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M SA PL E Higher Altitudes in 11th Grade Language Arts SA 6WXGHQWManual Lessons 1-180 Module 1: Transformation in Language and Life Unit 1: Lessons 1-20 Beowulf: A Prototypical Hero Unit 2: Lessons 21-32 Reading and Understanding Middle English Tales by Chaucer M Module 2 : Reading and Understanding Middle English Tales by Chaucer Unit 1: Lessons 33-39 The Dynamics of the Literary Point of View PL Module 3: Literature and Thought in Transition Unit 1: Lessons 40-43 Sonnets of the Renaissance Unit 2: Lessons 44-48 Shakespeare’s Sonnets Unit 3: Lessons 49-53 Intermission Unit 4: Lessons 54-62 Hamlet Unit 5: Lessons 63-69 Further Exploration of Hamlet Unit 6: Lessons 70-79 Hamlet Unit 7: Lessons 80-87 Hamlet Unit 8: Lessons 88-91 Hamlet E Module 4: Literature and Technology Unit 1: Lessons 92-112 Frankenstein Part I Unit 2: Lessons 113-123 Frankenstein Part 2 Unit 3: Lessons 124-130 Frankenstein Part 3 Unit 4: Lessons 131-138 Frankenstein Part 4 Unit 5: Lessons 139-152 Frankenstein Part 5 Unit 6: Lessons 153-158 Frankenstein Part 6 Unit 7: Lessons 159-164 Frankenstein Part 7 Unit 8: Lessons 165-168 Frankenstein Part 8 Unit 9: Lessons 169-180 I-Search Published by: HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 1 Table of Contents Higher Altitudes in 11th Grade Language Arts Module 1: Transformations in Language and Life Unit 1: Beowulf : A Prototypical Hero Lesson 1 Objectives: The student will reinforce previous understanding of the high and publishing. The student will begin to use this process to develop an essay about heroes in literature. Writing about Heroes SA Lesson 2 Heroes: Seeing the Present through the Past Objective: The student will demonstrate ability to use the writing process to write a rough draft about the value of studying the past. The essay should be complete with logical reasoning, supporting arguments, and counterarguments. Lesson 4 Seeing the Present and Future through the Past Objective: The student will practice using the peer editing process to edit ?@ ask questions about the rough draft in an effort to clarify, and improve the style and readability of the essay. PL M Lesson 3 Transformation: Looking at Change from a Different Perspective “Metamorphoses: The Chrysalis” E Objectives: The student will read, understand, and respond to an article about the transformation of a Chrysalis. The student will then compare the transformation described in the article to transformations that occur in individual’s lives. Lesson 5 Changing Yourself with Creativity “Using Creativity to Transform Your Life” Objectives: The student will practice understanding and interpreting an informational text and analyzing the process of transformational thinking. Lesson 6 Creating New Understanding Objective: The student will gain the ability to apply the CREATE model to a movie clip and relate it to an informational text. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 2 Lesson 7 The English Language: Where it All Began “The Anglo-Saxons” Objectives: The student will read a short article about living in medieval Great Britain and complete a guided reading chart while building background information on the subject. The student will then complete a Quick Write demonstrating understanding of the article. Lesson 8 Beowulf: Anglo-Saxon Poetry “Transformation and Qualities of the English Language” Objectives: The student will reinforce the ability to read and understand an informative text, build background information on a subject, and extend understanding of the concept of transformation to the development of the English language. Introduction to Beowulf SA Lesson 9 Objectives: The student will practice performing a close contextual reading of a classic text. The student will also learn to identify subject and predicate within a sentence. Lesson 10 M The Epic Hero: Beowulf “From Beowulf: Excerpt 1” – Part 1 Lesson 11 Lesson 12 Reading Beowulf “Beowulf: Excerpt 1” – Part 2 Objective:< X Beowulf. E PL Objectives: The student will reinforce the ability to perform a close contextual reading of a classic text. The student will also complete a creative writing exercise mimicking the writing style of Beowulf. Vocabulary Stop! Words to Own Beowulf, Part 1 “How to Own a Word” Objective: The student will read and understand an article that explains Objective: The student will write about the theme of a story based on prior knowledge and perform a close contextual reading of a classic text. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 3 Lesson 14 The Epic Hero: Beowulf “The Monster’s Mother: Beowulf, Excerpt 2” Objective: The student will practice or learn to identify the elements of an epic story and demonstrate understanding of the text Beowulf. Lesson 15 The Epic Hero: Beowulf, continued Objective:< important Vocabulary words found in an excerpt from Beowulf. Lesson 16 Vocabulary Stop! Words to Own Beowulf, Part 2 Objective: The student will demonstrate understanding of a story by answering discussion questions. Lesson 17 The Epic Hero Review SA Objective: The student will learn to apply knowledge about epic heroes to create an original, modern hero relevant to today’s society. Lesson 18 Modern Day Hero: Create Your Own Comic Strip, Part 1 Lesson 19 M Objective: The student will learn to apply knowledge about epic heroes to create an original, modern hero relevant to today’s society. Modern Day Hero: Create Your Own Comic Strip, Part 2 Lesson 20 PL Objective: The student will create a modern hero story relevant to today’s society and visually represent an original text. Beowulf : Unit 1 Assessment E Objective: The student will demonstrate understanding of a classic text by completing a formal Assessment on the poem, Beowulf. Unit 2: Reading and Understanding Middle English Tales by Chaucer Lesson 21 The Canterbury Tales: The Man Behind the Stories Objectives: The student will read and understand an expository text. The student will take organized notes to classify and understand meaning. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 4 Lesson 22 Chaucer’s English: Decoding Middle English “A Guide to Chaucer’s English: Middle English” Objectives: The student will read and understand an expository text. The student will use a Venn Diagram to compare and contrast Old and Middle English. The student will also begin to decipher the meaning of Middle English phrases. Lesson 23 The Canterbury Tales: The Prologue Objectives: The student will read The Canterbury Tales: The Prologue, by Geoffrey Chaucer for meaning. The student will use a Character Chart to identify character’s and author’s opinion. Lesson 24 SA Lesson 25 The Canterbury Tales: The Prologue, continued Objectives: The student will read The Canterbury Tales: The Prologue, by Geoffrey Chaucer for meaning. The student will use a Character Chart to identify character’s and author’s opinion. M The Canterbury Tales: The Prologue, Day 3 Objectives: The student will read The Canterbury Tales: The Prologue, by Geoffrey Chaucer for meaning. The student will use a Character Chart to identify character’s and author’s opinion. “Grammar Stop! Progressive Verb Forms” Objectives: The student will learn the meaning and function of progressive verb forms. The student will demonstrate understanding of the Lesson by completing a Worksheet based on the information presented. Lesson 27 The Canterbury Tales: The Pardoner’s Tale Objectives: The student will read and understand The Pardoner’s Tale from The Canterbury Tales " and resolution. The student will become able to verbally summarize this literary work. Lesson 28 The Canterbury Tales: The Pardoner’s Tale, continued Objectives: The student will continue to read and understand The Pardoner’s Tale from The Canterbury Tales by identifying setting, " < summarize this literary work. PL Lesson 26 E Lesson 29 The Pardoner’s Tale Assessment Objective: The student will demonstrate understanding of The Pardoner’s Tale through completion of a comprehensive Assessment. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 5 Lesson 30 Lesson 31 Lesson 32 The Canterbury Tales: The Knight’s Tale Objectives: The student will continue to read and understand The Canterbury Tales: The Knight’s Tale and identify setting, characters, " <' use the English language effectively in a variety of contexts and settings. The Canterbury Tales: The Knight’s Tale Objectives: The student will continue to read and understand The Canterbury Tales: The Knight’s Tale and identify setting, characters, " <' use the English language effectively in a variety of contexts and settings. SA The Canterbury Tales: The Knight’s Tale Objectives: The student will read and understand The Canterbury Tales: The Knight’s Tale " and resolution. The student will analyze literary symbols and use the English language effectively in a variety of contexts and settings. PL M Module 2: Unit 3: The Dynamics of the Literary Point of View Critiquing Human Behavior Objective: <"' uses The Canterbury Tales to critique human behavior. Lesson 34 Critiquing Human Behavior: Peer Editing Objective: The student will use the peer editing process to edit a rough ? E Lesson 33 Lesson 35 Creating your Own Pilgrimage: A DigiTale Experience, Part 1 Objective: The student will create a DigiTale storyboard for an original modern pilgrimage similar to those in The Canterbury Tales. Lesson 36 Creating your Own Pilgrimage: A DigiTale Experience, Part 2 Objective: The student will continue to create a DigiTale storyboard for an original modern pilgrimage similar to those in The Canterbury Tales. Lesson 37 Creating your Own Pilgrimage: A DigiTale Experience, Part 3 Objective: The student will create an original, modern character for a DigiTale based on The Canterbury Tales. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 6 Lesson 38 Creating your Own Pilgrimage: A DigiTale Experience, Part 4 Objective: The student will continue to create a digital presentation of an original, modern character based on The Canterbury Tales. Lesson 39 Creating your Own Pilgrimage: A DigiTale Experience, Part 5 Objective: The student will complete and give a digital presentation of an original, modern character based on The Canterbury Tales. Module 3: Literature and Thought in Transition Unit 1: Sonnets of the Renaissance Lesson 40 SA Lesson 41 The Middle Ages: A New Way of Thinking From Medieval to Renaissance Objective: The student will read and understand an article on the transition from the Middle Ages to the Renaissance. The student will demonstrate understanding of the topic by responding to a writing prompt about the article. PL M Poetry of the Renaissance Sonnets 30 and 75 by Edmund Spenser Objective: The student will discover the traits of traditional sonnets by analyzing the work of Edmund Spenser. Poetry of the Renaissance Spenserian Sonnets Assessment Objective: The student will demonstrate understanding of the form sonnets by writing an original sonnet in Spenserian form. Lesson 43 Spenser’s Sonnets: The Assessment Spenserian Sonnets Assessment Objective: The student will demonstrate understanding of the form and elements of sonnets by completing the Spenserian Sonnets Assessment. E Lesson 42 Unit 2: Shakespeare’s Sonnets Lesson 44 Wherefore Art Thou, Shakespearian Sonnet? Shakespeare’s Sonnets 29, 116, and 130 Objective: The student will discover the elements and forms of Shakespearian sonnets by reading by analyzing his work. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 7 Lesson 45 Wherefore Art Thou, Shakespearian Sonnet? Continued Objective: The student will demonstrate understanding of Shakespeare’s writing by composing an original sonnet in Shakespearian style. Wherefore Art Thou, Shakespearian Sonnet? Day 3 Objective: The student will continue to develop and demonstrate understanding of Shakespearian sonnets by editing an original sonnet written in the previous Lesson. Lesson 47 Grammar Stop! Participle and Participial Phrases Grammar Stop! Participle and Participial Phrases Objective: The student will understand the meaning and proper use of participles and participial phrases. Lesson 48 Shakespeare’s Sonnets: Unit Assessment Objective: The student will demonstrate understanding of Shakespearian Sonnets by completing the Shakespeare’s Sonnets Assessment. SA Lesson 46 M Unit 3: Intermission Changes and Decisions that Shape Peoples’ Lives Objectives: The student will examine techniques for decision making and respond to a writing prompt about those techniques. Lesson 50 Changes and Decisions that Shape Peoples’ Lives Continued Objective: The student will use the peer editing process to revise a rough = PL Lesson 49 E Lesson 51 Decisions, Decisions, Decisions! Objective: The student will develop understanding of decision making by writing about an important decisions being made in the surrounding world. Lesson 52 Good Grief! Objective: The student will examine the concept of grief and how it affects an individual in order to create a personal connection to a major theme of the play Hamlet. Lesson 53 The Shape of a Tragedy Objective: The student will understand the elements of a literary tragedy in preparation for reading Hamlet. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 8 Unit 4: Hamlet Lesson 54 Vocabulary Stop! Words to Own: Hamlet Act I Objective:< X Hamlet. A Ghost Among Us Hamlet, continued Objective: The student will read and interpret an excerpt from Hamlet and then demonstrate understanding of the text by answering Reading Comprehension Questions. Lesson 56 Do I Call You Uncle or Dad? Hamlet, continued Objective: The student will read and interpret an excerpt from Hamlet, and answer Comprehension Questions about the text. Lesson 57 SA Lesson 55 M If I want your advice, I’ll ask for it! Hamlet, continued Objective: The student will read and interpret a portion of Hamlet, and develop understanding of the text by imitating Hamlet’s speech. “Something is Rotten in the State of Denmark” Hamlet, continued Objective: The student will critically examine an excerpt from Hamlet for plot details and elements of tragedy. Lesson 59 Why is this MY problem? Hamlet, continued Objective: The student will read and interpret an excerpt from Hamlet, answer Comprehension Questions, and complete a Quick-Write about the reading. Lesson 60 Who is this Hamlet Guy? Objective: The student will review and analyze the events in Act I of Hamlet. Lesson 61 What Do You Know? Thine Own Act I Assessment Hamlet Act 1 Assessment Objective: The student will demonstrate knowledge of characters, events, and relationships in Hamlet by completing the Hamlet Act I Assessment. PL Lesson 58 E HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 9 Lesson 62 Do all Heroes Live Happily Ever After? “Attributes of a Tragic Hero” Objective: The student will understand the concept of a tragic hero in literature and in real life. Unit 5: Further Exploration of Hamlet Lesson 63 Vocabulary Stop! Words to Own: Hamlet, Act II Objective:< Vocabulary words from the second act of Hamlet. Lesson 65 SA "$ Objective: < as antecedents. M What Happened to my Boyfriend? Hamlet, continued Objective: The student will read and understand Act II, scene I of Hamlet, and answer Comprehension Questions related to the text. Hamlet: On the Edge of Reason! Hamlet, continued Objective: The student will read and understand a portion of the text Hamlet, and complete Reading Comprehension Questions about the text. Lesson 67 Hamlet: On the Edge of Reason! Part Two Objective: The student will read and understand a portion of the text Hamlet, and complete Reading Comprehension Questions about the text. Lesson 68 The Plot Thickens: A Review of Act II Objective: The student will review the characters, themes, and events in Act II of Hamlet. Lesson 69 What Do You Know? Thine Own Act II Assessment Objective: The student will demonstrate understanding of the characters and events in Hamlet Act II by completing an Assessment. PL Lesson 66 E HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 10 Unit 6: Hamlet Act III Vocabulary Stop! Words to Own: Hamlet, Act III Objective: < X words from the third act of Hamlet. Lesson 71 To be or not to be – That Really is the Question! Hamlet Act III Objective: The student will read and interpret Hamlet and demonstrate understanding of the text by completing Comprehension Questions. Lesson 72 To be or not to be – That Really is the Question! Part Two Objective: The student will read and interpret an excerpt from Hamlet and then imitate that portion of text in writing. Lesson 73 SA Lesson 70 PL M The Play’s the Thing! Hamlet Act III continued Objective: The student will read and interpret an excerpt from Hamlet, and demonstrate understanding of the text by answering Reading Comprehension Questions. Hamlet, Those are Some Mean Mood Swings! Objective: The student will develop understanding of Hamlet by completing a character analysis of Hamlet. Lesson 75 Sins, Sadness, and Sanity Hamlet Act III continued Objective: The student will read and interpret an excerpt from Hamlet, and demonstrate understanding of the text by answering Reading Comprehension Questions. Lesson 76 Claudius: King or Criminal? Objective: The student will develop knowledge of Hamlet and write a new scene based on the play. E Lesson 74 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 11 Lesson 77 It’s all Mom’s fault Hamlet Act III continued Objective: The student will read and interpret an excerpt from Hamlet and demonstrate understanding of the text by answering Reading Comprehension Questions. Lesson 78 Seeing your own ‘vision’ – Imagery in Hamlet Objective: The student will explore and understand the imagery in the play Hamlet, and create a poem based on images from the play. Lesson 79 What Do You Know? Hamlet Acts I-III Assessment Objective: The student will demonstrate knowledge of characters and events of Hamlet by completing an Assessment over Act III of the play. SA Unit 7: Hamlet Act IV Lesson 80 M Vocabulary Stop! Words to Own: Hamlet, Act IV Objective: < X from Act IV of Hamlet. Death of a Hero Hamlet Act IV Objective: The student will read and interpret an excerpt from Hamlet, and answer Reading Comprehension Questions about the text. Lesson 82 A Journey into Insanity Hamlet Act IV continued Objective: The student will read and interpret an excerpt from Hamlet and answer Reading Comprehension Questions about the text. Lesson 83 Vengeance will be mine! But when is it worth it? Hamlet Act IV continued Objective: The student will read and interpret a soliloquy from the text of Hamlet, and relate the themes of that soliloquy to modern society. Lesson 84 Vengeance will be mine! But when is it worth it? Continued Objective: The student will apply a theme learned from the text Hamlet to " E PL Lesson 81 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 12 Sing me a song, Ophelia! Hamlet Act IV continued Objective: The student will read and interpret an excerpt from Hamlet, and demonstrate understanding of the text by completing Reading Comprehension Questions. Lesson 86 A Surprise Party for Hamlet Hamlet Act IV continued Objective: The student will read and interpret an excerpt from Hamlet and demonstrate understanding of the text by answering Comprehension Questions. Lesson 87 What Do You Know? Thine Own Act IV Assessment Objective: The student will demonstrate understanding of Act IV of Hamlet by completing the Hamlet Act IV Assessment. SA Lesson 85 Unit 8: Hamlet Act V Lesson 88 M Vocabulary Stop! Words to Own: Hamlet, Act V Objective: < X Hamlet. Just like in the movies? Hamlet Act V Objective: The student will read and interpret an excerpt from Hamlet, and demonstrate understanding of the text by answering Reading Comprehension Questions. Lesson 90 As the Curtain Closes Hamlet Act V Objective: The student will read and interpret an excerpt from Hamlet, and demonstrate understanding of the text by answering Reading Comprehension Questions. Lesson 91 What Do You Know? Thine Own Act V Assessment Objective: The student will demonstrate understanding of Hamlet Act V by completing the Act V Assessment. PL Lesson 89 E HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 13 Module 4: Literature and Technology Unit 1: Frankenstein Part I Don’t Judge a Book by its Cover! – Part 1 Objectives: The student will examine the theme of appearance versus reality in the play, Hamlet and will create an abridged comic strip version of the play that points to main ideas and themes from the work. Lesson 93 Don’t Judge a Book by its Cover! – Part 2 Objectives: The student will examine the theme of appearance versus reality in the play, Hamlet and will create an abridged comic strip version of the play that points to main ideas and themes from the work. Lesson 94 Don’t Judge a Book by its Cover! – Part 3 Objectives: The student will examine the theme of appearance versus reality in the play, Hamlet and will create an abridged comic strip version of the play that points to main ideas and themes from the work. Technology – Monster or Friend? Objectives: The student will examine a theme, brainstorm about a prompt related to that theme, and create an essay relating to the topic. M Lesson 95 SA Lesson 92 Technology in our Lives – Part 1 Objectives: The student will examine a theme, brainstorm about a prompt related to that theme, and write an essay relating to the topic. Lesson 97 Technology in our Lives – Part 2 Objective: The student will use the peer editing process to edit a rough ? E PL Lesson 96 Lesson 98 Isn’t it Romantic? An exploration of the age of Romanticism Objective: The student will learn about the characteristics of the Age of Romanticism in preparation for reading a novel from the Age of Romanticism. Lesson 99 Isn’t it Romantic? An exploration of the age of Romanticism, Continued Objective: The student will continue to explore characteristics of the Romantic Movement in preparation for reading Frankenstein. Lesson 100 Vocabulary Stop! Words to Own: Frankenstein, Letters I-IV Objectives: < important Vocabulary words from Frankenstein, Letters I-IV. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 14 Lesson 101 Into the Unknown: Frankenstein, Letters I-IV Frankenstein, Letters I-IV Objectives: The student will read and understand Frankenstein, Letters I-IV and then demonstrate understanding of the text by answering Reading Comprehension Questions. Lesson 102 Letters from Abroad Objectives: The student will read and understand Frankenstein, Letters I-IV and then demonstrate understanding of the text by answering Reading Comprehension Questions. SA Lesson 103 Crime and Confession: The Rime of the Ancient Mariner The Rime of the Ancient Mariner by Samuel Taylor Coleridge Objective: The student will read The Rime of the Ancient Mariner to understand the connection between the poem and Frankenstein. Lesson 104 Crime and Confession: The Rime of the Ancient Mariner, Continued Objective: The student will continue reading The Rime of the Ancient Mariner to further understanding of the connection between the poem and the novel Frankenstein. M PL Lesson 105 Grammar Stop! Essential and Nonessential Adjective Clauses Objective: The student will understand and use essential and nonessential adjective clauses. Lesson 106 You be the Literary Expert! Reader’s Sketchbook – Letters I-IV Objective: The student will begin a Reader’s Sketchbook based on information learned in Letters I-IV of Frankenstein. E Lesson 107 Vocabulary Stop! Words to Own: Frankenstein, Chapters 1-4 Objectives: < Vocabulary words from Frankenstein, Chapters 1-4. Lesson 108 Once Upon a Time…The Stranger’s Story Frankenstein Chapters 1-2 Objectives: The student will read and interpret a portion of the text Frankenstein. Lesson 109 You be the Literary Expert! Reader’s Sketchbook – Chapters 1-2 Objective: < chapters of Frankenstein by completing the Reader’s Sketchbook entry for those chapters. +,*+(5$/7,78'(6,17+*5$'(/$1*8$*($5767$%/(2)&217(176² /HVVRQ 7KH6WUDQJHU¶V6WRU\&RQWLQXHV Frankenstein &KDSWHUV 2EMHFWLYHV7KHVWXGHQWZLOOGHPRQVWUDWHXQGHUVWDQGLQJRI&KDSWHUV RI)UDQNHVWHLQE\FRPSOHWLQJWKH)UDQNHQVWHLQ$VVHVVPHQW /HVVRQ 7KH6WUDQJHU¶V6WRU\&RQWLQXHV Frankenstein &KDSWHUV 2EMHFWLYHV7KHVWXGHQWZLOOUHDGDQGLQWHUSUHWDSRUWLRQRIFrankenstein DQGGHPRQVWUDWHXQGHUVWDQGLQJRIWKHWH[WE\SUHSDULQJIRUD5HDGHU¶V 6NHWFKERRNHQWU\DERXWWKHUHDGLQJ /HVVRQ <RXEHWKH/LWHUDU\([SHUWFrankenstein&KDSWHUV 2EMHFWLYH 7KHVWXGHQWZLOOGHPRQVWUDWHXQGHUVWDQGLQJRIWKHIUVWWZR FKDSWHUV RIFrankensteinE\FRPSOHWLQJWKH5HDGHU¶V6NHWFKERRNIRU WKRVH FKDSWHUV SA 8QLWFrankenstein3DUW,, M /HVVRQ 7KH0RGHUQ3URPHWKHXV-XVWZKRLVWKLV3URPHWKHXV*X\" ³,QWURGXFWLRQ WR3URPHWKHXV´ 2EMHFWLYHV 7KHVWXGHQWZLOODQDO\]HDWKHPHLQDZRUNRIIFWLRQ7KH VWXGHQWZLOODOVRPDNHFRQQHFWLRQVEHWZHHQWZRGLIIHUHQWWH[WVWR XQGHUVWDQGWKHFRQFHSWRIOLWHUDU\DOOXVLRQ PL /HVVRQ 7KH3RZHUWR&KDQJHWKH:RUOG ³,QWURGXFWLRQ WR*RWKLF´ 2EMHFWLYH 7KHVWXGHQWZLOOH[SORUHUHDOZRUOGVFHQDULRVWKDWUHODWHWRD WKHPHLQDSLHFHRIOLWHUDWXUH /HVVRQ :KDW¶VVR*RWKLFDERXWLW"&RQWLQXHG 2EMHFWLYHV 7KHVWXGHQWZLOOXQGHUVWDQGWKHJHQUHRIJRWKLFIFWLRQDQG DSSO\WKLVNQRZOHGJHWRWKHQRYHOFrankenstein /HVVRQ 9RFDEXODU\6WRS:RUGVWR2ZQFrankenstein&KDSWHUV 2EMHFWLYH 7KHVWXGHQWZLOOOHDUQ9RFDEXODU\ZRUGVLQSUHSDUDWLRQIRU UHDGLQJ Frankenstein&KDSWHUV E /HVVRQ:KDW¶VVR*RWKLFDERXWLW" 2EMHFWLYHV 7KHVWXGHQWZLOOXQGHUVWDQGWKHJHQUHRIJRWKLFIFWLRQDQG DSSO\WKLVNQRZOHGJHWRWKHQRYHOFrankenstein /HVVRQ $EUDFDGDEUD Frankenstein&RQWLQXHG 2EMHFWLYHV 7KHVWXGHQWZLOOUHDGDSRUWLRQRIFrankensteinDQG GHPRQVWUDWHXQGHUVWDQGLQJRIWKHWH[WE\ZULWLQJDQHQWU\LQWKH5HDGHU¶V 6NHWFKERRN HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 16 Lesson 119 It’s a boy! Objective: The student will use words and phrases from Chapter 5 of Frankenstein to create a poem about Frankenstein’s monster. Lesson 120 Secrets, Secrets are no fun! Frankenstein, Continued Objectives: The student will read and interpret a portion of Frankenstein, and demonstrate understanding of the text by completing a Reader’s Sketchbook entry about the reading. Lesson 121 Grammar Stop! Simple Past Tense Review Objective: The student will understand and use the simple past tense. SA Lesson 122 You be the Literary Expert! Reader’s Sketchbook – Chapters 6-7 Objective: < chapters of Frankenstein by completing the Reader’s Sketchbook for those chapters. Unit 3: Frankenstein Part III PL M Lesson 123 A Monster of an Assessment: Frankenstein Assessment, Chapters 3-7 Objective: The student will demonstrate understanding of Chapters 3-7 of Frankenstein by completing the Frankenstein Assessment II. Lesson 124 Vocabulary Stop! Words to Own: Frankenstein, Chapters 8-11. E Objective: <X reading Frankenstein Chapters 8-11. Lesson 125 Justice for Justine? Frankenstein Chapter 8 Objectives: The student will carefully read an excerpt from Frankenstein and demonstrate understanding of the text by completing a Quick-Write. Lesson 126 Dear Diary, I Don’t Know What To Do… Frankenstein Chapter 9 Objectives: The student will read the text of Frankenstein and demonstrate understanding of the text by completing the Chapter 9 Quick-Write. Lesson 127 You be the Literary Expert! Reader’s Sketchbook – Chapters 8 and 9 Objective: The student will demonstrate understanding of Frankenstein Chapters 8 and 9 by completing Reader’s Sketchbook entries about both chapters. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 17 Lesson 128 The Monster’s Turn to Talk Frankenstein chapters 10 and 11 Objective: The student will demonstrate understanding of Frankenstein Chapters 8 and 9 by completing Reader’s Sketchbook entries about both chapters. Lesson 129 You be the Literary Expert! Reader’s Sketchbook – Chapters 10 and 11 Objective: The student will interpret Frankenstein Chapters 10 and 11 by completing Reader’s Sketchbook entries about both chapters. Lesson 130 A Monster of a Quiz: Frankenstein, Chapters 8-11 Frankenstein Assessment Chapters 8-11 Objective: The student will demonstrate understanding of Frankenstein Chapters 8-11 by completing the Frankenstein Assessment III. SA Unit 4: Frankenstein Part IV M Lesson 131 Vocabulary Stop! Words to Own: Frankenstein, Chapters 12-15. Objective: < X reading today. PL Lesson 132 Victor vs. The Monster: Are they really that different? Frankenstein Chapter 12 Objectives: The student will read a portion of Frankenstein, and develop understanding of the text by completing a Quick-Write. E Lesson 133 Friend or Fiend? Frankenstein Chapter 13 Objectives: The student will read a portion of Frankenstein, and develop understanding by completing a Quick-Write. Lesson 134 You be the Literary Expert! Reader’s Sketchbook – Chapters 12-13 Objective: The student will develop understanding of Chapters 12-13 of Frankenstein by writing Reader’s Sketchbook entries about each chapter. Lesson 135 It’s all Relative! Frankenstein Chapter 14 Objective: The student will read and interpret a portion of Frankenstein and demonstrate understanding of the text by completing a Quick-Write about the reading. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 18 Lesson 136 The Lonely Monster Frankenstein Chapter 15 Objective: The student will read and interpret a portion of Frankenstein and develop understanding of the text by completing a Quick-Write about the text. Lesson 137 You be the Literary Expert! Reader’s Sketchbook – Chapter 15 Objective: The student will develop understanding of Chapters 14-15 of Frankenstein by completing Reader’s Sketchbook entries about each chapter. SA Lesson 138 A Monster of an Assessment: Frankenstein, Chapters 12-15 Frankenstein Assessment Chapters 12-15 Objective: In this Lesson, the student will demonstrate understanding of Chapters 12-15 of Frankenstein by completing the Frankenstein Chapters 12-15 Assessment. Unit 5: Frankenstein Part V M PL Lesson 139 Vocabulary Stop! Words to Own: Frankenstein, Chapters 16-18. Objective: <X Chapters 16-18 of Frankenstein. E Lesson 140 From Rejection to Revenge Frankenstein Chapters 16-17 Objectives: The student will read and interpret Chapters 16-17 of Frankenstein and demonstrate understanding of the text by completing the Quick-Write. Lesson 141 You be the Literary Expert! Reader’s Sketchbook – Chapters 16-17 Objective: The student will develop understanding of Chapters 16-17 of Frankenstein by writing Reader’s Sketchbook entries about each chapter. Lesson 142 Victor: Trapped by the Monster, or Trapped by Himself? Frankenstein Chapter 18 Objective: The student will read and interpret Chapter 18 of Frankenstein and develop understanding of the text by completing a Quick-Write. Lesson 143 You be the Literary Expert! Reader’s Sketchbook – Chapter 18 Objective: The student will develop understanding of Chapter 18 of Frankenstein by writing a Reader’s Sketchbook entry about each chapter. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 19 Lesson 144 A Monster of a Quiz Frankenstein Assessment Chapters 16-18 Objective: In this Lesson, the student will demonstrate understanding of Chapters 16-18 of Frankenstein by completing the Frankenstein Chapters 16-18 Assessment. Lesson 145 Vocabulary Stop! Words to Own: Frankenstein, Chapters 19-22. Objective:<X for reading Frankenstein Chapters 19-22. SA Lesson 146 Victor: What a Wicked Web He Has Woven! Frankenstein Chapter 19 Objectives: The student will read and interpret Chapter 19 of Frankenstein and develop understanding of the text by completing a Quick-Write. Lesson 147 You be the Literary Expert! Reader’s Sketchbook – Chapter 19 Objectives: The student will develop understanding of Chapter 19 of Frankenstein by writing a Reader’s Sketchbook entry about the chapter. M PL Lesson 148 A Promise Broken Frankenstein Chapters 20-21 Objective: The student will read Frankenstein Chapters 20-21 and develop understanding of the text by completing a Quick-Write about the reading. E Lesson 149 You be the Literary Expert! Reader’s Sketchbook – Chapters 20-21 Objective: The student will develop understanding of Chapters 20-21 of Frankenstein by writing Reader’s Sketchbook entries about each chapter. Lesson 150 Matters of the Heart, or Matters of the Mind? Frankenstein Chapter 22 Objectives: The student will read and interpret Chapter 22 of Frankenstein and develop understanding of the text by completing a Quick-Write. Lesson 151 You be the Literary Expert! Reader’s Sketchbook – Chapter 22 Objective: The student will develop understanding of Chapter 22 of Frankenstein by writing a Reader’s Sketchbook entry about each chapter. Lesson 152 A Monster of a Quiz: Frankenstein, Chapters 19-22 Frankenstein Assessment Chapters 19-22 Objective: The student will demonstrate understanding of Frankenstein Chapters 19-22 by completing the Frankenstein Chapters 19-22 Assessment. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 20 Unit: 6 Frankenstein Part 6 Lesson 153 Vocabulary Stop! Words to Own: Frankenstein, Chapters 23-24. Objective: The student will learn Vocabulary in preparation for reading Frankenstein Chapters 23-24. Lesson 154 You be the Literary Expert! Reader’s Sketchbook – Chapter 23 Objective: The student will read and interpret Chapter 23 of Frankenstein and develop understanding of the text by completing a Reader’s Sketchbook entry about the reading. SA Lesson 155 The Death of Evil? Frankenstein Chapter 24 Objectives: The student will read Frankenstein Chapter 23 and develop understanding of the text by completing a Quick-Write. Lesson 156 You be the Literary Expert! Reader’s Sketchbook – Chapter 24 Objective: The student will develop understanding of Chapter 24 of Frankenstein by writing a Reader’s Sketchbook entry about the chapter. M PL Lesson 157 You be the Literary Expert! Reader’s Sketchbook – The Final Letters Objective: < Frankenstein and develop understanding of the text by completing Reader’s Sketchbook entries about each letter. E Lesson 158 A Monster of an Assessment: Frankenstein, Chapters 23-24 & Final Letters Objective: The student will demonstrate understanding of Chapters 23 to the end of Frankenstein, by completing Frankenstein Assessment VII. Unit 7: Frankenstein Part 7 Lesson 159 Is Ignorance Really Bliss? – Part 1 Objective: The student will begin writing an essay about the consequences of knowledge. Lesson 160 Is Ignorance Really Bliss? – Part 2 Objective: The student will use the peer editing process to develop the Ignorance vs. Knowledge Brainstorm. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 21 Lesson 161 Frankenstein on Trial – Opening Statements of a Playwright Objective: The student will develop understanding of Frankenstein by beginning a dramatic continuation of the novel. Lesson 162 Frankenstein on Trial – A Playwright’s Trial Objectives: The student will develop understanding of the novel Frankenstein by writing a dramatic continuation of the novel. Lesson 163 Frankenstein on Trial – A Playwright’s Closing Argument. Objective: The student will apply creative understanding of the novel Frankenstein by completing the Victor’s Mock Trial project. SA Lesson 164 A Monster of an Assessment: Frankenstein Frankenstein Final Assessment Objective: The student will demonstrate understanding of the novel Frankenstein by completing the Frankenstein Final Assessment. M Unit 8: Frankenstein Part 8 PL Lesson 165 Writing your Own Monster of a Tale Part 1 Objective: The student will display knowledge of the genre of gothic E Lesson 166 Writing your Own Monster of a Tale Part 2 Objective: The student will display knowledge of the genre of gothic Lesson 167 Writing your Own Monster of a Tale Part 3 Objective: <= continuing to create an original gothic story. Lesson 168 Writing your Own Monster of a Tale Part 4 Objective: The student will display knowledge of the genre of gothic HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 22 Unit 9: I-Search Lesson 169 I-Search Paper – The It’s All About Me Kind of Research Paper Objective: The student will research a topic of interest, and develop an I-Search project about that topic. Lesson 170 I-Search: Finding the Facts Objective: The student will develop a topic, research the topic, and write a report that is both analytical and informative. Lesson 171 I-Search: Finding the Facts Part 2 Objective: The student will continue to research for the I-Search Project. SA Lesson 172 I-Search: Preparing for the Interview Objective: The student will prepare for conducting an interview for the I-Search Project. M Lesson 173 I-Search: Preparing for the Interview Part 2 Objective: The student will continue to prepare for conducting an interview for the I-Search Project. PL Lesson 174 I-Search: You’re the Reporter! Objective: The student will conduct the interview for the I-Search Project. Lesson 175 I-Search: The Search is Over! Objective: The student will conduct research to begin developing the I-Search Project. E Lesson 176 I-Search: What I Learned Objective: The student will begin to write the conclusion to the I-Search Project. Lesson 177 I-Search: Give Credit Where Credit is Due! Objective: The student will create a Works Cited Page for the I-Search Project. Lesson 178 The Clean-Up Crew: Revising Objective: The student will revise the I-Search project in preparation for HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 23 Lesson 179 A Look in the Writing Mirror: Portfolio Project Objective: The student will assess individual strengths, weaknesses, and improvements as a writer by creating a Writer’s Portfolio of work conducted in these Lessons. Lesson 180 Show Yourself Off! Portfolio Presentation Objective: The student will write a letter of introduction to accompany the Writer’s Portfolio created in Lesson 179 and continue to self-assess =" for inclusion in it. SA PL M E Higher Altitudes SA in 11th Grade Language Arts M Teacher Manual PL Module 4 Unit 9: Lessons 169-180 Key Skills and Concepts: Published by E Writing: Quick-Writes; I-Search Project Module 4: Literature and Technology Unit 9: I-Search STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 1-1 Lesson 1 Heroes: Seeing the Present through the Past In this Unit, you will be reading and writing about the importance of understanding and adapting to change. This Unit will be focused on the following theme: In the transformation from oral language to the written word, universal truths of human nature were formalized. SA In this Unit, you will be reading, viewing, and hearing about changes and decisions that shape people’s lives and values. In the transformation from oral language to written word, universal truths of human nature were formalized. These truths or values help in making decisions that will support positive changes in a person’s life. PL M It is important to learn these values from heroes in literature, as well as history. One way to further understand these truths is to write an essay exploring them. In this Lesson, you will be writing an essay about heroes in literature. Before you are ready to write an essay, you need to go through the following steps of the writing process. Can the past affect the future? E Brainstorming Brainstorming is thinking and talking about the topic or theme of the writing and relating it to your own personal life. Brainstorming involves asking the following questions: Which incident or situation could I write about? What did I learn? What interesting details can I choose to tell about the situation or incident? How should I organize my writing? 1RZEHJLQWREUDLQVWRUPDERXWDKHUR¿FWLRQDORUUHDOZKRPDGHDSRVLWLYHLQÀXHQFH in his own life that affected his decisions. What values or skills does the hero display in making good decisions? Write the hero’s name on the top of the Hero Brainstorming sheet and then write notes about the hero’s values and skills that demonstrate good decision making. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 1-2 Drafting Drafting is getting ideas down on paper and trying to organize them. It involves asking the following questions: How will I start my writing to get my reader to want to read it? What details, examples, anecdotes, and/or explanations should I write to prove my point to my reader? How shall I end my writing? Revising Revising is the real work of writing and begins when the writer makes sure that the SA writing has everything it should have, that it will appeal to the reader, and tell or prove what it is supposed to. Revising involves asking the following questions: Will my reader know what my point is? Is my point or central idea clear and connected to the theme or topic? Have I given important and relevant details, examples, and/or anecdotes to support my point? M Is my writing well organized with a beginning that makes my audience want to UHDGRQDPLGGOHWKDWPDNHVDQGVXSSRUWVP\SRLQWDQGDQHQGWKDWVDWLV¿HV my audience? PL Have I used interesting words and a variety of sentence lengths and types to engage my reader? Proofreading and Editing E Proofreading and editing include making sure that the audience can read and understand the words and the point. Proofreading and editing involve asking the following questions: Have I checked and corrected my spelling, punctuation, and capitalization to help my audience understand what I have written? Have I read my work to a friend or myself to make sure it sounds good? Have I looked my writing over to make sure that it’s neat and invites my audience to read it? It is also very important to have someone else proofread and edit the material, to catch things that the writer may miss. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 1-3 Publishing 3XEOLVKLQJLVSXWWLQJZULWLQJLQLWV¿QDOIRUPIRUDQDXGLHQFH3XEOLVKLQJLQYROYHVDVNLQJ ³,VP\¿QDOFRS\MXVWWKHZD\,ZDQWP\DXGLHQFHWRVHHLW"´ As you go through each step of the writing process, remember these steps and questions. They will make writing your essay much easier. Lesson Wrap-Up: What three tips should you remember about writing? SA PL M E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 1-4 Hero Brainstorming %HJLQWREUDLQVWRUPDERXWDKHUR¿FWLRQDORUUHDOZKRPDGHDSRVLWLYHLQÀXHQFH LQKLVRZQOLIHE\PDNLQJJRRGGHFLVLRQV:KDWYDOXHVRUVNLOOVGRHVWKHKHUR GLVSOD\LQPDNLQJDJRRGGHFLVLRQ" Write the hero’s name on the top of this sheet of paper and then write notes below DERXWWKHKHUR¶VYDOXHVDQGVNLOOVWKDWGHPRQVWUDWHJRRGGHFLVLRQPDNLQJ SA PL M E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 1-5 SA PL M E PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 2-1 Lesson 2 Writing about Heroes In the transformation from oral language to written word, universal truths of human nature were formalized. These truths or values help in making decisions that will support positive changes in each of our lives. We can learn these values from heroes in literature, as well as history. Many experts believe we need to learn from the mistakes of the past to improve our future. Others contend that we will continue to make the same mistakes, so we need to forge ahead. In your opinion, can studying the past lead to new opportunities for the future? SA In your essay, take a position on this question. You may write about either one of the two points of view given, or you may present a different point of view on this question. 8VHVSHFL¿FUHDVRQVDQGH[DPSOHVWRVXSSRUW\RXUSRVLWLRQ Remember to state your position clearly. M 6XSSRUW\RXUSRVLWLRQZLWKORJLFDOUHDVRQVXVLQJVSHFL¿FH[DPSOHV PL Include and support the counterargument. Now, begin organizing your essay by completing the Hero’s Essay Rough Draft. Homework Required: Complete the Heroes Essay Rough Draft for the next session. E Lesson Wrap-Up: What super-power did you give your hero? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 2-2 Use the space below to begin writing a rough draft on the following prompt. Many experts believe people should learn from the mistakes of the past to improve the future. Others contend that we will continue to make the same mistakes, so we need to forge ahead. What do you think? SA PL M E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 2-3 SA PL M E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 2-4 SA PL M E PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 3-1 Lesson 3 Heroes: Seeing the Present and Future through the Past In this Lesson, you will have the opportunity to peer edit your rough draft with a partner. Each partner will read aloud his or her draft to the other, who will listen carefully while thinking about the following questions: Is the position clearly stated? Is the position or point supported by important and relevant details, examples, and/or anecdotes? SA Does the writing begin with an interesting and engaging lead, continue with a middle that supports and develops the point, and conclude with an ending that summarizes the point? Is the writing interesting with engaging words and different sentence lengths and types? Is the counter position stated, explained, and supported? M What do I, as the listener, think is good about the writing? Do I have questions and/or suggestions for the writer? PL Now, you and your partner should switch places and repeat the process. Refer to the ³5HYLHZRI:ULWLQJ3XEOLVKLQJ)LQDO&RS\´SDJHDV\RXHGLWDQGZULWH\RXU¿QDOGUDIWV Homework Required: +DYHDFRPSOHWHG¿QDOGUDIWRI\RXU+HURHV(VVD\IRUWKHQH[W session. E Lesson Wrap-Up: Name some of the questions you asked during the editing process. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 3-2 Review of Writing: Publishing Final Copy Now you will be doing three things: revising your paper (which means to rethink your ideas); polishing your paper (which means to edit and proofread); and recopying your paper as neatly as possible. Use the following checklist as you revise and edit the writing that you have done. When \RXDUH¿QLVKHGUHYLVLQJFUHDWHD¿QDOFRS\RI\RXUSDSHU7KHQSURRIUHDG\RXU¿QDO copy to make sure that all of your revisions have been made. Checklist for Revision: 1. Do I have a clear central idea that connects to the topic? 2. Do I stay focused on my central idea? SA 3. 'R,VXSSRUWP\FHQWUDOLGHDZLWKLPSRUWDQWDQGUHOHYDQWGHWDLOVH[DPSOHV" 4. 'R,QHHGWRWDNHRXWGHWDLOVH[DPSOHVWKDW'2127VXSSRUWP\FHQWUDOLGHD" 5. Is my writing organized and complete, with a clear beginning, middle, and end? 6. Do I use a variety of interesting words, phrases, and/or sentences? M Checklist for Editing PL 7. Have I checked and corrected my spelling to help readers understand my writing? 8. Have I checked and corrected my punctuation and capitalization to help readers understand my writing? E Checklist for Proofreading 9. ,VHYHU\WKLQJLQP\¿QDOFRS\MXVWWKHZD\,ZDQWLW" Reread your writing. You should cross out or erase any errors you make. PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 4-1 Lesson 4 Transformation: Looking at Change from a Different Perspective Today’s Lesson will focus on the idea of transformation. One way of noting transformation is to consider the effect of the past on the future. Take a moment to ponder the meaning of that statement. Then provide brief answers to the following questions: What evidence do I have that I am committed to learning? :KHUHZLOO,¿QGZLVGRP" :KHQLVOR\DOW\WRP\VHOIPRUHLPSRUWDQWWKDQOR\DOW\WRDIULHQG" SA +RZGR,GHPRQVWUDWHWKDW,DPRSHQPLQGHGHQRXJKWROHDUQIURPP\H[SHULHQFHV" +RZGRWKHKHURHVRIOLWHUDWXUHUHÀHFWWKHYDOXHVRIWKHWLPH" :KDWMRXUQH\ZLOO,WDNHWREHFRPHP\RZQKHUR" Reading: M 7DNHDVKHHWRISDSHUDQGZULWHEULHÀ\DERXWWKHDERYHTXHVWLRQV PL Now, you will be reading an article titled “Metamorphosis: The Chrysalis”. Before reading, review the three questions listed below to focus your reading of the article. :KDWLVKDSSHQLQJLQVLGHWKHFKU\VDOLV" :KDWLVQHHGHGWREULQJDERXWWKLVFKDQJH" E :K\LVLWKDSSHQLQJ" :KHQ\RXKDYH¿QLVKHGUHDGLQJWKHDUWLFOHWDNHZKDW\RXOHDUQHGWRFRPSOHWHWKH Metamorphosis Quick Write. Lesson Wrap-Up: Describe an example of transformation from your own life. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 4-2 Metamorphosis Quick Write Take a few minutes to respond to the following question: When does the transformation of the chrysalis begin and why do you think it occurs at this stage? SA PL M E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 4-3 Metamorphosis: The Chrysalis The word chrysalis refers to the pupal stage of butterflies, specifically to the gold color contained in the pupae of the butterflies. It comes from the Greek word for gold, χρυσός (chrysós). Chrysalids are vibrant and are formed in the open making them the most familiar examples of pupae. Most chrysalids are joined to a surface by a sticky arrangement of a silken pad spun by the caterpillar and a set of hooks at the tip of abdomen of the pupae. SA In most types of pupae, the chrysalis stage involves very little movement. However, some butterfly pupae are capable of moving their abdominal segments for self defense. This kind of motion produces a sound that scares away predators. Within the chrysalis, growth and differentiation occur. The adult butterfly emerges and pumps haemolymph into the wing veins forcing the wings to expand. There is a rapid and sudden change from pupae to imago in a process called metamorphosis. M PL A biological miracle occurs inside the caterpillar in which it releases enzymes that digest caterpillar tissue, converting it into a rich cultural medium. The caterpillar has several sets of little cells on its inside that are in different parts of the body. These sets of cells are called “imaginal disks.” Imaginal disks are groups of embryonic cells, and as soon as the metamorphosis gets going and as that chrysalid forms, the skin is shed off the larvae, and the larva turns into a chrysalid. These little cells grow at an incredible rate. One imaginal disk will become a wing (so there are at least 4 imaginal disks because there are 4 wings in the butterfly). There are also imaginal disks that form the legs, the antennae, and all the organs of the adult butterfly. E Thus, during the first few days, the inside of the chrysalis is literally a bag of rich fluid on which the cells grow. The process of transformation is a miraculous phenomenon unique to insects. Nothing like this happens in vertebrates. The imaginal disks start developing very early in the caterpillar’s life but they slow down and don’t start growing again until the very end of the 5th instar which is the last stage of caterpillar development. Then, the imaginal disks start growing very quickly developing into different tissues, so that the entire internal contents of the caterpillar — the muscles, the entire digestive system, even the heart and nervous system — is totally rebuilt. The process is like taking an old car into the shop, leaving it for a week, and coming back to find a brand new Cadillac. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 4-4 During the development of the adult, the chrysalid loses nearly half of its weight. This is evidence that the process of metamorphosis requires an enormous amount of energy. During the whole time it is a chrysalis, it is unable to excrete any kind of waste. When the adult emerges, it releases a reddish-colored liquid. This liquid is stored nitrogenous waste accumulated during the metamorphosis. SA PL M E PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 5-1 Lesson 5 Changing Yourself with Creativity To begin this Lesson, consider the concept of transformational learning. This process encourages you to absorb what you have learned or experienced in your life in a meaningful way to bring about a better change. The process involves questioning assumptions, beliefs, and values and considering multiple points of view, while always seeking to verify reasoning. Now, read the article “Using Creativity to Transform Your Life”. When you KDYH¿QLVKHGUHDGLQJWDNHZKDW\RXOHDUQHGIURPWKHDUWLFOHWRFRPSOHWHWKH “Transformational Learning Graphic Organizer”. SA After completing the Graphic Organizer, introduce the student to the CREATE process which stands for –connect, relate, explore, analyze, transform, and experience. Each part of the CREATE process is broken down for you below. Connect two or more seemingly different things or ideas such as the chrysalis to modern language. M Relate those seemingly different things or ideas to things that are familiar and start to observe commonalities. Beowulf to Blogs. PL E Explore these commonalities. Draw them, build models, role-play, and describe them. .HHSDVNLQJRSHQHQGHGTXHVWLRQV+RZLVWKHEXWWHUÀ\OLNHWKHUHQDLVVDQFHRIPRGHUQ language? How did the change from the language in Beowulf to the language in the EORJVDQGLQWHUQHWHQF\FORSHGLDVRIWRGD\UHÀHFWWKHFKDQJHVLQWKHFXOWXUHRIWKH time—oral language to printed language? AQDO\]HZKDW\RXKDYH¿JXUHGRXWVWHSSLQJEDFNDQGWDNLQJDORRNDWZKDW\RXKDYH PDGH:KDWLQVLJKWVGLG\RXUH[SORUDWLRQSURGXFH"2UDOODQJXDJHLVPRUHÀXLG allowing it to meet the needs of change in communication or the situation. Printed ODQJXDJHLVPRUHFRQ¿QHGDQGGHSHQGHQWRQWKHLQWHUSUHWDWLRQVRIWKHUHDGHUV &RPSXWHUODQJXDJHDQGLQWHUQHWVRXUFHVUHYHDOPRGHUQODQJXDJHWREHPRUHÀXLGDQG dynamic in a time of rapid changes. Transform the drawing, model, or object you have made: discover or invent something new based on your connections, explorations, and analysis. Modern language is more FRPPXQLFDWLYHDQGFROODERUDWLYHUHÀHFWLQJWKHGLYHUVLW\RIWRGD\ Experience and apply your drawing, model, or invention in as many new contexts as possible: rap song, digital story, text messaging, blogs, etc. Lesson Wrap-Up: Do you remember what the acronym CREATE stands for? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 5-2 Transformational Learning Graphic Organizer Topic: Main Ideas, Key words, Questions, Drawings What I’ve Learned 1. 2. 3. SA 1. M 2. 3. PL 1. 3. 1. 2. 3. E 2. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 5-3 Using Creativity to Transform Your Life “Imagination is the beginning of creation,” wrote novelist George Bernard Shaw. “You imagine what you desire; you will what you imagine and at last you create what you will.” The only barriers and limits to achieving our dreams are the barriers and limits that we create. Instead of using our creativity to limit ourselves, it’s possible to harness our creativity to propel ourselves beyond our wildest dreams. SA This sounds quite good, but before anyone can harness their creativity toward productivity, that person must establish one very basic concept. What is creativity? There are all kinds of answers to this question, and the answers will be as unique as the individuals asked. Some people find the work of a classic artist like Michelangelo to be profoundly creative, while others might find the more progressive work of Salvador Dali to be the pinnacle of creativity. But what is creativity? Is it only limited to art? How about Bette Graham, an office worker who chose to correct typing mistakes with liquid paper, and proceeded to manufacture the product for worldwide office use? What about the entrepreneurial university student who attempted to recreate the entire social experience in the online medium? M We all have potential for vast creativity, and we limit ourselves with our down-sized definition of the word. Are you downsizing creativity? Assess yourself. Write down your immediate thoughts to the next few questions: PL What does creativity mean to you? How can creativity improve the lives of yourself and others? E Who are some individuals that you find particularly creative. How have these people used their creativity in ground-breaking ways? What are creative people like? How do they think? What do they do that other, “less creative” people don’t do? Maybe they listen to the world differently, like the jazz composer and musician John Coltrane who once said, “You can play a shoestring if your sincere.” Maybe creative people look at the world differently –trying to find new meanings, solutions, and purposes as the founder of Microsoft, Bill Gates, does. Whatever the difference is, we must establish how we measure creativity before we can truly understand the term. We must recognize and understand the source of creativity in the people we admire. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 5-4 What symbols, stories, or mediums do you utilize in your creative process? Our world is full of symbols. It always has been. One look at the drawings in the caves of Lascaux or Altamira demonstrates our human gravitation towards symbolic expression. Symbolism is an ingrained part of our lifestyles. It is present in so many expressions of knowledge. Dr Seuss’s library of wisdom expressed in the rhyming of invented words is a fine example. Film, music, visual art, and modern modes of poetry embody some of today’s finest mediums for creative expression. The fact that symbolism is so inescapably present in our lives is not a curse, but a phenomenal tool for designing the world around us as we envision it. In fact, our greatest creative faculty may be that we are so rooted in symbolism and thus, able to communicate through symbols in unlimited contexts. SA There is no end in sight for the way our creativity through symbolism can change the world, as it changes the way we communicate on a day to day basis. Take one glance at the mass of information networked through the internet. We are able to instantly contact people on the other side of the world, a capability that would make us the envy of societies a hundred years ago. Yet, it is none other than our bold and ever-evolving creativity that makes it reality. M PL Take a moment to consider how we demonstrate our creativity in our most advanced venues. In our most progressive science, children’s museums, and learning organizations worldwide, we are continuing the evolutionary process of change to create even greater ways of reaching people and prompting discourse on ground-breaking topics. E We live in a society comprised of unending possibilities, creative vehicles, and infinite contexts that allow people to utilize their imaginations to express ideas. Creative transformation is all about using the world, taking advantage of its mediums, and manipulating its structures to discover new things, improve existing ones, and communicate ideas in a better way. PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 6-1 Lesson 6 Creating New Understanding 7REHJLQWKLV/HVVRQ\RXZLOOEHZDWFKLQJWKH¿OPThe Chronicles of Narnia. This PRYLHSURYLGHVDSHUIHFWPRGHORIWKH&5($7(SURFHVV :KLOHZDWFKLQJWKHPRYLHORRNDWThe Chronicles of Narnia&5($7(4XHVWLRQV :RUNVKHHWDQGWKLQNDERXWWKHTXHVWLRQVOLVWHG:KHQ\RX¶YH¿QLVKHGZDWFKLQJWKH PRYLHDQVZHUWKHTXHVWLRQVRQWKH:RUNVKHHW 1RZWDNHRXWDVKHHWRISDSHU:ULWHWKHOHWWHUV&5($7(GRZQWKHVLGHRIDVKHHW RISDSHUDQGIROORZWKHPRGHOEHORZWRFRPSOHWHD&5($7(PRGHOIRUThe Chronicles of NarniaDQG&KU\VDOLV$VDPSOHDQVZHULVSURYLGHGEHORZ SA Model for CREATE: Connecting two different ideas—Chrysalis/The Chronicles of Narnia. Relate ideas between Cocoon/Narnia. undergo in Narnia? M Explore - How are the changes in the cocoon similar to the changes the characters Analyze - Not all changes are physical. transform into better people. PL TUDQVIRUP&DWHUSLOODUWUDQVIRUPVLQWRDEXWWHUÀ\3HWHU6XVDQ(GPXQGDQG/XF\ Experience - Changes that occur from knowledge and experience. E Lesson Wrap-Up::KDWLV\RXURSLQLRQRIWKH&5($7(PHWKRG"'R\RX¿QGLWKHOSIXO IRURUJDQL]LQJ\RXUWKRXJKWV" STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 6-2 Chronicles of Narnia: CREATE Questions :KLOHZDWFKLQJWKHPRYLHFRQVLGHUWKHIROORZLQJTXHVWLRQV:KHQ\RX¶YH¿QLVKHG the movie, answer these questions in the space provided. How is The Chronicles of NarniaOLNHWKH&KU\VDOLV" SA +RZLVWKHNLQJGRPRI1DUQLDOLNHWKH&RFRRQ" PL M $VWKHFDWHUSLOODUXQGHUJRHVFKDQJHVZKDWFKDQJHVGR3HWHU6XVDQ(GPXQGDQG /XF\XQGHUJR" E :DVWKHUHVXOWRIWKHLUFKDQJHVDVEHDXWLIXODVWKHEXWWHUÀ\¶V":K\RU:K\QRW" PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 7-1 Lesson 7 The English Language: Where it All Began In the previous Lesson, you developed a clear understanding of transformational thinking. In the next Lesson, you will begin reading the story Beowulf. Beowulf is an epic poem that illustrates the beginnings of the English language, and the poem begins the journey of the transformation of language from Old English, to Middle English, to Modern English of today. Furthermore, the poem represents the transition from oral to written language. Today, you will read The Anglo-Saxons which provides background and historical information about the society in which Beowulf was written. SA As you read the text The Anglo-Saxons, complete the Guided Reading Chart of important facts and information from the reading. You will compile notes on the topics listed on the chart below. Environment and Community M Daily LIfe PL Notes about the Should contain physical notes about what environment, their daily lives were housing, and layout like. of communities. Religion Writing: Beliefs and traditions that were important parts of life. E Now, begin reading the text. Important developments in religion. Important Beliefs and Traditions Life in a small Anglo-Saxon community was obviously very different from life in the United 6WDWHV3LFWXUHDVPDOOYLOODJHRIKXWVDURXQGDODUJHFHQWUDOKDOO7KHUHLVDVPDOO¿UH ZHDNO\WU\LQJWR¿JKWRIIWKHELWWHUFROGRIWKHKDUVK(QJOLVKZLQWHUQLJKW It is easy to picture this scene, but imagining how the Anglo-Saxon’s lived and what they WKRXJKWLVDOLWWOHPRUHGLI¿FXOW Homework Required: Explore the ideas listed above by completing the Anglo-Saxon Quick Write. Lesson Wrap-Up: What did you learn about Anglo-Saxon society? Would you like to live in that society? Why or why not? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 7-2 Guided Reading Chart: Anglo-Saxon Life As you read, complete this chart with important information and notes on each topic. Daily LIfe Environment and Community Religion Important Beliefs and Traditions SA PL M E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 7-3 Anglo-Saxon Quick Write Picture the Anglo-Saxon setting you read about in the article. Think about what you have just learned about the Anglo-Saxon way of life and the structure of their society. Now imagine yourself as a young man or woman about to come of age. What do you think your life is like? What choices do you have? What limitations do you face? Take the role of this Anglo-Saxon youth and write a narrative describing your life and thoughts. SA PL M E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 7-4 The Anglo-Saxons The lush, green island of Great Britain sits covered in mist and fog, removed from the continent of Europe. The country side was dotted with small cottages, quaint churches, and mysterious stone ruins; the setting was perfect for myths and stories of warriors, fairies, and dragons. This land of mystery has produced many great legends including Robin Hood, Beowulf, and the writings of Shakespeare. SA Great Britain has a long history of invasions and settlements by many groups of people. The Iberians, the Celts, the Romans, the Angles and Saxons, the Vikings, and the Normans all possessed parts of the island at one time or another. Each group of people left characteristics that over time have blended to form the English culture. PL M The Anglo-Saxons Come to Great Britain E In the middle of the fifth century, the Angles, Saxons, and Jutes attacked Great Britain from the north, what is today Germany and Denmark. They drove out the Britons and settled the majority of the island. The language of the Anglo-Saxons began to dominate the land. The land initially was made up of several independent territories, each with its own ruler. However, the Vikings threatened to cross the sea and plunder and destroy everything in England which was enough to unify the Anglo-Saxons. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 7-5 King Alfred of Wessex, along with the reemergence of Christianity brought the Anglo-Saxon people a common faith and a common system of morality and conduct. The Anglo-Saxons fought to protect their culture, people, and church from the Vikings under the direction of Alfred the Great. SA The Anglo-Saxon Religion PL M Christianity was gaining popularity in Great Britain, but the warrior gods of the old Anglo-Saxon mythology remained popular. The Anglo-Saxons brought the dark and fatalistic religion with them from Germany. E Odin was the god of death, poetry, and magic. He was a very important god to Norse mythology. The AngloSaxons called this god Woden, which is where we get the word Wednesday (for Woden’s day). It was Woden’s job to assist humans in communication with spirits. Woden is often associated with trances and burial rites. Since poetry was a very important part of Anglo-Saxon culture, Woden was a very important god. The god named Thunor was the god of thunder and lightning. This god’s symbol was the hammer and also possibly the bent cross that we call the swastika—which is found on many Anglo-Saxon gravestones. It is from the name Thunor that we get the word Thursday (Thor’s day). In addition to the gods, dragons also played a key role in Anglo-Saxon mythology. In the myths, dragons usually protected treasure. The fire-breathing dragon is also a personification of death. He is the guardian of the grave—where the warrior’s ashes and his treasure lay. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 7-6 Hope for an Afterlife: The Scops Besides enjoying the warmth and shelter offered by the communal halls, the Anglo-Saxons attended meetings and enjoyed the entertainment of storytellers in the village centers. The storytellers of the village were also called bards or scops. The scops told stories of gods and heroes. The stories were often sung to the music of a harp. They were heroic tales that spoke to the people who were under the constant threat of war, disease, or the problems of old age. They told stories of brave kings, the truths of good and evil, and battles from long ago. SA The scops were an important part of Anglo-Saxon culture since the people valued creating poetry and stories just as much as fighting, hunting, or farming. Poetry was also valued because, PL M for some of the non-Christian Anglo-Saxons, the only form of afterlife was to achieve fame in poetry. If someone became a character of one of the bard’s popular stories, they lived on through songs. E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 7-7 The Other Hope: Christianity In addition to the stories of the bards, Christianity also gained popularity with the Anglo-Saxons. The monasteries were centers for learning and they had just as much influence as older Anglo-Saxon religion. In addition to providing for the religious needs of the people, the monks in the monasteries maintained many of the stories of the villages and kingdoms by writing down the stories of the scops. They spent their days copying thousands of books by hand, since there was no printing press. SA The monks wrote the stories mostly in Old English, the language of the people, instead of Latin, the language of the church. M The Anglo-Saxon stories were written in Old English, but Latin remained the language of study until the time of King Alfred. King PL Alfred ordered the writing of the Anglo-Saxon Chronicle, a very long history of England, and he wanted it written in Old English. As more and more texts were written in English, the language gained respect and many of the Old English stories and poems were recognized as great works of literature. E PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 8-1 Lesson 8 Beowulf : Anglo-Saxon Poetry In this Unit, you have been thinking, talking, reading, and writing about transformation from oral language to the written word and how through this transformation, universal truths of human nature were formalized. Now, you will look at the transformation of the English language by reading the oldest surviving epic ever written in English, Beowulf. 7RGD\\RXZLOO¿UVWEHOHDUQLQJDERXWWKHEDFNJURXQGRI2OG(QJOLVKSRHWU\2OG(QJOLVK ZDVWKH¿UVWZULWWHQIRUPRIZKDWLVWKHPRGHUQGD\(QJOLVKODQJXDJH2OG(QJOLVKZDV very different from the language that we speak today. SA Now, read “Transformation and Qualities of the English Language”. While you are UHDGLQJFRPSOHWHWKH³0\/HDUQLQJ1RWHV*UDSKLF2UJDQL]HU´ Lesson Wrap-Up: What three phases did the English language go through that were mentioned in this Lesson? PL M E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 8-2 My Learning Notes Graphic Organizer Topic: Main Ideas, Key words, Questions, Drawings What I’ve Learned 1. 2. 3. SA 1. M 2. 3. PL 1. 3. 1. 2. 3. E 2. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 8-3 Transformation and Qualities of the English Language The English language has transformed through three major time periods since its beginning. It started as Old English from 450-1100. It then progressed into Middle English from 1100-1500. It finally developed into Modern English from 1500 to the present. Thus, though people think of Shakespeare’s writing style as old, he actually wrote in the Modern English period. Meanwhile, Chaucer’s The Cantebury Tales are a fine example of Middle English, while Beowulf is a good representation of Old English. SA PL M It is important to note that the changes that occurred between each time period were progressive. Old English didn’t suddenly become Middle English in 1100, and Middle English didn’t abruptly turn into Modern English in 1500. The development of each period into the next took place slowly over large spansof time. Also, spelling and grammar from one English speaking location to the next were not entirely consistent. Standard language is a modern idea given the invention of the printing press, which not only made distributing the written word possible, but it also allowed for the standardization of language on a grand scale. Poetics: E Though the changes from each time period involved a process spanning hundreds of years, the dates 1100CE and 1500CE are quite significant. The Norman invasion of England in 1066 introduced French words into the language making the English of 1100 quite different from the English 100 years prior. Likewise, there was such a significant change in pronunciation of English around the year 1500, that it remains a useful date for signifying a new period of English. Writers and translators will try, but no Modern English version of Beowulf will have all of the elements that encompass authentic Old English. Attempting to capture one element of the language implacably forfeits other crucial characteristics. For example, a version that tries to represent the authentic alliterative verse will have to do so at the expense of features like compounding and formula. Similarly, any version of Beowulf attempting to capture the phrasing of the story is forced to neglect alliteration. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 8-4 Alliteration: Alliteration is the repetition of one consonant at the beginning of words over the course of a phrase. It serves a similar purpose to rhyme. Take for example, “Peter Piper picked a pack of pickled peppers.” Compounding: Compounding is the combining of two words to make one new word. A common example is feorhseoc, which literally means “life-sick” (feorh = life, seoc=sick). It is used to mean “mortally-wounded.” In the first line of Beowulf, the author uses the compounded word GarDena, which literally means “Spear-Danes” (gar = spear, Dena = Danes). Compounding was often used to create alliteration. Kennings: Kenning is a form of compounding used to create metaphor. The kenning hronrad (hron + rad), literally means “whale’s road,” and refers to the sea. Rodores candel, translates, “sky’s candle,” and refers to the sun. SA M Formulas: Formulas are common phrases used throughout poetry that fulfill the metrical needs of a line. They are like cliché’s that happen to fit perfectly into a line of verse. They give the writing a very traditional quality, and often indicate that the poem was of the oral tradition, though scholars disagree on this point. One formula used in Beowulf is Gomban gyldan which translates, “give tribute.” It is a half-line formula that appears commonly throughout Old English poetry. PL Versification: Verification is the way in which a style of poetry is organized and universalized. All Old English poems utilize alliteration as a way of organizing a poetic line. Also, Old English uses accents for organization using four stressed beats in a given line. These stresses are often alliterative as the third stress alliterates with the first or second stressed syllable. Meanwhile, the fourth stress is not alliterative. Typically, Old English separates two half-lines by a caesura, which is an emphatic pause. Here is an example of alliterative verse present in Beowulf. E metod for þy mane, mancynne fram. Notice that the first three stressed syllables are alliterative while the fourth is not. PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 9-1 Lesson 9 An Introduction: Beowulf To begin this Lesson, read the introduction to the story Beowulf:KHQ\RXKDYH¿QLVKHG reading, complete the Beowulf Introduction Quick Write based on the introduction. Grammar: Now, review the following rules of grammar before completing the Grammar Stop! Complete Subjects and Predicates Worksheet. The complete subject includes all the words that identify the person, place, thing, or idea the sentence is about. SA The gifted author of Beowulf is unknown to us. (complete subject) The complete predicate includes all the words that tell or ask something about the subject. M He wrote powerful verses in Old English. (complete predicate) PL Each complete subject contains a simple subject, and each complete predicate contains a simple predicate (the verb). The gifted author of Beowulf is unknown to us. (simple subject) He wrote powerful verses in Old English. (simple predicate) E Now, take what you have learned to complete the Grammar Stop! Complete Subjects and Predicates Worksheet. Lesson Wrap-Up: What are the traits of an epic hero? Do you think Beowulf is an epic hero? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 9-2 Beowulf Introduction Quick Write 7REHJLQOLVWVHYHUDOFRQWHPSRUDU\¿FWLRQDOKHURHVIURPQRYHOV¿OPVRUHYHQ television on the lines below. 1RZFLUFOHRQHRIWKHDERYHFKDUDFWHUVDQGEULHÀ\DQDO\]HKLPRUKHUXVLQJ these questions: What sort of evil or oppression does he/she confront? SA Why does he/she do it? What’s his/her motivation? PL M For whom does he/she do it? E What virtues doe he/she represent? Now, look at some of the other heroes you wrote down and discuss them with your instructor. Do they all seem to qualify as hero-types, or do some of them fall short in one way or another? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 9-3 Grammar Stop! Complete Subjects and Predicates in order to draw on this document goto ->Tools in the Menu Bar - > Click Comments & Markup ->Click Show Comments & Markups Toolbar at the bottom of list Part 1: Identifying Complete Subjects: Underline the complete subject in each of the following sentences. Then circle the simple subject. 1. The hero of Beowulf lived in what is now Sweden. 2. His noble instincts to assist the Danes caused him to travel afar. 3. Loyalty to one’s leader was prized by the Anglo-Saxons. SA 4.5XJJHGEUDYHDQGVHOÀHVV%HRZXOIVHWDJUHDWH[DPSOHIRUKLVPHQ 5. +LVMRXUQH\ZDVDORQJDQGGLI¿FXOWRQH M Part II: Identifying Complete Predicates: Underline the complete predicate in each of the following sentences. Then circle the simple predicate. PL 1. Epics like Beowulf tell of great deeds and adventures. 2. The poet uses formal language in the epic. E 3. The fate of a nation may depend on the hero’s success. 4. Beowulf is well received by the Danish king. 5.,QRXURZQWLPHZHEHQH¿WIURPWKHJRRGH[DPSOHRIWUXHKHURHV STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 9-4 Introduction to Beowulf The epic poem Beowulf is an extremely influential piece in English literature as it is one of the very first to be written in English instead of Latin. The epic lives on in a single manuscript created by two scribes at the end of the 10th century. It is the earliest piece of literature found that was written in Old English. SA The poem describes the life of Beowulf, a Swede, who travels to Denmark by sea to save King Hrothgar from Grendel, a great and terrible monster. As was the tradition, the story of Beowulf was passed down orally from generation to generation. It was altered and embellished as it was passed from one scop or minstrel to the next. Oral story-telling was an important aspect of Anglo-Saxon culture. The people would crowd into community halls at night and listen to the heroic stories of monsters and great men, much like people today crowd around a television night after night. The legends were about dreams, war, the great quests of heroes, and of communities threatened and saved from evil. PL M Like many of the other epics, Beowulf is long by standards of a poem, but relatively short compared to most stories, as it is about 3,200 lines. It was first recorded around 750, though the culture and detail of Beowulf reads more like a story of the 500s. Since the story contains elements of Christianity, it is suspected that it was penned by a monk. There is one surviving manuscript of Beowulf from about 1000 which now resides in the British Museum in London. The manuscript miraculously survived King Henry VIIIs destruction of the monasteries. It was discovered in 1800, 200 years after King Henry VIII, but the manuscript is burned and stained from the destruction. E Beowulf is the quintessential hero of ancient England. He was a rescuer in a time when a happy community was threatened by great evil in the form of a monster. Beowulf confronts terror, battle, and death for the sake of the community. Though the story takes place centuries ago, it resonates with people today making Beowulf a lasting hero. He carries many of the traits of an epic hero. He has unbelievable strength, unshakable ethics, and he is praised by those he saves. The glorification of Beowulf by the common people is a quality of the story that makes it relevant today. In many societies, regardless of time or place, the people have an impulse towards glorifying their heroes. The monuments in Washington D.C. are one example of this in America. Each society has its own way of finding hope in great individuals. The fact that the epic Beowulf embodies society’s need for a hero gives Beowulf longevity, and makes it a literary classic. PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 10-1 Lesson 10 The Epic Hero: Beowulf Today you will begin reading the epic tale, Beowulf. As you read, take time to complete WKH¿UVWKDOIRIWKHBeowulf Graphic Organizer. :KHQ\RXKDYH¿QLVKHGWKHVWRU\H[FHUSWORRNDWWKHIROORZLQJOLVWWRKHOS\RX remember the characters and places in Beowulf. A Guide to the Characters and Places of the Epic Beowulf Beowulf :$*HDWZDUULRUVRQRI(GJHWKRDQG.LQJ+LJODF¶VQHSKHZ Brecca: &KLHIRIWKH%URQGLQJVWULEHDQG%HRZXOI¶VIULHQG Grendel:$PDQHDWLQJPRQVWHUZKROLYHVDWWKHERWWRPRIDODNH SA Herot:7KHJXHVWKDOOEXLOWE\.LQJ+URWKJDU Unferth:2QHRI+URWKJDU¶VFRXUWLHUVKHKDGWKHUHSXWDWLRQRIDVNLOOHGZDUULRU %HRZXOIXVHVKLVVZRUG+UXQWLQJLQDODWHUEDWWOH M Hrothgar:.LQJRIWKH'DQHVEXLOGHURI+HURW+HZDVRQFHIULHQGVZLWK %HRZXOI¶VIDWKHU+HZDVWKHVRQRI+HDOIGDQH Welthow: +URJWKDU¶VZLIHWKHTXHHQRIWKH'DQHV Writing: PL Wiglaf:$*HDWZDUULRURQHRI%HRZXOI¶VEDQG:LJODILVWKHRQO\RQHWRKHOS %HRZXOILQKLV¿QDO¿JKWZLWKWKHGUDJRQ E <RXKDYHUHDGRIWKHPDQ\H[SORLWVRI%HRZXOIDQGWKHPDQ\EUDYHWKDQHVDPRQJWKH 'DQHV*HDWVDQG6ZHGHV<RXDOVROHDUQHGWKDWWKH$QJOR6D[RQVVDZQRWKLQJZURQJ with letting the world know who they were, who their noble parents were, what great IHDWVWKH\KDGDFFRPSOLVKHGDQGZKDWWKH\SODQQHGWRGR7KLVERDVWLQJ ZDVSHUIHFWO\SROLWHHYHQH[SHFWHG 7DNHDORRNDW%HRZXOI¶VERDVWLQVHFWLRQ'R\RXQRWLFHKRZ %HRZXOI³WDONVKLPVHOIXS´" <RXUDVVLJQPHQWLVWRZULWHDIRUPDOERDVWDERXW\RXUVHOIDQG SHUIRUPLW:ULWHDERXW\RXUGHHGVZKR\RXUSDUHQWVDUHDQG ZKDW\RXSODQWRGRZLWK\RXUVHOI<RXUDFFRPSOLVKPHQWVPD\ be academic, athletic, musical, social, artistic, etc. Now, complete WKH³%RDVWLQJOLNH%HRZXOI´:RUNVKHHW 0DNHVXUH\RXXVHVWURQJZRUGFKRLFHWRDPSOLI\\RXUVWUHQJWKVDQG talents. Lay aside your humility! Lesson Wrap-Up::KRLV\RXUIDYRULWHFKDUDFWHUIURPWKHWH[WVRIDU" 'HVFULEHZK\WKDWFKDUDFWHULV\RXUIDYRULWH STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 10-2 Boasting like Beowulf Write a boast about yourself. Your boast must show your understanding of AngloSaxon poetry by following the Anglo-Saxon poetic format. Four hard beats per line No end-rhyme A caesura in each mid-line Heavy alliteration in each line Also, include at least two examples of an original kenning. SA PL M E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 10-3 Beowulf Graphic Organizer $V\RXUHDGXVHWKHVWRU\WR¿OOLQWKHIROORZLQJSLHFHVRILQIRUPDWLRQZLWK\RXU GLJLWDOSHQFLOWRRO ([DPSOHVRIKRZ(DUO\0HGLHYDOUXOHUVJDLQHGSRZHU ([DPSOHVRIKRZ(DUO\0HGLHYDOUXOHUVJDLQHGWKHOR\DOW\RIWKHLUYDVVDOV SA :D\VHDFKNQLJKWSOD\HGGLIIHUHQWUROHV :D\V%HRZXOILVOLNHDUHDOOLIHKHUR PL M 3HRSOHRIWKH0LGGOH$JHVSUREDEO\OLNHGWKLVVWRU\EHFDXVH« E ,OOXVWUDWH\RXUIDYRULWHVFHQH STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 10-4 From Beowulf Introduction: We meet the monster SA He sang who knew tales of the early time of man, how the Almighty made the earth, fairest fields enfolded by water, set, triumphant, sun and moon for a light to lighten the land-dwellers, and braided bright the breast of earth with limbs and leaves, made life for all of mortal beings that breathe and move. So lived the clansmen in cheer and revel a winsome life, till one began to fashion evils, that field of hell. Grendel this monster grim was called, march-riever mighty, in moorland living, in fen and fastness; fief of the giants the hapless wight a while had kept since the Creator his exile doomed. On kin of Cain was the killing avenged by sovran God for slaughtered Abel. Ill fared his feud, and far was he driven, for the slaughter’s sake, from sight of men. Of Cain awoke all that woful breed, Etins and elves and evil-spirits, as well as the giants that warred with God weary while: but their wage was paid them! PL M E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 10-5 The Monster Grendel 1 SA . . .WENT he forth to find at fall of night that haughty house, and heed wherever the Ring-Danes, outrevelled, to rest had gone. Found within it the atheling band asleep after feasting and fearless of sorrow, of human hardship. Unhallowed wight, grim and greedy, he grasped betimes, wrathful, reckless, from resting-places, thirty of the thanes, and thence he rushed fain of his fell spoil, faring homeward, laden with slaughter, his lair to seek. Then at the dawning, as day was breaking, the might of Grendel to men was known; then after wassail was wail uplifted, loud moan in the morn. The mighty chief, atheling excellent, unblithe sat, labored in woe for the loss of his thanes, when once had been traced the trail of the fiend, spirit accurst: too cruel that sorrow, too long, too loathsome. Not late the respite; with night returning, anew began ruthless murder; he recked no whit, firm in his guilt, of the feud and crime. They were easy to find who elsewhere sought in room remote their rest at night, bed in the bowers, when that bale was shown, was seen in sooth, with surest token, -the hall-thane’s hate. Such held themselves far and fast who the fiend outran! Thus ruled unrighteous and raged his fill one against all; until empty stood that lordly building, and long it bode so. Twelve years’ tide the trouble he bore, sovran of Scyldings, sorrows in plenty, boundless cares. There came unhidden tidings true to the tribes of men, in sorrowful songs, how ceaselessly Grendel harassed Hrothgar, what hate he bore him, E 2 PL M what murder and massacre, many a year, feud unfading, -- refused consent to deal with any of Daneland’s earls, make pact of peace, or compound for gold: still less did the wise men ween to get great fee for the feud from his fiendish hands. But the evil one ambushed old and young death-shadow dark, and dogged them still, lured, or lurked in the livelong night of misty moorlands: men may say not where the haunts of these Hell-Runes be. Such heaping of horrors the hater of men, lonely roamer, wrought unceasing, harassings heavy. O’er Heorot he lorded, gold-bright hall, in gloomy nights; and ne’er could the prince approach his throne, -‘twas judgment of God, -- or have joy in his hall. Sore was the sorrow to Scyldings’-friend, heart-rending misery. Many nobles sat assembled, and searched out counsel how it were best for bold-hearted men against harassing terror to try their hand. Whiles they vowed in their heathen fanes altar-offerings, asked with words that the slayer-of-souls would succor give them for the pain of their people. Their practice this, their heathen hope; ‘twas Hell they thought of in mood of their mind. Almighty they knew not, Doomsman of Deeds and dreadful Lord, nor Heaven’s-Helmet heeded they ever, Wielder-of-Wonder. -- Woe for that man who in harm and hatred hales his soul to fiery embraces; -- nor favor nor change awaits he ever. But well for him that after death-day may draw to his Lord, and friendship find in the Father’s arms! STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 10-6 3 SA THUS seethed unceasing the son of Healfdene with the woe of these days; not wisest men assuaged his sorrow; too sore the anguish, loathly and long, that lay on his folk, most baneful of burdens and bales of the night. This heard in his home Hygelac’s thane, great among Geats, of Grendel’s doings. He was the mightiest man of valor in that same day of this our life, stalwart and stately. A stout wave-walker he bade make ready. Yon battle-king, said he, far o’er the swan-road he fain would seek, the noble monarch who needed men! The prince’s journey by prudent folk was little blamed, though they loved him dear; they whetted the hero, and hailed good omens. And now the bold one from bands of Geats comrades chose, the keenest of warriors e’er he could find; with fourteen men the sea-wood he sought, and, sailor proved, led them on to the land’s confines. PL M Beowulf arrives in Denmark and is directed to Herot, the mead-hall of King Hrothgar. The king sends Wulfgar, one of his lords, to greet the visitors. E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 10-7 4 SA [To the door of the hall Wulfgar went] and the word declared: -“To you this message my master sends, East-Danes’ king, that your kin he knows, hardy heroes, and hails you all welcome hither o’er waves of the sea! Ye may wend your way in war-attire, and under helmets Hrothgar greet; but let here the battle-shields bide your parley, and wooden war-shafts wait its end.” Uprose the mighty one, ringed with his men, brave band of thanes: some bode without, battle-gear guarding, as bade the chief. Then hied that troop where the herald led them, under Heorot’s roof: [the hero strode,] hardy ‘neath helm, till the hearth he neared. Beowulf spake, -- his breastplate gleamed, war-net woven by wit of the smith: -“Thou Hrothgar, hail! Hygelac’s I, kinsman and follower. Fame a plenty have I gained in youth! These Grendel-deeds I heard in my home-land heralded clear. Seafarers say how stands this hall, of buildings best, for your band of thanes empty and idle, when evening sun in the harbor of heaven is hidden away. So my vassals advised me well, -brave and wise, the best of men, -O sovran Hrothgar, to seek thee here, for my nerve and my might they knew full well. Themselves had seen me from slaughter come blood-flecked from foes, where five I bound, and that wild brood worsted. I’ the waves I slew nicors {6a} by night, in need and peril avenging the Weders, whose woe they sought, -crushing the grim ones. Grendel now, monster cruel, be mine to quell in single battle! So, from thee, thou sovran of the Shining-Danes, Scyldings’-bulwark, a boon I seek, -and, Friend-of-the-folk, refuse it not, O Warriors’-shield, now I’ve wandered far, -that I alone with my liegemen here, this hardy band, may Heorot purge! PL M More I hear, that the monster dire, in his wanton mood, of weapons recks not; hence shall I scorn -- so Hygelac stay, king of my kindred, kind to me! -brand or buckler to bear in the fight, gold-colored targe: but with gripe alone must I front the fiend and fight for life, foe against foe. Then faith be his in the doom of the Lord whom death shall take. Fain, I ween, if the fight he win, in this hall of gold my Geatish band will he fearless eat, -- as oft before, -my noblest thanes. Nor need’st thou then to hide my head; for his shall I be, dyed in gore, if death must take me; and my blood-covered body he’ll bear as prey, ruthless devour it, the roamer-lonely, with my life-blood redden his lair in the fen: no further for me need’st food prepare! To Hygelac send, if Hild should take me, best of war-weeds, warding my breast, armor excellent, heirloom of Hrethel and work of Wayland. Fares Wyrd as she must.” E PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 11-1 Lesson 11 Reading Beowulf Today, you are going to continue reading the epic story, Beowulf&RQWLQXHWR¿OOLQWKH Beowulf*UDSKLF2UJDQL]HUDV\RXUHDG$IWHUUHDGLQJFRPSOHWHWKHBeowulf Comprehension Questions about today’s reading. Writing: 7DNHRXW\RXU4XLFN:ULWHIURP/HVVRQ7KHQFRQVLGHUWKHIROORZLQJTXHVWLRQV Does Beowulf remind you of any heroes from history, current events, books, television, or movies? Who? What similarities do you notice among them? Just as important, how are they different? SA $QVZHUWKHTXHVWLRQVDORXGWR\RXUWHDFKHU7KHQFRPSOHWHWKHBeowulf Comprehension Questions. M Homework Required: ,I\RXGRQRWFRPSOHWHWKHBeowulf Comprehension Questions LQFODVV\RXPD\¿QLVKWKHPIRUKRPHZRUN Lesson Wrap-Up: 'RHVWKHFKDUDFWHU%HRZXOIUHPLQG\RXRIDQ\KHURRUSHUVRQIURP PRGHUQFXOWXUH":K\RUZK\QRW" PL E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 11-2 Beowulf Comprehension Questions Answer the following questions based on what you know about the epic poem, Beowulf. :K\GRHV+URWKJDUEXLOG+HURW":K\GRHVQ¶WLWFROODSVHZKHQ%HRZXOIHQJDJHV *UHQGHOLQFRPEDW":KDWPLJKWLWVFROODSVHKDYHV\PEROL]HG" SA 2. +RZGLG+URWKJDUFRPHWRNQRZ%HRZXOI¶VIDWKHU"'R\RXWKLQNWKDW%HRZXOIIHHOV LQGHEWHGWR+URWKJDUIRUKLVSDVWNLQGQHVVHVWRWKHIDPLO\"([SODLQ M 3. %ULHÀ\GHVFULEH*UHQGHO:KDWPLJKW*UHQGHOV\PEROL]H" PL E 4.&RQWUDVW%HRZXOIDQG8QIHUWK:KDWIXQFWLRQGRHV8QIHUWKVHUYHLQWKHSRHP" 5. %DVHGRQ:HOWKRZ¶VDFWLRQVLQWKHSRHPZKDWUROHRUUROHVGR\RXWKLQNZRPHSOD\HG LQ$QJOR6D[RQVRFLHW\" STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 11-3 Part II: Connecting with the Text 5HYLHZWKH4XLFN:ULWHWKDW\RXZURWHEHIRUH\RXUHDGWKLVSDUWRIBeowulf. Does %HRZXOIUHPLQG\RXRIDQ\KHURHVIURPKLVWRU\FXUUHQWHYHQWVERRNVWHOHYLVLRQRU PRYLHV":KR":KDWVLPLODULWLHVGR\RXQRWLFHDPRQJWKHP"-XVWDVLPSRUWDQWKRZDUH WKH\GLIIHUHQW" SA PL M E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 11-4 Unferth’s Challenge 5 6 HROTHGAR spake, the Scyldings’-helmet: -“For fight defensive, Friend my Beowulf, to succor and save, thou hast sought us here. Thy father’s combat a feud enkindled when Heatholaf with hand he slew among the Wylfings; his Weder kin for horror of fighting feared to hold him. Fleeing, he sought our South-Dane folk, over surge of ocean the Honor-Scyldings, when first I was ruling the folk of Danes, wielded, youthful, this widespread realm, this hoard-hold of heroes. Heorogar was dead, my elder brother, had breathed his last, Healfdene’s bairn: he was better than I! Straightway the feud with fee I settled, to the Wylfings sent, o’er watery ridges, treasures olden: oaths he swore me. Sore is my soul to say to any of the race of man what ruth for me in Heorot Grendel with hate hath wrought, what sudden harryings. Hall-folk fail me, my warriors wane; for Wyrd hath swept them into Grendel’s grasp. But God is able this deadly foe from his deeds to turn! Boasted full oft, as my beer they drank, earls o’er the ale-cup, armed men, that they would bide in the beer-hall here, Grendel’s attack with terror of blades. Then was this mead-house at morning tide dyed with gore, when the daylight broke, all the boards of the benches blood-besprinkled, gory the hall: I had heroes the less, doughty dear-ones that death had reft. -- But sit to the banquet, unbind thy words, hardy hero, as heart shall prompt thee.” UNFERTH spake, the son of Ecglaf, who sat at the feet of the Scyldings’ lord, unbound the battle-runes. -- Beowulf ’s quest, sturdy seafarer’s, sorely galled him; ever he envied that other men should more achieve in middle-earth of fame under heaven than he himself. -“Art thou that Beowulf, Breca’s rival, who emulous swam on the open sea, when for pride the pair of you proved the floods, and wantonly dared in waters deep to risk your lives? No living man, or lief or loath, from your labor dire could you dissuade, from swimming the main. Ocean-tides with your arms ye covered, with strenuous hands the sea-streets measured, swam o’er the waters. Winter’s storm rolled the rough waves. In realm of sea a sennight strove ye. In swimming he topped thee, had more of main! Him at morning-tide billows bore to the Battling Reamas, whence he hied to his home so dear beloved of his liegemen, to land of Brondings, fastness fair, where his folk he ruled, town and treasure. In triumph o’er thee Beanstan’s bairn his boast achieved. So ween I for thee a worse adventure -- though in buffet of battle thou brave hast been, in struggle grim, -- if Grendel’s approach thou darst await through the watch of night!” Beowulf spake, bairn of Ecgtheow: -“What a deal hast uttered, dear my Unferth, drunken with beer, of Breca now, told of his triumph! Truth I claim it, that I had more of might in the sea than any man else, more ocean-endurance. We twain had talked, in time of youth, and made our boast, -- we were merely boys, striplings still, -- to stake our lives far at sea: and so we performed it. SA Beowulf (continued) PL M E Gathered together, the Geatish men in the banquet-hall on bench assigned, sturdy-spirited, sat them down, hardy-hearted. A henchman attended, carried the carven cup in hand, served the clear mead. Oft minstrels sang blithe in Heorot. Heroes revelled, no dearth of warriors, Weder and Dane. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 11-5 SA Naked swords, as we swam along, we held in hand, with hope to guard us against the whales. Not a whit from me could he float afar o’er the flood of waves, haste o’er the billows; nor him I abandoned. Together we twain on the tides abode five nights full till the flood divided us, churning waves and chillest weather, darkling night, and the northern wind ruthless rushed on us: rough was the surge. Now the wrath of the sea-fish rose apace; yet me ‘gainst the monsters my mailed coat, hard and hand-linked, help afforded, -battle-sark braided my breast to ward, garnished with gold. There grasped me firm and haled me to bottom the hated foe, with grimmest gripe. ‘Twas granted me, though, to pierce the monster with point of sword, with blade of battle: huge beast of the sea was whelmed by the hurly through hand of mine. PL M 7 have I heard men tell such terror of falchions, bitter battle. Breca ne’er yet, not one of you pair, in the play of war such daring deed has done at all with bloody brand, -- I boast not of it! -though thou wast the bane of thy brethren dear, thy closest kin, whence curse of hell awaits thee, well as thy wit may serve! For I say in sooth, thou son of Ecglaf, never had Grendel these grim deeds wrought, monster dire, on thy master dear, in Heorot such havoc, if heart of thine were as battle-bold as thy boast is loud! But he has found no feud will happen; from sword-clash dread of your Danish clan he vaunts him safe, from the Victor-Scyldings. He forces pledges, favors none of the land of Danes, but lustily murders, fights and feasts, nor feud he dreads from Spear-Dane men. But speedily now shall I prove him the prowess and pride of the Geats, shall bid him battle. Blithe to mead go he that listeth, when light of dawn this morrow morning o’er men of earth, ether-robed sun from the south shall beam!” Joyous then was the Jewel-giver, hoar-haired, war-brave; help awaited the Bright-Danes’ prince, from Beowulf hearing, folk’s good shepherd, such firm resolve. Then was laughter of liegemen loud resounding with winsome words. Came Wealhtheow forth, queen of Hrothgar, heedful of courtesy, gold-decked, greeting the guests in hall; and the high-born lady handed the cup first to the East-Danes’ heir and warden, bade him be blithe at the beer-carouse, the land’s beloved one. Lustily took he banquet and beaker, battle-famed king. Through the hall then went the Helmings’ Lady, to younger and older everywhere carried the cup, till come the moment when the ring-graced queen, the royal-hearted, to Beowulf bore the beaker of mead. She greeted the Geats’ lord, God she thanked, in wisdom’s words, that her will was granted, that at last on a hero her hope could lean for comfort in terrors. The cup he took, hardy-in-war, from Wealhtheow’s hand, and answer uttered the eager-for-combat. E ME thus often the evil monsters thronging threatened. With thrust of my sword, the darling, I dealt them due return! Nowise had they bliss from their booty then to devour their victim, vengeful creatures, seated to banquet at bottom of sea; but at break of day, by my brand sore hurt, on the edge of ocean up they lay, put to sleep by the sword. And since, by them on the fathomless sea-ways sailor-folk are never molested. -- Light from east, came bright God’s beacon; the billows sank, so that I saw the sea-cliffs high, windy walls. For Wyrd oft saveth earl undoomed if he doughty be! And so it came that I killed with my sword nine of the nicors. Of night-fought battles ne’er heard I a harder ‘neath heaven’s dome, nor adrift on the deep a more desolate man! Yet I came unharmed from that hostile clutch, though spent with swimming. The sea upbore me, flood of the tide, on Finnish land, the welling waters. No wise of thee STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 11-6 SA Beowulf spake, bairn of Ecgtheow: -“This was my thought, when my thanes and I bent to the ocean and entered our boat, that I would work the will of your people fully, or fighting fall in death, in fiend’s gripe fast. I am firm to do an earl’s brave deed, or end the days of this life of mine in the mead-hall here.” Well these words to the woman seemed, Beowulf ’s battle-boast. -- Bright with gold the stately dame by her spouse sat down. Again, as erst, began in hall warriors’ wassail and words of power, the proud-band’s revel, till presently the son of Healfdene hastened to seek rest for the night; he knew there waited fight for the fiend in that festal hall, when the sheen of the sun they saw no more, and dusk of night sank darkling nigh, and shadowy shapes came striding on, wan under welkin. The warriors rose. Man to man, he made harangue, Hrothgar to Beowulf, bade him hail, let him wield the wine hall: a word he added: -“Never to any man erst I trusted, since I could heave up hand and shield, this noble Dane-Hall, till now to thee. Have now and hold this house unpeered; remember thy glory; thy might declare; watch for the foe! No wish shall fail thee if thou bidest the battle with bold-won life.” PL M E The feast ends. Beowulf and his men take the place of Hrothgar’s followers and lie down to sleep in Herot. Beowulf, however, is wakeful, eager to meet his enemy. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 11-7 The Battle with Grendel 8 SA THEN from the moorland, by misty crags, with God’s wrath laden, Grendel came. The monster was minded of mankind now sundry to seize in the stately house. Under welkin he walked, till the wine-palace there, gold-hall of men, he gladly discerned, flashing with fretwork. Not first time, this, that he the home of Hrothgar sought, -yet ne’er in his life-day, late or early, such hardy heroes, such hall-thanes, found! To the house the warrior walked apace, parted from peace; {11a} the portal opended, though with forged bolts fast, when his fists had struck it, and baleful he burst in his blatant rage, the house’s mouth. All hastily, then, o’er fair-paved floor the fiend trod on, ireful he strode; there streamed from his eyes fearful flashes, like flame to see. in the ways of earth, another wight with heavier hand-gripe; at heart he feared, sorrowed in soul, -- none the sooner escaped! Fain would he flee, his fastness seek, the den of devils: no doings now such as oft he had done in days of old! Then bethought him the hardy Hygelac-thane of his boast at evening: up he bounded, grasped firm his foe, whose fingers cracked. The fiend made off, but the earl close followed. The monster meant -- if he might at all -to fling himself free, and far away fly to the fens, -- knew his fingers’ power in the gripe of the grim one. Gruesome march to Heorot this monster of harm had made! M Din filled the room; the Danes were bereft, castle-dwellers and clansmen all, earls, of their ale. Angry were both those savage hall-guards: the house resounded. Wonder it was the wine-hall firm in the strain of their struggle stood, to earth the fair house fell not; too fast it was within and without by its iron bands craftily clamped; though there crashed from sill many a mead-bench -- men have told me -gay with gold, where the grim foes wrestled. So well had weened the wisest Scyldings that not ever at all might any man that bone-decked, brave house break asunder, crush by craft, -- unless clasp of fire in smoke engulfed it. -- Again uprose din redoubled. Danes of the North with fear and frenzy were filled, each one, who from the wall that wailing heard, God’s foe sounding his grisly song, cry of the conquered, clamorous pain from captive of hell. Too closely held him he who of men in might was strongest in that same day of this our life. PL He spied in hall the hero-band, kin and clansmen clustered asleep, hardy liegemen. Then laughed his heart; for the monster was minded, ere morn should dawn, savage, to sever the soul of each, life from body, since lusty banquet waited his will! But Wyrd forbade him to seize any more of men on earth after that evening. Eagerly watched Hygelac’s kinsman his cursed foe, how he would fare in fell attack. Not that the monster was minded to pause! Straightway he seized a sleeping warrior for the first, and tore him fiercely asunder, the bone-frame bit, drank blood in streams, swallowed him piecemeal: swiftly thus the lifeless corse was clear devoured, e’en feet and hands. Then farther he hied; for the hardy hero with hand he grasped, felt for the foe with fiendish claw, for the hero reclining, -- who clutched it boldly, prompt to answer, propped on his arm. Soon then saw that shepherd-of-evils that never he met in this middle-world, E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 11-8 10 NOT in any wise would the earls’-defence {12a} suffer that slaughterous stranger to live, useless deeming his days and years to men on earth. Now many an earl of Beowulf brandished blade ancestral, fain the life of their lord to shield, their praised prince, if power were theirs; never they knew, -- as they neared the foe, hardy-hearted heroes of war, aiming their swords on every side the accursed to kill, -- no keenest blade, no farest of falchions fashioned on earth, could harm or hurt that hideous fiend! He was safe, by his spells, from sword of battle, from edge of iron. Yet his end and parting on that same day of this our life woful should be, and his wandering soul far off flit to the fiends’ domain. Soon he found, who in former days, harmful in heart and hated of God, on many a man such murder wrought, that the frame of his body failed him now. For him the keen-souled kinsman of Hygelac held in hand; hateful alive was each to other. The outlaw dire took mortal hurt; a mighty wound showed on his shoulder, and sinews cracked, and the bone-frame burst. To Beowulf now the glory was given, and Grendel thence death-sick his den in the dark moor sought, noisome abode: he knew too well that here was the last of life, an end of his days on earth. -- To all the Danes by that bloody battle the boon had come. From ravage had rescued the roving stranger Hrothgar’s hall; the hardy and wise one had purged it anew. His night-work pleased him, his deed and its honor. To Eastern Danes had the valiant Geat his vaunt made good, all their sorrow and ills assuaged, their bale of battle borne so long, and all the dole they erst endured pain a-plenty. -- ‘Twas proof of this, when the hardy-in-fight a hand laid down, arm and shoulder, -- all, indeed, of Grendel’s gripe, -- ‘neath the gabled roof. MANY at morning, as men have told me, warriors gathered the gift-hall round, folk-leaders faring from far and near, o’er wide-stretched ways, the wonder to view, trace of the traitor. Not troublous seemed the enemy’s end to any man who saw by the gait of the graceless foe how the weary-hearted, away from thence, baffled in battle and banned, his steps death-marked dragged to the devils’ mere. Bloody the billows were boiling there, turbid the tide of tumbling waves horribly seething, with sword-blood hot, by that doomed one dyed, who in den of the moor laid forlorn his life adown, his heathen soul, and hell received it. Home then rode the hoary clansmen from that merry journey, and many a youth, on horses white, the hardy warriors, back from the mere. Then Beowulf ’s glory eager they echoed, and all averred that from sea to sea, or south or north, there was no other in earth’s domain, under vault of heaven, more valiant found, of warriors none more worthy to rule! SA 9 PL M E Grendel’s monstrous mother, in grief for her son, next attacks Herot, and in her dripping claws she carries off one man—Hrothgar’s closest friend. The monster also carries off Grendel’s arm, which Beowulf had hung high from the rafters. Beowulf is awakened and called for again. In one of the most famous verses in the epic, the old king describes where Grendel and his mother live. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 11-9 11 SA Untrod is their home; by wolf-cliffs haunt they and windy headlands, fenways fearful, where flows the stream from mountains gliding to gloom of the rocks, underground flood. Not far is it hence in measure of miles that the mere expands, and o’er it the frost-bound forest hanging, sturdily rooted, shadows the wave. By night is a wonder weird to see, fire on the waters. So wise lived none of the sons of men, to search those depths! Nay, though the heath-rover, harried by dogs, the horn-proud hart, this holt should seek, long distance driven, his dear life first on the brink he yields ere he brave the plunge to hide his head: ‘tis no happy place! Thence the welter of waters washes up wan to welkin when winds bestir evil storms, and air grows dusk, and the heavens weep. Now is help once more with thee alone! The land thou knowst not, place of fear, where thou findest out that sin-flecked being. Seek if thou dare! I will reward thee, for waging this fight, with ancient treasure, as erst I did, with winding gold, if thou winnest back.” PL M E PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 12-1 Lesson 12 Vocabulary Stop! Words to Own Beowulf - Part 1 Today you are going to focus on the Vocabulary from Beowulf. First, read the text “How to Own a Word”. Then, review the list of Vocabulary words from the Lesson 11 excerpt from Beowulf (the words are bold in the text). Vocabulary Complete a Vocabulary square for each word by looking it up in the dictionary and completing the Vocabulary Stop! Worksheet. Below is a sample of how to complete the Worksheet. SA Part of Speech: How is the word used? What part of speech is it? Synonym: Write one or more words that mean the same thing as the Vocabulary word. Antonym: Write a word that means the opposite of the Vocabulary word. M Word: Vocabulary word from reading PL Original Sentence: Write your own sentence using the word in proper context. Your sentence should show your understanding of the word. Lesson Wrap-Up: Name one new word that you learned from the text Beowulf. Try to use it in three different sentences. E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 12-2 Vocabulary Stop! Beowulf, Part 1 Complete the chart for each word highlighted from the Lesson 11 excerpt from Beowulf. You will need to use a dictionary. Word: Part of Speech: Synonym: Antonym: Original Sentence: Word: SA Synonym: Part of Speech: Antonym: Original Sentence: Original Sentence: Synonym: Antonym: Part of Speech: E Word: Part of Speech: PL Synonym: M Word: Antonym: Original Sentence: Word: Part of Speech: Synonym: Antonym: Original Sentence: STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 12-3 Word: Part of Speech: Synonym: Antonym: Original Sentence: Word: Part of Speech: Synonym: Antonym: Original Sentence: Synonym: SA Word: Synonym: Original Sentence: Part of Speech: PL Word: Antonym: M Original Sentence: Part of Speech: Antonym: E Word: Part of Speech: Synonym: Antonym: Original Sentence: Word: Part of Speech: Synonym: Antonym: Original Sentence: STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 12-4 Word: Part of Speech: Synonym: Antonym: Original Sentence: Word: Part of Speech: Synonym: Antonym: Original Sentence: Synonym: SA Word: Synonym: Original Sentence: Part of Speech: PL Word: Antonym: M Original Sentence: Part of Speech: Antonym: E Word: Part of Speech: Synonym: Antonym: Original Sentence: Word: Part of Speech: Synonym: Antonym: Original Sentence: STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 12-5 How to Own a Word It is both possible and advantageous to assess the meaning of a word by looking at its context. Context is the text that surrounds a word or sentence. It’s likely that you already use context clues. Look at the ways of using context clues listed below. Restatement: Sometimes, the author of a text places a simplified explanation of a word right in the text. Restatements are often signaled by phrases like –in other words, or, that is. Also, if you pay attention to commas and other punctuation, you can easily identify restatements. …how ceaselessly Grendel harassed Hrothgar, what hate he bore him, SA what massacre, that is, murder. A massacre is the murder of many people. Readers can gather this definition from restatement of the word murder. M Comparison: Often, writers use comparisons to help clarify meaning of a less familiar word. Look for the following comparison clues in a text –like, as, similar to. PL …Hrothgar was ruthless in battle like a lion showing no mercy to its prey. E In this sentence, the word ruthless may be unclear to the reader. However, it is followed by the comparison, “like a lion showing no mercy to its prey,” which leads the reader to interpret ruthless to mean merciless or cruel. Contrast: In other cases, writers clarify the meaning of a word by presenting its opposite. Look for the following indicators of a contrast –but, not, although, however, on the other hand. Look at the following example. Some critics think of Beowulf, not as a protagonist, but a villain. A protagonist is a literary hero. The phrase, “but a villain”, presents a contrast to protagonist. This contrast directs the reader to interpret protagonist to mean hero. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 12-6 Synonym: It is also common to find a word nearby that has nearly the same meaning as the word in question. …the monster kills as he pleases. He has no mercy, and gorges and feasts on flesh. The words “feasts on” give a similar meaning to “gorges” which is to eat or to swallow greedily. Example: Occasionally, a text gives an example to clarify the meaning of an uncommon word. Notice the following phrases that often signal an example –such as, including, especially, namely. Scops, namely the professional storytellers who narrated the story of Beowulf, were important members of Anglo-Saxon society. Application: SA Notice the words storytellers and Anglo-Saxon. Both of these words describe a scop, which is an Old English poet or bard. M PL Now, take the ideas from the reading and apply them to improve your reading skills. You may already use some of these forms of context clues. Continue to use the ones you know, and utilize the one’s you’ve learned to help determine the meaning of unfamiliar words in the first excerpt from Beowulf. Don’t forget to use a dictionary to check your work as you complete the vocabulary squares in the Vocabulary Stop! Exercise. E PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 13-1 Lesson 13 *UDPPDU6WRS'DQJOLQJ0RGL¿HUV ,QWKLV/HVVRQ\RXDUHJRLQJWROHDUQDERXWGDQJOLQJPRGL¿HUV7KLVPD\EHRQHOLWHUDU\ WHUPWKDW\RXDUHQRWVRIDPLOLDUZLWK 7KHIROORZLQJDUWLFOH³*UDPPDU6WRS'DQJOLQJ0RGL¿HUV”, will give you an overview RIZKDWWKH\DUHDQGKRZWKH\DUHXVHG5HDGWKHDUWLFOHFDUHIXOO\ $IWHUUHDGLQJWKHDUWLFOHWDNHZKDW\RXNQRZDERXWGDQJOLQJDQGPLVSODFHGPRGL¿HUVWR FRPSOHWHWKH0RGL¿HUV3UDFWLFHH[HUFLVHV Lesson Wrap-Up:'RHVXVLQJFRUUHFWPRGL¿HUVLPSURYH\RXUZULWLQJ"+RZ" SA PL M E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 13-2 0RGL¿HUV3UDFWLFH )URPWKHIROORZLQJSDLUVRIVHQWHQFHVVHOHFWWKHRQHZKLFKLVFRUUHFW $3LOHGXSQH[WWRWKHZDVKHU,EHJDQGRLQJWKHODXQGU\ %,EHJDQGRLQJWKHODXQGU\SLOHGXSQH[WWRWKHZDVKHU $:KLOH-RKQZDVWDONLQJRQWKHSKRQHWKHGRRUEHOOUDQJ %:KLOHWDONLQJRQWKHSKRQHWKHGRRUEHOOUDQJ $6WDQGLQJRQWKHEDOFRQ\WKHRFHDQYLHZZDVPDJQL¿FHQW SA %6WDQGLQJRQWKHEDOFRQ\ZHKDGDPDJQL¿FHQWRFHDQYLHZ $$V,ZDVUXQQLQJDFURVVWKHÀRRUWKHUXJVOLSSHGDQG,ORVWP\EDODQFH %5XQQLQJDFURVVWKHÀRRUWKHUXJVOLSSHGDQG,ORVWP\EDODQFH M $:KLOHWDNLQJRXWWKHWUDVKWKHEDJEURNH %:KLOH-DPLHZDVWDNLQJRXWWKHWUDVKWKHEDJEURNH PL 0LVSODFHGPRGL¿HUV $,DOPRVWOLVWHQHGWRWKHZKROHDOEXP E %,OLVWHQHGWRDOPRVWWKHZKROHDOEXP $+HZDVVWDULQJDWWKHJLUOZHDULQJGDUNJODVVHVE\WKHYHQGLQJPDFKLQH %+HZDVVWDULQJDWWKHJLUOE\WKHYHQGLQJPDFKLQHZHDULQJGDUNJODVVHV $:HUHDGWKDW-DQHWZDVPDUULHGLQKHUODVWOHWWHU %,QKHUODVWOHWWHUZHUHDGWKDW-DQHWZDVPDUULHG $7KHIDXOW\DODUPQHDUO\VRXQGHG¿YHWLPHV\HVWHUGD\ %7KHIDXOW\DODUPV\VWHPVRXQGHGQHDUO\¿YHWLPHV\HVWHUGD\ $2QWKHHYHQLQJQHZV,KHDUGWKDWWKHUHZDVDUHYROXWLRQ %,KHDUGWKDWWKHUHZDVDUHYROXWLRQRQWKHHYHQLQJQHZV STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 13-3 *UDPPDU6WRS'DQJOLQJ0RGL¿HUV :KLOH(QJOLVKZDVWUDQVIRUPLQJRYHUWKHODVW\HDUVWKHUXOHVRIJUDPPDUWUDQVIRUPHGZLWKLW:ULWLQJIURP\HDUVDJRGRHVQ¶WFRQWDLQDOORIWKHVDPHUXOHVZHXVH WRGD\BeowulfIRULQVWDQFHFRQWDLQVPDQ\GDQJOLQJPRGL¿HUVZKLFKFDQFUHDWHFRQIXVLRQIRUUHDGHUV 'H¿QLWLRQ $GDQJOLQJPRGL¿HULVDZRUGWKDWDSSHDUVWRPRGLI\DQXQLQWHQGHGZRUGEHFDXVHRI LQFRUUHFWSODFHPHQWZLWKLQDVHQWHQFH$PRGL¿HUFODUL¿HVDQGJLYHVJUHDWHUGHWDLOWRD FRQFHSW Look at the following example: SA After reading a book, Gary took his dog for a walk. Consider this next example: PL M ³$IWHUUHDGLQJ´VWDWHVDQDFWLRQEXWGRHVQRWVSHFLI\ZKR SHUIRUPHGWKHDFWLRQ7KHGRHURIWKHDFWLRQPXVWEHWKH VXEMHFWRIWKHPDLQFODXVHWKDWIROORZV,QWKHH[DPSOH VHQWHQFHDERYHWKHGRHULV*DU\+HLVWKHRQO\ORJLFDO FKRLFHVRWKLVVHQWHQFHLVIUHHIURPGDQJOLQJPRGL¿HUV After reading a book, the dog was taken for a walk. E ³$IWHUUHDGLQJ´LVDSDUWLFLSOHH[SUHVVLQJDFWLRQEXWWKHGRHULVQRWFOHDUO\VWDWHG7KH GRJLVQRWWKHGRHUWKHVXEMHFWRIWKHPDLQFODXVH'RJVFDQ¶WUHDGERRNV7KHGRHU RIWKHDFWLRQH[SUHVVHGLVQRWFOHDUO\VWDWHGPDNLQJWKHSDUWLFLSLDOSKUDVHDGDQJOLQJ PRGL¿HU ([DPSOHVRIGDQJOLQJPRGL¿HUVDQGUHYLVLRQV 'DQJOLQJ0RGL¿HU $IWHUUHDGLQJWKH¿UVWFKDSWHUWKHERRNUHPDLQVXQLQWHUHVWLQJ WKHERRN²WKHVXEMHFWRIWKHPDLQFODXVH²GLGQRWUHDGWKH¿UVWFKDSWHU 3RVVLEOHUHYLVLRQV $IWHUUHDGLQJWKH¿UVWFKDSWHU,IRXQGWKHERRNXQLQWHUHVWLQJ -or7KHERRNUHPDLQVXQLQWHUHVWLQJLQOLJKWRIWKH¿UVWFKDSWHUQRPRGLI\LQJSKUDVH STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 13-4 'DQJOLQJ0RGL¿HU )UHHIURPWKHVWUHVVHVRI\RXUMREWKHEHDFKVKRXOGEHWKHSHUIHFWSODFHWRUHOD[ 7KHEHDFK²VXEMHFWRIWKHPDLQFODXVH²LVQRWUHOLHYHGRI\RXUVWUHVVHV 3RVVLEOH5HYLVLRQV )UHHIURPWKHVWUHVVRI\RXUMRE\RXVKRXOGEHDEOHWRUHOD[RQWKHEHDFK &KDUDFWHULVWLFVRIGDQJOLQJPRGL¿HUV 7KH\XVXDOO\DSSHDUDWWKHEHJLQQLQJRIDVHQWHQFHXVXDOO\DVLQWURGXFWRU\SKUDVHVRU FODXVHVEXWWKH\GRRIWHQDSSHDUDWWKHHQG 'DQJOLQJPRGL¿HUDWWKHHQGRIVHQWHQFH SA 7KHIRRWEDOOJDPHZDVDIDLOXUHQRWKDYLQJVWXGLHGWKHSOD\ERRNZHOOHQRXJK WKHIRRWEDOOJDPH²WKHVXEMHFWRIWKHPDLQFODXVH²LVQRWVXSSRVHGWRVWXG\WKHSOD\ ERRN 3RVVLEOH5HYLVLRQ M 7KHSOD\HUVIDLOHGLQWKHIRRWEDOOJDPHQRWKDYLQJVWXGLHGWKHSOD\ERRNZHOO HQRXJK PL 6TXLQWLQJ0RGL¿HUV $VTXLQWLQJPRGL¿HULVUHODWHGWRDGDQJOLQJPRGL¿HUDQGRFFXUVZKHQWKHZRUGEHLQJ PRGL¿HGLVQRWFOHDUO\VWDWHG8VXDOO\DVLPSOHUHDUUDQJHPHQWRIWKHVHQWHQFHVROYHV WKLVSUREOHP E 6TXLQWLQJ0RGL¿HU 7KHVWRU\RIWKHDOLHQDEGXFWLRQLV¿QDOO\¿QLVKHGDIWHUWZHQW\\HDUVZLWKRXWDQHQGLQJ 3RVVLEOH5HYLVLRQV $IWHUWZHQW\\HDUVZLWKRXWDQHQGLQJWKHVWRU\RIWKHDOLHQDEGXFWLRQLV¿QDOO\¿QLVKHG 6WUDWHJLHVIRUUHYLVLQJGDQJOLQJPRGL¿HUV STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 13-5 6WUDWHJ\3RLQWRXWWKHFRUUHFWORJLFDOSHUIRUPHURIWKHDFWLRQDVWKHVXEMHFWRI WKHPDLQFODXVH 'DQJOLQJ0RGL¿HU :DQWLQJWROHDYHFODVVHDUO\DGRFWRU¶VQRWHZDVQHHGHG :KRZDQWHGWROHDYHHDUO\"7KLVVHQWHQFHPDNHVLWORRNOLNHDGRFWRU¶VQRWHZDQWHG WROHDYHHDUO\6SHFLI\ZKRDFWXDOO\ZDQWHGWROHDYHHDUO\ 3RVVLEOH5HYLVLRQ :DQWLQJWROHDYHFODVVHDUO\&KHU\OQHHGHGDGRFWRU¶VQRWH SA 1RZWKHPDLQFODXVHQDPHVWKHLQGLYLGXDO&KHU\OZKRSHUIRUPHGWKHDFWLRQLQWKH PRGLI\LQJSKUDVHQHHGLQJWROHDYHHDUO\ M 'DQJOLQJ0RGL¿HU PL 6WUDWHJ\0DNHWKHGDQJOLQJSKUDVHDFRPSOHWHLQWURGXFWRU\FODXVHE\VSHFLI\LQJ WKHGRHURIWKHDFWLRQZLWKLQWKHFODXVH E +DYLQJQRNQRZOHGJHRI5XVVLDQLWZDVLPSRVVLEOHWRVD\KLVQDPHFRUUHFWO\ :KRKDVQRNQRZOHGJHRI5XVVLDQ7KLVVHQWHQFHVD\VWKDW³LW´KDVQRNQRZOHGJH RI5XVVLDQ7RLPSURYHWKLVVHQWHQFHVSHFLI\ZKRFRXOGQRWVD\KLVQDPHFRUUHFWO\ 3RVVLEOH5HYLVLRQ %HFDXVH&DUODKDGQRNQRZOHGJHRI5XVVLDQLWZDVLPSRVVLEOHIRUKHUWRVD\KLV QDPHFRUUHFWO\ 1RZWKHGDQJOLQJSKUDVHKDVEHFRPHDFRPSOHWHLQWURGXFWRU\FODXVHLWQRORQJHU PRGL¿HVDQRWKHUSDUWRIWKHVHQWHQFHVRLWLVQRORQJHU³GDQJOLQJ´ STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 13-6 6WUDWHJ\0HUJHWKHPDLQFODXVHDQGSKUDVHLQWRRQH 'DQJOLQJ0RGL¿HU ,QDQDWWHPSWWRHQVXUHDFFXUDF\WKHWHVWVZHUHUXQDVHFRQGWLPH :KRZDQWHGWRHQVXUHDFFXUDF\"7KLVVHQWHQFHVD\VWKDWWKHWHVWVZHUHWU\LQJWR HQVXUHDFFXUDF\7RFODULI\WKHVHQWHQFHPHUJHWKHPDLQFODXVHDQGSKUDVHLQWR RQHVHQWHQFH 3RVVLEOH5HYLVLRQ 7KHWKHUDSLVWHQVXUHGDFFXUDF\E\UXQQLQJKLVWHVWVDVHFRQGWLPH SA PL M E PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 14-1 Lesson 14 The Epic Hero: Beowulf Before you begin reading more of Beowulf, consider what you have read thus far. Then, complete the Beowulf Quick Write. Keep the Quick Write prompt in mind as you read this Lesson’s excerpt from Beowulf. Also, be sure to complete the Beowulf Graphic Organizer from the previous Lesson as you read. Comprehension: At the end of Part 14, Beowulf is beaten; he is suffering and abandoned by his men. As SA the section closes, Beowulf is left in his pain, remembering what kinship should mean and wondering why his loyal followers have abandoned him. M %HIRUH\RXUDVVLJQPHQWFRQVLGHUWKHIRUFHVWKDWVRFLHW\¿JKWVDJDLQVW)RU%HRZXOILW ZDVDGUDJRQWKDWZDVGHVWUR\LQJVRFLHW\ZKDWLVLWIRUXV":KDWIRUFHVPXVWZH¿JKW to maintain our safety and happiness? How do our “dragons” compare to Beowulf’s? Think about these questions and complete the assignment, Dragons: Beowulf’s and Our Own. PL Lesson Wrap-Up: What do you think of the story Beowulf? Based on what you know of the story, how do you think it will end? E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 14-2 Beowulf Quick Write Part I: Consider the importance of group loyalty and how such loyalties someWLPHVFRQÀLFWZLWKLQGLYLGXDOQHHGVRUGHVLUHV:ULWHDOLVWRITXHVWLRQVDERXW what to do in situations that test one’s loyalty to family, friends, self, country, city, HWF PL M SA E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 14-3 Dragons: Beowulf’s and Our Own Visualizing the Monsters Create a drawing of Beowulf’s dragon. Use details and imagery from the text to illustrate the monster. In a caption below the picture, use quotes from the story to support your representation. Next, create a visual representation of the “monster” that you have chosen for our VRFLHW\:KDWKDYH\RXFKRVHQDVWKHHYLOWKDWZHPXVW¿JKW",ILWZHUHWREH SHUVRQL¿HGDVDPRQVWURXVEHLQJZKDWZRXOGLWORRNOLNH"&UHDWHDSLFWXUHDQGLQ the caption below, explain your monster and its elements. SA PL M E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 14-4 Carrying the sword Hrunting, Beowulf goes to the lake where Grendel’s mother has her underwater lair. Then, fully armed, he makes a heroic dive to the depths of this watery hell. The Monster’s Mother 12 . . .the ocean floods closed o’er the hero. Long while of the day fled ere he felt the floor of the sea. SA Soon found the fiend who the flood-domain sword-hungry held these hundred winters, greedy and grim, that some guest from above, some man, was raiding her monster-realm. She grasped out for him with grisly claws, and the warrior seized; yet scathed she not his body hale; the breastplate hindered, as she strove to shatter the sark of war, the linked harness, with loathsome hand. Then bore this brine-wolf, when bottom she touched, the lord of rings to the lair she haunted whiles vainly he strove, though his valor held, weapon to wield against wondrous monsters that sore beset him; sea-beasts many tried with fierce tusks to tear his mail, and swarmed on the stranger. But soon he marked he was now in some hall, he knew not which, where water never could work him harm, nor through the roof could reach him ever fangs of the flood. Firelight he saw, beams of a blaze that brightly shone. Then the warrior was ware of that wolf-of-thedeep, mere-wife monstrous. For mighty stroke he swung his blade, and the blow withheld not. Then sang on her head that seemly blade its war-song wild. But the warrior found the light-of-battle was loath to bite, to harm the heart: its hard edge failed the noble at need, yet had known of old strife hand to hand, and had helmets cloven, doomed men’s fighting-gear. First time, this, for the gleaming blade that its glory fell. PL M Firm still stood, nor failed in valor, heedful of high deeds, Hygelac’s kinsman; flung away fretted sword, featly jewelled, the angry earl; on earth it lay steel-edged and stiff. His strength he trusted, hand-gripe of might. So man shall do whenever in war he weens to earn him lasting fame, nor fears for his life! Seized then by shoulder, shrank not from combat, the Geatish war-prince Grendel’s mother. Flung then the fierce one, filled with wrath, his deadly foe, that she fell to ground. Swift on her part she paid him back with grisly grasp, and grappled with him. Spent with struggle, stumbled the warrior, fiercest of fighting-men, fell adown. On the hall-guest she hurled herself, hent her short sword, broad and brown-edged, the bairn to avenge, the sole-born son. -- On his shoulder lay braided breast-mail, barring death, withstanding entrance of edge or blade. Life would have ended for Ecgtheow’s son, under wide earth for that earl of Geats, had his armor of war not aided him, battle-net hard, and holy God wielded the victory, wisest Maker. The Lord of Heaven allowed his cause; and easily rose the earl erect. E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 14-5 13 SA ‘MID the battle-gear saw he a blade triumphant, old-sword of Eotens, with edge of proof, warriors’ heirloom, weapon unmatched, -- save only ‘twas more than other men to bandy-of-battle could bear at all -as the giants had wrought it, ready and keen. Seized then its chain-hilt the Scyldings’ chieftain, bold and battle-grim, brandished the sword, reckless of life, and so wrathfully smote that it gripped her neck and grasped her hard, her bone-rings breaking: the blade pierced through that fated-one’s flesh: to floor she sank. Bloody the blade: he was blithe of his deed. Then blazed forth light. ‘Twas bright within as when from the sky there shines unclouded heaven’s candle. The hall he scanned. By the wall then went he; his weapon raised high by its hilts the Hygelac-thane, angry and eager. That edge was not useless to the warrior now. He wished with speed Grendel to guerdon for grim raids many, for the war he waged on Western-Danes oftener far than an only time, when of Hrothgar’s hearth-companions he slew in slumber, in sleep devoured, fifteen men of the folk of Danes, and as many others outward bore, his horrible prey. Well paid for that the wrathful prince! For now prone he saw Grendel stretched there, spent with war, spoiled of life, so scathed had left him Heorot’s battle. The body sprang far when after death it endured the blow, sword-stroke savage, that severed its head. . . . PL M E Beowulf carries Grendel’s head to King Hrothgar and then returns gift-laden to the land of the Geats, where he succeeds to the throne. After fifty winters pass, Beowulf, now an old man, faces his final task: He must fight a dragon who, angry because a thief had stolen a jeweled cup from the dragon’s hoard of gold, is laying waste to the Geats’ land. Beowulf and eleven warriors are guided to the dragon’s lair by the thief who stole the cup. For Beowulf, the price of this last victory will be great. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 14-6 The Final Battle 14 SA Then hailed he the helmeted heroes all, for the last time greeting his liegemen dear, comrades of war: “I should carry no weapon, no sword to the serpent, if sure I knew how, with such enemy, else my vows I could gain as I did in Grendel’s day. But fire in this fight I must fear me now, and poisonous breath; so I bring with me breastplate and board. From the barrow’s keeper no footbreadth flee I. One fight shall end our war by the wall, as Wyrd allots, all mankind’s master. My mood is bold but forbears to boast o’er this battling-flyer. -- Now abide by the barrow, ye breastplate-mailed, ye heroes in harness, which of us twain better from battle-rush bear his wounds. Wait ye the finish. The fight is not yours, nor meet for any but me alone to measure might with this monster here and play the hero. Hardily I shall win that wealth, or war shall seize, cruel killing, your king and lord!” Up stood then with shield the sturdy champion, stayed by the strength of his single manhood, and hardy ‘neath helmet his harness bore under cleft of the cliffs: no coward’s path! Soon spied by the wall that warrior chief, survivor of many a victory-field where foemen fought with furious clashings, an arch of stone; and within, a stream that broke from the barrow. The brooklet’s wave was hot with fire. The hoard that way he never could hope unharmed to near, or endure those deeps, for the dragon’s flame. Then let from his breast, for he burst with rage, the Weder-Geat prince a word outgo; stormed the stark-heart; stern went ringing and clear his cry ‘neath the cliff-rocks gray. The hoard-guard heard a human voice; his rage was enkindled. No respite now for pact of peace! The poison-breath of that foul worm first came forth from the cave, PL M hot reek-of-fight: the rocks resounded. Stout by the stone-way his shield he raised, lord of the Geats, against the loathed-one; while with courage keen that coiled foe came seeking strife. The sturdy king had drawn his sword, not dull of edge, heirloom old; and each of the two felt fear of his foe, though fierce their mood. Stoutly stood with his shield high-raised the warrior king, as the worm now coiled together amain: the mailed-one waited. Now, spire by spire, fast sped and glided that blazing serpent. The shield protected, soul and body a shorter while for the hero-king than his heart desired, could his will have wielded the welcome respite but once in his life! But Wyrd denied it, and victory’s honors. -- His arm he lifted lord of the Geats, the grim foe smote with atheling’s heirloom. Its edge was turned brown blade, on the bone, and bit more feebly than its noble master had need of then in his baleful stress. -- Then the barrow’s keeper waxed full wild for that weighty blow, cast deadly flames; wide drove and far those vicious fires. No victor’s glory the Geats’ lord boasted; his brand had failed, naked in battle, as never it should, excellent iron! -- ‘Twas no easy path that Ecgtheow’s honored heir must tread over the plain to the place of the foe; for against his will he must win a home elsewhere far, as must all men, leaving this lapsing life! -- Not long it was ere those champions grimly closed again. The hoard-guard was heartened; high heaved his breast once more; and by peril was pressed again, enfolded in flames, the folk-commander! Nor yet about him his band of comrades, sons of athelings, armed stood with warlike front: to the woods they bent them, their lives to save. But the soul of one with care was cumbered. Kinship true can never be marred in a noble mind! E PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 15-1 Lesson 15 The Epic Hero: Beowulf Begin this Lesson by reading the Beowulf excerpt contained in the Lesson. While you are reading, you should complete the Beowulf Graphic Organizer from Lesson 10. Reading Comprehension: Making Judgments: Is it an Epic? To make judgments about a text, readers need to consider the following: Create a set of criteria for evaluating a character or a piece of work. Examine the text for evidence based on the criteria. SA Compare the evidence to the criteria. Now, complete the Active Reading Worksheet to help you understand the traits of an epic story. M Then, demonstrate your understanding of the text as a whole by completing the Reading Comprehension Review. PL Lesson Wrap-Up: What did you like the most about Beowulf. What did you like the least? E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 15-2 Active Reading Worksheet Part I: The chart below lists the elements of an epic. Fill out the chart based on what you know about Beowulf. Then, decide if Beowulf is an epic or not. Criteria for an Epic Poem Evidence in Beowulf Actions of the hero often set the fate of a nation or group of people. Although he is not a Dane, by killing Grendel, Beowulf saves Denmark . Hero performs courageous deeds. SA Plot has supernatural beings and events, and may involve a long, dangerous journey. M The characters often give long, formal speeches. PL 7KHSRHPUHÀHFWVWLPHOHVVYDOXHVVXFK as courage and honor. The poem treats universal ideas such as good and evil, life and death. E Part II: In your judgment, is Beowulf a typical epic? Explain your reasoning. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 15-3 Beowulf Reading Comprehension Review Part I: *UHQGHO¶VPRWKHULVDPDMRU¿JXUHEXWQRWKLQJLVNQRZQDERXW*UHQGHO¶VIDWKHU,QD poem in which ancestry is important, what does Grendel’s ancestry suggest about his character? &RQWUDVW%HRZXOIDQG+HUPRG+RZGRHVWKHFRQWUDVWKHOSGH¿QH%HRZXOI¶VFKDUDFWHU" SA PL M What sword does Beowulf take into battle? Who gave him the sword? What does the sword’s failure in battle suggest about its owner? E The literary term deus ex machina refers to the improbable and unexpected introduction RIDSHUVRQRUGHYLFHWRPDNHWKLQJVWXUQRXWULJKW,Q\RXURSLQLRQGRHVWKHWHUPDSSO\ WR%HRZXOI¶V¿JKWZLWK*UHQGHO¶VPRWKHU"([SODLQ ,QBeowulf what are the consequences of seeking revenge? What other ways might problems be worked out? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 15-4 +RZGRHV%HRZXOIEHFRPHNLQJRIWKH*HDWV"([SODLQKRZKLVDVFHQVLRQWRWKHWKURQH reinforces the character traits he displays earlier in the poem. ,QZKDWZD\GRHV:LJODIUHVHPEOHWKH\RXQJHU%HRZXOI":KDWPDNHVKLPDZRUWK\ successor to Beowulf? SA Why is Beowulf’s death a turning point for the Geats? M :KDWLVXVXDOO\GRQHZLWKWUHDVXUHVWDNHQIURPDGHIHDWHGHQHP\":K\LVLWVLJQL¿FDQW that the treasure from the dragon’s den is buried with Beowulf? PL E How might you account for the enduring popularity of Beowulf? Would you recommend it to a friend? Why or why not? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 15-5 Part II: Recognizing Allusions Allusions are references in a work of literature to a well-known person, place, event, written work, or work of art. Beowulf contains numerous biblical allusions. For example, *UHQGHOLVGHVFULEHGDVDQRIIVSULQJRI&DLQ,QDSDUDJUDSKRUWZRH[SODLQZKDWWKLV allusion or any other allusion of your choice adds to the poem. SA PL M Part III: Extending Your Response Discuss Beowulf ’s portrayal of women (including Grendel’s mother). Based on the portrayal of women in the poem, describe the “ideal” Anglo-Saxon woman. How would she have behaved? E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 15-6 15 SA WIGLAF his name was, Weohstan’s son, linden-thane loved, the lord of Scylfings, Aelfhere’s kinsman. His king he now saw with heat under helmet hard oppressed. He minded the prizes his prince had given him, wealthy seat of the Waegmunding line, and folk-rights that his father owned Not long he lingered. The linden yellow, his shield, he seized; the old sword he drew: -as heirloom of Eanmund earth-dwellers knew it, who was slain by the sword-edge, son of Ohtere, friendless exile, erst in fray killed by Weohstan, who won for his kin brown-bright helmet, breastplate ringed, old sword of Eotens, Onela’s gift, weeds of war of the warrior-thane, battle-gear brave: though a brother’s child had been felled, the feud was unfelt by Onela. For winters this war-gear Weohstan kept, breastplate and board, till his bairn had grown earlship to earn as the old sire did: then he gave him, mid Geats, the gear of battle, portion huge, when he passed from life, fared aged forth. For the first time now with his leader-lord the liegeman young was bidden to share the shock of battle. Neither softened his soul, nor the sire’s bequest weakened in war. So the worm found out when once in fight the foes had met! PL M E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 15-7 SA Wiglaf spake, -- and his words were sage; sad in spirit, he said to his comrades: -“I remember the time, when mead we took, what promise we made to this prince of ours in the banquet-hall, to our breaker-of-rings, for gear of combat to give him requital, for hard-sword and helmet, if hap should bring stress of this sort! Himself who chose us from all his army to aid him now, urged us to glory, and gave these treasures, because he counted us keen with the spear and hardy ‘neath helm, though this hero-work our leader hoped unhelped and alone to finish for us, -- folk-defender who hath got him glory greater than all men for daring deeds! Now the day is come that our noble master has need of the might of warriors stout. Let us stride along the hero to help while the heat is about him glowing and grim! For God is my witness I am far more fain the fire should seize along with my lord these limbs of mine! Unsuiting it seems our shields to bear homeward hence, save here we essay to fell the foe and defend the life of the Weders’ lord. I wot ‘twere shame on the law of our land if alone the king out of Geatish warriors woe endured and sank in the struggle! . . . PL M E Together, Beowulf and the young Wiglaf kill the dragon, but the old king is fatally wounded. Beowulf, thinking of his people, asks to see the monster’s treasure. Wiglaf enters the dragon’s cave and finds a priceless hoard of jewels and gold. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 15-8 16 SA . . . Hasted the herald, the hoard so spurred him his track to retrace; he was troubled by doubt, high-souled hero, if haply he’d find alive, where he left him, the lord of Weders, weakening fast by the wall of the cave. So he carried the load. His lord and king he found all bleeding, famous chief at the lapse of life. The liegeman again plashed him with water, till point of word broke through the breast-hoard. Beowulf spake, sage and sad, as he stared at the gold. -“For the gold and treasure, to God my thanks, to the Wielder-of-Wonders, with words I say, for what I behold, to Heaven’s Lord, for the grace that I give such gifts to my folk or ever the day of my death be run! Now I’ve bartered here for booty of treasure the last of my life, so look ye well to the needs of my land! No longer I tarry. A barrow bid ye the battle-fanned raise for my ashes. ‘Twill shine by the shore of the flood, to folk of mine memorial fair on Hrones Headland high uplifted, that ocean-wanderers oft may hail Beowulf ’s Barrow, as back from far they drive their keels o’er the darkling wave.” From his neck he unclasped the collar of gold, valorous king, to his vassal gave it with bright-gold helmet, breastplate, and ring, to the youthful thane: bade him use them in joy. “Thou art end and remnant of all our race the Waegmunding name. For Wyrd hath swept them, all my line, to the land of doom, earls in their glory: I after them go.” This word was the last which the wise old man harbored in heart ere hot death-waves of balefire he chose. From his bosom fled his soul to seek the saints’ reward. . . . PL M E Wiglaf berates the faithless warriors who had not gone to the aid of their king. With sorrow, the Geats then cremate the corpse of their greatest king. They place his ashes, along with all of the dragon’s treasure, in a huge burial tower by the sea, where it can be seen by voyagers. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 15-9 17 . . . Then about that barrow the battle-keen rode, atheling-born, a band of twelve… lament to make, to mourn their king, chant their dirge, and their chieftain honor. They praised his earlship, his acts of prowess worthily witnessed: and well it is that men their master-friend mightily laud, heartily love, when hence he goes from life in the body forlorn away. SA Thus made their mourning the men of Geatland, for their hero’s passing his hearth-companions: quoth that of all the kings of earth, of men he was mildest and most beloved, to his kin the kindest, keenest for praise. PL M E PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 16-1 Lesson 16 Vocabulary Stop! Words to Own Beowulf - Part 2 In this Lesson, you will be focusing on the Vocabulary found in Beowulf. Review the list of Vocabulary words from the Lesson 15 excerpt from Beowulf (the words are bold in the text). Then, look the words up in the dictionary and complete the Vocabulary Squares Worksheet for each word. Below is a sample with each square explained. Word: Vocabulary word from reading SA Synonym: Write one or more words that mean the same thing as the Vocabulary word. Part of Speech: How is the word used? What part of speech is it? Antonym: Write a word that means the opposite of the Vocabulary word. PL M Original Sentence: Write your own sentence using the word in proper context. Your sentence should show your understanding of the word. Lesson Wrap-Up: Do your best to summarize the plot of Beowulf so far. E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 16-2 Vocabulary Squares Worksheet Beowulf Complete the cart for each word highlighted in the Lesson 15 reading of Beowulf. You will need to use a dictionary. Word: Part of Speech: Synonym: Antonym: Word: SA Original Sentence: Antonym: PL Original Sentence: M Synonym: Part of Speech: E Word: Part of Speech: Synonym: Antonym: Original Sentence: STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 16-3 Word: Part of Speech: Synonym: Antonym: Original Sentence: Part of Speech: Synonym: Antonym: SA Word: Original Sentence: Antonym: E Original Sentence: Part of Speech: PL Synonym: M Word: Word: Part of Speech: Synonym: Antonym: Original Sentence: PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 17-1 Lesson 17 The Epic Hero Review This Lesson will begin to wrap up the Unit on the epic story Beowulf. Now that you have read excerpts from the epic, you will have an opportunity to demonstrate your knowledge and understanding of the text by completing discussion questions. These will consist of both short answers and a couple of essay questions that will allow you to voice your creative perspective. Take what you have learned from reading Beowulf to complete Beowulf : Questions for Discussion. SA Lesson Wrap-Up: Name three things you have learned about Early Medieval Europe from reading Beowulf. PL M E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 17-2 Beowulf : Questions for Discussion Each of the following questions requires a longer response. Think about each question carefully and organize your thoughts before writing. Is Beowulf an epic? What sort of social order produces “epic” poetry? What values GRHVWKHSRHPSURPRWHDQGKRZGRHVLWSURPRWHWKHP":KDWVRUWVRIFRQÀLFWVZLWKRU resistances to the ideology of epic can be expressed? What sorts are found within the poem itself? SA PL M What is the status of gold and gift-giving in the poem? Who gives gifts, who receives them, and why? Are the modern concepts of wealth, payment, monetary worth and greed appropriate for the world of Beowulf? E +RZGRWKHKHURHVRIOLWHUDWXUHUHÀHFWWKHYDOXHVRIWKHWLPH",Q\RXUPLQGLV%HRZXOID hero? Explain your thinking. PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 18-1 Lesson: 18 Create Your Own Modern Day Hero Today, you will be creating your own modern-day hero! Begin by brainstorming and creating a list of major problems currently facing society. This list will help you decide who the hero in your comic will be and what problem he or VKHZLOOEHIDFLQJ2QFH\RXKDYH¿JXUHGWKLVRXWFRPSOHWHWKH+HUR3UR¿OH:RUNVKHHW Answer each of the questions in as much detail as possible. 7KHQFRPSOHWHWKH+HUR6WRU\0DS7KLVZLOOKHOS\RXRUJDQL]H\RXULGHDVIRUWKH comic strip you are going to create in the next Lesson. The more detail you use on the +HUR6WRU\0DSWKHHDVLHU\RXZLOO¿QGLWWRFUHDWH\RXUKHUR¶VVWRU\ SA Lesson Wrap-Up: Describe your hero to your teacher. Use as much detail as you can. PL M E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 18-2 +HUR3UR¿OH:RUNVKHHW &RPSOHWHWKHIROORZLQJFKDUWWRKHOSFUHDWH\RXUVXSHUKHUR%HVXUHWRSURYLGH HQRXJKLQIRUPDWLRQLQHDFKVHFWLRQ([SODLQ([SODLQ([SODLQ Cause: :KDWFDXVHLV\RXUKHUR¿JKWLQJIRU"7KLQN of problems that teens in our society face. Examples could include peer pressure, drugs/ alcohol, academic failure, homelessness, etc. SA -XVWL¿FDWLRQ :K\LVWKLVFDXVHLPSRUWDQW"+RZLVLW negatively LPSDFWLQJWKHOLYHVRIWHHQV" PL M Power: :KDWSRZHUZLOO\RXUKHURKDYHWRKHOS¿JKW this SUREOHP"%HFUHDWLYH7KLQNDERXWZKDW LVQHHGHGWRVROYHWKHSUREOHP'RQ¶WSLFN a power that does not relate to solving your problem. Flying does not help homelessness! &RQÀLFW :KDWVSHFL¿FSUREOHPZLOO\RXUKHUREH solving in WKHVWRU\"*LYHDVSHFL¿FH[DPSOH +RZZLOO\RXUKHURVDYHWKHGD\" Costume: 'HVFULEHZKDW\RXUKHURZLOOORRNOLNHZKHQ they DUHLQDFWLRQ:KDWZLOOWKH\ZHDU" E $OWHU(JR :KDWLV\RXUKHUROLNHZKHQKHVKHLVQRW busy EHLQJDKHUR"5HPHPEHUPRVWKHURHV are just normal people when they are not ¿JKWLQJIRUZKDWLVULJKW STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 18-3 Hero Story Map %HJLQGHYHORSLQJ\RXUKHURVWRU\E\¿OOLQJRXWHDFKER[EHORZZLWKGHWDLOV\RX SODQWRSXWLQ\RXUVWRU\ 6HWWLQJ &KDUDFWHUV SA 3ORW(YHQWV PL M 3UREOHP E 5HVROXWLRQ PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 19-1 Lesson 19 Modern Day Hero: Create Your Own Comic Strip 7RGD\\RXZLOOEHZULWLQJ\RXURZQ+HUR&RPLF6WULS8VH\RXU+HUR3UR¿OH:RUNVKHHW DQG+HUR6WRU\0DSIURP/HVVRQWRKHOS\RXFUHDWH\RXUVWRU\1RZFRPSOHWHWKH Hero Comic Strip. Remember to be creative! :KLOH\RXDUHZULWLQJORRNDWWKH&RPLF6WULS5XEULFWRPDNHVXUH\RXLQFOXGHDOOWKH details you will be graded on. Lesson Wrap-Up: ,I\RXFRXOGVROYHDQ\RIWKHZRUOG¶VSUREOHPVZKLFKSUREOHPZRXOG \RXVROYH":K\" SA PL M E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 19-2 Comic Strip Rubric 4 Action Characters 3 0RVWRIWKH $FWLRQPDNHV DFWLRQPDNHV sense from one sense from panel to one panel to DQRWKHU DQRWKHU 2 6RPHRIWKH DFWLRQPDNHV sense from one panel to DQRWKHU &KDUDFWHUVDUH &KDUDFWHUVDUH believable in all believable in panels. most panels. &KDUDFWHUVDUH believable in some panels. &KDUDFWHUVDUH not believable. Landscape and props relate to WKHDFWLRQDQG FKDUDFWHUVLQDOO panels. Landscape and props relate to WKHDFWLRQDQG FKDUDFWHUVLQ one panel. Landscape and props are not FKRVHQRU GRQRWPDNH sense. Captions may or may not DOZD\VPDNH sense; some are not edited for punctuation, grammar, and usage. &DSWLRQVGRQ¶W PDNHVHQVH and are not edited for punctuation, grammar, and usage. SA Landscape and props relate to WKHDFWLRQDQG FKDUDFWHUVLQ most panels. Landscape and Props M &DSWLRQVPDNH sense and are edited for punctuation, grammar, and usage. PL Captions Captions are well written and edited for punctuation, grammar, and usage. Action does not PDNHVHQVH from one panel WRDQRWKHU E 7KHKHUR¿JKWV a battle, but 7KHKHUR¿JKWV WKHFODULW\PD\ a clear and EHODFNLQJLQ symbolic battle. SODFHVRUWKH symbolism is not developed. 1 Symbolism 7KHKHUR¿JKWV DEDWWOHEXWWKH FODULW\LVODFNLQJ LQSODFHVRUWKH symbolism is not clear. 7KHKHUR¿JKWV a battle, but WKHUHLVOLWWOH clarity and/or no symbolism. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 19-3 Hero Comic Strip Tell your hero story by creating a comic strip in the following eight boxes. Illustrate each box and add captions or word bubbles for dialogue and explanation. 8VH\RXUGLJLWDOWRROV SA PL M E PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 20-1 Lesson 20 Beowulf : The Assessment Today is the completion of the Beowulf Unit. Hopefully you have come to understand why Beowulf is a classic example of epic poetry from the Anglo-Saxon period. Now, demonstrate your understanding of the Unit by completing the Beowulf Unit Assessment. Lesson Wrap-Up: What do you think was the main point of the story Beowulf? SA PL M E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 20-2 Beowulf : Unit Assessment Part I: Recall and Interpret (40 points total; 5 points each) 8VHWKHGLJLWDOSHQFLOWRROV!FRPPHQWDQGPDUNXSWRFircle the letter of the best answer. 1. Beowulf and his warriors journey to Denmark primarily to a. seek fame and fortune b. overthrow Hrothgar c. avenge his father’s death d. vanquish an evil monster SA 2. Unferth challenges Beowulf’s bravery because a. Unferth feels threatened b. Unferth is jealous of Beowulf c. Grendel is Unferth’s secret ally M d. Beowulf calls him a coward 3. Beowulf’s guiding philosophy is DIDPHDQGJORU\DUHÀHHWLQJ b. pride goeth before a fall PL c. a good name is better than gold d. an eye for an eye and a tooth for a tooth a. Grendel kills Welthow b. his father was killed in battle c. his trusted aide is killed d. his kingdom is lost 5. Beowulf slays Grendel’s mother with a. his bare hands b. Unferth’s sword c. Hrothgar’s sword d. a sword in the monster’s den E 4. Hrothgar is grief stricken because STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 20-3 6.:KLFKRIWKHIROORZLQJLV127DFRQÀLFWDGYDQFHGLQBeowulf? a. good versus evil b. courage versus cowardice c. youth versus old age d. rich versus poor 7. Beowulf becomes King of the Geats when a. Herdred is killed in an act of revenge b. Higd offers him the throne c. Higlac dies in battle d. Herdred steps down SA 8. Wiglaf reproaches his fellow warriors because a. they failed to kill the dragon b. they deserted Beowulf in battle c. they did not honor Beowulf’s dying wish M d. they stole the dragon’s treasures PL Part II: Evaluate and Connect (60 points total; 30 points each) Answer any two of the following essay questions on a separate sheet of paper. Make sure to answer each question completely with plenty of details to support your argument. E 1. How does the following warning from Hrothgar apply to Beowulf? Give examples from the poem to support your answer. . . . The world is God’s, He allows A man to grow famous, and his family rich, Gives him land and towns to rule And delight in, lets his kingdom reach As far as the world runs—and who In human unwisdom, in the middle of such power, Remembers that it all will end, and too soon? Prosperity, prosperity, prosperity: nothing Troubles him, no sickness, not passing time, No sorrows, no sudden war breaking Out of nowhere, but all the world turns When he spins it. How can he know when he sins? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 20-4 2. Explain why Beowulf may be said to exemplify the epic hero. 3. Examine the structure of Beowulf. In what ways are the prologue and conclusion similar? How do these similarities help unify the poem? 4. What is the theme, or central idea, of Beowulf? Support your answer with evidence from the poem. 5. Critic W. P. Ker evaluated Beowulf this way: SA “The great beauty, the real value . . . is in its dignity of style. In construction it is curiously weak, in a sense preposterous; for while the main story is simplicity itself, the merest commonplace of heroic legend, all about it, in the historic allusions, there are revelations of a whole world of tragedy, plots different in import from that of Beowulf, more like the tragic themes of Iceland. . . . The thing itself is cheap; the moral and spirit of it can only be matched among the noblest of authors.” What aspect of Beowulf is Ker criticizing when he calls the work “preposterous”? Do you agree? Why or why not? PL M Answer to Question # E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 20-5 Answer to Question # SA PL M E PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 21-1 Lesson 21 The Canterbury Tales: The Man behind the Stories Today you will be moving on to a new text, The Canterbury Tales by Geoffrey Chaucer. This piece represents the next movement of the English Language—Middle English. First you will be given background information on the author of The Canterbury Tales, Geoffrey Chaucer by reading the articel article, The Canterbury Tales: The Man behind the Stories. Once you have read the background information on the author, use your new knowledge WRFUHDWHDSUR¿OHRI*HRIIUH\&KDXFHU,QIRUPDWLRQIURP\RXUQRWHVZLOOEHKHOSIXOWR complete the Character Map of Geoffrey Chaucer. SA M Before beginning the map, take a look at your notes and brainstorm a list of possible headings for the information that you recorded or highlighted. After this list is complete, take time to group similar headings (for example: environment and home, or family and parents). Once all similar headings have been grouped, choose the three headings you feel best represent the information that you have in your notes. These headings will become the headings used in the map. PL Now, complete the Character Map of Geoffrey Chaucer. Headings should be placed in the rectangles and information for each of those heading should be placed in the ovals. Lesson Wrap-Up: Name three things that you learned about Geoffrey Chaucer. E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 21-2 Character Map of Geoffrey Chaucer 8VH\RXUGLJLWDOWRROVWRFRPSOHWHWKH&KDUDFWHU0DSEHORZE\¿OOLQJLWZLWK LQIRUPDWLRQ\RXJDWKHUHGZKLOHUHDGLQJ'LYLGHWKHLQIRUPDWLRQLQWRPDLQ KHDGLQJVWRZULWHLQHDFKbox. Fill the circles attached to each box with information related to each main KHDGLQJ SA PL M E STUDENT MANUAL +,*+(5$/7,78'(6,17+*5$'(/$1*8$*($576 The Canterbury Tales: The Man behind the Stories In Geoffrey Chaucer’s The Canterbury Tales, a group of pilgrims exchange stories on their way to the holy land. Amidst the storytelling, Chaucer portrays himself as one of the colorful pilgrims. When it is his turn to tell a story, he launches into a ridiculous poem about a knight named Sir Thopas who is in love with an elf-queen and avoids fighting a vicious giant. Chaucer’s tale is so terrible that the Host, Harry Bailly, forces Chaucer to stop telling the story. A Busy Man SA Chaucer then tells the story of a man named Melibee, whose wife and daughter are assaulted. It is dry, preachy writing, so much so that some editions of The Canterbury Tales leave it out altogether. Other editions include an abbreviated version. The other stories in The Canterbury Tales show that Chaucer was a master storyteller. So why did he portray his character in the story as so dull and long winded? He seemed to be making a joke at his own expense—and not for the first time. Chaucer often wrote himself into his works in a self-mocking way. Why was he so determined to hide his true character? And what was he truly like? M PL Geoffrey Chaucer is believed to have been born sometime between 1340 and 1343 in London. He was the son of a wine merchant named John Chaucer. His family was neither noble nor peasant but part of a new class that was on the rise in Europe in the late Middle Ages. It was what we now call the middle class, or the bourgeoisie. The members of the bourgeoisie were city dwellers— skilled workers, and business owners. Though they did not have the power and prestige of the nobles, they sometimes had more money. In Chaucer’s day, the middle class was growing in power. E Chaucer’s family had strong royal connections. By 1357, Geoffrey Chaucer was serving as a page (a youthful servant) for Prince Lionel, a son of King Edward III. Soon afterward, Chaucer became a soldier. In 1360, while fighting the French in the Hundred Years’ War (1337–1453), he was taken prisoner, then ransomed by King Edward himself and freed. In 1366, he married Philippa de Roet, who was a lady-in-waiting to Edward’s queen. This marriage was certainly a smart and practical match, strengthening Chaucer’s connections with royalty. Chaucer’s biographers think that the couple may have had three or four children. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 21-4 Most of the rest of Chaucer’s life was spent doing business. In 1367, he served as Edward III’s valet, or personal servant—a job that led to lots of other work. In 1374, he became a London customs official, overseeing shipments of wool from other countries. In 1386, he was elected a member of Parliament. In 1389, he was put in charge of the king’s construction projects, which included playing fields for jousting tournaments. Later on, he also served as a deputy forester, tending to woods and wildlife in England’s Somerset County. Though these jobs lack glamour, they seem to have suited Chaucer well. Even so, his pay was irregular—and sometimes downright odd. In 1374, King Edward III awarded him a pitcher of wine every day for the rest of his life. This offer expired after King Edward’s death. But in 1397, King Richard II guaranteed him an annual barrel of wine, again for life. Though Chaucer always had plenty to drink, hard cash wasn’t always easy to come by. He sometimes got into trouble for debt. SA Chaucer, however, was a shrewd man. Shrewdness was a necessity in those politically troubled days. Violent rebellions broke out during his life, and he lived to see King Richard II dethroned and murdered. Civil servants like Chaucer—including some of his close personal friends—were even executed based on who they knew or didn’t know. Chaucer apparently had a cunning way of quitting a job and taking another to keep himself from getting killed. M Love of the English Language PL Chaucer held many high-profile jobs and was on friendly terms with three English kings in a row. He was surely well known just as a civil servant. But he would have been forgotten if it weren’t for his poetry. Curiously, poetry was the one activity that he seldom, if ever, got paid for. He seems to have written it for sheer pleasure. E Lucky for Chaucer, he was widely celebrated and successful during his lifetime. But why and how did a man who was busy doing so much demanding and tedious work take the time to write poetry? Perhaps one clue is Chaucer’s great knowledge and love of language. When Chaucer was a boy around his father’s wine business, he probably learned French and Italian from foreign wine merchants. That knowledge would have helped him as an adult. While serving royalty, he went on secret diplomatic missions to France and Italy. In Europe, he read French and Italian poetry. In Italy, he might have read a copy of The Divine Comedy, the magnificent epic poem by Dante Alighieri (1265–1321). He also read Italian poetry by Petrarch (1304–1374) and Giovanni Boccaccio (1313–1375), who were still writing during Chaucer’s lifetime. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 21-5 Those foreign poets started Chaucer thinking about his native tongue. At that time, English was not a language held in high regard, not even in England. French and Latin were considered more proper for official business, literature, and high-class social situations. Chaucer didn’t think this was fair or right. He loved English deeply, calling it a language of “great diversity.” He was sure that great literary poems could be written in English. So Chaucer set about writing ambitious poetry in English. (Remember, this was not the English we speak today, but its precursor, what we now call Middle English.) He had to invent new techniques and forms—lines, stanzas, and rhyme schemes that suited English. He got many of his ideas from the French and Italian poems he knew so well and from the classics of antiquity. But his poetry is notable for its original and brilliant use of English. A Keen Observer SA Chaucer was also fascinated with everyday human life. In his different jobs, he met all kinds of people from every part of English society. They ranged from kings and noblemen to merchants and peasants—and even criminals. Chaucer observed their appearances, ways, and manners. He also listened to their stories. It’s possible that he became obsessed with writing those stories down, possibly in language much like the tellers’ own. M PL The Canterbury Tales, the unfinished masterpiece of Chaucer’s final years, shows his command of character. Although the tales themselves are fascinating and gripping, the pilgrims who tell them are scarcely less so. The virtuous Knight, the wicked Pardoner, the fiercely independent Wife of Bath, and the drunken Miller are as colorful as the tales they tell. According to some critics, Chaucer’s varied, vivid characters remain unsurpassed by any author except those of William Shakespeare. E Like Shakespeare, Chaucer disappears into his own work, letting his characters run the show. When he does appear, it’s in a sort of disguise. He pretends to be dull and slow, probably to highlight his other varied and irresistible characters. Everlasting Fame When he died in 1400, Chaucer was buried in London’s Westminster Abbey because he had been clerk of the works of Westminster. In 1556, his remains were moved to a tomb in what would become the abbey’s famous “Poet’s Corner,” where many of England’s greatest writers have been laid to rest. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 21-6 During the sixteenth century, after his death, Chaucer’s influence grew steadily. When William Caxton introduced the first printing press to England in the 1400s, The Canterbury Tales was one of the first works printed. During Shakespeare’s prominence in the late 1500s and early 1600s, Chaucer was praised as the “English Homer,” after the great epic poet of the ancient Greeks. Indeed, Shakespeare’s play Troilus and Cressida is based on Chaucer’s poem Troilus and Criseyde. The Two Noble Kinsmen, for which Shakespeare teamed up with another author to write, is based on The Knight’s Tale. Shakespeare’s work is scattered with many other references to Chaucer. In the 17th century, critic and author John Dryden declared Chaucer “the father of English poetry.” Dryden’s judgment has stuck ever since. Whether they discover Chaucer’s marvelous writings in his original Middle English or in modern translation, readers today can scarcely resist the originality of his language and his inventive characters and stories. SA PL M E PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 22-1 Lesson 22 Chaucer’s English: Decoding Middle English Before reading Beowulf, you learned about the characteristics of Old English .Your exploration of the transformation of language will continue with a study of characteristics of Middle English through reading “A Guide to Chaucer’s English”. Make sure to take notes or highlight important details as you read. :KHQ\RXKDYH¿QLVKHGUHDGLQJWKHDUWLFOH\RXZLOOFRPSDUHDQGFRQWUDVW2OGDQG Middle English by completing the Old English vs. Middle English Venn Diagram. Anything that the two forms of English have in common should be written in the overlapping section .The characteristics unique to Old English should be in the section to the left, while the characteristics unique to Middle English should be in the section to the right. SA $W¿UVWJODQFH0LGGOH(QJOLVKPLJKWORRNOLNHDIRUHLJQODQJXDJH%XWLW¶VQRWDVKDUG WR¿JXUHRXWDV\RXPLJKWWKLQN,QIDFWLWFDQEHOLNHGHFLSKHULQJDFRGH7DNHWKLV H[DPSOHIURP*HRIIUH\&KDXFHU¶VThe Miller’s Tale. Hym thynketh verraily that he may see M 1RHHVÀRRGFRPHZDOZ\QJHDVWKHVHH 7RGUHQFKHQ$OLVRXQKLVKRQ\GHHUH PL /RRNDWWKH¿UVWOLQH7KH¿UVWZRUGhym has the same meaning as the modern word, him. Thynketh means thinketh. However, thinketh is an outdated word, so you can change it to the past tense of think, which is thought. E Next, there is the word verraily. Today, it is spelled verily, and it means truth or truly. Now, all that is left is the end of the sentence, that he may see, which means the same then as it does now. Now, you can begin to put it all together. +LPWKRXJKWLQWUXWKWKDWKHPD\VHH When you clean it up a little bit, it reads: +HWKRXJKWWUXO\WKDWKHFRXOGVHH Now, take what you know about understanding Middle English and complete the Decoding Middle English Worksheet. Lesson Wrap-Up: Name three things that Middle and Old English have in common. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 22-2 Decoding Middle English Worksheet Translate the following sentences from Middle English to Modern English on the lines provided Example: Hym thynketh verraily that he may see He thought, truly, that he could see 1RHHVÀRRGFRPHZDOZ\QJHDVWKHVHH SA 2. To drenchen Alisoun, his hony deere. PL M 3. He wepeth, weyleth, maketh sory cheere; 4. He siketh with ful many a sory swogh; 6. And after that a tubbe and a kymelyn, 7. And pryvely he sente hem to his in, 8. And heng hem in the roof in pryvetee. E 5. He gooth and geteth hym a knedyng-trogh, STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 22-3 Old English vs. Middle English Venn Diagram Complete this Venn Diagram using information you gathered from the reading, A Guide to Chaucer’s English: Middle English. Write down characteristics of Old English in the circle on the left. Write down characteristics of Middle English in the circle on the right. Then, write traits that the two share in the middle. 8VH\RXUGLJLWDOSHQFLORUW\SHZULWHUWRRO7RROV!FRPPHQWPDUNXS! SA PL M E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 22-4 A Guide to Chaucer’s English: Middle English “Lordinges,” quod he, “in chirches whan I preche, I peyne me to han an hauteyn speche, And ringe it out as round as gooth a belle, For I can al by rote that I telle.” The above excerpt from The Canterbury Tales, by Geoffrey Chaucer, is spoken by the Pardoner at the beginning of his story. Each of the stories are written in Middle English. It’s not the English we speak today, but an earlier version of it. SA It was the language spoken by ordinary people in England from about 1100 to 1500, roughly the same period of history we refer to as the late Middle Ages. Chaucer and other writers began using it as a literary language in the 14th century. Before The Canterbury Tales, English was considered unsophisticated and unfit for literature. PL M It was the language of the street or the field—but certainly not the language of poetry, art, religion, or high society. The clergy spoke Latin, and royalty spoke French. Business might be conducted in Italian, but never in English. Chaucer helped change that, and opened the door for English to grow into the rich and diverse language it is today. Middle English is very different from the English we speak today. However, it is still possible to understand. After all, this is the language that eventually evolved into modern English; the seeds of many words remain. E What It Means To get started, don’t worry about how a word should sound. Just try to figure out the meaning. You should be able to make sense out of most of the words with little or no trouble. Many of them are familiar, just spelled oddly. chirches = churches preche = preach peyne = pain speche = speech ringe = ring belle = bell telle = tell STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 22-5 Other words take a little more head scratching but still aren’t too difficult. We still use the word rote to mean “by memory” or “by heart.” Lordinges looks like lords, so it’s a good guess that it means something like “gentlemen” or “gentlefolk.” Quod looks like quote, so quod he surely means “said he.” Hauteyn looks like heightened, so the Pardoner means that his speech is fancy or loud. A modern reading of the above excerpt might look something like this: SA “Gentlefolk,” said he, “in churches when I preach, I take pains to speak in a fancy manner, And let my voice ring out as roundly as a bell, For I know all that I tell by heart.” M As you can see, it can be easy to interpret Chaucer’s meaning, even in the Middle English original. PL E PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-1 Lessons 23 and 24 The Canterbury Tales: The Prologue In this Lesson, you are going to begin reading The Prologue from The Canterbury Tales. Understand that this is quite a bit longer than an average prologue. As you read, you should complete The Canterbury Tales&KDUDFWHU&KDUW6RPHLQIRUPDWLRQLV¿OOHG in for you, but you must provide the rest. This assignment will take two class periods. Lesson Wrap-Up: Describe one of the characters from The Prologue to The Canterbury Tales in as much detail as you can. SA PL M E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-2 The Canterbury Tales Character Chart &RPSOHWHWKLVFKDUWE\¿OOLQJLQLQIRUPDWLRQDERXWHDFKFKDUDFWHUIRXQGLQWKHWH[W 7RROV!7\SHZULWHU 3LOJULP 3ULRUHVV1XQ (A prioress is in charge of nuns.) 'HVFULSWLRQRI Personality In medieval times, coral was considered a defense against temptation. . . and a love charm 'HVFULSWLRQRI Personality &KDXFHU¶V 2SLQLRQRIWKLV 3LOJULP swears “By St. Loy!” “known as Madame Eglantyne” speaks French. . . . badly SA M extremely careful about her table manners; consciously eats in a VXSSRVHGO\UH¿QHG way, but the narrator calls her manners “counterfeit” PL cries if “she but saw a mouse/Caught in a trap” or “someone took a stick” to her lap dogs E Eglantyne is a kind of rose and also the name of several romantic heroines Monks and nuns were not supposed to keep pets because the money to care for them should be spent on the poor instead STUDENT MANUAL 3LOJULP Monk HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-3 'HVFULSWLRQRI Personality has a brown horse with a fancy bridle and hunting dogs 'HVFULSWLRQRI Personality “He liked fat swan best, and roasted whole. . .” &KDXFHU¶V2SLQLRQ RIWKLV3LOJULP “he spared for no expense” – has fur on his cuffs and a gold pin (in the shape of a loveknot) to fasten his cloak SA fat, bald, shiny skin, glittering eyes (not dull or pale or “tormented”) PL M Because peasants did not always have enough to eat, obesity was a sign of success and luxury E STUDENT MANUAL 3LOJULP HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-4 'HVFULSWLRQRI Personality Friar &KDXFHU¶V2SLQLRQ RIWKLV3LOJULP keeps pocket “stuffed with pins for curls/ And pocketknives, to give to pretty girls” SA Friars went into the world as beggars to preach, help the poor, and cure the sick. One of a friar’s duties was to hear people’s confessions and to absolve or forgive them with a penance (penalty of prayer or doing good works) 'HVFULSWLRQRI Personality “an easy man in penance-giving/ Where he could hope to make a decent living” M knows all the taverns, innkeepers, and barmaids – better than hanging out with “scum” like the poor and the diseased PL smooth talker – can get money from a poor widow who can’t afford it E (illegally) settles arguments for a small fee ³+H¶G¿[HGXSPDQ\ a marriage, giving each/ Of his young women what he could afford her” STUDENT MANUAL 3LOJULP Merchant 2[IRUG&OHULF (a student) HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-5 'HVFULSWLRQRI Personality forking beard,beaver hat, fancy boots and multicolored clothing. All very expensive. 'HVFULSWLRQRI &KDXFHU¶V2SLQLRQ Personality RIWKLV3LOJULP likes to “harp” about business and acts like an expert “his horse was thinner than a rake/ And he was not too fat” prefers spending money on books, rather than clothes or entertainment SA “a hollow look, a sober stare” but. . . “none knew he was in debt” only cares about studying M threadbare overcoat doesn’t talk much; is brief, deep, and moral 6HUJHDQWDW/DZ (lawyer) multicolored coat silk, pin-striped belt (has money) “a man to reverence/ Or so he seemed” E (one of a select group of lawyers who advised the king) PL “gladly would he learn and gladly teach” narrow-minded and predictable “was less busy than he seemed to be” knew every law by heart *XLOGVPHQ “livery [uniforms]. . . impressive” knives “tricked out with . . . purest silver” STUDENT MANUAL 3LOJULP Merchant 2[IRUG&OHULF (a student) HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-6 'HVFULSWLRQRI Personality forking beard,beaver hat, fancy boots and multicolored clothing. All very expensive. 'HVFULSWLRQRI &KDXFHU¶V2SLQLRQ Personality RIWKLV3LOJULP likes to “harp” about business and acts like an expert “his horse was thinner than a rake/ And he was not too fat” prefers spending money on books, rather than clothes or entertainment SA “a hollow look, a sober stare” but. . . “none knew he was in debt” only cares about studying M threadbare overcoat doesn’t talk much; is brief, deep, and moral 6HUJHDQWDW/DZ (lawyer) multicolored coat silk, pin-striped belt (has money) “a man to reverence/ Or so he seemed” E (one of a select group of lawyers who advised the king) PL “gladly would he learn and gladly teach” narrow-minded and predictable “was less busy than he seemed to be” knew every law by heart *XLOGVPHQ “livery [uniforms]. . . impressive” knives “tricked out with . . . purest silver” STUDENT MANUAL 3LOJULP Cook Skipper 'HVFULSWLRQRI 'HVFULSWLRQRI Personality Personality had a white sore on excellent cook his knee oozing pus makes a wonderful white pudding &KDXFHU¶V2SLQLRQ RIWKLV3LOJULP dagger on a cord came from around his neck Dartmouth (instead of sheathed and put away) steals from the cargo while the awkward on a horse traders sleep SA expensive garments “blood-red “ in color “slashed with bluishgray” always kills his prisoners (walk the plank) excellent seaman knows astronomy, humors, medicine, and surgery very well PL M Doctor HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-7 E SUR¿WVIURP people’s illnesses by prescribing drugs that don’t work and sharing WKHSUR¿WVZLWKWKH apothecaries “Yet he was rather close with his expenses/ And kept the gold he won in pestilences” STUDENT MANUAL 3LOJULP HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-8 'HVFULSWLRQRI Personality 7KH:LIHRI Bath (woman from Bath) “. . . and he would help the poor for the love of Christ and never take a penny. . .” wart on his nose with hairs, like bristles growing out of it “a wrangler and a EXIIRRQ´D¿JKWHUDQGD joker) E red beard PL Miller “He stayed at home and watched over his fold/ So that no wolf should make the sheep miscarry. He was a shepherd and no mercenary.” M 3ORZPDQ SA Parson S 'HVFULSWLRQRI &KDXFHU¶V2SLQLRQ Personality RIWKLV3LOJULP The Wife of Bath’s freedom to travel on pilgrimages was a luxury not available to many women in her time. Through his reference to her “wandering” and “gap teeth”, Chaucer is implying that the Wife of Bath took full advantage of her freedom. has a collection of ³WDYHUQVWRULHV¿OWK\LQ the main” wide, black nostrils “mouth like a furnace door” wears a blue hood and a white coat cheats his customers by SXWWLQJKLV¿QJHURQWKH scale “He was a masterhand at stealing grain” plays the bagpipes STUDENT MANUAL 3LOJULP HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-9 'HVFULSWLRQRI Personality Manciple (a food buyer for an institution) 'HVFULSWLRQRI Personality practices “insider trading” and cashes in on the market as he buys the food for his masters &KDXFHU¶V2SLQLRQ RIWKLV3LOJULP uneducated, but could make fools of his masters SA Reeve bad-tempered very short haircut a stickler for details used to be a carpenter he was “feared like the plague by those beneath” him M old & thin long coat and a “rusty blade” PL has gotten rich by embezzling from his master E “And he was under contract to present/ The accounts, right from his master’s earliest years. No one ever caught him in arrears.” A reeve was a manager of an estate whose job it was to inspect everything and impose ¿QHVRQZRUNHUVLIKH found anything wrong. STUDENT MANUAL 3LOJULP HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-10 'HVFULSWLRQRI Personality 6XPPRQHU &KDXFHU¶V2SLQLRQ RIWKLV3LOJULP SA Pardoner 'HVFULSWLRQRI Personality In Chaucer’s time, sexual relations outside marriage were cause for excommunication, and the Summoner’s job was to track down offenders and deliver them to the Archdeacon for punishment. Even loyal members of the Church criticized the sale of pardons. Relics are the remains (bones, hair, garments, and so on) of a holy person .Saying a prayer with the relic in hand was thought to bring an indulgence or limited relief from the pains of purgatory after death. Some relics were fake, but believers willingly bought them and provided a steady income to the sellers. PL M Long hair was a violation of the rule that men who worked for the Church should wear their hair tonsured (short, with a shaved spot at the top, as a symbol of humility). E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-11 The Cantebury Tales: The Prologue SA WHEN that Aprilis, with his showers swoot*, The drought of March hath pierced to the root, And bathed every vein in such licour, Of which virtue engender’d is the flower; When Zephyrus eke with his swoote breath Inspired hath in every holt* and heath The tender croppes* and the younge sun Hath in the Ram <1> his halfe course y-run, And smalle fowles make melody, That sleepen all the night with open eye, (So pricketh them nature in their corages*); Then longe folk to go on pilgrimages, And palmers <2> for to seeke strange strands, To *ferne hallows couth* in sundry lands; And specially, from every shire’s end Of Engleland, to Canterbury they wend, The holy blissful Martyr for to seek, That them hath holpen*, when that they were sick . *sweet *grove, forest *twigs, boughs *hearts, inclinations *distant saints known<3> PL M *helped E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-12 SA Befell that, in that season on a day, In Southwark at the Tabard <4> as I lay, Ready to wenden on my pilgrimage To Canterbury with devout corage, At night was come into that hostelry Well nine and twenty in a company Of sundry folk, *by aventure y-fall In fellowship*, and pilgrims were they all, That toward Canterbury woulde ride. The chamber, and the stables were wide, And *well we weren eased at the best.* And shortly, when the sunne was to rest, So had I spoken with them every one, That I was of their fellowship anon, And made forword* early for to rise, To take our way there as I you devise* . *who had by chance fallen into company.* <5> *we were well provided with the best* *promise *describe, relate PL M But natheless, while I have time and space, Ere that I farther in this tale pace, Me thinketh it accordant to reason, To tell you alle the condition Of each of them, so as it seemed me, And which they weren, and of what degree; And eke in what array that they were in: And at a Knight then will I first begin. E STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-13 *farther *journeyed SA A KNIGHT there was, and that a worthy man, That from the time that he first began To riden out, he loved chivalry, Truth and honour, freedom and courtesy. Full worthy was he in his Lorde’s war, And thereto had he ridden, no man farre*, As well in Christendom as in Heatheness, And ever honour’d for his worthiness At Alisandre <6> he was when it was won. Full often time he had the board begun Above alle nations in Prusse.<7> In Lettowe had he reysed,* and in Russe, No Christian man so oft of his degree. In Grenade at the siege eke had he be Of Algesir, and ridden in Belmarie. <8> At Leyes was he, and at Satalie, When they were won; and in the Greate Sea At many a noble army had he be. At mortal battles had he been fifteen, And foughten for our faith at Tramissene. In listes thries, and aye slain his foe. This ilke* worthy knight had been also Some time with the lord of Palatie, Against another heathen in Turkie: And evermore *he had a sovereign price* . And though that he was worthy he was wise, And of his port as meek as is a maid. He never yet no villainy ne said In all his life, unto no manner wight. He was a very perfect gentle knight. But for to telle you of his array, His horse was good, but yet he was not gay. Of fustian he weared a gipon*, Alle *besmotter’d with his habergeon,* For he was late y-come from his voyage, And wente for to do his pilgrimage. *He was held in very high esteem.* PL M *same <9> E *short doublet *soiled by his coat of mail.* STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-14 SA With him there was his son, a younge SQUIRE, A lover, and a lusty bacheler, With lockes crulle* as they were laid in press . Of twenty year of age he was I guess. Of his stature he was of even length, And *wonderly deliver*, and great of strength . And he had been some time in chevachie*, In Flanders, in Artois, and Picardie, And borne him well, *as of so little space*, In hope to standen in his lady’s grace. Embroider’d was he, as it were a mead All full of freshe flowers, white and red. Singing he was, or fluting all the day; He was as fresh as is the month of May. Short was his gown, with sleeves long and wide. Well could he sit on horse, and faire ride. He coulde songes make, and well indite, Joust, and eke dance, and well pourtray and write. So hot he loved, that by nightertale* He slept no more than doth the nightingale. Courteous he was, lowly, and serviceable, And carv’d before his father at the table.<10> *curled *wonderfully nimble* *cavalry raids *in such a short time* *night-time M PL A YEOMAN had he, and servants no mo’ At that time, for *him list ride so* And he was clad in coat and hood of green. A sheaf of peacock arrows<11> bright and keen Under his belt he bare full thriftily. Well could he dress his tackle yeomanly: His arrows drooped not with feathers low; And in his hand he bare a mighty bow. A nut-head <12> had he, with a brown visiage: Of wood-craft coud* he well all the usage: Upon his arm he bare a gay bracer*, And by his side a sword and a buckler, And on that other side a gay daggere, Harnessed well, and sharp as point of spear: A Christopher on his breast of silver sheen. An horn he bare, the baldric was of green: A forester was he soothly* as I guess . There was also a Nun, a PRIORESS, That of her smiling was full simple and coy; Her greatest oathe was but by Saint Loy; And she was cleped* Madame Eglentine. *it pleased him so to ride* E *knew *small shield *certainly *called STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-15 SA Full well she sang the service divine, Entuned in her nose full seemly; And French she spake full fair and fetisly* After the school of Stratford atte Bow, For French of Paris was to her unknow. At meate was she well y-taught withal; She let no morsel from her lippes fall, Nor wet her fingers in her sauce deep. Well could she carry a morsel, and well keep, That no droppe ne fell upon her breast. In courtesy was set full much her lest* . Her over-lippe wiped she so clean, That in her cup there was no farthing* seen Of grease, when she drunken had her draught; Full seemely after her meat she raught*: And *sickerly she was of great disport*, And full pleasant, and amiable of port, And *pained her to counterfeite cheer Of court,* and be estately of mannere, And to be holden digne* of reverence . But for to speaken of her conscience, She was so charitable and so pitous,* She woulde weep if that she saw a mouse Caught in a trap, if it were dead or bled. Of smalle houndes had she, that she fed With roasted flesh, and milk, and *wastel bread.* But sore she wept if one of them were dead, Or if men smote it with a yarde* smart: And all was conscience and tender heart. Full seemly her wimple y-pinched was; Her nose tretis;* her eyen gray as glass;<13> Her mouth full small, and thereto soft and red; But sickerly she had a fair forehead. It was almost a spanne broad I trow; For *hardily she was not undergrow* . Full fetis* was her cloak, as I was ware . Of small coral about her arm she bare A pair of beades, gauded all with green; And thereon hung a brooch of gold full sheen, On which was first y-written a crown’d A, And after, *Amor vincit omnia.* Another Nun also with her had she, [That was her chapelleine, and PRIESTES three.] *properly *pleasure *speck *reached out her hand *surely she was of a lively disposition* *took pains to assume a courtly disposition* *worthy PL M *full of pity *finest white bread* *staff E *well-formed *certainly she was not small* *neat *love conquers all* STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-16 SA A MONK there was, a fair *for the mast’ry*, An out-rider, that loved venery*; A manly man, to be an abbot able. Full many a dainty horse had he in stable: And when he rode, men might his bridle hear Jingeling <15> in a whistling wind as clear, And eke as loud, as doth the chapel bell, There as this lord was keeper of the cell. The rule of Saint Maur and of Saint Benet, <16> Because that it was old and somedeal strait This ilke* monk let olde thinges pace, And held after the newe world the trace. He *gave not of the text a pulled hen,* That saith, that hunters be not holy men: Ne that a monk, when he is cloisterless; Is like to a fish that is waterless; This is to say, a monk out of his cloister. This ilke text held he not worth an oyster; And I say his opinion was good. Why should he study, and make himselfe wood* Upon a book in cloister always pore, Or swinken* with his handes, and labour, As Austin bid? how shall the world be served? Let Austin have his swink to him reserved. Therefore he was a prickasour* aright: Greyhounds he had as swift as fowl of flight; Of pricking* and of hunting for the hare Was all his lust,* for no cost would he spare . I saw his sleeves *purfil’d at the hand With gris,* and that the finest of the land . And for to fasten his hood under his chin, He had of gold y-wrought a curious pin; A love-knot in the greater end there was. His head was bald, and shone as any glass, And eke his face, as it had been anoint; He was a lord full fat and in good point; His eyen steep,* and rolling in his head, That steamed as a furnace of a lead. His bootes supple, his horse in great estate, Now certainly he was a fair prelate; He was not pale as a forpined* ghost; A fat swan lov’d he best of any roast. His palfrey was as brown as is a berry. *above all others*<14> *hunting *same *he cared nothing for the text* *mad <17> *hard rider PL M *toil E *riding *pleasure *worked at the end with a fur called “gris”* *deep-set *wasted
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