One Ring to rule them all, One Ring to find them,
One Ring to bring them all and in the darkness bind them…
The Lord of the Rings: The Fellowship of the Ring
Based on the characters he created in The Hobbit, J.R.R. Tolkien wrote The Fellowship of
the Ring in 1954. It is the first book in a fantasy trilogy telling the story of the Great War
of the Rings and the classic battles between good and evil.
Known as J.R.R. Tolkien to the literary world (1892-1973) John Ronald Reuel Tolkien was a
major scholar of the English language, majoring in philology (the study of words and languages)
he specializing in Old and Middle English. Twice Professor of Anglo-Saxon (Old English) at the
University of Oxford, he wrote a number of stories, including most famously The Hobbit (1937)
and The Lord of the Rings (1954-1955), which are set in a pre-historic era in an invented version
of the world which he called by the Middle English name of Middle-earth. It was peopled by
Men (and women), Elves, Dwarves, Trolls, Orcs (or Goblins) and of course Hobbits.
Tolkien skillfully crafted the foundation of his fantasy epics around Anglo-Saxon, Icelandic,
Norse and Gothic mythology; paying particular attention to the famous work of “Beowulf”.
These different mythologies influenced Tolkien’s vision for language, imagery, setting, social
structure, and conflicts in The Lord of the Rings.
The Anglo Code of Honor runs deep throughout the trilogy with reference to heroic deeds,
loyalty, honor, bravery, and generosity. The themes of Good vs. Evil and the Christian images
of Heaven vs. Hell and the act of Fate are all driving forces as well.
Out of the epic tradition evolved a literary form which is even closer to the spirit of The Lord of
the Rings—that is, the quest. The quest emphasizes a clear goal for the hero, (imposing),
someone or something which the hero desires above all to possess, to restore, or to free from
bondage. Much attention is given to the special qualities necessary to the hero if his particular
quest is to be successful. The adventures which come to, or are sought by, the hero are more
clearly seen as he is tested not only in skill and courage but also in spirit and heart; indeed, there
is much emphasis on the hero’s worthiness even to undertake the quest, which is itself perceived
One Ring to rule them all, One Ring to find them,
One Ring to bring them all and in the darkness bind them…
as a sacred task laid on him by higher powers. Moreover, as if to emphasize that the quest is
more than merely a personal one, the hero receives help not only from other persons, (like that of
Beowulf) but often from other creatures or even non-human sources, both natural and supernatural. (Epic traits)
TOLKIEN’S FICTIONAL WORLD
ELVES
The elves are the oldest race in Middle-earth. They are not subject to death through
again, thought they can be killed or may choose to accept human mortality by marrying one of
humankind. They are noble, graceful figures with remarkable capacities for sight and hearing
and a deep love for nature, especially trees. Their spiritual stature is shown by their relation to
the angelic beings called the Valar, with whom they have lived in far western land called the
Blessed Realm, the Undying Lands, the West, and Valinor. Because of this relationship, the
elves have great power in Middle-earth “against both the Seen and the Unseen.”
DWARVES
These ancient people are much as our own traditions describe them. They are shorter
than men, but very stocky and tough. Famous as miners, they live in the great mines and caverns
they worked, and they have made their dwellings richly beautiful with gems and handiworks of
gold and silver. They are fiercely protective of their treasures and do not make friends easily,
especially with elves. They have a strong sense of justice, particularly where their own interests
are at stake.
ENTS
Almost indistinguishable from the trees of which they are the guardians, Ents resemble
man, but are trees. At 14 feet high, their movements and speech are usually slow and deliberate,
but when aroused they can move with incredible speed and can break open a stone as easily as
they can break apart a bread crust.
One Ring to rule them all, One Ring to find them,
One Ring to bring them all and in the darkness bind them…
HOBBITS
Tolkien took great care to describe the hobbits in detail in The Hobbit and in the prologue
to The Lord of the Rings, and the trilogy itself may be taken as a study of hobbits. From the
mass of information we are given, it should be noted that “in spite of later estrangement, hobbits
are relations of ours.” Many readers find stronger mental affinities with the hobbits than with the
men in the story, most of whom are rather larger than life. One admires Aragorn (much as one
might admire Beowulf) but what Aragorn, or any of the other men, does seems less significant
for living our own lives than what Frodo or Sam or any of the other hobbits does. Moreover, it is
sobering to reflect on the fact that Gollum, too, was once an ordinary hobbit.
MEN
In the earliest history of Middle-earth, men were less prominent than elves and possibly
than dwarves. By the time of the events of The Lord of the Rings, they have experienced periods
both of dominance and of decline, but it is clear that if Middle-earth survives the fury of Sauron,
they are destined to be the ruling race of the Fourth Age.
ORCS
The orcs, better known to our world as goblins, ARE NOT “natural” creatures, but were
especially bred by Morgoth as a kind of parody of the elves. Truly omnivorous, they tend to be
apelike in appearance but are skilled in mining and in making weapons and instruments of
torture. All sense for beauty and all compassion seem to have been bred out of them. They live
for hatred and destruction….purest form of evil.
WIZARDS
Five wizards appeared in Middle-earth around the year 1100 of the Third Age. They
were believed to be sent by the Valar (and presumed to be the Valar taken on human form) to
give limited aid to the inhabitants of Middle-earth, who must themselves have the will and
strength and endurance to wage the war as if everything upon themselves. The wizards and
certain leaders of the High elves formed the White Council. Only the names of Saruman the
White, Gandalf the Grey, and Radagast the Brown seem to have been preserved in the records.
One Ring to rule them all, One Ring to find them,
One Ring to bring them all and in the darkness bind them…
Concepts/ Traits that run through Beowulf, The Hobbit and The Lord of the Rings
Concept/Trait
Beowulf
The Hobbit
The Lord of the Rings
One Ring to rule them all, One Ring to find them,
One Ring to bring them all and in the darkness bind them…
Loyalty members (#)
Anglo-Saxon Code:
Epic Components
Theme of Good vs. Evil
Theme of Heaven vs.
Hell
Theme of Fate
Christian symbols:
Omens
One Ring to rule them all, One Ring to find them,
One Ring to bring them all and in the darkness bind them…
Dragon/Creatures/Evil
forces
Importance of Weapons
NOTES:
 The Anglo-Saxon Code of Honor: being loyal and doing heroic deeds; generosity,
friendship, bravery and courage.
 Epic Traits: Vast setting, Imposing hero, Super-human powers, Super-natural force, the
Quest or “adventure”.
 Good vs. Evil
 Christian symbols; good and bad omens
 Fate
 Heaven vs. Hell
 Mythological Dragon
 Importance of Weapons: sword, mail shirt, the Ring, cloak etc…
Reading and Understanding The Lord of the Rings
One Ring to rule them all, One Ring to find them,
One Ring to bring them all and in the darkness bind them…
The reading of The Lord of the Rings is going to be a little “untraditional” to other novels
you have read. Because of its difficulty and intense language and vocabulary (along with
numerous literary techniques that enhance the story) the “typical” structure of reading and doing
reflection questions will only be a portion of what we will be doing to ensure comprehension and
knowledge of the text. In addition to the reflection questions students will be keeping a Doubleentry journal, post-it-notes (as a means of communicating with the text), an active vocabulary
list, and participate in daily writing prompts and a variety of other activities to relate to, and
work with, the text.
Assigned reading:
Students will be assigned reading chunks—multiple chapters at a time—but given ample
time to read them. In addition to reading, as a class we listen to the audio of some chapters
(something I encourage you to do on your own time as well) we will partner read, I will read
chapters aloud to you (you may volunteer as well) and there will be days where you will read
silently in class. As always, pop quizzes will be given to ensure you are not being lazy and
group discussions are active and comprehension of the story is being attained.
Double-Entry Journals
The DEJ is a method of journaling that allows you to identify and discuss key concepts,
quotes, situations, ideas, and characteristics or, perhaps problems that you find while reading the
text. The DEJ can be written or typed (see directions) and will be collected for credit after each
chunk of reading has been discussed within your group. You will be required to have 3 entries
for each chapter of reading. Each entry, with response, will be worth 5 pts.
Vocabulary List
A vocabulary list will accompany each chunk of reading and be attached to your guided
reading questions. Your vocabulary list will be turned in at the completion of the assigned
“chunk”. To receive full credit you will need to 1.) Define the word, 2.) Identify its etymology,
and 3.) Use it correctly in a sentence.
Guided Reading Questions
The guided reading questions will be for your benefit! They act as an aid in the
comprehension of the text. They will also stimulate active discussion on days you are in your
groups working with the text. They will count as a completion grade and are set up around each
chunk of reading.
Post –it- Notes
One Ring to rule them all, One Ring to find them,
One Ring to bring them all and in the darkness bind them…
Post-it-Notes make great references for analyzing a passage, questioning a passage,
discussing a passage, or simply highlighting something that caught your eye. They will come in
handy in group discussions; they will also remind YOU of what you wanted to ask me. Think of
the method as a means to writing down the questions that come to your mind while you are
reading. Get them down on the post-it, don’t worry about answering them, initially, continue
reading and see if later pages, chapters, group members, I, or later chapters offer up any
meaning. It’s the act of questioning the text that makes you grow as the reader. We call these
“Level Questions”—over time, your questions will become stronger, more analytical and
thematic based.