the story that hinted at, or
foreshadowed, strange things to come. Ask them to predict what might happen to
Will on his birthday.
Assign students pages 12–56 for independent reading. Explain that a quest is a
mission in search of something. Then write the following question on the board:
“What is Will’s quest?” Ask students to read for the answer to that question.
Literary Concepts
Discuss the elements of fantasy: Ask students if they correctly predicted what
would happen to Will on his birthday. Let them know that this prediction was
difficult because its outcome was based on the author’s imagination.
Divide the class into three cooperative learning groups and assign each group one of
the three major elements of fantasy in the book: the setting, the magic, and the
conflict between good and evil. Ask each group to review the pages they have just
read for information about their topics.
Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
9
Discuss setting: Tell students that the setting is the time and place of a story. Have
the group that was assigned to study the story’s setting fill in a chart similar to the
one that follows, and explain it to the class.
World of Reality
Time
present
World of Fantasy
Place
Will’s house and
village in the
English countryside
Time
500 years ago
Place
same place but long
ago with an old
manor house and
no village
Discuss magic: Explain to students that the use of magic in fantasy follows a logic of
its own. Characters are given certain powers and must use them according to the rules
established by the author. Have the group responsible for studying the story’s magic
fill in the details in the following chart and explain it to the class.
Will
Merriman
Magical Powers
Old Lady
The Rider
Discuss the conflict between good and evil: Explain to students that many great
fantasies are based on the conflict between good and evil in the world and in the
hearts and minds of humans. Fantasy writers choose various characters or ideas to
represent this conflict. Have the group responsible for studying the story’s conflict
between good and evil fill in the names of the characters on a graphic similar to this
and explain it to the class.
Conflict Between
Good
Evil
The Light
The Dark
Summarize the discussion by asking students to watch for the ways each of these
elements of fantasy is developed in the rest of the book.
Points to Ponder
1. Do you think Will really experienced the fantasy part of the story, or could he have
dreamed it? Give reasons to support your answer. (Understanding Fantasy)
2. Why do you think Will was able to react so calmly to the strange happenings in his
life? How would you have reacted? (Understanding Character Actions/Stating
Personal Reactions)
3. Why do you think the author chose to have Will move in and out of his real time
rather than enter the fantasy world and stay there? (Understanding Fantasy)
4. What do you think Merriman means when he says “Any great gift of power or talent
is a burden”? How might Will’s powers be a burden to him? (Making Inferences)
5. Have you ever felt that the dark was rising in your own life? Describe your
experience. (Stating Personal Reactions)
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Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
After Reading
Choose from the following activities:
1. Imagine you are Will. Write journal entries describing your experiences in these
first three chapters.
2. Make a drawing or collage entitled “The Dark Is Rising.” Use symbols, objects, and
colors that represent for you the meaning of the title.
3. Write a short fantasy with a setting that is 500 years ago in the place where you
live. Use yourself as the main character. Try to describe how things might have
looked five centuries ago.
4. Imagine a birthday present for Will on his eleventh birthday. The present can
have magical powers for him to use against the Dark. Describe the present in
a paragraph, and draw a picture of it.
Sign-up Sheet
Name
Activity Number
Date Started
Date Completed
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Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
11
The Dark Is Rising
Lesson
2
Chapters 4–7 Pages 57–127
Synopsis
Will meets the Walker on a lonely lane and receives from him the second sign, the
Sign of Bronze. Will almost loses the sign to the dairy-girl Maggie, an agent of the
Dark, but is rescued by Merriman.
On Christmas Eve, Will goes caroling with his family through the heavily falling snow
to the manor house of the village. There he meets Merriman, who takes him back in
time and gives him the Book of Gramarye to read; it contains all the knowledge of
the Old Ones. Later, Will witnesses Hawkin, a human whom Merriman treated as a
son, attempt to betray the Old Ones to the Dark.
Back in the present, Will discovers the third sign, the Sign of Wood. He then goes
home to dream of Christmas Day.
Before Reading
Tell students that they will learn more about Will’s character and how it is changing
in this part of the book. Explain that the way an author lets a reader know about a
character is called characterization. In some books, the author states information
about a character directly, for example, that the character is selfish or brave. But in
The Dark Is Rising, the author presents information about Will indirectly, through his
thoughts, words, and actions. As readers, we have to draw our own conclusions
about Will by paying careful attention to what he thinks, says, and does.
Point out that in all good novels, the main characters grow and change. In The Dark
Is Rising, Will’s character grows and changes as a result of his quest, or mission, and
the conflicts he endures.
Use the activity that is best suited for your class.
Option 1: Divide the class into cooperative learning groups of three or four students
each. Ask each group to discuss what they know about Will’s character so far. Then
ask each student in a group to compose one question they would like to ask Will that
would probe some aspect of his character. An example might be: “How do you feel
about being the Sign-Seeker?”
After the groups have discussed and completed their list of questions, collect them
and choose one question for each group to prepare an answer to from Will’s point of
view. Have each group choose a spokesperson to answer the question. Encourage
students to discuss the responses.
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Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
Option 2: Remind students that Will is beginning to change as a result of his goal,
or mission, to seek the signs of the Light. Ask them to identify a goal that they now
have or have had in the past that brought about a change in their characters. Have
them fill out a graphic similar to the following:
Goal: to act in the school play
How This Goal Changed Me
felt more confident
became more disciplined
made new friends
Ask students to write one or two paragraphs that describe their goal and how it
changed their character.
During Reading
Assign students pages 48–111 for individual reading. To guide their reading,
ask students to think about how Will changes as the result of the new knowledge
he gains.
Literary Concepts
Discuss character and plot: Remind students that Will is learning and changing as
a result of the important events that happen in this part of the story. Ask students
to list these important experiences. Write their responses on the board in a list
similar to the following:
Will’s Important Experiences
Will starts the fire on Tramps’ Alley.
Will encounters the Walker.
Will is tricked by the witch-girl, Maggie.
Will reads the Gramarye.
Will witnesses Hawkin’s betrayal.
Divide the class into groups of three or four students and assign each group one of
the events from the list. Ask each group to discuss and answer the following
questions:
■
What did Will learn from this experience?
■
How do you think the experience will change him?
Have the groups report their answers to the whole class. Conclude the discussion by
inviting students to describe personal experiences that have taught them something
about people or life.
Discuss characterization and inner conflict: Tell students that another way we
can learn about Will is to look at the conflicts he has in his own thoughts. Ask a
volunteer to read aloud the passage from the story that begins on page 123 with the
paragraph “They sang . . .” and ends with the first paragraph on page 124.
Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
13
Explain that an inner conflict is a struggle a person has with his or her own feelings.
Ask students what sort of struggles Will is having within himself about his new
powers and his quest. Organize students’ responses in a chart similar to the
following:
Will’s Feelings About His New Identity
pride in his new knowledge and
importance as an Old One
Fear about his coming struggles
against the Dark
happiness about feeling part of
the chosen group of Old Ones
desire to be a normal boy again
Points to Ponder
1. If Will had to make the choice, do you think he would choose to live with his
family or with the Old Ones? Give reasons for your answer. (Understanding
Character Traits/Drawing Conclusions)
2. Explain the meaning of Merriman’s words: “He [Hawkin] will have a sweet picture
of the Dark to attract him, as men so often do, and beside it he will set all the
demands of the Light, which are heavy and always will be.” (Making Inferences)
3. How is Will’s behavior different when he is with the Old Ones from when he is
with his family? Do you change your behavior to fit the company around you?
(Comparing and Contrasting/Stating Personal Reactions)
4. What role do you think Hawkin will play in the rest of the story? Do you think
Hawkin is a good or bad person? (Predicting Outcomes/Making Judgments)
5. Why does Will feel melancholy about his responsibilities after reading the book of
Gramarye? When do you think most young people begin to feel the burden of
responsibilities in their lives? (Making Inferences/Stating Personal Reactions)
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After Reading
Choose from the following activities:
1. Work with a small group to act out a scene from this part of the book. Choose a
scene with three or four characters, assign the parts, and decide on the speeches
and action. Present the scene to the rest of the class.
2. Write a brief character sketch in which you portray a person through indirect
characterization. Create your character by describing his or her actions,
appearance, words, and thoughts.
3. Create an original ornament based on your initial, like the ones Farmer Dawson
carved for the Stanton children. Draw your design first. Then cut it out of heavy
paper, or make it with another kind of material.
4. Write a journal entry from Will’s point of view during Christmas Eve night.
Use his own words to describe the conflicting emotions he would be feeling.
Sign-up Sheet
Name
Activity Number
Date Started
Date Completed
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Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
15
The Dark Is Rising
Lesson
3
Chapters 8 and 9 Pages 128–184
Synopsis
Will receives a strange-looking carnival head as a Christmas present from his
brother, Stephen. The peace and happiness of Christmas morning at the Stanton
house is marred by a visit from the sinister Black Rider in the guise of Mr. Mitothin.
Later, when Will goes to church with his family, the Dark rises in all its evil and fury.
Will gathers with the other Old Ones in the church to drive it off. Then he finds the
fourth sign, the Sign of Stone, in the church walls.
As the terrible snowstorm continues, Will joins other frightened villagers at the
Manor, bringing with him the Walker, whom he had rescued in the snow. Merriman
warns Will that the Walker has betrayed them to the Dark, whose forces seem to be
rising stronger and stronger.
Before Reading
Introduce the concept of mood by writing the following sentences on the board and
asking for students’ reactions:
He staggered back, shouting, his hands thrust up to protect his face, and the
birds flapped their great wings in a black vicious whirl and were gone, swooping
past the boys and into the sky.
The clear, husky sound of the flute fell through the air like bars of light and
filled Will with a strange aching longing, a sense of something far off, that he
could not understand.
Ask students to describe the different emotions, or moods, of these two passages.
Explain that mood is the strongest feeling or emotion conveyed by a piece of writing.
Ask students what strong moods they have felt while reading The Dark Is Rising.
Use the activity that is best suited for your class.
Option 1: Divide students into groups of three. Have each group look through the
first half of the book for a paragraph that conveys a strong sense or mood. Ask the
group to write down the emotion or feeling that they think best describes that mood.
Then have a volunteer from each group give a dramatic reading of the chosen
paragraph. Ask the rest of the class to describe the mood created. Compare their
answer with the mood chosen by the group.
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Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
Option 2: Encourage students to focus on mood in a piece of creative writing. Begin
by drawing on the board a concept map similar to the one that follows:
dreaded
trembling
shuddered
Fear
stammered
ghastly
Discuss with students the relationship between the word in the center and the
words around it. Explain that each of the circled words can convey a mood of fear
to the reader.
Ask each student to create a similar concept map, choosing a mood they would like to
convey and five words that create that emotional quality. Then have students write a
descriptive paragraph, using the five words to create their chosen mood.
During Reading
Assign students pages 128–184. Tell them to look for the changing moods in the story.
Ask students as they read to copy one sentence or paragraph that they think creates a
strong sense of mood.
Literary Concepts
Discuss mood and descriptive language: Tell students that one way an author
creates strong moods is by using imagery, or language that appeals to our senses.
These word images create strong emotional reactions in the reader.
On the board, write the following examples of imagery from the book, and have
students identify the senses to which they appeal.
The clouds seemed to be growing darker, massing in ominous grey mounds
with a yellowish tinge. (sight)
He could feel his neck prickling. (touch)
They smelt the familiar farm-smell. The cowshed must have been mucked
out that day. (smell)
He found the tailend of a jar of honey in the back of the larder . . . and spread
it lavishly on three hunks of bread. (taste)
Soon the tumbling notes of six sweet old bells that hung in the small, square
tower began chiming. (hearing)
Ask students to study the passage from the book that they copied for examples of
imagery. Have volunteers read their examples aloud, identify the sense each appeals
to, and describe the mood it helps create.
Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
17
Discuss foreshadowing and suspense: Define the concept of suspense for students
as a quality that produces feelings of curiosity and tension in the reader. Explain that
the plot of The Dark Is Rising often follows a pattern of rising and falling suspense.
A particular sequence of events will begin with foreshadowing, or hints, of danger to
come. The suspense then builds with increasing tension. Finally, the highest point of
tension is reached and then resolved. Then the suspense breaks, and a new mood
begins.
Ask several volunteers to do an oral reading of the passage in the book that begins
on page 139 with “The small muffled group. . .” and ends with “The Old Ones looked
at one another and laughed.”
After the reading, have students identify the foreshadowing clues in the first
paragraph, the building of tension, the highest point of suspense, and the change to
another mood.
Points to Ponder
1. Why do you think the Rider came to the Stanton house in the guise of Mr.
Mitothin? What effect did his appearance have on the mood of the story?
(Drawing Conclusions/Understanding Mood)
2. Do you think Will should have warned his family more about the danger of the
Walker and the Dark? Why or why not? (Making Judgments)
3. Do you think the fantasy parts of the story would be as believable without a
strong sense of mood? Explain your answer. (Understanding Mood)
4. What mood does the book’s title, The Dark Is Rising, create for you? How does
the snowstorm represent the Dark rising? (Understanding Mood/Understanding
Imagery)
5. When have you felt the strong emotions of suspense and fear in your own life?
Describe your experience. (Stating Personal Reactions)
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Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
After Reading
Choose from the following activities:
1. Pretend that you are a reporter for the Huntercombe newspaper. Write an article
that describes the terrible weather conditions and how they are affecting the local
people. Begin the article with an eye-catching headline.
2. Describe a holiday in your home, using imagery like that used by Susan Cooper to
describe Christmas in the Stanton house. Make your description come alive with
images that appeal to the five senses.
3. Work with a small group to write and record a short radio play with a mood of
suspense. Use foreshadowing and tension to build strong suspense. Add music or
sound effects to the reading to heighten the mood.
4. Draw a life-size mask on poster board like the one that Stephen sent Will from
Jamaica. Include all the characteristics described on page 131. Then color the
mask, cut it out, and put a piece of elastic on the back.
Sign-up Sheet
Name
Activity Number
Date Started
Date Completed
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Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
19
The Dark Is Rising
Lesson
4
Chapters 10–13 Pages 185–244
Synopsis
Will prevents the Walker, who is really Hawkin, from bringing the Dark into the
Manor. Then he goes back to an earlier time and finds the fifth sign, the Sign of Fire.
Back in real time, the terrible cold spell finally breaks and great rains begin to fall.
Will has a final scary encounter with the Rider and triumphs over him.
The flood waters bring an ancient ship—serving as a funeral bier for a king—into
view. Here Will attains the sixth sign, the Sign of Water. He rides with Merriman to
the Great Park where they meet the Hunter, who is wearing Will’s carnival head. As
legend had foretold, the Hunter goes into battle with the Dark and drives it to the
ends of the earth. Then Will, Merriman, and the other Old Ones join the six signs in
a solemn ceremony that completes the circle of the Old Ones and protects the Light
from the forces of the Dark.
Before Reading
Tell students that in this part of the book they will be thinking about the story’s
theme—the overall, important idea that the author wants to share with her readers.
The theme is expressed through the main character’s quest and through the conflict
between good and evil.
Use the activity that is best suited for your class.
Option 1: Remind students that Will’s quest was to find the six signs of the Light.
He had to undergo a test to find each one. Ask students to think about the quests or
goals they have in life. What tests or problems might they encounter in trying to
attain their goals? How will they overcome these problems to achieve their goals?
Ask students to express their thoughts in a graphic similar to the following:
Quest
Friendship
and Trust
20
Problem
Solution
friendship
not returned
seek another
friend/believe
in yourself
betrayal by
a friend
learn whom
you can trust
Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
Option 2: Expand on the theme of good and evil by asking students to apply it to our
world today. Divide the class into groups of four students each. Ask each group to
think of the names of five things that represent evil to them and five things that
represent good. These might include governments, actions, events, or other concepts.
Use a large piece of chart paper or use the board to make a graphic like the following:
Conflict Between
Good
Evil
Have each group add its lists to the graphic and share its thoughts in a whole-class
discussion.
During Reading
To help give students a framework for understanding this part of the book, read
them the following excerpt from an autobiographical essay by Susan Cooper.
“It’s a very long time since World War II, but I guess some things stick.
I was four years old when the war broke out in Britain and ten when it
ended . . . . a child raised in wartime is inevitably given a very strong sense
of Us and Them, the good side (one’s own, of course) against the bad.
Though I wasn’t thinking about Adolf Hitler and his night-bombing Luftwaffe
when I began to write fantasies characterizing the forces of evil as the Dark,
in the shadowy comers of my mind they probably weren’t that far away.”
Remind students that in many times and places, people have lived through wars that
were viewed as clashes between good and evil and that required great courage and
strength from children as young as Will.
Assign students pages 185–244 to read. Ask students to imagine how an eleven-year
old in the real world could meet the kinds of challenges that Will faces in this part of
the book.
Literary Concepts
Discuss theme and characterization: Explain to students that many of the best
fantasies written are based on the theme of good against evil. Ask students to
discuss this theme in fantasies they have read, such as The Lion, the Witch and the
Wardrobe and The Lord of the Rings.
Discuss this theme in The Dark Is Rising by asking students to identify the traits of
the characters who represent good and evil in the book. Organize their responses
into character maps like the one below for each major character in the book.
Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
21
responsible
wise
protective
Will
committed
brave
trustworthy
Ask students how Will grew and changed in the book and what conflicts he had to
fight within his own mind. Also discuss the conflicts within Hawkin, the human
character who fell under the spell of the Dark. Ask students if they think Hawkin
was a more realistic character than Will.
Discuss theme and author’s purpose: Remind students that the author’s purpose
is the effect an author hopes to achieve in a book. Divide the class into small
discussion groups and ask each group to answer the following three questions.
■
What was Susan Cooper’s purpose in writing this book?
■
Why did she choose to write a fantasy story?
■
How well do you think she accomplished her purpose?
Have each group share their responses to the questions with the rest of the class.
Points to Ponder
1. Do you think that forces of good and evil really are in constant conflict within
people? Explain your answer. (Understanding Theme/Stating Personal Reactions)
2. Now that Will has completed his quest, do you think he will live a normal life?
Will he be summoned again by the other Old Ones? Explain your answers.
(Predicting Outcomes)
3. What character, idea, or event in The Dark Is Rising affected you most?
(Stating Personal Reactions)
4. Would you like to read the rest of The Dark Is Rising sequence? Why or why not?
(Stating Personal Reactions)
5. What did you learn from this book that you can apply to your own life? (Stating
Personal Reactions)
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Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
After Reading
Choose from the following activities:
1. Write a personal essay about the quests you have now or expect to have in life.
Describe the goals you hope to achieve and the sort of person you want to be
when you reach your goals.
2. Record yourself doing a dramatic reading of the last three paragraphs of the book.
Choose a suitable piece of music for a background accompaniment. Play your
recording for the rest of the class.
3. Read about the Battle of Britain during World War II, when Hitler’s Luftwaffe (air
force) bombed London and other parts of England. Prepare a report to the class
that describes what the war would have been like for a child of that time, like
Susan Cooper.
4. Read another one of the books in The Dark Is Rising sequence: Over Sea, Under
Stone; Greenwitch; The Grey King; or Silver on the Tree. Write a paragraph
summarizing the most important action in the book. Write another paragraph
describing the book’s theme.
Sign-up Sheet
Name
Activity Number
Date Started
Date Completed
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Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
23
The Dark Is Rising
A Model for Writing
The Prewriting Stage
The purpose of prewriting is to use some strategies or plans to get ready to write.
This stage is critical in helping children get their ideas out in the open through
talking, brainstorming, drawing, diagramming, or free-writing.
Many writers turn to literature for ideas and inspiration. Explain to your students
that they can use The Dark Is Rising as a source of ideas about how to write a
fantasy.
■
Encourage students to talk freely about the book The Dark Is Rising. Ask: “Do you
think the characters could be real people and the events could really happen?”
■
In a fantasy story, the main elements—the setting, the characters’ traits and
actions, and the plot—may seem fantastic. Ask: “How did Cooper create a magic
world of fantasy?”
■
Form small groups for peer conferencing. Help students direct their thinking
about any people, places, or things that might serve as part of a fantasy story they
would write.
■
Let students free-write for five to ten minutes without interference, allowing them
to get their ideas on paper. Tell them to use any format that feels comfortable—a
list, diagram, summary, narrative, or even a picture. Remind them to put down
only the most important ideas now. Other ideas, as well as spelling, grammar, and
handwriting, can be worked on later.
■
Set aside time for students to brainstorm or share their ideas in groups or as a
whole class.
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Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
The Drafting Stage
Drafting involves getting your ideas on paper, focusing on content, and considering
your audience and purpose. The emphasis should be on putting ideas together
without concern for spelling or usage.
Model the drafting process by showing students how to decide on topics for their
fantasy pieces. List two or three topics of your own such as “The Day Will Stepped
Out of the Book” or “My Quest for the World in the Light Bulb.” Encourage students
to record and share their topic ideas with a partner or small group in order to gather
and develop their thoughts.
Refer back to strategies that Susan Cooper used to keep the story moving along,
including: the use of dialogue; frequent changes in setting; an emphasis on the
emotions that readers might have in common with the characters; and the omission
of unimportant events and details.
To help students start their stories, ask them to think about the following questions:
■
What is the story about? What lesson can you learn from the story? (theme)
■
Where and when does the story take place? (setting)
■
What problems do the characters face, and how do they solve them? (plot)
Then have everyone write, including the teacher. When everyone is finished, ask:
“Who would like to share their work?” You may want to start things off by reading
aloud your own writing.
Structure the time as a whole-class activity or as small-group discussions.
Emphasize that all feedback should be positive and constructive.
Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
25
The Revising Stage
Revising, or taking a second look at what has been written, is at the heart of writing.
Children learn strategies and techniques best when these are demonstrated through
their own writing. Some strategies (Calkins, 1986; Murray, 1983) include:
■
Take a short piece and make it longer.
■
Experiment with different leads.
■
Reread the draft, listening to how it sounds.
■
Decide who the audience is for this piece.
■
Summarize the plot into four or five sequential sentences.
■
Talk with someone about your draft, then rewrite it without looking at
previous versions.
Show students the following proofreading marks, explaining how they can be a
shortcut to making changes during the revising stage:
Mark
Meaning
Example
new paragraph
He went back into the bedroom.
said loudly.
“Robin!” he
add this
whether
“I don’t know James does.”
capital letter
“Poor old max,” Gwen said.
take this out
The Walker was making an awful lot of sense.
move
He had never such seen a ship.
period
And the cold was there too
Materials for revising and editing should be kept at the Writing Center: scissors,
tape, stapler, marking pens, correction fluid, pencils, and crayons.
Allow students time to revise their stories.
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Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
The Editing Stage
Students should edit once they are satisfied with the content of their pieces. During
editing, students reread and correct their writing for spelling, grammar, usage, and
punctuation. Students may proofread alone or with a partner, either on paper or on
a word-processor screen.
Some editing techniques (Calkins, 1989) include:
■
rereading through the final draft quickly to be sure it says what you want
■
checking the spelling and mechanics
■
using an editing checklist
Editing materials include: dictionary, thesaurus, spelling guides, grammar and usage
charts, editor’s blue pencils, and reference books.
Editing makes the most sense to children when it leads to publishing their writings.
The Publishing Stage
Students enjoy and learn by publishing and sharing their writing. Some ways tried
by teachers are:
■
a class magazine, newsletter, or newspaper
■
hand-bound books for the library
■
displays of student pieces, drafts, books
■
student-made recordings of their writings
■
sending children’s works to outside publications or publishers
■
class anthologies
Let children help decide the audience(s) with whom they will share their work.
Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
27
Name:
Date:
Writing Checklist
Read each statement. Then make an X in the appropriate column.
Never
Sometimes
I like to write.
I like to pick my own topics.
I edit my first draft.
Writing stories can be fun.
I can remember the stories I’ve written.
I put animals, people, and machines
in my writing.
I like to illustrate my writing with
my drawings.
I can spell new words.
I know when I make a mistake.
When I don’t know how to spell
a word, I guess.
I can tell you about what I’ve read.
I like to change the end of a story.
I know I write better every time.
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Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
Often
Name:
Date:
Favorite Fantasies
What are your favorite fantasy books or movies? Make up a list of your top five, ranking
them in order of preference. Then write a short review after each title, explaining what you
like most about it.
1. Title:
Review:
2. Title:
Review:
3. Title:
Review:
4. Title:
Review:
5. Title:
Review:
The Dark Is Rising
Creative Thinking 1
Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
29
Name:
Date:
Read This Book
Pretend that you have been hired to create a poster for The Dark Is Rising. Your job is to
make people want to read the book. Think of a headline that will grab their attention. Then
draw a picture that has a dramatic effect.
The Dark Is Rising
30
Creative Thinking 2
Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
Name:
Date:
Song of the Dark
The Old Ones in the story chanted a song about the Dark rising. Think of the things that
represent the Dark in your own life. How do they make you feel? What do you do to fight
them off? Write a song or poem about the Dark.
When the dark is rising . . .
The Dark Is Rising
Creative Thinking 3
Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
31
Name:
Date:
Good Against Evil
Pretend that you are going to write a fantasy book with the theme of good against evil. What
characters would you create to represent good and evil? How would they look and act? In
the spaces below, introduce two good and two evil characters. Write their names and
describe their appearances and personalities.
The Dark Is Rising
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Creative Thinking 4
Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources
Scholastic Book Guides: The Dark Is Rising © Scholastic Teaching Resources