Etymology
 See task
directions on
pdf file
Module Assessment
 See prompt pdf online
 Argumentative Essay Rough Draft
 Peer Review Sheet
 Final Draft
 Must use minimum 3 sentence patterns
 At least 5 vocabulary words from sets 1-4
All resources available at lhsenglish.com
**By the end of your module, you also:
 Complete all Cornell Notes questions and answers
 Complete Active Reading Journal / blog
 Take and pass with a score of 3 or higher, a final exam on the novel**
Will need to print off lhsenglish.com
Writing Elements: Choose ONE
 Chapter 1, 2 Setting
 Chapters 1-10 Symbolism
 Chapters 5-7 Characterization
 Figurative Language
 Sensory Imagery
Authorial argument and Purpose
 Philosophical Analysis: complete table
 Theme: complete chart
Authorial Purpose and Point of View
 Complete Point of View assignment
 Must be at least 12 sentences long


See “Poetry Comparison” pdf for poem and
details
Must be at least 12 sentences long
Comparison of Artistic Mediums
Usage in Context
 Choose 2
words from
each chapter
Written Texts
Rhetorical Modes Essay – CHOOSE ONE.
 Process Analysis: See prompt pdf online
 Definition: See prompt pdf online
 Classification/Division: see prompt pdf online
 Must be full essay, with minimum of 3 sentence patterns
 Produce a clear and coherent writing in which the development ,
organization, and style are appropriate to task, purpose, and audience
 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience
 Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning, and relevant and sufficient evidence
 Determine an author’s point of view or purpose in a text
and analyze how an author uses rhetoric to advance that
point of view
 Delineate and evaluate the argument and specific claims
in a text, assessing whether the reasoning is valid and the
evidence is relevant and sufficient; identify false
statements
choice on meaning and tone
 Demonstrate command of the conventions of Standard English
grammar and usage (parallel structure and phrases)
 Analyze the representation of a subject or scene in
two different artistic mediums
 Determine meaning of
words and phrases as they
are used in a text,
figurative or connotative,
and analyze cumulative
impact of specific word
MT 3: Syntax & Structure
MT 4: Argumentative Text
MT 2: Reading & Response
Name / Period
ELA 9A Level 4 Module- Anthem by Ayn Rand
MT 1: Vocabulary
Acquisition
EVIDENCE CHOICES
Apply fluency skills and
demonstrate mastery of
grade level reading in
oral format
 Choose a 15 sentence
passage from one of
the speeches listed on
pdf and memorize and
recite it.
 Compose and deliver a
book review of the
novel (see template on
site)
 Choose a 15 sentence
passage and memorize
and recite it.
CHOOSE ONE.

MT 5: Range of Reading
Date Finished:
Date Begun:
Name:___________________
Month(s)
_____________________________
Today, I will
Today, I accomplished
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Module Pacing Calendar
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Due at the
end of
this week
Today, I will
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Module Pacing Calendar
Today, I will
Month(s)
_____________________________
Name:___________________
Today, I accomplished
Today, I will
Today, I accomplished
Today, I will
Today, I accomplished
Today, I will
Due at the
end of
this week
ACTIVE READING BLOG (LEVEL 4 – 9A) Every 30 pages, you will complete a journal entry that details your exploration of the text you are reading. Each entry will be a minimum of 10 sentences long, and follow the format explained below. You must VARY your optional topics for each chapter (use them all at some point). Minimum 4 sentences = summary Minimum 2 sentences = optional topic #1 Minimum 2 sentences = optional topic #2 Minimum 2 sentences = optional topic #3 Optional – You’re encouraged to make your journal entries an online blog! You can put this blog on a website that will become your senior project webpage, and we’ll make a link from lhsenglish.com to your site, so others can admire your efforts and learn from your insight. Requires parent approval. See LF for more information. SUMMARY = Writing a short summary of what you have read • “The most important events were…” • “In this chapter the main character…” • “In this reading I discovered that…” OPTIONAL TOPICS PREDICTIONS = Making predictions about what will happen next • “I predict that…because…” • “In the next chapter I think…” • “I wouldn’t be surprised if…” QUESTIONS = Asking questions about what is happening in the story • “I wonder why…” • “I wonder what it means when…” • “Why doesn’t (character’s name)…” CONNECTIONS = Connecting what you are reading to another text, to your own life or to what you know about the world • “When I read about…it made me think of…” • “Reading this reminds me of…” REACTIONS = Having reactions to what is happening in the story • “I was surprised when…” • “I was disappointed when…” • “I was confused when…” • “I was really angry when…” OPINIONS = Giving opinions about what you are reading • “I felt…when…” • “I think the character should have…” • “In my opinion…” UNDER THE SURFACE = Reading “under the surface” or thinking about what is happening that isn’t being talked about • “This is what I think is really going on here….” • “I think this is what’s happening…” MESSAGE = Discovering the author’s message. • “This story made me realize…” • “I think (main character) learned that…” • “The message of the story was…” MTS 2/3: WHOLE WORK COMPREHENSION:
Using your novel by your author, complete leveled questions and answers for the whole
text. These questions must:



Be formatted as Cornell Notes
Be in question form with answers in complete, and thorough, sentences
Meet the requirements of the rubric below
Leveled Questions after finishing the novel or text- Write a minimum of four level 1
questions; three level 2 questions; two level 3 questions; one level 4 questions. Every question must
include answers in complete sentences. These questions should demonstrate your understanding of the following:
# of Questions: 4
Answer: 1 sentence
# of Questions: 3
Answer: 2 sentences
# of Questions: 2
Answer: 3 sentences
# of Questions: 1
Answer: 5 sentences
4
-All questions relate to the
particular text
-There are 3 questions
(minimum)
-Level 4 questions provide
significant and specific
answers with elaboration
- All questions are
answered with
sophisticated insight and
complete sentences
-Answers cite extensively
from the text
-A 5 sentence summary
that takes a position on the
essential question
Level 1- Basic chapter information: Character names, relationships, events
o i.e. Who was Scout Finch’s father and what was his job?
Level 2- Comparison of characters, events, and outcomes
o i.e How did Scout’s view of Calpurnia differ from Jem’s view of her?
Level 3- Analysis of characters, events, plot details
o i.e. How did the experience at night at Boo Radley’s house change
Scout’s view of her neighbor?
Level 4- Connection of text to other context, time, idea, period, event
o How does Tom’s courtroom experience portray the realities of how
African Americans are prosecuted within the American criminal justice
system?
3
-All questions relate to the
particular text
-There are 4 questions of
(minimum)
- All questions are
answered in full detail and
complete sentences
-Answers cite some direct
evidence from text
-A 5 sentence summary
that successfully answers
the essential question
2
-All questions relate to the
particular text
-There are 5 questions of
(minimum)
-Questions may lack full
detail and complete
sentence structure
-Answers do not cite direct
evidence from text
- Summary lacks 5
sentences or may not
successfully answer the
essential question
1
-Questions may not relate
to the particular text
-Minimum amount of
questions not met
-Questions lack full detail
and complete sentence
structure
-Answers do not cite direct
evidence from text
- Summary lacks 5
sentences or does not
address the essential
question
ANTHEM VOCABULARY Chapter 1
• atone
• base
• befell
• dais
• forbade
• indivisible
• larder
• lashed
• mandates
Chapter 4
•
•
•
•
Chapter 2
•
•
•
•
•
•
•
•
portals
prescribe
pulpit
ravine
sieve
uncharted
vocations
wretch
scornful
submission
tarried
unconquered
alliance
boon
collectively
corruption
decreed
harness
illustrious
Chapter 10
•
•
•
•
barren
endeavoring
hearth
reverence
avert
deigned
eugenics
falter
fraternity
furrows
lassitude
likeness
•
•
•
•
•
•
•
monstrous
perish
pyre
reprimanded
solidarity
taut
tunics
Chapter 5
•
•
•
•
•
Chapter 7
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Chapter 3
infamy
quest
redemption
solitude
torrent
unanimity
•
•
•
abyss
bidding
conceive
devised
reeling
•
•
•
•
obtain
thus
upturned
alms
covet
creed
depraved
dictate
edict
impotent
defied
hastened
humblest
withered
Chapter 9
•
•
•
•
•
•
Chapter 11
•
•
•
•
•
•
•
brine
lodestone
unveiling
whence
Chapter 6
Chapter 8
•
•
•
•
•
•
•
•
•
•
damnation
ecstasy
halting
obediently
vainly
weariness
Chapter 12
•
•
•
•
•
•
•
plunder
sanction
serfdom
threshold
undefiled
vindicate
warrant
•
•
•
•
•
•
•
•
•
•
beacon
deliverance
impassable
raze
savage
shackled
tilled
transition
whither
yoke
9A LEVEL 4 MODULE
MT 1: VOCABULARY IN CONTEXT
Look at the vocabulary list provided for the novel and choose 2 words per chapter (or, 1 word for
books over 20 chapters) to complete the following task in a table similar to the one shown below.
You may make one table for the entire text.
1. Find the sentence that uses that word in the actual text, and record it.
2. Write the definition of the word (in your own language) and its part of speech
3. Write your own sentence that demonstrates proper use of the word.
Example from Anthem:
Word
Word Used in Text
Atone
(chpt 1)
“We knew we had been
guilty, but now we had a
way to atone for it.”
Definition and Part of
Speech
Verb. To make up for or
to right a wrong.
My own Sentence
I will atone for my mistakes in his
class by writing a letter of apology
to the teacher and my fellow
students.
For a play script (“To Kill a Mockingbird”), choose 1 word per scene, or simply write “N/A” in
your second column if the word does not appear in the script.
MT1 – ETYMOLOGY TASKS
Directions: Choose 1 of the following tasks to complete.
ETYMOLOGY ASSIGNMENT OPTION #1
Choose 12 of the words listed in the vocabulary list, and look up each in the dictionary:
List:
1) The language source (Latin, Greek, etc.)
2) Its original meaning
3) Its current meaning
EXAMPLE:
CANDIDATE
1) Latin
2) White robed; those who sought office in ancient Rome wore white robes
3) A person who seeks, or has been proposed for an office, an award, etc.
________________________________________________________________________
ETYOMOLOGY ASSIGNMENT OPTION #2
Choose 12 of the available terms and look up each at etymonline.com and record all information
related to the term. Click the dictionary symbol and look up the word and write the current
definition, synonyms antonyms. Also write down all derivations of the word.
Example:
lugubrious (adj.)
c.1600, from Latin lugubris "mournful, pertaining to mourning," from lugere "to mourn," from
PIE root *leug- "to break; to cause pain" (cf. Greek lygros "mournful, sad," Sanskrit rujati
"breaks, torments," Lettish lauzit "to break the heart"). Related: Lugubriously; lugubriousness.
lugubriosity (n.)
lugubrosity.
1839, from Latin lugubris (see lugubrious) + -ity. Sometimes also
lugubrious — adjective
lugubriously — adverb
lugubriousness — noun
Synonyms: sorrowful, melancholy.
Antonyms: cheerful.
Linking Anthem Poetry
Liberty chooses “Unconquered” as a fitting name for Equality. Similarly, William Henley’s most famous
poem is titled Invictus, which is Latin for “Unconquered.” Describe the similarities between the main
characters in each of these works.
Invictus
By William Ernest Henley
Out of the night that covers me,
Black as the Pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.
In the fell clutch of circumstance
I have not winced nor cried aloud.
Under the bludgeonings of chance
My head is bloody, but unbowed.
Beyond this place of wrath and tears
Looms but the Horror of the shade,
And yet the menace of the years
Finds, and shall find me, unafraid.
It matters not how strait the gate,
How charged with punishments the scroll,
I am the master of my fate;
I am the captain of my soul.
Modified by S. Nugent as interpreted from Anthem—Lesson Plans and Study Guide © Ayn Rand Institute 2006
8
Name:
Anthem Philosophical Analysis / Textual Comparison
Several political, moral, and philosophical concepts are evident in Rand‟s work. The following terms are
defined according to her Lexicon, a book she wrote about her philosophies. Find one supporting
example from Anthem that best illustrates the ascribed definition. Write the entire quote, the page
number or chapter (if reading electronically), and a modern day parallel.
Concept Quote
Supporting Example from
Anthem
Modern Day Parallel
EXAMPLE: Collectivism
“Collectivism means the
subjugation of the individual to
a group – whether to a race,
class, or state does not matter.
Collectivism holds that man
must be chained to a collective
action and collective thought
for the sake of what is called
“the common good.” (Lexicon,
74)
Individualism
“Individualism regards man –
every man – as an independent,
sovereign entity who possesses
an inalienable right to his own
life, a right derived from his
nature as a rational being.
Individualism holds that a
civilized society…can be
achieved only on the basis of the
recognition of individual rights –
and that a group, as such has no
rights other than the individual
rights of its members.” (Lexicon,
218)
Altruism
“The basic principle of altruism
is that man has no right to exist
for his own sake, that service to
others is the only justification of
his existence, and that selfsacrifice is his highest moral
duty, virtue, and value…which
means: the self as a standard of
evil, the selfless as a standard of
good.” (Lexicon, 4)
We strive to be like all our
brother men, for all men must
be alike. (Chapter 1)
A modern day parallel to this
collectivist mentality is gangs.
In a gang, a person is supposed
to act, think, behave and obey
the “collective” thought of the
gang, what is good for the gang.
The individual is less important
than the gang as a whole. In
addition, gang members are
often expected to dress alike,
look alike and adhere to certain
colors and brands- making them
seem even less like individuals.
Egoism
“Egoism states that each man‟s
primary moral obligation is to
achieve his own welfare, wellbeing, or self-interest…He should
be „selfish‟ in the sense of being
the beneficiary of his own moral
actions.” (The Virtue of
Selfishness, 49)
Conformity
“The act or habit of bringing
[oneself] into harmony or
agreement with others; of
adhering to conventional
behavior. (Webster’s, 149)
Obedience
“Complying with a command;
yielding to those in authority.”
(Webster’s, 533)
Independence
“One‟s acceptance of the
responsibility of forming one‟s
judgments and of living by the
work of one‟s own mind…is the
virtue of independence.” (For
the New Intellectual, 128)
2. Ayn Rand wrote Anthem in diary form, using first-person point of view. Discuss the merits of this
form and point of view for this particular novel. Consider: Why is the diary form crucial to plot and
character development in Anthem? How does it help to reveal the setting and establish the nature of
this society? How does it contribute to the mystery surrounding the Unspeakable Word? How
would using first person minor or third person omniscient point of view weaken the novel? It might
be necessary to review some common methods of narration with students:
7
Student’s Page­
Name: ________________________________
Anthem
Date:_________________
Chapters V – VII
Ideas/Themes II
Objective:
Interpreting and altering ideas
Activity
Imagine that the gender roles of Equality 7-2521 and the Golden One are reversed—in other words,
Equality 7-2521 is a woman, and the Golden One is a man.
Fill in the events chart below, identifying how such a gender reversal would change the story. Then, under
the “Significance” column, explain how a gender reversal would affect the message of the book. One has
been done for you.
IDEAS AND THEMES CHART
Event
Equality 7-2521 approaches Liberty
5-3000 as she works in her field.
Difference
A young woman would have been
approaching a young man to make an
advance.
Significance
Rand’s passive portrayal of the female
would be reversed here, with the
woman making the romantic advance.
Liberty 5-3000 silently offers Equality
7-2521 a drink of water from his
hands.
The Golden One looks into a mirror
and, paralyzed by his own beauty,
collapses into a pile of fine clothes.
Meanwhile, Equality 7-2521 is
downstairs planning their future
together.
S - 51
Reproducible Student Worksheet
Anthem RHETORICAL MODES ESSAY PROMPTS
Process Analysis
While recounting man’s struggle for freedom throughout history, Equality laments that “At first,
man was enslaved by gods. . . . Then he was enslaved by the kings. . . . He was enslaved by his
birth, his kin, his race. But he broke their chains. He declared to all his brothers that a man has
rights which [no men] can take away from him. . . . And he stood on the threshold of . . .
freedom. . . . But then he gave up all that he had won, and fell lower than his savage beginning”
(pp. 101–102).
Find a specific example from history for each of these five stages in mankind’s political history,
including an example from the twentieth century for the final stage. What, according to this
novel, must man understand to enable him to pass through the threshold of freedom that, in the
past, he so nearly reached?
Process Analysis
In the final chapter of Anthem, Prometheus writes that he now understands “why the best in me
had been my sins and my transgressions; and why I had never felt guilt in my sins.” What has
Prometheus come to understand about himself? Describe the events (the process) throughout
the novel which led to this realization.
Definition
What is “collectivism”? Which of our laws today are collectivist?
Definition
Give your own definition of an “ideal society,” drawing on what you’ve read in Anthem, in light
of the society in which we live
Classification/Division
Classify and define the different forms of government that are in use today, and explain how they
are alike/dislike the society of Anthem.
YOU MAY CHOOSE YOUR OWN TOPIC WITH PRIOR APPROVAL.
FINAL ESSAYS – ANTHEM The following essays could win you money! See http://essaycontest.aynrandnovels.org/Anthem.aspx?theme=blue for details. Topics
Select ONE of the following three topics:
1.
In many real and fictionalized totalitarian societies, children live apart from their families. Why would
dictatorial leaders enforce this living arrangement?
2.
In the final chapter of Anthem, Prometheus writes that he now understands “why the best in me had been
my sins and my transgressions; and why I had never felt guilt in my sins.” What has Prometheus come to
understand about himself? Why does his society regard the “best in him” as sinful?
3.
Prometheus writes: “The secrets of this earth are not for all men to see, but only for those who will seek
them.” (Chapter 3) Why does he think that the secrets of this earth are not for all men to see? If he thinks
this, why does he decide to show his glass box to the World Council of Scholars? How do these issues
relate to the theme of the novel?
Judging
Essays will be judged on both style and content. Judges will look for writing that is clear,
articulate and logically organized. Winning essays must demonstrate an outstanding
grasp of the philosophic meaning of Anthem.
 You must still use sentence patterns!
 Use vocabulary terms as well – judges like that!
OTHER ESSAY OPTIONS
1.
Is Anthem a realistic portrayal of life in a totalitarian society? Compare the fictionalized society in Anthem
to a real dictatorship, past or present. Some options are Nazi Germany, Soviet Russia, Cuba, China,
Cambodia, etc.
2. The novel ends with one word, EGO. Prometheus declares that his son “will be taught to say “I”
and to bear the pride of it. He will be taught to walk straight on his own feet. He will be taught
reverence for his own spirit.” and that he will worship “the word which will not die. . . the word
which can never die on this earth, for it is the heart of it and the meaning and the glory. The
sacred word: EGO.”
Consider the distinct perspectives on the idea of EGO expressed in the following statements.
“Ego has a voracious appetite, the more you feed it, the hungrier it gets.”
-Nathaniel Bronner Jr. Pastor, Scientist and Speaker (1940-1993)
“I have nothing to declare except my genius. . . Nothing makes one so vain as being told one is a
sinner. Conscience makes egotists of us all.”
-Oscar Wilde. Poet and Writer (1854-1900)
In a well-organized essay, take a position on the issue of ego. Support your argument with
appropriate evidence and examples.