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NY Grade 12 Unit 7 Meeting the Standards
Care has been taken to verify the accuracy of information presented in this book. However, the
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978-0-82195-053-1
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Printed in the United States of America
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Publisher’s Note
EMC Publishing’s innovative program Mirrors & Windows: Connecting with
Literature presents a wide variety of rich, diverse, and timeless literature to help
students reflect on their own experiences and connect with the world around
them. One goal of this program is to ensure that all students reach their maximum
potential and meet state standards.
A key component of this program is a Meeting the Standards resource for each
unit in the textbook. In every Meeting the Standards book, you will find a study
guide to lead students through the unit, with a practice test formatted to match a
standardized test. You will also find dozens of high-quality activities and quizzes
for all the selections in the unit.
EMC Publishing is confident that these materials will help you guide your
students to mastery of the key literature and language arts skills and concepts
measured in your standardized test. To address the needs of individual students,
enrich learning, and simplify planning and assessment, you will find many more
resources in our other program materials—including Differentiated Instruction,
Exceeding the Standards, Program Planning and Assessment, and Technology Tools.
We are pleased to offer these excellent materials to help students learn to
appreciate and understand the wonderful world of literature.
© EMC Publishing, LLC
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Contents
Introduction
x
Correlation to Formative Survey Results
xii
Victorian Era Study Guide for New York (with Practice Test and Master Vocabulary List)
1
Part 1: A Realistic Approach
My Last Duchess / Porphyria’s Lover, Robert Browning
Build Vocabulary: Synonyms and Antonyms Analyze Literature: Speaker and Tone
Analyze Literature: Poetic Elements
Selection Quiz 19
20
21
22
How do I love thee? (Sonnet 43), Elizabeth Barrett Browning
Analyze Literature: Sonnet
Analyze Literature: Concrete and Abstract Language
Analyze Literature: Poetry Critique Selection Quiz 23
24
25
26
from Great Expectations, Charles Dickens
Build Vocabulary: Synonyms and Antonyms
Analyze Literature: Style and Tone Extend the Text: Dickens Criticism
Selection Quiz 27
28
29
30
from Jane Eyre, Charlotte Brontë
Build Vocabulary: Context Clues Analyze Literature: Setting and Mood
Analyze Literature: Jane Eyre as a Feminist
Selection Quiz 31
32
33
34
from Madame Bovary, Gustave Flaubert
Build Vocabulary: Word Analogies Extend the Text: Madame Bovary Criticism
Analyze Literature: Imagery
Selection Quiz 35
36
37
38
from The Mayor of Casterbridge, Thomas Hardy
Build Vocabulary: Etymology Analyze Literature: Characterization Selection Quiz
39
40
41
The Darkling Thrush / Ah, Are You Digging on My Grave?, Thomas Hardy
Build Vocabulary: Adjectives Analyze Literature: Figures of Speech
Analyze Literature: Critique a Poem
Selection Quiz 42
43
44
45
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The Mark of the Beast, Rudyard Kipling
Build Vocabulary: Word Meaning
Analyze Literature: Irony Selection Quiz 46
47
48
The Lagoon, Joseph Conrad
Build Vocabulary: Greek Roots
Analyze Literature: Style and Tone Analyze Literature: Setting Analyze Literature: Text-to-Text Connection Selection Quiz 49
50
51
52
53
Christmas Storms and Sunshine, Elizabeth Gaskell
Build Vocabulary: Definitions
Analyze Literature: Plot Analyze Literature: Theme
Selection Quiz 54
55
56
57
Part 2: Faith and Doubt
The Lady of Shalott / Ulysses, Alfred, Lord Tennyson
Build Vocabulary: Etymology: Middle English
Analyze Literature: Narrative Poetry
Analyze Literature: Dramatic Monologue Analyze Literature: Tennyson Criticism Selection Quiz 58
59
60
61
62
from In Memoriam, Alfred, Lord Tennyson
Build Vocabulary: Prefixes and Suffixes Analyze Literature: Elegy Analyze Literature: Analyze a Poem Selection Quiz 63
64
65
66
Dover Beach, Matthew Arnold
Build Vocabulary: Word Facts Analyze Literature: Sound Devices
Analyze Literature: Imagery Selection Quiz 67
68
69
70
Pied Beauty / Spring and Fall: To a Young Child, Gerard Manley Hopkins
Analyze Literature: Diction Analyze Literature: Sound Devices Extend the Text: Hopkins’s Philosophy
Selection Quiz 71
72
73
74
When I Was One-and-Twenty / To an Athlete Dying Young, A. E. Housman
Build Vocabulary: Context Clues
Analyze Literature: Symbolism Analyze Literature: Text-to-Text Connection
Selection Quiz 75
76
77
78
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A Birthday / Promises Like Pie-Crust, Christina Rossetti
Build Vocabulary: Word Facts Analyze Literature: Figurative Language
Analyze Literature: Analyze a Poem
Selection Quiz 79
80
81
82
Answer Key
Victorian Era Study Guide for New York
My Last Duchess / Porphyria’s Lover
How do I love thee? (Sonnet 43)
from Great Expectations
from Jane Eyre
from Madame Bovary
from The Mayor of Casterbridge
The Darkling Thrush / Ah, Are You Digging on My Grave
The Mark of the Beast
The Lagoon
Christmas Storms and Sunshine
The Lady of Shalott / Ulysses
from In Memoriam
Dover Beach
Pied Beauty / Spring and Fall: To a Young Child
When I Was One-and-Twenty / To an Athlete Dying Young
A Birthday / Promises Like Pie-Crust
83
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
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Introduction
The Meeting the Standards Unit Resource supplements for Mirrors & Windows
provide students with the opportunity to practice and apply the strategies and
skills they will need to master state and national language arts standards. For each
selection in the student textbook, these resources also supply vocabulary exercises
and other activities designed to connect students with the selections and the
elements of literature.
The lessons in the Meeting the Standards Unit Resource are divided into four
categories, as described in this introduction. The lessons are listed by category in
the Contents at the front of the book.
Unit Study Guide, with Practice Test and Master Vocabulary List
Each Unit Resource book begins with a Unit Study Guide that focuses on key
language arts standards. Following the chronological organization of the Mirrors
& Windows student text, this guide provides in-depth study and practice on
topics related to the historical, social, and political context of the literature of the
era. Specific topics include significant historical events and trends, representative
literary movements and themes, and the literary genre or form explored in the unit.
Also included in the study guide are instructions to help students prepare for
a standardized test and a practice test formatted to match that test. The last page of
the study guide provides a list of the words identified as Preview Vocabulary for the
selections within the unit.
Lessons for Standard Selections
The lessons for standard selections offer a range of activities that provide additional
background information, literary analysis, vocabulary development, and writing
about the selection. The activities are rated easy, medium, and difficult; these
ratings align with the levels of the Formative Survey questions in the Assessment
Guide.
These activities can be used to provide differentiated instruction at the
appropriate levels for your students. For example, for students who are able to
answer primarily easy questions, you may want to assign primarily easy activities.
The Correlation to Formative Survey Results, which follows this introduction, lists
the level for each activity.
To further differentiate instruction, consider adapting activities for your
students. For instance, you may want to add critical-thinking exercises to an easy
or medium activity to challenge advanced students, or you may want to offer
additional support for a difficult activity if students are having trouble completing
the activity.
A Selection Quiz is provided for each selection. This quiz is designed to assess
students’ comprehension of basic details and concepts.
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Lessons for Comparing Literature, Author Focus, and
Other Grouped Selections
The lessons for Comparing Literature and other grouped selections in the student
textbook emphasize text-to-text connections. Activities for Comparing Literature
selections ask students to compare and contrast literary elements such as purpose,
style, and theme in the work of two authors. Activities for Author Focus and other
groupings have students examine literary elements across several selections by the
same author, identifying patterns and trends in his or her work. Again, activities are
rated as easy, medium, or difficult.
A recall- and comprehension-based Selection Quiz is provided for each
selection or grouping of selections.
Lessons for Independent Readings
Lessons for Independent Readings build on the strategies and skills taught in the
unit and offer students more opportunities to practice those strategies and skills. As
with the other categories of selections, activities focus on vocabulary development,
literary analysis, background information, and writing instruction. Again, activities
are rated as easy, medium, or difficult.
A Selection Quiz is provided for each selection.
Preparing to Teach the Lessons
Most of the activities in this book are ready to copy and distribute to students.
However, some activities will require preparation. For example, you may need to
select particular elements from a story, create lists or cards to distribute to students,
or make sure that art supplies or computer stations are available. Be sure to preview
each lesson to identify the tasks and materials needed for classroom instruction.
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Correlation to Formative Survey Results
The following chart indicates the difficulty level of each activity. You can use this
chart, in combination with the results of the Formative Survey from the Assessment
Guide, to identify activities that are appropriate for your students.
Selection Title
My Last Duchess /
Porphyria’s Lover
“How do I love thee?”
(Sonnet 43)
from Great
Expectations
from Jane Eyre
from Madame Bovary
from The Mayor of
Casterbridge
xii
Activity
Build Vocabulary: Synonyms and Antonyms, page 19
Easy
Analyze Literature: Speaker and Tone, page 20
Difficult
Analyze Literature: Poetic Elements, page 21
Medium
Selection Quiz, page 22
Easy
Analyze Literature: Sonnet, page 23
Medium
Analyze Literature: Concrete and Abstract Language,
page 24
Easy
Analyze Literature: Poetry Critique, page 25
Medium
Selection Quiz, page 26
Easy
Build Vocabulary: Synonyms and Antonyms, page 27
Easy
Analyze Literature: Style and Tone, page 28
Medium
Extend the Text: Dickens Criticism, page 29
Difficult
Selection Quiz, page 30
Easy
Build Vocabulary: Context Clues, page 31
Medium
Analyze Literature: Setting and Mood, page 32
Medium
Analyze Literature: Jane Eyre as a Feminist, page 33
Difficult
Selection Quiz, page 34
Easy
Build Vocabulary: Word Analogies, page 35
Medium
Extend the Text: Madame Bovary Criticism, page 36
Difficult
Analyze Literature: Imagery, page 37
Medium
Selection Quiz, page 38
Easy
Build Vocabulary: Etymology, page 39
Easy
Analyze Literature: Characterization, page 40
Medium
Selection Quiz, page 41
Easy
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Selection Title
The Darkling Thrush
/ Ah, Are You Digging
on My Grave?
The Mark of the Beast
The Lagoon
Christmas Storms and
Sunshine
The Lady of Shalott /
Ulysses
from In Memoriam
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Activity
Level
Build Vocabulary: Adjectives, page 42
Easy
Analyze Literature: Figures of Speech, page 43
Medium
Analyze Literature: Critique a Poem, page 44
Difficult
Selection Quiz, page 45
Easy
Build Vocabulary: Word Meaning, page 46
Easy
Analyze Literature: Irony, page 47
Difficult
Selection Quiz, page 48
Easy
Build Vocabulary: Greek Roots, page 49
Easy
Analyze Literature: Style and Tone, page 50
Medium
Analyze Literature: Setting, page 51
Medium
Analyze Literature: Text-to-Text Connection, page 52
Medium
Selection Quiz, page 53
Easy
Build Vocabulary: Definitions, page 54
Easy
Analyze Literature: Plot, page 55
Easy
Analyze Literature: Theme, page 56
Medium
Selection Quiz, page 57
Easy
Build Vocabulary: Etymology: Middle English, page 58
Medium
Analyze Literature: Narrative Poetry, page 59
Easy
Analyze Literature: Dramatic Monologue, page 60
Medium
Analyze Literature: Tennyson Criticism, page 61
Difficult
Selection Quiz, page 62
Easy
Build Vocabulary: Prefixes and Suffixes, page 63
Medium
Analyze Literature: Elegy, page 64
Difficult
Analyze Literature: Analyze a Poem, page 65
Medium
Selection Quiz, page 66
Easy
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Selection Title
Dover Beach
Pied Beauty / Spring
and Fall: To a Young
Child
When I Was One-andTwenty / To an Athlete
Dying Young
A Birthday / Promises
Like Pie-Crust
xiv
Activity
Build Vocabulary: Word Facts, page 67
Medium
Analyze Literature: Sound Devices, page 68
Medium
Analyze Literature: Imagery, page 69
Medium
Selection Quiz, page 70
Easy
Analyze Literature: Diction, page 71
Easy
Analyze Literature: Sound Devices, page 72
Medium
Extend the Text: Hopkins’s Philosophy, page 73
Difficult
Selection Quiz, page 74
Easy
Build Vocabulary: Context Clues, page 75
Easy
Analyze Literature: Symbolism, page 76
Difficult
Analyze Literature: Text-to-Text Connection, page 77
Medium
Selection Quiz, page 78
Easy
Build Vocabulary: Word Facts, page 79
Medium
Analyze Literature: Figurative Language, page 80
Medium
Analyze Literature: Analyze a Poem, page 81
Difficult
Selection Quiz, page 82
Easy
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Meeting the Standards
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Name: ____________________________________________________ Date: __________________
Victorian Era Study Guide for New York
Completing this study guide will help you understand and remember the background information
presented in Unit 7 and recognize how the selections in the unit reflect their historical context. It will
also provide an opportunity to understand and apply the literary form of the novel.
After you read each background feature in Unit 7 in your textbook, complete the corresponding
section in the study guide. The completed study guide section will provide an outline of important
information that you can use later for review.
After you read the selections in each part of Unit 7 in your textbook, complete the Applying
sections for that part in the study guide. Refer to the selections as you answer the questions.
After you complete the study guide sections, take the Practice Test. This test is similar to the
state language arts test. In both tests, you read passages and answer multiple-choice questions
about the passages.
Self-Checklist
Use this checklist to help you track your progress through Unit 7.
CHECKLIST
Literary Comprehension
You should understand and apply the literature
of the Victorian Era, its forms and elements:
❏ a realistic approach
❏ novel
❏ plot
❏ setting and mood
❏ character and conflict ❏ tone
❏ theme
❏ faith and doubt
Literary Appreciation
You should understand how to relate the
selections to
❏ Other texts you’ve read
❏ Your own experiences
❏ The world today
Vocabulary
In the Master Vocabulary List at the end of
this study guide, put a check mark next to any
new words that you learned while reading the
selections. How many did you learn?
❏ 10 or more ❏ 20 or more ❏ 30 or more
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Writing
❏ You should be able to write a review of a
short story or book. The review should have
an introduction, a clear thesis statement, a
body presenting support with details from
the short story or novel, and a conclusion
that summarizes the analysis presented in
the review.
Speaking and Listening
❏ You should be able to present an argument.
Test Practice
❏ You should be able to answer questions
that test your reading, writing, revising, and
editing skills.
Additional Reading
❏ You should choose a work from the
Victorian Era to read on your own. See
For Your Reading List on page 914 of your
textbook.
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Historical Context
Use the time line on pages 774–775 of your textbook to answer the following questions.
1. Identify one literary work from the time line with which you are familiar. Explain in your own
words why you think it is significant.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. In your opinion, which event from British history listed on the time line had the most farreaching effect? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. When did Karl Marx and Frederick Engels publish The Communist Manifesto? Describe what
you know about this book’s effect on world history.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. Find the following dates on the time line. Complete the chart by summarizing what happened in
those years in history.
Date
British Literature
British History
World History
1837
1859
1867
1882–1883
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Answer the questions to summarize information on pages 776–778 of your textbook.
5. What led to the rise of the middle class in the nineteenth century? Explain how this occurred.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
6. What effect did the Reform Act of 1832 have on Britain’s government?
_____________________________________________________________________________
_____________________________________________________________________________
7. Describe the causes and effects of the Irish famine in the 1840s.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
8. Complete the chart to describe the two statespersons who dominated British politics in the late
nineteenth century. Write each person’s name, the positions he held, and his accomplishments.
Name
Positions
Accomplishments
9. Britain was the first country to experience the Industrial Revolution. How did this enable Britain
to become an important world power?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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10. What is the Suez Canal? Explain its importance and its connection to Great Britain.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
11. What threats to Britain’s status arose in the final decades of the Victorian Era?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
12. Describe Darwin’s theory of evolution. Why did Europeans feel threatened by it?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
13. Describe the movement that caused the Victorian Era to be characterized as stuffy and prudish.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
14. Describe the Victorian idea of “separate spheres.”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
15. Compare and contrast the social philosophies of Herbert Spencer and John Stuart Mill.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Understanding Part 1: A Realistic Approach
Complete this page after you read about realistic forms of literary expression in the Victorian Era on
page 779 of your textbook.
1. Define Realism.
_____________________________________________________________________________
_____________________________________________________________________________
2. Why did Realism appeal to readers of the time?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Explain how Charles Dickens used Realism.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. On what theory is Naturalism based?
_____________________________________________________________________________
_____________________________________________________________________________
5. In what way were writers of Naturalism similar to writers of Realism?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
6. What element of Naturalism commonly appeared in British literature in the Victorian Era?
_____________________________________________________________________________
_____________________________________________________________________________
7. What element of Romanticism continued to appear in British literature in the Victorian Era? In
what works did it appear?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Applying Part 1: A Realistic Approach
Think about what you have learned about realistic forms of literary expression in the Victorian Era.
Then answer the following questions after you have read the selections in Part 1 of Unit 7.
1. What realistic, “dark” aspects of life are portrayed by Browning in “My Last Duchess”? In
“Porphyria’s Lover”?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Do you think the dramatic monologue form used by Browning is effective in creating a sense of
realism? Explain why or why not.
_____________________________________________________________________________
_____________________________________________________________________________
3. In what respects might “”How do I love thee?” be considered an example of Realism?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. What aspects of Great Expectations might be considered Realistic? Which might be considered
Romantic?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. What elements of Jane Eyre reflect Romanticism as shown in works such as Frankenstein?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
6. Identify three aspects of Naturalism shown in Madame Bovary. How might its Naturalism have
made it morally offensive to some readers?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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7. Explain how the theory behind Naturalism is reflected in The Mayor of Casterbridge.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
8. Are “The Darkling Thrush” and “Ah, Are You Digging on My Grave?” examples of Realism,
Naturalism, or Romanticism? What aspect of the movement does each poem reflect?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
9. Give three examples of Romanticism found in “The Mark of the Beast.”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
10. What aspects of Naturalism appear in “The Lagoon”?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
11. Do you think “Christmas Storms and Sunshine” is an example of Realism? Why or why not?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Understanding Literary Forms: Novel
Read Understanding Literary Forms: Novel on pages 792–793 of your textbook. Then answer the
questions.
1. Define the novel.
_____________________________________________________________________________
_____________________________________________________________________________
2. How does a novel differ from a short story?
_____________________________________________________________________________
3. Why is Don Quixote de la Mancha considered by some to be the first real novel?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. What were the purposes of the first novels?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. What traits do Dickens’s works share with the eighteenth-century novel?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
6. What are the divisions of a typical novel? Why do you think novelists use these divisions?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7. How did the publication of Victorian novels as serials affect the content and structure of those
novels?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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8. Define and/or describe each part of a novel’s plot.
Plot Element
Description
9. Define setting and mood. How are they related?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
10. Define character, protagonist, and antagonist.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
11. Identify three types of conflicts a protagonist may have, other than with an antagonist.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
12. Define narrator. Identify three roles a narrator may have in a novel.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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13. Define point of view. Describe three typical points of view found in novels.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
14. Define tone. What are four possible tones a novel may have?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
15. Define theme. What is the difference between a stated theme and an implied theme?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
16. Why is it important to identify a novel’s point of view?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
17. When tracing a novel’s sequence of events, what two elements should you consider in addition to
the story’s main plot?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
18. What are three questions to ask yourself when identifying a novel’s themes?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Applying Literary Forms: Novel
Think about what you have learned about the novel. Then answer the following questions after you
have read the selections in Part 1 of Unit 7.
1. Describe Pip’s conflict or conflicts in the excerpt from Great Expectations.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Describe the mood created during Jane’s walk in the excerpt from Jane Eyre. Quote three details
that help create the mood.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. What theme is suggested in the passage of Jane Eyre in which Jane returns to Thornfield and
reflects on her feelings about the coming evening?
_____________________________________________________________________________
_____________________________________________________________________________
4. Describe what happens in the exposition, climax, and falling action of the excerpt from Madame
Bovary.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. Who are the protagonist and antagonist of The Mayor of Casterbridge? Identify two character
traits of the protagonist. Summarize two details that communicate the traits.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Understanding Part 2: Faith and Doubt
Complete this page after you read about faith and doubt on page 871 of your textbook.
1. What brought anxiety and a crisis of faith in the Victorian Era?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. What did many people perceive as a challenge to traditional religion? Explain why.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Describe three approaches people took in dealing with the challenge to traditional religion.
Identify a writer who took each approach.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. List four types of questions that inform Victorian writing.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. Identify two moods writers created in their works in dealing with these questions.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Applying Part 2: Faith and Doubt
Think about what you have learned about faith and doubt in the Victorian Era. Then answer the
following questions after you have read the selections in Part 2 of Unit 7.
1. Identify character traits of Sir Lancelot in “The Lady of Shalott” and of Ulysses in “Ulysses.” Why
might they have been especially appealing characters to people dealing with issues of faith and
doubt in the Victorian Era?
_____________________________________________________________________________
_____________________________________________________________________________
2. In the selection from “In Memoriam,” does Tennyson mainly express religious faith or doubt?
Give specific examples to support your answer.
_____________________________________________________________________________
_____________________________________________________________________________
3. What opinion about faith does Arnold express in “Dover Beach”? What feelings does he express
toward this statement?
_____________________________________________________________________________
_____________________________________________________________________________
4. What moods does Hopkins create in “Pied Beauty” and “To a Young Child”? Are these typical of
Victorian writers dealing with issues of faith? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. What emotions typical of Victorian writers do you find in “When I Was One-and-Twenty” and
“To an Athlete Dying Young”? Give specific examples that suggest these emotions.
_____________________________________________________________________________
_____________________________________________________________________________
6. How do the poems “A Birthday” and “Promises Like Pie-Crust” respond to questions of faith and
doubt of the Victorian Era?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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New York-Based Practice Test
During high school, students take tests to measure how well they meet the New York
standards. These tests include English language arts tests in which you are asked to read a
passage and answer multiple-choice questions to test your understanding of the passage.
The practice test on the following pages is similar to the New York English language arts
test. It contains passages, each followed by multiple-choice questions. You will write the
numbers of your answers on a separate sheet of paper. Your answer sheet for this practice
test is below on this page.
Questions on this practice test focus on the historical background and literary elements
you studied in this unit. The questions also address learning standards such as these New
York English language arts standards:
Grade-Specific Performance Indicators
The grade-specific performance indicators that grade 12 students demonstrate as
they learn to read include
Standard 2: Students will read, write, listen, and speak for literary response and
expression.
• Read, view, and respond independently to literary works that represent a range of
social, historical, and cultural perspectives
• Read and interpret literary texts from a range of authors, genres, and subjects, including
literary criticism
• Interpret multiple levels of meaning and subtleties in text
• Distinguish between different forms of poetry, such as sonnet, lyric, elegy, narrative,
epic, and ode, and recognize how the author uses poetic form to convey message or
intent (grade 10)
Standard 3: Students will read, write, listen, and speak for critical analysis and
evaluation.
• Analyze and evaluate poetry in order to recognize the use and effect of
- sensory imagery
- figurative language
- verse form
• Analyze and evaluate fiction, including
- the development of characters and their actions
- the elements of the plot, such as conflict, climax, and resolution (grade 9)
- the effect created by the author’s tone or mood (grade 10)
Practice Test Answer Sheet
Name: ____________________________________ Date: __________________________________
Write the number of the best suggested answer in the space provided below.
14
1. ________
3. ________
5. ________
7. ________
2. ________
4. ________
6. ________
8. ________
BRitish Tradition, Unit 7
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Meeting the Standards
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Directions: Read the text and answer the multiple-choice questions.
Text
Oliver walked twenty miles that day; and all that time tasted
nothing but the crust of dry bread, and a few draughts of water, which he
begged at the cottage-doors by the roadside. When the night came, he turned
into a meadow; and, creeping close under a hay-rick, determined to lie there,
5till morning. He felt frightened at first, for the wind moaned dismally over
the empty fields: and he was cold and hungry, and more alone than he had
ever felt before. Being very tired with his walk, however, he soon fell asleep
and forgot his troubles.
He felt cold and stiff, when he got up next morning, and so hungry
10that he was obliged to exchange the penny for a small loaf, in the very first
village through which he passed. He had walked no more than twelve miles,
when night closed in again. His feet were sore, and his legs so weak that they
trembled beneath him. Another night passed in the bleak damp air, made him
worse; when he set forward on his journey next morning, he could hardly
15 crawl along.
He waited at the bottom of a steep hill till a stage-coach came up,
and then begged of the outside passengers; but there were very few who took
any notice of him: and even those told him to wait till they got to the top of
the hill, and then let them see how far he could run for a halfpenny. Poor
20Oliver tried to keep up with the coach a little way, but was unable to do it, by
reason of his fatigue and sore feet. When the outsides saw this, they put their
halfpence back into their pockets again, declaring that he was an idle young
dog, and didn’t deserve anything; and the coach rattled away and left only a
cloud of dust behind.
25
In some villages, large painted boards were fixed up: warning all
persons who begged within the district, that they would be sent to jail.
This frightened Oliver very much, and made him glad to get out of those
villages with all possible expedition.
—Charles Dickens
from Oliver Twist
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Meeting the Standards
BRitish Tradition, Unit 7
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Multiple-Choice Questions
Directions (1–5): Select the best suggested answer to each question and write its number in the space
provided on the answer sheet.
1 What is the narrative point of view of the
novel?
4 Which term best describes the tone of the
excerpt?
(1) first-person
(2) third-person objective
(3) third-person limited omniscient
(4) third-person omniscient
(1) sarcastic
(2) detached
(3) admiring
(4) empathetic
2 This excerpt consists mainly of which plot
element?
5 Which topic typical of the Victorian Era is
the excerpt mainly about?
(1) the influence of natural forces beyond a
person’s control
(2) doubts about religious faith
(3) living according to a strict moral code
(4) social indifference to poverty and
injustice
(1) exposition
(2) rising action
(3) flashback
(4) climax
3 Which word best describes Oliver’s
character?
16
(1) cowardly
(2) over-sensitive
(3) rebellious
(4) brave
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Directions: Read the text and answer the multiple-choice questions.
Text
Break, break, break,
On thy cold gray stone, O Sea!
And I would that my tongue could utter
The thoughts that arise in me.
5 O, well for the fisherman’s boy,
That he shouts with his sister at play!
O, well for the sailor lad,
That he sings in his boat on the bay!
And the stately ships go on
10
To their haven under the hill;
But O for the touch of a vanished hand,
And the sound of a voice that is still!
Break, break, break,
At the foot of thy crags, O Sea!
15 But the tender grace of a day that is dead
Will never come back to me.
“Break, Break, Break”
—Alfred, Lord Tennyson
Multiple-Choice Questions
Directions (6–8): Select the best suggested answer to each question and write its number in the space
provided on the answer sheet.
6 What is the form of the selection?
8 What is the overall mood of the poem?
(1) blank verse
(2) sonnet
(3) rhyming quatrains
(4) free verse
(1) melancholy
(2) peaceful
(3) thoughtful
(4) angry
7 What is the main poetic technique used in
stanza 2?
(1) sound imagery
(2) personification
(3) onomatopoeia
(4) abstract language
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Master Vocabulary List
The following vocabulary terms are defined on the indicated pages in your textbook.
aimless, 886
alacrity, 826
amble, 876
ascend, 825
baffle, 841
certitude, 893
concede, 799
countenance, 782, 878
covet, 808
dappled, 897
degradation, 847
delusion, 828, 848
desolate, 833
dexterous, 825
diffusive, 888
discern, 881
disdain, 800
dispassionate, 848
distraught, 842
diversion, 799
divinity, 841
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British Tradition, unit 7
0001-0018_MTS_G12_U7_SG_NY.indd 18
earnest, 782
ecstatic, 834
elation, 830
encumber, 829
endeavor, 811
gaunt, 834
genial, 827, 839
ghastly, 799
haggard, 826
indulge, 806
monotonous, 811
mortifying, 795
munificence, 782
officious, 782, 809
penitential, 795
pliability, 807
propound, 796
prostrate, 809
renown, 904
riotous, 840
rue, 902
self-possessed, 797
stagnation, 812
stipple, 897
sullen, 784
surly, 876
swarthy, 829
tranquil, 892
transfix, 801
tremulous, 893
tumult, 888
turbid, 893
unscrupulous, 827
vapid, 807
vast, 888
vex, 784
vivacious, 807
wane, 878
wary, 785
yearn, 881
Meeting the Standards
© EMC Publishing, LLC
7/13/09 12:21:03 PM
Name: ____________________________________________________ Date: __________________
My Last Duchess / Porphyria’s Lover, page 780
Build Vocabulary: Synonyms and Antonyms
Part 1: Synonyms
Write the letter of the correct synonym on the line next to the matching vocabulary word.
(Note: Make sure you know the part of speech and meaning of each word as it is used in
the selection.)
_____ 1. avowed (page 783)
A. ardent
_____ 2. countenance (page 782)
B. attempt
_____ 3. vex (page 784)
C. admitted
_____ 4. munificence (page 783)
D. guarantee
_____ 5. endeavor (page 784)
E. generosity
_____ 6. pretense (page 783)
F. expression
_____ 7. trifling (page 782)
G. interfering
_____ 8. warrant (page 783)
H. pettiness
_____ 9. earnest (page 782)
I. excuse
_____ 10. officious (page 782)
J. distress
Part 2: Antonyms
Use a dictionary or thesaurus to locate an antonym for each word below.
11. earnest
__________________________________
12. munificence
__________________________________
13. trifling
__________________________________
14. avowed
__________________________________
15. sullen
__________________________________
16. wary
__________________________________
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Meeting the Standards
BRITISH TRADITION, UNIT 7
19
6/1/09 9:01:15 AM
Name: ____________________________________________________ Date: __________________
My Last Duchess / Porphyria’s Lover, page 780
Analyze Literature: Speaker and Tone
Complete the chart to analyze the speaker and tone in each listed section of “My Last
Duchess.” Under Speaker and Tone, draw conclusions about these aspects of the poem.
Under Details, quote or summarize details that support your conclusions. Then answer the
questions below the chart.
Speaker
Details
Tone
Details
Lines 1–13
Lines 13–34
Lines 34–45
Lines 45–56
1. How does the speaker’s tone change in each section of the poem specified in the chart?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Imagine you are the person being addressed by the duke. How does your impression of him
change from the beginning to the end of the poem?
_____________________________________________________________________________
_____________________________________________________________________________
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Meeting the Standards
© EMC Publishing, LLC
6/1/09 9:01:15 AM
Name: ____________________________________________________ Date: __________________
My Last Duchess / Porphyria’s Lover, page 780
Analyze Literature: Poetic Elements
Quote or summarize examples of each poetic element in “Porphyria’s Lover.” Then explain
how each element affects the tone, mood, characterization, and/or theme of the poem.
Finally, answer question 5.
1. Personification: ________________________________________________________________
_____________________________________________________________________________
Effect: _______________________________________________________________________
_____________________________________________________________________________
2. Simile: _______________________________________________________________________
_____________________________________________________________________________
Effect: _______________________________________________________________________
_____________________________________________________________________________
3. Metaphor: ____________________________________________________________________
_____________________________________________________________________________
Effect: _______________________________________________________________________
_____________________________________________________________________________
4. Sight Imagery
a. ___________________________________________________________________________
b. ___________________________________________________________________________
c. ___________________________________________________________________________
Effect: _______________________________________________________________________
_____________________________________________________________________________
5. What is the rhyme scheme of the poem? How does it change at the end of the poem? What effect
does the change have?
_____________________________________________________________________________
_____________________________________________________________________________
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Meeting the Standards
BRITISH TRADITION, UNIT 7
21
6/1/09 9:01:16 AM
Name: ____________________________________________________ Date: __________________
My Last Duchess / Porphyria’s Lover, page 780
Selection Quiz
Part 1: My Last Duchess
Multiple Choice
Write the letter of the correct answer on the line.
_____ 1. What is the speaker doing at the beginning of the poem?
A. discussing business with someone
C. showing his guest a painting
B. having dinner with his wife
D. introducing a count to a duchess
_____ 2. When the speaker lists the things that made the duchess happy, the emotion he reveals is
A. love.
C. sadness.
B. jealousy.
D. guilt.
_____ 3. What is implied when the speaker says, “I gave commands”?
A. He had the duchess killed.
C. He ordered everyone to stay away
from the duchess.
B. He arranged for a divorce.
D. He made his servants do whatever
the duchess wanted.
_____ 4. The details that the speaker gives about the duchess show that she was
A. sweet and happy.
C. angry and jealous.
B. peevish and dissatisfied.
D. wise and perceptive.
_____ 5. The speaker is meeting with the Count in order to
A. sell a work of art.
C. complete a real estate transaction.
B. ask to marry his daughter.
D. entertain him impressively.
Part 2: Porphyria’s Lover
True or False
Write T if the statement is true or F if the statement is false.
_____ 6. “Porphyria’s Lover” is a narrative poem.
_____ 7. The speaker thinks Porphyria is beautiful.
_____ 8. The speaker does what he does because he does not return Porphyria’s passionate feelings.
_____ 9. The poem has a happy ending.
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Meeting the Standards
© EMC Publishing, LLC
6/1/09 9:01:17 AM
Name: ____________________________________________________ Date: __________________
How Do I Love Thee? (Sonnet 43), page 788
Analyze Literature: Sonnet
A sonnet is a traditional poetic form consisting of fourteen lines usually written in iambic
pentameter. One basic type of sonnet is the Italian, or Petrarchan sonnet. It was created
by the Italian poet Petrarch in the fourteenth century. It can be divided into two parts: the
octave (eight lines) and the sestet (six lines). The octave usually rhymes abbaabba. The
sestet may have a variety of rhyme schemes, such as cdecde, cdcdcd, and cdccdc.
The other basic type of sonnet is the Shakespearean sonnet. It was adapted from the
Petrarchan sonnet by William Shakespeare. It consists of three quatrains and a couplet. The
rhyme scheme is usually abab cdcd efef gg.
Answer the following questions to analyze the sonnet “How Do I Love Thee?”
1. What is the poem’s rhyme scheme?
_____________________________________________________________________________
2. Does the poem have an octave and sestet or quatrains and a couplet? Which type of sonnet is the
poem?
_____________________________________________________________________________
_____________________________________________________________________________
3. How does the poem’s meaning fit into the grouping of its lines (octave or quatrain, for example)?
Is there a shift in meaning from one part to another? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. Do you think the poem’s mood and subject matter are appropriate for the sonnet form? Explain
why or why not.
_____________________________________________________________________________
_____________________________________________________________________________
5. Sonnets were usually written by men. As indicated by the names of the types of sonnets, they
were highly traditional. In your opinion, does Browning’s sonnet do justice to the form and the
tradition? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
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Meeting the Standards
BRITISH TRADITION, UNIT 7
23
6/1/09 9:01:18 AM
Name: ____________________________________________________ Date: __________________
How Do I Love Thee? (Sonnet 43), page 788
Analyze Literature: Concrete and Abstract Language
Abstract language consists of words and phrases that cannot be directly perceived by the
senses. They are often words that describe ideas, such as peace or truth. Concrete language
consists of words and phrases that specifically name or describe something. They engage
the five senses. Complete the chart to analyze the diction of the poem “How Do I Love
Thee?” List each abstract word in the poem in the row that describes its part of speech.
Then do the same thing for each concrete word in the poem. Finally, answer the questions
below the chart.
Abstract Words
Concrete Words
Nouns
Adjectives
Verbs
Adverbs
1. Which type of language does Browning use most in the poem? What mood does the language
create?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Do you think the language is effective in expressing the speaker’s themes? Explain, giving specific
examples.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Meeting the Standards
© EMC Publishing, LLC
6/1/09 9:01:19 AM
Name: ____________________________________________________ Date: __________________
How Do I Love Thee? (Sonnet 43), page 788
Analyze Literature: Poetry Critique
When you critique a poem, you evaluate how effectively it communicates an idea or creates
a mood or emotion. To critique a poem, examine the use of poetic techniques such as
sound devices, figurative language, and imagery as well as its ideas. Answer the questions
below to critique “How Do I Love Thee?”
1. Evaluate the poem’s form and use of rhyme and rhythm. Are they appropriate for the poem’s
subject matter? Do they add to its effect? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
2. Does the poet use any figurative language? If so, what? How effective is it?
_____________________________________________________________________________
_____________________________________________________________________________
3. Evaluate the poem’s use of concrete language to create vivid imagery. Give examples. How does it
compare to the poem’s use of abstract language?
_____________________________________________________________________________
_____________________________________________________________________________
4. Identify rhetorical devices such as repetition, rhetorical questions, and abstract language. Do they
help accomplish the poet’s purpose?
_____________________________________________________________________________
_____________________________________________________________________________
5. Does the poem communicate an important idea? Does it create a mood or communicate an
emotion that is especially vivid or with which you particularly identify? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
6. Write an evaluation of “How Do I Love Thee?” Use your observations above plus other relevant
information.
_____________________________________________________________________________
_____________________________________________________________________________
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Meeting the Standards
BRITISH TRADITION, UNIT 7
25
6/1/09 9:01:19 AM
Name: ____________________________________________________ Date: __________________
How Do I Love Thee? (Sonnet 43), page 788
Selection Quiz
Multiple Choice
Write the letter of the correct answer on the line.
_____ 1. The form of the poem is
A. free verse.
B. blank verse.
C. a rondeau.
D. a sonnet.
_____ 2. Which image does the speaker use to describe the level of “everyday’s most quiet need”?
A. sun and candlelight
C. morning and night
B. moonlight and starlight
D. dusk and dawn
_____ 3. The speaker says that some men strive for
A. Wealth.
C. Peace.
B. Right.
D. Success.
_____ 4. What does the speaker recall from her childhood?
A. playing
C. learning
B. her first love
D. her faith
_____ 5. The speaker says that in the past, she has used her passion for
A. grief.
C. work.
B. anger.
D. writing.
Fill in the Blank
Fill in the blank with the word from the box that best completes each sentence.
count
death
life
6. The speaker says she will __________________________ the ways she loves her beloved.
7. The speaker says she loves her beloved with “all the breath, smiles, tears” of all her
__________________________.
8. The speaker says she hopes to love her beloved even better after __________________________.
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Meeting the Standards
© EMC Publishing, LLC
6/1/09 9:01:20 AM
Name: ____________________________________________________ Date: __________________
from Great Expectations, page 794
Build Vocabulary: Synonyms and Antonyms
Synonyms, words with similar meanings, and antonyms, words with opposite meanings,
can help identify the meaning of words and enrich vocabulary.
Part 1: Synonyms
Write the letter of the correct synonym on the line next to the matching vocabulary word.
_____ 1. wretched (page 795)
A. horrifying
_____ 2. mortifying (page 795)
B. propose
_____ 3. penitential (page 795)
C. fascinate
_____ 4. reproachfully (page 796)
D. miserable
_____ 5. propound (page 796)
E. sorrowful
_____ 6. self-possessed (page 797)
F. yield
_____ 7. ghastly (page 799)
G. amusement
_____ 8. diversion (page 799)
H. humiliating
_____ 9. concede (page 799)
I. critically
_____ 10. transfix (page 801)
J. confident
Part 2: Antonyms
Write an antonym for each selection word below.
11. obstinate (page 800)
_________________________________
12. melancholy (page 800)
_________________________________
13. disdain (page 800)
_________________________________
14. coarse (page 801)
_________________________________
15. aversion (page 801)
_________________________________
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Meeting the Standards
BRITISH TRADITION, UNIT 7
27
6/1/09 9:01:21 AM
Name: ____________________________________________________ Date: __________________
from Great Expectations, page 794
Analyze Literature: Style and Tone
A writer’s style is the manner in which something is written. It is characterized by word
choice, sentence structure, and other distinguishing features. Tone is the emotional attitude
toward the reader or the subject implied in the written work. It can also be revealed by
word choice, sentence structure, and imagery.
Answer the questions to analyze the style and tone of the excerpt from Great
Expectations.
1. Which word best characterizes Dickens’s diction, or word choice: slangy, casual, formal,
conversational, everyday, stiff? Write five words or brief phrases from the speech that support
your characterization.
_____________________________________________________________________________
_____________________________________________________________________________
2. Does Dickens mainly use long sentences or short sentences? Give examples and describe their
effect.
_____________________________________________________________________________
_____________________________________________________________________________
3. What role does dialogue play in characterization and plot development? Explain, giving
examples.
_____________________________________________________________________________
_____________________________________________________________________________
4. Characterize the author’s use of description. Is description an important element in the selection?
Explain, giving examples.
_____________________________________________________________________________
_____________________________________________________________________________
5. Describe the tone of the selection. Explain how its style helps create this tone.
_____________________________________________________________________________
_____________________________________________________________________________
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Meeting the Standards
© EMC Publishing, LLC
6/1/09 9:01:22 AM
Name: ____________________________________________________ Date: __________________
from Great Expectations, page 794
Extend the Text: Dickens Criticism
Below is an excerpt of a commentary on Great Expectations by the contemporary novelist
John Irving. Read the excerpt. Then respond to each statement preceded by a number
in the excerpt on the corresponding lines below. Your responses should be opinions
supported by specific examples.
“[1] I believe that Great Expectations has the most wonderful and most perfectly workedout plot for a novel in the English language; [2] at the same time, it never deviates from its
intention to move you to laughter and to tears. [3] But there is more than one thing about
this novel that some people don’t like—and there is one thing in particular that they don’t
like about Dickens in general. Here is the thing highest on the list that they don’t like: the
intention of a novel by Charles Dickens is to move you emotionally, not intellectually; and
it is by emotional means that Dickens intends to influence you socially.…[4] His genius is
descriptive; he can describe a thing so vividly—and so influentially—that no one can look at
that thing in the same way again.”
1. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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6/1/09 9:01:23 AM
Name: ____________________________________________________ Date: __________________
from Great Expectations, page 794
Selection Quiz
Multiple Choice
Write the letter of the correct answer on the line.
_____ 1. The condition of Miss Havisham’s house is
A. luxurious.
B. orderly.
C. unremarkable.
D. dilapidated.
_____ 2. Miss Havisham is dressed as a
A. bride.
B. housemaid.
C. nun.
D. nurse.
_____ 3. Estella’s response to Pip is mainly
A. kind.
B. shy.
C. disdainful.
D. flirtatious.
_____ 4. The word that best describes Pip’s character is
A. sensitive.
B. bold.
C. selfish.
D. careless.
True or False
Write T if the statement is true or F if the statement is false.
_____ 5. The novel’s point of view is third-person limited omniscient.
_____ 6. Pip comes from a warm, loving family.
_____ 7. Pip feels frightened by Miss Havisham.
_____ 8. Pip is unfazed by Estella’s treatment of him.
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6/1/09 9:01:23 AM
Name: ____________________________________________________ Date: __________________
from Jane Eyre, page 805
Build Vocabulary: Context Clues
If you encounter an unfamiliar word in your reading, you can often figure out the word’s
meaning by using context clues. A word may be defined by (1) using a synonym, (2)
restating its meaning in different words, enclosed in commas or parentheses, (3) using an
antonym, or (4) giving an example or description of the word.
Use context clues to figure out the meaning of the following words from Jane Eyre. For
each word, identify the type of context clue described above and quote or summarize the
context clues from the selection. Finally, use the word in a sentence of your own.
1. indulge (page 806) _____________________________________________________________
_____________________________________________________________________________
2. vapid (page 807) _______________________________________________________________
_____________________________________________________________________________
3. pliability (page 807) _____________________________________________________________
_____________________________________________________________________________
4. prostrate (page 809) ____________________________________________________________
_____________________________________________________________________________
5. officious (page 809) _____________________________________________________________
_____________________________________________________________________________
6. incarnate (page 809) ____________________________________________________________
_____________________________________________________________________________
7. stagnation (page 812) ___________________________________________________________
_____________________________________________________________________________
8. quell (page 812) _______________________________________________________________
_____________________________________________________________________________
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6/1/09 9:01:24 AM
Name: ____________________________________________________ Date: __________________
from Jane Eyre, page 805
Analyze Literature: Setting and Mood
Complete the chart to identify vivid details that describe the settings of Jane Eyre. Then
describe the mood created by the details. (When counting paragraphs, the first paragraph
on a page, even when continued from the preceding page, is numbered 1.) Finally, answer
the question below the chart.
Paragraph and Page
Setting Details
Mood
paragraphs 4–5, pages 807–808
paragraph 6, page 810
paragraph 16, page 811
paragraphs 2–3, page 812
Are the setting and mood of the novel more Realistic or Romantic in style? Explain, using details from
the selection to support your answer.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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6/1/09 9:01:25 AM
Name: ____________________________________________________ Date: __________________
from Jane Eyre, page 805
Extend the Text: Jane Eyre as a Feminist
Page 810 of your textbook discusses Jane Eyre in a feminist light. Answer the questions to
analyze feminism in the novel.
1. How might Jane Eyre’s attitude toward being a governess be considered feminist instead of
typically Victorian?
_____________________________________________________________________________
_____________________________________________________________________________
2. How might Jane Eyre’s attitudes and actions toward the fallen rider differentiate her from a
typical woman of the Victorian Era?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Identify three remarks or actions by Jane Eyre that could be considered feminist.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. As Jane returns home after helping Mr. Rochester, she describes her thoughts. What attitudes
toward her role as a woman do they indicate?
_____________________________________________________________________________
_____________________________________________________________________________
5. Do you agree with modern critics who consider Jane Eyre a feminist character? Why or why not?
Support your answer with specific details from the novel.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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6/1/09 9:01:26 AM
Name: ____________________________________________________ Date: __________________
from Jane Eyre, page 805
Selection Quiz
Multiple Choice
Write the letter of the correct answer on the line.
_____ 1. Jane Eyre’s attitude toward the child she cares for is
A. ambivalent.
B. adoring.
C. cold.
D. matter-of-fact.
_____ 2. What does Jane say she is afraid of?
A. meeting a strange man
B. being outside after dark
C. losing her job
D. being trampled by a horse
_____ 3. The word that best describes the character of the fallen rider is
A. crude.
B. romantic.
C. serious.
D. kindly.
_____ 4. The word that best describes Jane’s character in this excerpt is
A. sensible.
B. passionate.
C. timid.
D. overbearing.
True or False
Write T if the statement is true or F if the statement is false.
_____ 5. Jane Eyre is unhappy in her job.
_____ 6. Jane is flustered by the handsomeness of the man she meets on the road.
_____ 7. Jane feels that her life has been changed after meeting the fallen rider.
_____ 8. Jane is unaware of the fallen rider’s identity until she returns home.
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6/1/09 9:01:27 AM
Name: ____________________________________________________ Date: __________________
from Madame Bovary, page 815
Build Vocabulary: Word Analogies
A word analogy consists of two word pairs. The words in both pairs have the same
relationship. For example, they may be synonyms, antonyms, descriptions, a part to the
whole, or an item to a category. To complete an analogy, analyze the relationship of the
first word pair. Then choose the word that completes the second pair so it has the same
relationship.
Write the selection word from the box that correctly completes each analogy. You may
use a dictionary if necessary.
asunder (page 821)
greensward (page 815)
vestibule (page 815)
countenances (page 818)
pallor (page 818)
viands (page 816)
debauch (page 817)
repast (page 819)
1. Virtue is to morality as intemperance is to _________________________.
2. Robin is to birds as beef is to _________________________.
3. Hands are to gestures as faces are to _________________________.
4. Ease is to difficulty as blush is to _________________________.
5. Fabric is to material as meal is to _________________________.
6. Brief is to extensive as together is to _________________________.
7. Building is to edifice as lobby is to _________________________.
8. Yard is to garden as lawn is to _________________________.
Write your own word analogies for the following words:
9. meticulous (page 815) __________________________________________________________
_____________________________________________________________________________
10. extravagantly (page 815) _________________________________________________________
_____________________________________________________________________________
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6/1/09 9:01:28 AM
Name: ____________________________________________________ Date: __________________
from Madame Bovary, page 815
Extend the Text: Madame Bovary Criticism
Research the novel Madame Bovary in the library or on the Internet. Then answer the
following questions. Include a brief quote from a critic for one or more questions.
1. Why is the novel considered a precursor of Naturalism?
_____________________________________________________________________________
_____________________________________________________________________________
2. Why was the book considered “obscene” when it was first published?
_____________________________________________________________________________
_____________________________________________________________________________
3. Why is Emma one of the most famous characters in world literature?
_____________________________________________________________________________
_____________________________________________________________________________
4. Why was the novel so influential?
_____________________________________________________________________________
_____________________________________________________________________________
5. For what traits is Flaubert known as a novelist?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
6. What statements does the novel make about society?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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6/1/09 9:01:28 AM
Name: ____________________________________________________ Date: __________________
from Madame Bovary, page 815
Analyze Literature: Imagery
Analyze the imagery in the selection from Madame Bovary. Quote the images on the given
pages that you find most vivid in each category. Then describe the mood created by the
image. Finally, answer question 4.
1. Chateau (pages 815–816)
Sight Image: __________________________________________________________________
Sound Image: _________________________________________________________________
Mood: _______________________________________________________________________
2. Dinner (pages 816–817)
Sight Image: __________________________________________________________________
Sound Image: _________________________________________________________________
Mood: _______________________________________________________________________
3. Dancing (pages 817–819)
Sight Image: __________________________________________________________________
Sound Image: _________________________________________________________________
Mood: _______________________________________________________________________
4. Why do you think Flaubert uses so much sensory imagery in this part of the novel? Is it effective?
Explain.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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6/1/09 9:01:29 AM
Name: ____________________________________________________ Date: __________________
from Madame Bovary, page 815
Selection Quiz
Multiple Choice
Write the letter of the correct answer on the line.
_____ 1. According to Emma, why should Charles not dance?
A. It would not be seemly for a doctor.
B. He might injure himself.
C. He does not know how to waltz.
D. He is not dressed appropriately.
_____ 2. What is Emma’s response to the man she dances with?
A. repulsion
B. boredom
C. attraction
D. amusement
_____ 3. What had Charles done for five hours at the party?
A. gambled with his hosts
B. talked about horses
C. watched card games
D. slept in the hallway
_____ 4. Which word best describes the author’s tone in this part of the novel?
A. admiring
B. sarcastic
C. amused
D. critical
True or False
Write T if the statement is true or F if the statement is false.
_____ 5. Emma is accustomed to parties like the one at the chateau.
_____ 6. Emma is impressed by the old man with bad table manners at the banquet.
_____ 7. Emma makes a good impression at the party.
_____ 8. After the party, Emma returns to her old life with relief.
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6/1/09 9:01:30 AM
Name: ____________________________________________________ Date: __________________
from The Mayor of Casterbridge, page 823
Build Vocabulary: Etymology
The etymology of a word is the history of its development, including its language of
origin. Many English words come from Latin and Greek roots. Others have more unusual
histories. Use a dictionary to find the etymology of each of the following words from “The
Mayor of Casterbridge.” Then summarize it in sentence form. Include the language of
origin, the original word, and the original meaning.
1. dexterous (page 825) ____________________________________________________________
_____________________________________________________________________________
2. ascend (page 825) ______________________________________________________________
_____________________________________________________________________________
3. alacrity (page 826) ______________________________________________________________
_____________________________________________________________________________
4. unscrupulous (page 827) ________________________________________________________
_____________________________________________________________________________
5. genial (page 827) _______________________________________________________________
_____________________________________________________________________________
6. swarthy (page 829) _____________________________________________________________
_____________________________________________________________________________
7. elation (page 830) ______________________________________________________________
_____________________________________________________________________________
Use two of the selection words from questions 1–7 in sentences of your own.
8. _____________________________________________________________________________
_____________________________________________________________________________
9. _____________________________________________________________________________
_____________________________________________________________________________
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6/1/09 9:01:31 AM
Name: ____________________________________________________ Date: __________________
from The Mayor of Casterbridge, page 823
Analyze Literature: Characterization
Writers characterize people in a variety of ways. Complete the chart to analyze Hardy’s
characterizations in “The Mayor of Casterbridge.” Then answer the question below the
chart.
Indirect Characterization
Character
What the Character
Says, Does, or
Thinks
What Others Say
or Think About the
Character
Direct Characterization
Descriptions of the Character’s Physical Features,
Dress, and Personality
Susan Henchard
Elizabeth-Jane
Henchard
Mrs. Goodenough
Mr. Henchard
Identify two or three traits of each character.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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6/1/09 9:01:32 AM
Name: ____________________________________________________ Date: __________________
from The Mayor of Casterbridge, page 823
Selection Quiz
Fill in the Blank
Fill in the blank with the word or name that best completes each sentence.
fair
Michael Henchard
sailor
1. The man to whom Susan Henchard was sold worked as a _____________________________.
2. When Susan and her daughter arrive in the village of Weydon-Priors, they go to the
_____________________________.
3. Inside a hotel dining-room, Susan and her daughter see _____________________________.
Multiple Choice
Write the letter of the correct answer on the line.
_____ 4. The relationship between Susan Henchard and her daughter is
A. argumentative.
C. loving.
B. superficial.
D. estranged.
_____ 5. In Weydon-Priors, Susan gets information about her husband from
A. a kindly inn-keeper.
C. a distant relative.
B. a woman selling refreshments.
D. the mayor of the village.
_____ 6. The secret Susan is keeping from her daughter is
A. the identity of her father.
C. that she was adopted.
B. where she was born.
D. that Susan has a criminal past.
_____ 7. The best word to describe Mr. Henchard’s appearance is
A. prosperous.
C. suspicious.
B. worn-down.
D. kindly.
_____ 8. Susan and Elizabeth-Jane learn that Mr. Henchard
A. is a vegetarian.
C. is in prison.
B. has a wife and children.
D. does not drink alcohol.
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6/1/09 9:01:33 AM
Name: ____________________________________________________ Date: __________________
The Darkling Thrush / Ah, Are You Digging on My Grave?, page 832
Build Vocabulary: Adjectives
“The Darkling Thrush” contains several vivid adjectives. Adjectives often have several
synonyms and antonyms. Synonyms are words that have the same meaning or a similar
meaning. Antonyms are words with opposite meanings. Write two synonyms and two
antonyms for each selection word below. You may use a dictionary or thesaurus for help.
1. desolate (page 833)
Synonyms: ____________________________________________________________________
Antonyms: ____________________________________________________________________
2. fervourless (page 834)
Synonyms: ____________________________________________________________________
Antonyms: ____________________________________________________________________
3. bleak (page 834)
Synonyms: ____________________________________________________________________
Antonyms: ____________________________________________________________________
4. illimited (page 834)
Synonyms: ____________________________________________________________________
Antonyms: ____________________________________________________________________
5. frail (page 834)
Synonyms: ____________________________________________________________________
Antonyms: ____________________________________________________________________
6. gaunt (page 834)
Synonyms: ____________________________________________________________________
Antonyms: ____________________________________________________________________
7. ecstatic (page 834)
Synonyms: ____________________________________________________________________
Antonyms: ____________________________________________________________________
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6/1/09 9:01:33 AM
Name: ____________________________________________________ Date: __________________
The Darkling Thrush / Ah, Are You Digging on My Grave?, page 832
Analyze Literature: Figures of Speech
Personification is a figure of speech in which human traits are given to an inanimate object.
Identify examples of personification and simile and metaphor in “The Darkling Thrush.”
Then answer question 4.
1. Personification
a. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
b. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Simile
_____________________________________________________________________________
_____________________________________________________________________________
3. Metaphor
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. How does the use of each type of figure of speech in the poem help communicate a specific
mood?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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6/1/09 9:01:34 AM
Name: ____________________________________________________ Date: __________________
The Darkling Thrush / Ah, Are You Digging on My Grave?, page 832
Analyze Literature: Critique a Poem
When you critique a poem, you evaluate how effectively it communicates an idea or creates
a mood or emotion. To critique a poem, examine the use of poetic techniques such as
sound devices, imagery, figurative language, and imagery as well as its ideas. Answer the
questions below to critique “Ah, Are You Digging on My Grave?”
1. Identify the poem’s rhyme and rhythm. Are they appropriate for the poem’s subject matter? Do
they add to its effect? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
2. Describe the poet’s technique in the poem. Is it effective in making a point? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
3. Identify two conventional symbols used in the poem. Does the poem contain any additional
figurative language? What effect does the presence or absence of this type of language have on
the poem’s quality?
_____________________________________________________________________________
_____________________________________________________________________________
4. Describe the poem’s use of irony. Does it help accomplish the poet’s purpose?
_____________________________________________________________________________
_____________________________________________________________________________
5. What is the poem’s theme? Could it have been communicated as effectively in another form,
such as a short story or essay? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
6. Write an evaluation of “Ah, Are You Digging on My Grave?” Use your observations above plus
other relevant information in your evaluation.
_____________________________________________________________________________
_____________________________________________________________________________
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6/1/09 9:01:35 AM
Name: ____________________________________________________ Date: __________________
The Darkling Thrush / Ah, Are You Digging on My Grave?, page 832
Selection Quiz
Part 1: The Darkling Thrush
Multiple Choice
Write the letter of the correct answer on the line.
_____ 1. At the beginning of the poem, the speaker’s mood is
A. upbeat.
C. excited.
B. violent.
D. depressed.
_____ 2. What is the speaker doing?
A. taking a walk
B. fighting in a war
C. digging a grave
D. birdwatching
_____ 3. The speaker personifies the nineteenth century as a
A. songbird.
C. bare tree.
B. winter day.
D. human corpse.
_____ 4. What does the thrush represent to the speaker?
A. creativity.
C. hope.
B. war.
D. peace.
Part 2: Ah, Are You Digging on My Grave?
Fill in the Blank
Fill in the blank with the word or phrase from the box that best completes each sentence.
a bone
a dead woman
her dog
the woman’s husband
5. The main speaker in the poem is _______________________.
6. The first person the speaker questions about digging on the grave is _______________________.
7. The speaker finds out that _______________________ is the one digging on her grave.
8. The reason the individual is digging on the grave is to bury _______________________.
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6/1/09 9:01:36 AM
Name: ____________________________________________________ Date: __________________
The Mark of the Beast, page 838
Build Vocabulary: Word Meaning
Part 1: Match Words to Definitions
Write the letter of the correct definition on the line next to the matching vocabulary word.
_____ 1. baffle
A. being reduced to a low moral state
_____ 2. degradation
B. outside
_____ 3. delusion
C. friendly
_____ 4. divinity
D unemotional
_____ 5. genial
E. confuse
_____ 6. inoffensive
F. a false psychotic belief
_____ 7. dispassionate
G. causing no harm
_____ 8. without
H. deity
Part 2: Write Sentences with Context Clues
Write a sentence using each word below as it is used in the selection. Use one of the
following types of context clues in each sentence to suggest the word’s definition:
appositive (phrase enclosed in commas defining the word), synonym, antonym, or
description. Use at least three different types of context clues.
9. riotous (page 840)
_____________________________________________________________________________
10. distraught (page 842)
_____________________________________________________________________________
11. vengeance (page 848)
_____________________________________________________________________________
12. palliative (page 846)
_____________________________________________________________________________
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6/1/09 9:01:37 AM
Name: ____________________________________________________ Date: __________________
The Mark of the Beast, page 838
Analyze Literature: Irony
Three types of irony are commonly used in literature. In verbal irony, a person says one
thing but means another. In situational irony, an event occurs that violates the expectations
of the readers, the characters, or the audience. In dramatic irony, there is a discrepancy
between what a character believes or says and what the reader understands to be true.
Answer the questions below to analyze the use of irony in “The Mark of the Beast.”
1. “Fleete began the night with sherry and bitters, drank champagne steadily up to dessert,…[and]
four or five whiskeys and sodas to improve his pool strokes.…”
What type of irony is this? What is its effect?
_____________________________________________________________________________
_____________________________________________________________________________
2. “Then some of us went away and annexed Burma, and some tried to open up the Sudan and were
opened up by Fuzzies in that cruel scrub outside Suakim, and some found stars and medals, and
some were married, which was bad, and some did other things which were worse…”
What type of irony is this? What meaning does the irony give to the statement?
_____________________________________________________________________________
_____________________________________________________________________________
3. “He was very drowsy and tired, but as soon as he saw us, he said, ‘Oh! Confound you fellows.
Happy New Year to you. Never mix your liquors. I’m nearly dead.’”
What type of irony is this? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
4. Quote or summarize an example of verbal irony in the story.
_____________________________________________________________________________
_____________________________________________________________________________
5. Quote or summarize an example of situational irony in the story.
_____________________________________________________________________________
_____________________________________________________________________________
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6/1/09 9:01:37 AM
Name: ____________________________________________________ Date: __________________
The Mark of the Beast, page 838
Selection Quiz
Fill in the Blank
Fill in the blank with a word or phrase that correctly completes each sentence.
1. The country in which the story takes place is ___________________________.
2. The holiday celebrated at the beginning of the story is ___________________________.
3. The doctor diagnoses Fleete’s illness as ___________________________.
4. The animals that are made distraught when Fleete appears are ___________________________.
Multiple Choice
Write the letter of the correct answer on the line.
_____ 5. What action precipitates the events that occur to Fleete?
A. Fleete insults an officer at the party.
B. Fleete falls off a horse.
C. Fleete marks an image in a temple.
D. Fleete is bitten by a dog.
_____ 6. What is the first sign that something strange is happening to Fleete?
A. He requests raw meat.
B. He bursts into hysterical laughter.
C. He crawls in the garden.
D. He complains of a headache.
_____ 7. Which word best describes the reaction of the narrator and Strickland to Fleete’s
condition at the story’s climax?
A. amused
B. horrified
C. detached
D. disapproving
_____ 8. What condition is Fleete in at the end of the story?
A. He is entirely recovered.
B. He has no memory of his illness.
C. His illness is getting worse.
D. He is dead.
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6/1/09 9:01:38 AM
Name: ____________________________________________________ Date: __________________
The Lagoon, page 850
Build Vocabulary: Greek Roots
Many English words have Greek roots. The word amphibious, for example, has two Greek
roots. Use a dictionary to find its Greek roots. Then answer the following questions.
1. amphibious
First Greek root and meaning:
_____________________________________________________________________________
Second Greek root and meaning:
_____________________________________________________________________________
2. The word amphitheater contains the first Greek root of amphibious. Identify and define the other
Greek root in the word.
amphitheater __________________________________________________________________
Define amphitheater.
_____________________________________________________________________________
3. The word biography contains the second Greek root of amphibious. Identify and define the other
Greek root in the word.
biography ____________________________________________________________________
Define biography.
_____________________________________________________________________________
Write two additional words that contain the second root.
_____________________________________________________________________________
4. Define each Greek root below. Write two words that include each root.
bibli- ________________________________________________________________________
metr- ________________________________________________________________________
phil- _________________________________________________________________________
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6/1/09 9:01:39 AM
Name: ____________________________________________________ Date: __________________
The Lagoon, page 850
Analyze Literature: Style and Tone
Answer the questions to analyze the style and tone of “The Lagoon.”
1. Which word best characterizes Conrad’s diction, or word choice: slangy, casual, formal,
conversational, everyday, stiff? Write five words or brief phrases from the speech that support
your characterization.
_____________________________________________________________________________
_____________________________________________________________________________
2. Does the selection mainly contain long sentences or short sentences? Give examples and describe
their effect.
_____________________________________________________________________________
_____________________________________________________________________________
3. Describe the story’s point of view. How does it affect your attitudes toward the novel’s
protagonist?
_____________________________________________________________________________
_____________________________________________________________________________
4. What role does dialogue play in characterization and plot development? Explain, giving
examples.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. Characterize the author’s use of description. Is description an important element in the selection?
Explain, giving examples.
_____________________________________________________________________________
_____________________________________________________________________________
6. Describe the tone of the selection. Explain how the selection’s style helps create this tone.
_____________________________________________________________________________
_____________________________________________________________________________
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Meeting the Standards
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6/1/09 9:01:40 AM
Name: ____________________________________________________ Date: __________________
The Lagoon, page 850
Analyze Literature: Setting
In “The Lagoon,” Conrad describes the natural setting in great detail. Complete the chart,
quoting at least two examples of vivid details for each category. Then describe the mood
created by the details. After completing the chart, answer the question below it.
Natural Setting
Setting Details
Mood
Forest
Water
Sunset
Sunrise
How do the descriptions of nature symbolize the events of the story? Explain, using details from the
selection to support your answer.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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6/1/09 9:01:41 AM
Name: ____________________________________________________ Date: __________________
The Lagoon, page 850
Analyze Literature: Text-to-Text Connection
The story “The Mark of the Beast” (page 839) by Rudyard Kipling has some similarities to
“The Lagoon” by Joseph Conrad. Compare “The Mark of the Beast” and “The Lagoon.”
Use the chart to analyze the similarities and differences in the two stories. Then answer the
questions below the chart.
The Mark of the Beast
Both The Mark of the
Beast and The Lagoon
The Lagoon
Point of View/ Narrator
Setting
Style
Tone
Mood
Theme
What are the differences and similarities in the way the two authors view Europeans living in Asian
countries and interacting with the native people?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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Meeting the Standards
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6/1/09 9:01:41 AM
Name: ____________________________________________________ Date: __________________
The Lagoon, page 850
Selection Quiz
Multiple Choice
Write the letter of the correct answer on the line.
_____ 1. The protagonist of the story is
A. Tuan, the white man.
B. Arsat, the Malay.
C. Diamelen, Arsat’s beloved.
D. the riverboat steersman.
_____ 2. When Tuan arrives at Arsat’s house, Arsat asks for
A. clothing.
B. food.
C. money.
D. medicine.
_____ 3. The story’s flashback explains
A. how Diamelen came to live with Arsat.
B. how Tuan and Arsat became friends.
C. how Arsat found his home on the lagoon.
D. how Tuan came to live in Arsat’s country.
_____ 4. Which word best describes the mood of the story?
A. cheerful
B. terrifying
C. gloomy
D. peaceful
True or False
Write T if the statement is true or F if the statement is false.
_____ 5. Arsat lives in an abandoned home in a rain forest.
_____ 6. Diamelen went to live with Arsat against her will.
_____ 7. Arsat dislikes his brother.
_____ 8. In the resolution of the story, Arsat’s brother arrives at the house on the lagoon.
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6/1/09 9:01:42 AM
Name: ____________________________________________________ Date: __________________
Christmas Storms and Sunshine, page 861
Build Vocabulary: Definitions
Part 1: Match Words with Definitions
Write the letter of the correct definition on the line next to the matching vocabulary word.
_____ 1. affronted (page 868)
A. abnormally susceptible to gloomy feelings
_____ 2. alias (page 861)
B. introduction
_____ 3. contempt (page 863)
C. subjecting to strict economy
_____ 4. infinitesimal (page 865)
D. insulted
_____ 5. morbid (page 863)
E. a shrewish ill-tempered woman
_____ 6. pinchings (page 863)
F. immeasurably small
_____ 7. prelude (page 862)
G. intense natural inclinations
_____ 8. propensities (page 864)
H. otherwise called
_____ 9. vixen (page 868)
I. to shrink back involuntarily
_____ 10. wince (page 863)
J. the act of despising
Part 2: Write Sentences
Write a sentence using each word below.
11. wince
_____________________________________________________________________________
12. morbid
_____________________________________________________________________________
13. contempt
_____________________________________________________________________________
14. propensities
_____________________________________________________________________________
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6/1/09 9:01:43 AM
Name: ____________________________________________________ Date: __________________
Christmas Storms and Sunshine, page 861
Analyze Literature: Plot
In the chart, summarize what occurs in each part of the plot of “Christmas Storms and
Sunshine.” Then answer the question below the chart.
Plot
1. Exposition
2. Rising action
3. Conflict
4. Climax
5. Falling action
6. Resolution
7. In popular fiction, plot and suspense are often the most important elements. In much literary
fiction, plot is less important than characterization, style, and theme. Based on this distinction,
would you describe “Christmas Storms and Sunshine” as popular fiction or as literary fiction?
Explain, using specific examples.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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6/1/09 9:01:44 AM
Name: ____________________________________________________ Date: __________________
Christmas Storms and Sunshine, page 861
Analyze Literature: Theme
Questions 1–5 will help you determine the theme, or larger meaning, of any story. Answer
these questions and question 6 to help you state the theme of “Christmas Storms and
Sunshine.”
1. What is the story’s subject?
_____________________________________________________________________________
_____________________________________________________________________________
2. What objects, settings, and/or characters might be considered symbols, signifying abstract ideas
beyond their literal meanings? What does each symbolize?
_____________________________________________________________________________
_____________________________________________________________________________
3. What clues might the story’s title give to its themes?
_____________________________________________________________________________
_____________________________________________________________________________
4. What is the main character’s conflict? How is it resolved?
_____________________________________________________________________________
_____________________________________________________________________________
5. Does the narrator state any lessons or morals? If so, what?
_____________________________________________________________________________
_____________________________________________________________________________
6. What is the theme of “Christmas Storms and Sunshine”? State it as a universal truth that goes
beyond the specific characters, setting, and plot of the story.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Meeting the Standards
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6/1/09 9:01:45 AM
Name: ____________________________________________________ Date: __________________
Christmas Storms and Sunshine, page 861
Selection Quiz
Multiple Choice
Write the letter of the correct answer on the line.
_____ 1. Mr. Jenkins and Mr. Hodgson both work for
A. hospitals.
B. factories.
C. newspapers.
D. shops.
_____ 2. One difference between the Jenkins family and the Hodgson family is
A. they have different religions.
B. they are in different social classes.
C. they live in different neighborhoods.
D. they have different political beliefs.
_____ 3. Mrs. Jenkins is jealous of Mrs. Hodgson because
A. Mrs. Hodgson has a baby.
B. Mrs. Hodgson is beautiful.
C. Mrs. Hodgson has a handsome husband.
D. the Hodgson family is wealthy.
_____ 4. The relationship between the Jenkins family and the Hodgson family changes because
A. Mrs. Jenkins helps Mrs. Hodgson.
B. Mr. Jenkins and Mr. Hodgson become friends.
C. one family cannot afford Christmas dinner.
D. Mrs. Jenkins becomes a Christian.
_____ 5. The word that best describes the tone of the story is
A. strident.
B. apologetic.
C. lighthearted.
D. joyous.
Fill in the Blank
Fill in the blank with a word or phrase that correctly completes each sentence.
6. For his Christmas dinner, Mr. Jenkins requests turkey and __________________________.
7. Mrs. Jenkins gets upset about Mrs. Hodgson’s treatment of her __________________________.
8. The illness that Mary’s baby comes down with is __________________________.
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57
6/1/09 9:01:46 AM
Name: ____________________________________________________ Date: __________________
The Lady of Shalott / Ulysses, page 873
Build Vocabulary: Etymology: Middle English
The etymology of a word is the history of its development, including its language of origin.
Many English words come directly from Old English and Middle English words. (Old
English was spoken from about 500 to about 1100. Middle English was spoken from about
1100 to about 1485.) Use a dictionary to find the etymology of the following words from
the selection. Then use the word in a sentence of your own.
1. bower
Original word and meaning in Middle English: _______________________________________
Sentence: _____________________________________________________________________
_____________________________________________________________________________
2. eddy
Original word and meaning in Middle English: _______________________________________
Sentence: _____________________________________________________________________
_____________________________________________________________________________
3. furrow
Original word and meaning in Middle English: _______________________________________
Sentence: _____________________________________________________________________
_____________________________________________________________________________
4. hoard
Original word and meaning in Middle English: _______________________________________
Sentence: _____________________________________________________________________
_____________________________________________________________________________
5. surly
Original word and meaning in Middle English: _______________________________________
Sentence: _____________________________________________________________________
_____________________________________________________________________________
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Meeting the Standards
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6/1/09 9:01:46 AM
Name: ____________________________________________________ Date: __________________
The Lady of Shalott / Ulysses, page 873
Analyze Literature: Narrative Poetry
Because “The Lady of Shalott” is a narrative poem, it shares many of the features of a
narrative such as a short story. Identify and describe the narrative elements of the poem
below. Use brief quotes from the poem when possible. Then answer question 7.
1. Setting _______________________________________________________________________
_____________________________________________________________________________
2. Protagonist ___________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Conflict
_____________________________________________________________________________
_____________________________________________________________________________
4. Climax
_____________________________________________________________________________
_____________________________________________________________________________
5. Falling action
_____________________________________________________________________________
_____________________________________________________________________________
6. Resolution
_____________________________________________________________________________
_____________________________________________________________________________
7. Which narrative element do you think is most effective in “The Lady of Shalott”? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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59
6/1/09 9:01:47 AM
Name: ____________________________________________________ Date: __________________
The Lady of Shalott / Ulysses, page 873
Analyze Literature: Dramatic Monologue
A dramatic monologue is a dramatic poem written in the form of a speech of a single
character to an imaginary audience. Answer the following questions to analyze “Ulysses” as
a dramatic monologue.
1. Describe the speaker’s tone. Quote or summarize three specific details that communicate this
tone.
_____________________________________________________________________________
_____________________________________________________________________________
2. What character traits does Ulysses demonstrate? What details communicate these traits?
_____________________________________________________________________________
_____________________________________________________________________________
3. What decision does the speaker reach? What are the reasons for his decision?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. One critic has said that a dramatic monologue serves as “a mask for the poet.” Explain in what
respects “Ulysses” might be a mask for Tennyson.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. Victorian poets looked upon a dramatic monologue as a concentrated narrative in which an
entire story could be glimpsed from one particular moment. Explain whether “Ulysses” fits this
description.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Meeting the Standards
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6/1/09 9:01:48 AM
Name: ____________________________________________________ Date: __________________
The Lady of Shalott / Ulysses, page 873
Analyze Literature: Tennyson Criticism
Answer the questions to learn more about what critics have said about Tennyson’s poetry
since the Victorian Era.
1. The twentieth-century poet W. H. Auden said about Tennyson that “there was little about
melancholia that he didn’t know; there was little else that he did.” What evidence of Tennyson’s
melancholia do you find in his poems?
_____________________________________________________________________________
_____________________________________________________________________________
2. Douglas Bush said that classical themes “evoked [Tennyson’s] special gifts and most authentic
emotions, his rich and wistful sense of the past, his love of nature, and his power of style.” Support
this statement by giving examples from Tennyson’s poems of the italicized items.
_____________________________________________________________________________
_____________________________________________________________________________
3. One critic has said of Tennyson that he was “a discoverer of words rather than of ideas.” Is this
a negative assessment of a poet? Explain why you agree or disagree with this characterization of
Tennyson’s work.
_____________________________________________________________________________
_____________________________________________________________________________
4. Tennyson was well-known by the public and considered a wise man by many. What evidence of
wisdom do you find in his poems?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. Many critics today agree that Tennyson was the greatest of the Victorian poets. Do you agree or
disagree? Support your opinion with specific details from Tennyson’s works.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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6/1/09 9:01:49 AM
Name: ____________________________________________________ Date: __________________
The Lady of Shalott / Ulysses, page 873
Selection Quiz
Part 1: The Lady of Shalott
Multiple Choice
Write the letter of the correct answer on the line.
_____ 1. According to the speaker, the only ones who hear the Lady of Shalott are
A. horses.
C. reapers.
B. trees.
D. sailors.
_____ 2. How does the Lady of Shalott spend her time?
A. guarding Camelot
C. creating music
B. weaving a web
D. planting a garden
_____ 3. What is the Lady forbidden to do?
A. sing
B. look at Camelot
C. see her reflection
D. get married
_____ 4. What causes the Lady to do what she is forbidden to do?
A. A white horse appears.
C. A group of ladies goes by.
B. A meteor streaks across the sky.
D. Lancelot passes by.
_____ 5. How does the Lady travel to Camelot?
A. on foot
B. on horse
C. in a Knight’s arms
D. in a boat
_____ 6. How do the knights feel when they see the Lady?
A. afraid
C. amused
B. grief-stricken
D. proud
Part 2: Ulysses
True or False
Write T if the statement is true or F if the statement is false.
_____ 7. At the beginning of the poem, the speaker is unhappy with his daily life.
_____ 8. The speaker says that his son is very similar to himself.
_____ 9. The speaker says that old age should not stop people from striving to excel.
_____ 10. At the end of the poem, the speaker has decided to continue his life as it was at the
beginning of the poem.
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Meeting the Standards
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6/1/09 9:01:50 AM
Name: ____________________________________________________ Date: __________________
from In Memoriam, page 885
Build Vocabulary: Prefixes and Suffixes
Use a dictionary to help answer each question.
1. Identify the base word, prefix, and suffix of diffusive. Then give the meaning of each part.
_____________________________________________________________________________
2. Identify the base word, prefix, and suffix of aptest. Identify its part of speech. Add a different
suffix to the base word to form a noun.
_____________________________________________________________________________
3. Define void. Write another word with the same root. Add a suffix to this word to form a word
with a different part of speech.
_____________________________________________________________________________
4. Define the word tumult and identify its part of speech. Add a suffix to the word to form an
adjective.
_____________________________________________________________________________
5. Identify the base word and suffix of aimless. Then give the meaning of each part.
_____________________________________________________________________________
6. Identify the base word and prefix of subserve. Give the meaning of each part. Add a suffix to
subserve to form an adjective.
_____________________________________________________________________________
7. Define vast. Identify its part of speech. Add a suffix to form an adverb. Add a different suffix to
form a noun.
_____________________________________________________________________________
8. Identify the part of speech of mechanic on page 886. What suffix is usually added to the word
when it is used as this part of speech? Write the word with the suffix.
_____________________________________________________________________________
9. Use the word diffusive in a sentence of your own.
_____________________________________________________________________________
_____________________________________________________________________________
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6/1/09 9:01:50 AM
Name: ____________________________________________________ Date: __________________
from In Memoriam, page 885
Analyze Literature: Elegy
An elegy is a poem of mourning. Answer the following questions to analyze “In
Memoriam” as an elegy.
1. Describe the speaker’s attitude toward his friend’s death. Quote or summarize three specific
details that communicate this attitude.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. What is the mood of the poem? Does it change throughout the poem? Quote or summarize three
specific details that create the mood.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. What do you learn about the speaker? What do you learn about the person being memorialized?
Do you think the poem should describe more extensively either or both of the individuals?
Explain.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. Identify the rhythm and rhyme scheme of the poem. Are these appropriate to the poem’s mood
and subject matter? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
5. Based on this poem, how would you describe the characteristics of an elegy? How effective is “In
Memoriam” as an elegy?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Meeting the Standards
© EMC Publishing, LLC
6/1/09 9:01:51 AM
Name: ____________________________________________________ Date: __________________
from In Memoriam, page 885
Analyze Literature: Analyze a Poem
Complete the chart to analyze the meaning, figures of speech, and imagery of “In
Memoriam.” Summarize each canto. Then identify and quote or summarize the figures of
speech and images in each canto.
Canto
Summary
Figures of Speech
Imagery
5
54
59
75
130
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6/1/09 9:01:52 AM
Name: ____________________________________________________ Date: __________________
from In Memoriam, page 885
Selection Quiz
Multiple Choice
Write the letter of the correct answer on the line.
_____ 1. Who is the speaker addressing?
A. his father
B. his late wife
C. a deceased friend
D. a professor
_____ 2. The speaker says he is using “measured language” to write a poem
A. because it clearly describes his feelings.
B. because everyone expects him to.
C. because it numbs his pain like a narcotic.
D. because the person addressed asked him to.
_____ 3. In describing his religious views, the speaker says that
A. he deeply believes God’s plan makes sense.
B. God has nothing to do with his view of death.
C. he cannot see any sense in the world God made.
D. he hopes that life and death have meaning.
_____ 4. The speaker says he will not describe the person he is addressing because
A. the person asked him not to.
B. he cannot do the person justice.
C. he prefers to express his own feelings.
D. the poem is really about God.
True or False
Write T if the statement is true or F if the statement is false.
_____ 5. The speaker says he wants to be overtaken by sorrow.
_____ 6. The speaker expresses ambivalent feelings toward the person he addresses.
_____ 7. The speaker’s emotions do not change from the beginning to the end of the poem.
_____ 8. In Canto 130, the speaker sees the individual he is addressing in many parts of nature.
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Meeting the Standards
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6/1/09 9:01:53 AM
Name: ____________________________________________________ Date: __________________
Dover Beach, page 891
Build Vocabulary: Word Facts
Use a dictionary to help answer questions 1–6 with one of the selection words in the box.
certitude
moon-blanched
straits
tranquil
tremulous
turbid
1. Which word comes from a Latin word for confused?
_____________________________________________________________________________
2. Which word was first used in 1604?
_____________________________________________________________________________
3. Which word part comes from an Old French word for a color? What is the color?
_____________________________________________________________________________
4. Which word can be a synonym of faith or conviction?
_____________________________________________________________________________
5. Which word has the secondary meaning “exceedingly sensitive”?
_____________________________________________________________________________
6. Which word is a form of a homophone of an adjective meaning “narrow” or “constricted”?
_____________________________________________________________________________
Use the following words in sentences of your own.
7. certitude _____________________________________________________________________
_____________________________________________________________________________
8. tremulous ____________________________________________________________________
_____________________________________________________________________________
9. turbid ________________________________________________________________________
_____________________________________________________________________________
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6/1/09 9:01:54 AM
Name: ____________________________________________________ Date: __________________
Dover Beach, page 891
Analyze Literature: Sound Devices
Answer the following questions to analyze the sound devices Arnold uses in “Dover
Beach.”
1. Does the poem contain rhyme? If so, describe its pattern.
_____________________________________________________________________________
2. Alliteration is the repetition of initial consonant sounds in nearby words. Give three examples of
alliteration in the poem. Identify each example by line number.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Assonance is the repetition of vowel sounds in nearby words. Consonance is the repetition
of consonant sounds in nearby words. What phrase in the poem uses both assonance and
consonance to achieve a musical effect?
_____________________________________________________________________________
4. Onomatopoeia is the use of a word that makes the sound of the sound it describes, such as chirp.
Identify three examples of onomatopoeia. (One onomatopoetic word is used twice in the poem.)
Identify the examples by line number. What sounds do the words describe?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. Read lines 10–12 aloud. What sound described in the poem do they seem to imitate? How do
they achieve the effect?
_____________________________________________________________________________
_____________________________________________________________________________
6. Identify the mood of the poem. Explain how the sound devices contribute to this mood.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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6/1/09 9:01:54 AM
Name: ____________________________________________________ Date: __________________
Dover Beach, page 891
Analyze Literature: Imagery
The poem “Dover Beach” contains many images that use concrete language, or words and
phrases that specifically name or describe something, to appeal to the senses. Quote images
that appeal to the senses listed. Then answer question 4.
1. Sight
a. _________________________________________________________________________
_________________________________________________________________________
b. _________________________________________________________________________
_________________________________________________________________________
c. _________________________________________________________________________
_________________________________________________________________________
2. Sound
a. _________________________________________________________________________
_________________________________________________________________________
b. _________________________________________________________________________
_________________________________________________________________________
3. Smell
_____________________________________________________________________________
_____________________________________________________________________________
4. Evaluate the poem’s imagery. How effectively does it communicate the poem’s theme?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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6/1/09 9:01:55 AM
Name: ____________________________________________________ Date: __________________
Dover Beach, page 891
Selection Quiz
Multiple Choice
Write the letter of the correct answer on the line.
_____ 1. The speaker is addressing
A. himself.
B. his sweetheart.
C. the sea.
D. readers.
_____ 2. According to the speaker, what did Sophocles hear long ago?
A. waves
B. wind
C. shouting crowds
D. thunder
_____ 3. Which body of water is mentioned or alluded to in the poem?
A. Atlantic Ocean
B. English Channel
C. Mediterranean Sea
D. Sea of Liberty
_____ 4. At the end of the poem, the speaker compares the situation of himself and others of his era
to
A. Greek philosophers.
B. fishers lost at sea.
C. armies fighting in the dark.
D. couples on their honeymoon.
Fill in the Blank
Fill in the blank with the word or phrase that correctly completes each sentence.
5. The country the speaker sees across the water is ______________________________.
6. The white landmark that the speaker describes as “glimmering and vast” is
______________________________.
7. The speaker says he and his love should be ______________________________ to one another.
8. The speaker says the world offers no help for ______________________________.
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6/1/09 9:01:56 AM
Name: ____________________________________________________ Date: __________________
Pied Beauty / Spring and Fall: To a Young Child, Page 896
Analyze Literature: Diction
Answer the questions below to analyze the diction of “Pied Beauty.” Remember, diction
refers to the a poet’s choice of words.
1. List four words in the poem that are similar in meaning to dappled. How does the repetition help
the poet communicate his themes?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. List five invented compound words in the poem. Give your own definition of each based on its
context.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. List three pairs of antonyms in the poem. What meaning do these pairs of words have in the
context of the poem?
_____________________________________________________________________________
_____________________________________________________________________________
4. Summarize or quote five catalogs (lists) used in the poem. Define the group that each catalog
describes. How do the catalogs help the poet communicate his themes?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. Make a generalization about the nature of Hopkins’s poetic diction. How does it help make his
poetry unique?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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6/1/09 9:01:57 AM
Name: ____________________________________________________ Date: __________________
Pied Beauty / Spring and Fall: To a Young Child, Page 896
Analyze Literature: Sound Devices
In “Spring and Fall: To a Young Child,” Gerard Manley Hopkins uses some common sound
devices, such as assonance and alliteration. (Assonance is the repetition of vowel sounds in
stressed syllables that end in different consonant sounds. Alliteration is the repetition of
consonant sounds at the beginnings of words that are in close proximity.) Complete the
chart to analyze the literary techniques in the poem. Then answer the question below the
chart.
Literary Technique
Examples
Alliteration
Assonance
Rhyme Scheme (Identify)
Rhythm (Identify)
Repetition
Point out how at least two of the elements make the poem unique.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
Pied Beauty / Spring and Fall: To a Young Child, Page 896
Extend the Text: Hopkins’s Philosophy
Gerard Manley Hopkins developed a unique philosophy to describe what he appreciated
in art and what he embodied in his own art. He created words to describe his philosophy,
which was based on the quality of inscape and the action of instress. Research Hopkins
in the library or on the Internet to find out more about his philosophy. Then answer the
following questions.
1. Explain Hopkins’s idea of inscape.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Explain Hopkins’s idea of instress.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. How did these ideas apply to Hopkins’s religious views?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. How did these ideas apply to Hopkins’s ideas about poetry?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. Explain how Hopkins’s philosophy is shown in “Pied Beauty.” Give specific examples of his
philosophy in action in the poem.
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Pied Beauty / Spring and Fall: To a Young Child, Page 896
Selection Quiz
Part 1: Pied Beauty
Multiple Choice
Write the letter of the correct answer on the line.
_____ 1. Which is an object the speaker mentions in the first stanza?
A. whales
C. finches’ wings
B. calico cats
D. mountains
_____ 2. All the things listed in the poem are alike in that they are
A. found in nature.
C. shown in a painting.
B. not classically beautiful.
D. covered with spots.
_____ 3. The purpose of the poem is to
A. convince readers.
B. tell a story.
C. describe a painting.
D. praise God.
_____ 4. Which word best describes the tone of the poem?
A. joyous
C. scholarly
B. ironic
D. regretful
Part 2: Spring and Fall: To a Young Child
Fill in the Blank
Fill in the blank with a word or phrase that correctly completes each sentence.
5. The name of the child addressed in the poem is __________________________.
6. The child is upset over the falling of __________________________.
7. In comforting the child, the speaker says that “as the heart grows older / It will come to
such sights __________________________.”
8. The name of the rhythm used in the poem is __________________________ rhythm.
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Name: ____________________________________________________ Date: __________________
When I Was One-and-Twenty / To an Athlete Dying Young, page 901
Build Vocabulary: Context Clues
When you encounter an unfamiliar word in your reading, you can often figure out the
word’s meaning by using context clues. For example, sometimes a word is defined by
restating its meaning in different words. Sometimes the meaning of a word appears after
the word, enclosed in commas or parentheses. Sometimes antonyms or examples are
provided. Sometimes, however, context clues may be insufficient or misleading. Then you
must find the word’s definition in a dictionary.
Use context clues to figure out the meaning of the following boldfaced words from
“To an Athlete Dying Young.” For each word, quote or summarize the context clues in the
word’s line or nearby lines. Next, write a definition in your own words. Then look up the
word’s definition in the dictionary and write it. Finally, answer question 4.
1. “Smart lad, to slip betimes away / From fields where glory does not stay”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. “Runners whom renown outran / And the name died before the man.”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. “So set, before its echoes fade / The fleet foot on the sill of shade, / And hold to the low lintel up /
The still-defended challenge-cup.”
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. Did you correctly determine each word’s meaning? List any words you did not correctly define
and explain why your definition was incorrect. How important is the word’s correct definition to
the poem’s meaning?
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
When I Was One-and-Twenty / To an Athlete Dying Young, page 901
Analyze Literature: Symbolism
A symbol is anything that stands for or represents both itself and something else. It is often
a concrete object, but it may be a person, place, or activity. Answer the questions to analyze
the use of symbols in “To an Athlete Dying Young.”
1. In line 5, what does “the road all runners come” symbolize?
_____________________________________________________________________________
_____________________________________________________________________________
2. Sometimes a writer uses a conventional symbol, or a symbol that has traditional, widely
recognized meanings. Identify three conventional symbols in the poem’s second stanza. Identify
each symbol’s meaning.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. What does the “sill of shade” symbolize in the third stanza?
_____________________________________________________________________________
_____________________________________________________________________________
4. Explain how the last stanza of the poem refers to the symbols used in the second stanza.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. How important is an understanding of the poem’s symbols to an understanding of the poem’s
meaning? How does analyzing the poem’s symbols add richness to the poem?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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When I Was One-and-Twenty / To an Athlete Dying Young, page 901
Analyze Literature: Text-to-Text Connection
Use the Venn diagram chart to analyze the similarities and differences between “When I
Was One-and-Twenty” and “To an Athlete Dying Young” by A. E. Housman. Then answer
the question below the chart.
When I Was One-andTwenty
When I Was One-andTwenty and To an
Athlete Dying Young
To an Athlete Dying
Young
Rhyme scheme
Speaker
Diction (describe and give
examples)
Figures of speech (describe
and give examples)
Imagery (two examples
appealing to different
senses)
Tone
Theme
1. Based on your comparison, what traits do you think are typical of a Housman poem?
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Name: ____________________________________________________ Date: __________________
When I Was One-and-Twenty / To an Athlete Dying Young, page 901
Selection Quiz
Part 1: When I Was One-and-Twenty
True or False
Write T if the statement is true or F if the statement is false.
_____ 1. The person quoted in the poem is the speaker’s father.
_____ 2. The speaker is given advice about saving money.
_____ 3. In the second stanza, the speaker is an old man.
_____ 4. The poem describes a change from innocence to experience.
Part 2: To an Athlete Dying Young
Multiple Choice
Write the letter of the correct answer on the line.
_____ 5. In the first part of the poem, the athlete is carried “shoulder-high” because
A. he was injured.
C. he won a race.
B. he won a football game.
D. he won a gymnastics event.
_____ 6. In the line “early though the laurel grows,” laurel symbolizes
A. athletic victory.
C. feminine beauty.
B. spring regrowth.
D. unexpected death.
_____ 7. The lines “Smart lad, to slip betimes away / From fields where glory does not stay” are an
example of
A. hyperbole.
C. personification.
B. an elegy.
D. irony.
_____ 8. The word that best describes the mood of the poem is
A. unemotional.
C. sad.
B. happy.
D. encouraging.
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Name: ____________________________________________________ Date: __________________
A Birthday / Promises Like Pie-Crust, page 911
Build Vocabulary: Word Facts
Use a dictionary to help you answer each question with one of the selection words in the
box.
die
fret
frugal
perish
thrive
uncast
1. Which word is a homonym for a word meaning “an ornamental network”?
_____________________________________________________________________________
2. Which word comes from an Old Norse word meaning “to grasp”?
_____________________________________________________________________________
3. Which word comes from a word that is kin to a Latin word meaning “to enjoy”?
_____________________________________________________________________________
4. Which word is a noun that has an irregular plural? What is the plural form?
_____________________________________________________________________________
5. Which word has a word part meaning “detrimentally”? What is the word part?
_____________________________________________________________________________
6. Which word comes from an Old Norse word meaning “heap”?
_____________________________________________________________________________
Use three of the words in the box in sentences of your own.
7. _____________________________________________________________________________
_____________________________________________________________________________
8. _____________________________________________________________________________
_____________________________________________________________________________
9. _____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
A Birthday / Promises Like Pie-Crust, page 911
Analyze Literature: Figurative Language
Complete the list by quoting or summarizing examples of each type of figure of speech in
“A Birthday.” Then answer the questions.
1. Simile
a. ___________________________________________________________________________
b. ___________________________________________________________________________
c. ___________________________________________________________________________
___________________________________________________________________________
2. Extended Symbol
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Metaphor
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. Describe the general nature of the speaker’s love based on the similes used to describe it.
_____________________________________________________________________________
_____________________________________________________________________________
5. How effective is the extended symbol in expressing the speaker’s feelings? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
A Birthday / Promises Like Pie-Crust, page 911
Analyze Literature: Analyze a Poem
Answer the questions to analyze “Promises Like Pie-Crust.”
1. Identify the speaker of the poem. Based on what you have learned about the Victorian Era, do
you think the speaker is typical of the age? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
2. Describe the poem’s rhythm and rhyme scheme. What mood do they communicate?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Summarize three metaphors from the second stanza, explaining what is literally being compared.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. Identify two abstract words that the speaker uses repeatedly. Explain how the poet uses them in
combination with concrete words and phrases to communicate ideas and emotions.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. Explain how the poem’s title reinforces the poem’s themes.
_____________________________________________________________________________
_____________________________________________________________________________
6. Quote two lines that might be identified as an aphorism (a concise statement of a truth). Explain
its meaning in your own words.
_____________________________________________________________________________
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Name: ____________________________________________________ Date: __________________
A Birthday / Promises Like Pie-Crust, page 911
Selection Quiz
Part 1: A Birthday
Multiple Choice
Write the letter of the correct answer on the line.
_____ 1. With what figures of speech does the poem begin?
A. personification
C. metaphor
B. simile
D. hyperbole
_____ 2. Why is the speaker’s heart gladder than all the things she describes?
A. because it is her birthday
C. because she has received a spiritual gift
B. because she is starting a new life
D. because her love has arrived
_____ 3. What does the speaker ask to be made for her?
A. a stage
C. a tapestry
B. a scarf
D. a garden
_____ 4. Which word best describes the mood of the poem?
A. calm
C. philosophical
B. joyful
D. solemn
Part 2: Promises Like Pie-Crust
Fill in the Blank
Fill in the blank with the word or phrase from the box that best completes each sentence.
chain
die
liberty
perish
5. The speaker wants the person she is addressing and herself to keep their
____________________.
6. The speaker compares the relationship she wants with the other person to an uncast
____________________.
7. The speaker is afraid that a promise might make her fret “to break the ____________________.”
8. The speaker says that “Many thrive on frugal fare / Who would ____________________
of excess.”
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Answer Key
Victorian Era Study Guide
for New York
Historical Context
1–2. Students’ answers will vary. 3. 1848; Students’ answers will vary.
4.
1837 British Literature Dickens begins serialization of Oliver Twist British History
Victoria becomes Queen of United Kingdom
1859 British Literature Mary Anne Evans writes novel Adam Bede under name
George Eliot British History Darwin introduces theory of natural selection
World History country of Romania is formed in Eastern Europe
1867 British History British North America Act establishes Canada as self-governing
dominion World History diamonds discovered in South Africa; Alfred Nobel
invents dynamite
1882–1883 British Literature Robert Louis Stevenson publishes Treasure Island British
History Egypt becomes protectorate of United Kingdom World History
volcanic island Krakatoa erupts, killing 36,000 people
5. The shift to industrialization led to the rise of the middle class; it provided more jobs
and increased food production. 6. It enabled more men to vote and distributed Parliament
seats more evenly among population. 7. The Corn Laws restricted imports and exports of
grain, making the price of wheat very high. Poor people couldn’t afford bread, so they ate
potatoes. A potato blight struck 1845–1849. Many people starved and many others moved
to the United States. 8. Benjamin Disraeli—Position: progressive leader of the Conservative
party, prime minister 1868; Accomplishments: passed Second Reform Act and reforms in
housing, public health, factories; extended imperialism and expanded British Empire; William
Gladstone—Position: leader of Liberal party, prime minister four times between 1868 and 1894;
Accomplishments: expanded elementary education, legalized trade unions, established hiring
civil servants based on ability, instituted election reforms; 9. It enabled Britain to increase trade;
it had a large navy and merchant fleet, so it imported cotton and silk from American and China
and exported finished goods; it used its navy to defend trade routes from encroaching countries.
10. The Suez Canal connected the Mediterranean Sea and the Red Sea, establishing a short
two-way sea route between Europe and Asia. Britain was the largest shareholder. 11. Germany
defeated France and became a military and imperial power; Germany and the United States
surpassed Britain’s industrial production. 12. The theory said that Earth’s species of plants and
animals had evolved from common ancestors through the process of natural selection. This
changed Europeans’ understanding of the universe and seemed to contradict some religious
teachings. 13. The Protestant evangelical movement gained influence; it emphasized personal
salvation through God and living according to a strict moral code. 14. The idea of separate
spheres was that women’s sphere was the home, which they made into a peaceful moral
refuge; men’s sphere was the world of business. 15. Spencer applied Darwin’s theories to social
sphere, arguing that the “fittest” people should succeed; this led to inequalities based on race or
ethnicity, economic class, and gender. Mill advocated a morality that would bring the greatest
good to the greatest number of people.
Understanding Part 1: A Realistic Approach
1. Realism entails authentic, detailed descriptions of everyday life, especially its darker aspects.
2. Realism appealed to Victorian readers because they were disillusioned by the era’s social,
cultural, and political developments. 3. Dickens used Realism to satirize social issues.
4. Naturalism is based on the theory that actions and events are inevitable results of biological
and natural forces that are generally beyond people’s control. 5. Both movements focused on
themes common to lower and middle classes and strived for accuracy and authenticity.
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6. Naturalistic characters who are hapless victims of fate appear in Victorian literature. 7. The
dark, foreboding mood and setting of Romanticism appeared in Jane Eyre, Great Expectations,
and “The Mark of the Beast.”
Applying Part 1: A Realistic Approach
1. “My Last Duchess” involves an unpleasant character who is jealous and controlling and may
have murdered his wife; “Porphyria’s Lover” profiles a frightening man who kills his lover.
2. Possible answer: Yes, the fact that the characters in the monologues speak for themselves
realistically dramatizes their states of mind and emotions. 3. Possible answer: The poem’s
speaker is an ordinary person who bases her love for her significant other on aspects of everyday
life such as the change of day to night and the religious faith she remembers from her childhood.
4. Realistic elements include Pip’s character: his responses to Mr. Pumblechook, his timidity at
meeting Miss Havisham, and his feelings toward Estella. Romantic elements include the gothic
atmosphere of Miss Havisham’s house and her strange history and way of life. 5. Elements
of Romanticism include the moody setting descriptions and the mysterious character Mr.
Rochester. 6. Possible answer: Elements of Naturalism include the character of the Marquis’s
father-in-law, “who had lived a life of noisy debauch” and is described as having gravy dripping
from his mouth; Emma’s suggestive dance with the Viscount; and Emma’s scornful treatment
of her husband. Some readers may have disagreed with the values suggested in the novel or
disliked its realistic but negative views of life. 7. Henchard has lost his family due to his drinking,
a force he apparently could not control; Susan’s and her daughter’s lives have been controlled by
Henchard’s actions, not by their own free will. 8. Possible answer: “The Darkling Thrush” and
“Ah, Are You Digging on My Grave?” reflect Realism. The first poem realistically describes a
dark aspect of life, the speaker’s despair and hopelessness; the second describes negative human
traits, selfishness and negligence toward their deceased loved ones. The first poem may also
reflect the Naturalistic sense that life is beyond one’s control. 9. Possible answer: The setting is
exotic and mysterious; there is a sense of foreboding; a strange, inexplicable event occurs.
10. Possible answer: Arsat is suffering guilt, grief, and remorse because of events controlled by
his passions and biological urges; the story realistically depicts tragic events. 11. Possible answer:
The story is an example of Realism because it depicts the poverty and difficulties of middle class
characters realistically.
Understanding Literary Forms: The Novel
1. A novel is a long work of fiction with an involved plot, many characters, and numerous
settings. 2. A novel is a more extended narrative than a short story. 3. Cervantes presented the
characters’ adventures as a continuous tale instead of a series of disjointed episodes. 4. Some
proposed to teach a moral; others were intended to shock and scandalize. 5. They are comical,
satirical, rambling, and full of physical details. 6. It is divided into chapters and sometimes
into parts. Possible answer: The divisions make a long novel less daunting for readers; they
help indicate changes in time frames and settings. 7. They resulted in elaborate plots with
each installment ending in a cliffhanger. 8. Exposition: sets the tone, introduces characters
and setting, gives background information; Rising action: conflict develops and intensifies;
Climax: high point of interest and suspense; Falling action: the events that follow the climax;
Resolution: central conflict is resolved. 9. Setting is the time and place of the action. Mood
is the atmosphere, or emotion created in the reader. The details that create the setting create
the mood as well. 10. A character is an individual taking part in the action of a novel. The
protagonist is the main character who experiences a conflict. The antagonist the character with
whom the protagonist is in conflict. 11. against nature, against society, against oneself; 12. The
narrator is the character or speaker who tells a story. The narrator may be a major character,
a minor character, or a witness to the events. 13. Point of view is the perspective from which a
story is told. The point of view may be told from a first-person point of view, which is limited
to what the narrator directly observes; it may be a third-person limited point of view, focusing
on what one main character feels and observes; or a third-person omniscient point of view,
seeing into the minds of all the characters. 14. Tone is the emotional attitude toward the reader
or the subject that is implied in a literary work. Answers will vary. Possible answers: satirical,
sympathetic, comical, matter-of-fact 15. The theme is a central message or perception about life
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that is revealed in a literary work. A stated theme is revealed directly; an implied theme must
be inferred. 16. It is important to identify a novel’s point of view because the author’s choice of
narrator determines how much and what kind of information readers will be given. 17. subplots,
central conflict; 18. What is suggested by the resolution of the novel’s main conflict? What are
the various characters’ outcomes? Does the protagonist change?
Applying Literary Forms: The Novel
1. Possible answer: Pip’s conflicts are how to behave toward Miss Havisham and how to deal
with his ambivalent feelings toward Estella. 2. The mood is calm and peaceful (“on the hill-top
above me sat the rising moon, pale yet as a cloud”); it becomes mysterious (“a rude noise broke
on these fine ripplings and whisperings”) and scary (“as the horse approached…through the
dusk, I remembered certain of Bessie’s tales…”) 3. The novel suggests the theme that women
have the same emotions and motivations as men, such as a need for adventure or excitement.
4. Exposition: Emma arrives at the chateau for the party, has dinner, and prepares for the ball;
Climax: Emma dances with the Viscount; Falling action: Emma returns home and frequently
recalls her experiences at the ball. 5. The protagonist is Susan Henchard; the antagonist is her
estranged husband, Michael Henchard. The protagonist is a loving mother; she shows her
daughter affection and tries to protect her from disturbing facts. She is brave; she leaves her old
life behind in order to find her real husband.
Understanding Part 2: Faith and Doubt
1. huge changes to the social, political, and religious institutions of Victorian society; 2. People
perceived Darwin’s theory of evolution as a threat because it seemed to put into doubt the
Biblical story of how the world was created. 3. Turning against religion and looking to science
for answers—Matthew Arnold; believing that God was responsible for creation in some
way—Gerard Manley Hopkins; reconciling faith and modern science—Tennyson; 4. Questions
of faith, individual roles and responsibilities, social and political reform, and the purpose of
science; 5. disillusionment; a careful balance of optimism and pessimism
Applying Part 2: Faith and Doubt
Possible answers: 1. Sir Lancelot and Ulysses are classical heroes, brave, adventurous, and selfassured. Their moral certainty may have appealed to people who were attempting to deal with
gray areas in moral and religious issues. 2. Tennyson mainly expresses faith that helps him
overcome his doubts. For example, he says that “good” will overcome “defects of doubt”; he says
that every part of life fits into God’s plan: “That not a worm is cloven in vain…” In Canto 130,
he senses his deceased friend “mix’d with God and Nature.” 3. He feels that faith is retreating in
the wake of new scientific discoveries (“But now I only hear its melancholy, long, withdrawing
roar”). He is frightened and depressed about this. 4. The mood of “Pied Beauty” is joyful and
grateful; the mood of “To a Young Child” is philosophical and reasonable. Although the themes
are typically Victorian, the moods are more optimistic than those seen in some other authors,
such as Tennyson. 5. “When I Was One-and-Twenty”—disillusionment (“’Tis paid with sighs a
plenty / And sold for endless rue…And oh, ’tis true, ’tis true.”) “To an Athlete Dying Young”—
sadness, melancholy, grief (“So set, before its echoes fade / The fleet foot on the sill of shade”);
6. The speaker of “A Birthday” seems to find faith in her loved one; the speaker of “Promises
Like Pie-Crust” shows doubt in romantic love, possibly due to the generally doubtful tenor of
the Victorian Era.
New York–Based Practice Test
1. 3; 2. 2; 3. 4; 4. 4; 5. 4; 6. 3; 7. 1; 8. 1
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My Last Duchess / Porphyria’s Lover
Build Vocabulary: Synonyms and Antonyms
Students’ sentences will vary. 1. C; 2. F; 3. J; 4. E; 5. B; 6. I; 7. H; 8. D; 9. A; 10. G; Possible
answers: 11. casual; 12. stinginess; 13. significance; 14. denied; 15. cheerful; 16. heedless
Analyze Literature: Speaker and Tone
Students’ answers will vary. Possible answers: Lines 1–13 Speaker: pleasant, polite; Details: “I
call that piece a wonder”; “Will ’t please you sit and look at her?” Tone: polite, straightforward;
Details: “That’s my last Duchess painted on the wall” Lines 13–34 Speaker: jealous, snide;
Details: “She had a heart…too easily impressed”; “she liked whate’er she looked on,…Sir, ’twas
all one!” Tone: mean; Details: “the bough of cherries some officious fool broke in the orchard
for her”; Lines 34–45 Speaker: proud, dishonest, critical, demanding; Details: “as if she ranked
my gift of a nine-hundred-years-old name with anybody’s gift”; “to make your will quite
clear to such an one and say, “Just this or that in you disgusts me”; Tone: falsely modest, selfdenigrating; Details: “Who’d stoop to blame this sort of trifling? Even had you skill in speech—
(which I have not)”; Lines 45–56 Speaker: nasty, ruthless; Details: “I gave commands; then all
smiles stopped together”; Tone: pleasant, callous; Details: “Will ’t please you rise?” “his fair
daughter’s self, as I avowed at starting, is my object” 1. The tone changes from polite to mean
to self-denigrating to pleasant but callous. 2. Possible answer: My impression changes from
favorable to dislike of the duke, who turns out to be an unsympathetic, domineering man.
Analyze Literature: Poetic Elements
Possible answers: Personification: “the sullen wind was soon awake / It tore the elm tops down
for spite” Effect: makes the outdoor scene come alive, emphasizes how bad the weather is;
Simile: “she felt no pain…As a shut bud that holds a bee, I warily oped her lids again” Effect:
emphasizes the speaker’s skewed sense of reality; Metaphor: “Surprise made my heart swell,
and still it grew / While I debated what to do.” Effect: vividly describes the speaker’s intense
emotions; Sight Imagery: a. “made her smooth white shoulder bare, / And all her yellow hair
displaced” b. “laughed the blue eyes without a stain” c. “her cheek once more blushed bright
beneath my burning kiss”; Effect: enriches the image of the young woman The rhyme scheme
is ababb, cdcdd, etc. The last lines are a rhyming couplet, which emphasizes the shocking
conclusion and ends the poem gracefully.
Selection Quiz
1. C; 2. B; 3. A; 4. A; 5. B; 6. F; 7. T; 8. F; 9. F
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How do I love thee? (Sonnet 43)
Analyze Literature: Sonnet
1. abbaabbacdcdcd; 2. octave and sestet; Petrarchan; 3. The speaker continues to list the ways she
loves her beloved in the sestet, but she turns to a more detailed explanation of how her love has
grown from her past emotions. 4. The subject is a serious, profound romantic love; the mood
is serious and solemn, comparing romantic love to religious love. Both are appropriate to the
formality and tradition of the sonnet form. 5. Possible answer: The poem does justice to the
sonnet form because, like Shakespeare’s sonnets, it approaches its subject very seriously; it does
not include commonplace or everyday images.
Analyze Literature: Concrete and Abstract Language
Nouns—Abstract: depth, breadth, height, soul, sight, Being, Grace, need, Right, Praise, passion,
griefs, faith, love, life, God, death; Concrete: sun, candle-light, saints, breath, smiles, tears;
Adjectives—Abstract: ideal, quiet, lost; Verbs—Abstract: love, reach, strive, turn, choose;
Concrete: count; Adverbs—Abstract: freely, purely, better; 1. The poet uses much more abstract
language. 2. Answers may vary. Possible answer: The poet is effective in describing a profound
love that is almost spiritual or religious because the abstract words she uses are appropriate to
this kind of feeling; however, she is ineffective in communicating a sense of the real, everyday
characteristics of her love because she uses few concrete words.
Analyze Literature: Critique
Possible answers: 1. The poem is written in iambic pentameter and has a rhyme scheme
(abbaabbacdcdcd) that creates a serious mood and is effective in communicating profound
emotions. 2. The poet uses a metaphor: “I love thee to the depth and breadth and height my soul
can reach,” comparing her soul to something concrete that can be measured; she uses hyperbole:
“I love thee with the breath, smiles, tears of all my life!” The figures of speech are effective in
communicating the depth of her love. 3. The poet uses little concrete language; the abstract
language effectively communicates the spiritual nature of the speaker’s love. 4. Repetition: “I
love thee…”; Rhetorical question: “How do I love thee?”; Abstract language: depth, breadth,
height, soul, sight, Being, Grace, need, Right, Praise, passion, griefs, faith, love, life, God, death.
The rhetorical devices effectively communicate a certain type of love. 5. Students’ answers will
vary. 6. Students’ evaluations will vary.
Selection Quiz
1. D; 2. A; 3. B; 4. D; 5. A; 6. count; 7. life; 8. death
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from Great Expectations
Build Vocabulary: Synonyms and Antonyms
1. D; 2. H; 3. E; 4. I; 5. B; 6. J; 7. A; 8. G; 9. F; 10. C; Possible answers: 11. stubborn; 12. dispirited;
13. scorn; 14. rough; 15. dislike
Analyze Literature: Style and Tone
Possible answers: 1. Dickens uses both formal (penitential, acquit, imparted, personage) and
conversational (“She threw the cards down on the table”) diction. 2. Dickens uses a large
percentage of long sentences except in dialogue. For example, “I think it will be conceded by my
most disputatious reader that she could hardly have directed an unfortunate boy to do anything
in the wide world more difficult to be done under the circumstances.”) The long sentences give
parts of the novel a somewhat formal, old-fashioned tone. 3. Dickens uses dialogue extensively.
It is very effective in characterizing Miss Havisham (“I sometimes have sick fancies”) and Estella
(“He calls the knaves jacks, this boy!”). Dialogue gives the novel immediacy, dramatizing the
action rather than simply narrating it. 4. Dickens is richly descriptive. He describes the outside
and inside of Miss Havisham’s house in great detail (“Some of the windows had been walled up;
of those that remained, all the lower were rustily barred”). The description brings the setting to
life and adds realism. 5. Because the story is told from Pip’s perspective, the tone is sensitive and
empathetic. The closely observed details and conversations give the novel a tone of curiosity and
sometimes awe while Pip’s descriptions of his feelings create an almost confessional tone.
Extend the Text: Dickens Criticism
Students’ answers will vary.
Selection Quiz
1. D; 2. A; 3. C; 4. A; 5. F; 6. F; 7. T; 8. F
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from Jane Eyre
Build Vocabulary: Context Clues
Students’ sentences will vary. 1. synonym; “spoilt and indulged”; 2. synonym and antonyms;
“she was not of a descriptive or narrative turn and generally gave such vapid and confused
answers”; 3. example/description; “I accorded it, deeming that I did well in showing pliability”;
4. description; “man and horse went down”; 5. synonym/example; “I was in the mood for being
useful, or at least officious,…‘If you are hurt, and want help, sir, I can fetch some…’”;
6. description; “I had a reverence…for beauty, elegance, gallantry…but had I met those qualities
incarnate in masculine shape…”; 7. description; “…was to return to stagnation; to cross the
silent hall, to ascend the darksome staircase…”; 8. description/example; “to spend the long
winter evening with her, and her only, was to quell wholly the faint excitement wakened by my
walk”
Analyze Literature: Setting and Mood
Possible answers: pages 807–808 Vivid Details: “the rising moon, pale yet as a cloud…she
looked over Hay, which, half lost in trees, sent up a blue smoke from its few chimneys” “the
evening calm betrayed the tinkle of the nearest streams”; Mood: peaceful, romantic; page 810
Vivid Details: “Thornfield Hall, on which the moon cast a hoary gleam, bringing it out distinct
and pale from the woods, that, by contrast with the western sky, now seemed one mass of
shadow”; Mood: mysterious; page 811 Vivid Details: “I saw only the hedge and a pollard willow
before me, rising up still and straight to meet the moonbeams”; Mood: mysterious, romantic;
page 812 Vivid Details: “to cross the silent hall, to ascend the darksome staircase, to seek my
own lonely little room”; Mood: lonely; The mood and setting are more Romantic than Realistic;
the descriptions emphasize moonlight; the moon is often seen throughout literature as a
romantic, mysterious entity. The house is seen from a distance, creating an air of secrecy and
mystery.
Analyze Literature: Jane Eyre as a Feminist
Possible answers: 1. Jane does not have the typically Victorian worship of children and of
motherhood; she sees her charge realistically as a person with flaws, not as a perfect child.
2. Jane declares she is not afraid to be out after dark, like a coddled Victorian woman might;
she does not act like a helpless “lady” when Rochester falls from his horse but sensibly tries to
help him; she does not immediately see Rochester as a scary or romantic figure but simply as
a person. 3. “I am not at all afraid of being out late when it is moonlight”; “The incident had
occurred and was gone for me…My help had been needed and claimed; I had given it: I was
pleased to have done something”; she realizes that it is just as natural for her to feel restless
at having a dull evening at home as it would be for a man to feel the same way. 4. Jane feels
impatient and restless when looking ahead to a dull evening; she does not much appreciate the
“security and ease” of her existence; she compares her own restlessness to that of a typical man.
5. Jane can be seen as a feminist character because she shows strength and independence; she
is not looking for a man to make her existence complete but feels the need to have some sort of
adventure on her own.
Selection Quiz
1. D; 2. D; 3. C; 4. A; 5. F; 6. F; 7. F; 8. T
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from Madame Bovary
Build Vocabulary: Word Analogies
1. debauch; 2. viands; 3. countenances; 4. pallor; 5. repast; 6. asunder; 7. vestibule; 8. greensward
9–10. Students’ answers will vary.
Extend the Text: Madame Bovary Criticism
Possible answers, briefly: 1. Flaubert was one of the first novelists to depict some unpleasant and
little-discussed aspects of life, such as adultery. 2. The novel described Emma’s dissatisfaction
with her marriage, her sexual desires, and her adulterous relationships, subjects rarely or
never dealt with seriously in mainstream literature before. 3. Emma was one of the first female
characters created by a man who was not merely an idealized woman; her shortcomings and
immoral behavior were portrayed; her feelings were described in realistic detail from her own
point of view. 4. The novel was one of the first to portray characters and society in realistic
detail, including unpleasant aspects of life that were usually ignored in literature. Emma, though
not necessarily a likable character, was a realistic, engaging one, and reflected feelings and
behaviors that readers recognized from life. 5. Flaubert described life in a realistic, naturalistic
way; he focused on characters’ consciousness and motivations; he described life in great,
realistic detail. 6. Flaubert showed some negative aspects of upper class society and how striving
for status and wealth could harm people. He showed how people are shaped by the society in
which they live, for good and ill.
Analyze Literature: Imagery
Possible answers: 1. Sight: “the light of the lamps lowered over the green cloth threw a dim
shadow around the room” Sound: “one could hear the click of the ivory balls” Mood: luxurious,
anticipatory; 2. Sight: “silver dish covers reflected the lighted wax candles in the candelabra”
Smell: “a blending of the perfume of flowers and of the fine linen, of the fumes of the viands, and
the odor of the truffles” Mood: rich, pleasurable; 3. Sight: “Lace trimmings, diamond brooches,
medallion bracelets trembled on bodices, gleamed on breasts, clinked on bare arms. Touch:
“Iced champagne was poured out. Emma shivered all over as she felt it cold in her mouth.”
Mood: sensuous, lush, indulgent; 4. Flaubert clearly communicates the wealth and luxury of
the society to which Emma would like to belong. Descriptions of the indulgences and how they
affect Emma help explain Emma’s motivations for her actions.
Selection Quiz
1. A; 2. C; 3. C; 4. D; 5. F; 6. T; 7. T; 8. F
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from The Mayor of Casterbridge
Build Vocabulary: Etymology
1. Dexterous comes from the Latin word dexter, “on the right side,” “skillful.” 2. Ascend comes
from the Latin word ascendere, “to climb.” 3. Alacrity comes from the Latin word alacritas,
“lively, eager.” 4. Unscrupulous comes from the Latin word scrupulus, “source of uneasiness,”
literally “sharp stone.” 5. Genial comes from the Latin word genialis, from genius, “natural
inclinations.” 6. swarthy comes from the Old English sweart, akin to Old High German word
swarz, “black.” 7. Elation comes from the Latin word elatus, “elevate.” 8–9. Students’ sentences
will vary
Analyze Literature: Characterization
Possible answers: Susan Henchard: Indirect Characterization (What she says, etc.): goes
to find her husband, is affectionate with her daughter, has lied to her daughter about her
real father; Direct Characterization: “her face had lost much of its rotundity, her skin had
undergone a textural change…She was dressed in the mourning clothes of a widow.” ElizabethJane Henchard: Indirect Characterization (What she says, etc.): “And now he’s drowned
and gone from us!”; “Don’t speak to her—it isn’t respectable!” Direct Characterization:
“completely possessed of that ephemeral precious essence youth”; Mrs. Goodenough: Indirect
Characterization (What she says, etc.): “The old woman begged for her custom”; (What others
say): “You’ve seen better days?” Direct Characterization: “an old woman haggard, wrinkled, and
almost in rags”; “it was by the unscrupulous person’s liquor her husband had been degraded”
Michael Henchard: Indirect Characterization (What he says, etc.): holds court, laughs loudly;
(What others say): “I thought he looked a generous man”; “What a gentleman he is”; “He scorns
all tempting liquors”; “a lonely widow man” Direct Characterization: “a man about forty years
of age: of heavy frame, large features, and commanding…”; “conjectures of a temperament that
would have no pity for weakness”; “its producer’s personal goodness would be of a very fitful
cast—an occasional almost oppressive generosity rather than a mild and constant kindness”;
Possible answers: Susan Henchard: brave, loving, but not above deception for someone she
loves; Elizabeth-Jane: sweet, sensitive, loving, curious; Mrs. Goodenough: sly, unscrupulous;
Michael Henchard: social, resolute, arrogant
Selection Quiz
1. sailor; 2. fair; 3. Michael Henchard; 4. C; 5. B; 6. A; 7. A; 8. D
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The Darkling Thrush / Ah, Are You Digging on My Grave?
Build Vocabulary: Adjectives
Possible answers: 1. Synonyms: bare, barren; Antonyms: fertile, lush; 2. Synonyms: numb,
bored; Antonyms: passionate, excited; 3. Synonyms: dreary, cheerless; Antonyms: cheerful,
fruitful; 4. Synonyms: infinite, limitless; Antonyms: limited, restricted; 5. Synonyms: weak,
delicate; Antonyms: strong, sturdy; 6. Synonyms: thin, emaciated; Antonyms: fat, heavy;
7. Synonyms: rapturous, overjoyed; Antonyms: depressed, unhappy
Analyze Literature: Figures of Speech
1. a. “Winter’s dregs made desolate / The weakening eye of day” b. “The Century’s corpse…
His crypt the cloudy canopy, / The wind his death lament”; 2. “The tangled bine-stems scored
the sky / Like strings of broken lyres”; 3. “An aged thrush… Had chosen thus to fling his soul
/ Upon the growing gloom”; 4. Possible answer: The personification and simile emphasize the
bleakness of the landscape and its similarity to the speaker’s mood. The metaphor emphasizes
the joy of the thrush’s song and its contrast with the mood of the outdoor scene and of the
speaker; it implies a connection to faith or spirituality.
Analyze Literature: Critique a Poem
Possible answers: 1. The rhythm is a regular one in which tetrameter lines alternate with
trimeter lines. The rhyme is abcccb. The catchy, sing-song rhythm and rhyme are appropriate
for telling the brief fable. 2. The poem is comprised of dialogue between a dead woman and
three people and a dog whom she addresses. It is effective because the speakers tell the story
concisely. 3. The Gate symbolizes the passage to Death; the true heart symbolizes a loving
individual. The poem does not contain any other figurative language. This is appropriate
because the words of the poem are spoken by ordinary people who would not be likely to use
intricate figurative language. 4. The dog was burying its bone, not visiting its mistress; in fact,
it had forgotten its mistress was buried there. The irony is effective because it creates a surprise
ending that forcefully communicates the poet’s theme: we are quickly forgotten after death.
5. The poem’s theme that we are quickly forgotten after death is communicated concisely and
entertainingly in the poetic format. Although it could be communicated in a short story or
essay, it would not be as economically stated. 6. Students’ evaluations will vary.
Selection Quiz
1. D; 2. A; 3. D; 4. C; 5. a dead woman; 6. the woman’s husband; 7. her dog; 8. a bone
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The Mark of the Beast
Build Vocabulary: Word Meaning
1. E; 2. A; 3. F; 4. H; 5. C; 6. G; 7. D; 8. B; Students’ sentences will vary. Examples of sentences
with context clues: 9. The party celebrating the team’s win was not calm but riotous. 10. The
woman was so distraught that she screamed and then wept uncontrollably. 11. The candidate
debated her opponent enthusiastically, in fact with a vengeance. 12. Unfortunately, the medicine
had no palliative effect.
Analyze Literature: Irony
1. Verbal irony: It is humorous and emphasizes the stupidity of Fleete’s overimbibing. 2. Verbal
irony: It expresses disapproval of the cavalier attitude of the British toward colonialism.
3. Situational: The expectations of the narrator and Strickland, as well as the reader, are violated.
4. Students’ examples will vary. Possible answer: “Strickland hates being mystified by natives,
because his business in life is to overmatch them with their own weapons. He has not yet
succeeded in doing this, but in fifteen or twenty years he will have made some small progress.”
5. Students’ examples will vary. Possible answer: Strickland laughs hysterically after Fleete
recovers.
Selection Quiz
1. India; 2. New Year’s Eve; 3. hydrophobia; 4. horses; 5. C; 6. A; 7. B; 8. B
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The Lagoon
Build Vocabulary: Greek Roots
Students’ examples will vary. 1. amphi-, “on both sides”; “of both kinds”; 2. bio-, “life” 3. theater;
amphitheater: “a building with tiers of seats arranged around an open space”; 4. grapho-, “to
write”; biography: narrative of a life; Examples: photography, geography; 5. bibl-, “book,”
Examples: bibliography, biblical; 6. metr-, “by measure,” Examples: metric, meter; 7. phil-,
“friendly,” Examples: philosophy, philanthropy
Analyze Literature: Style and Tone
Students’ examples will vary. 1. Formal. Examples: “bewitched into an immobility”; “as if
enticed irresistibly”; conflagration; “ceaseless and vain”; “lofty indifference”; 2. Conrad uses
many long sentences with appositives and parenthetical phrases. The effect is serious and
formal. 3. The point of view is third-person limited omniscient. However, the protagonist,
Arsat, tells his own story. This makes the reader feel more closely connected with Arsat and
less so with Tuan. 4. Dialogue is used to give exposition and rising action, when Tuan arrives at
Arsat’s house and Arsat says that Diamelen is ill. Arsat has a long speech in which he tells what
happened with Diamelen and with his brother. This creates immediacy and sympathy with
Arsat. 5. Conrad uses many long, detailed sensory descriptions. They make the setting come
alive and seem dark and mysterious. 6. The tone is awed and solemn. The formal diction and
long sentences as well as the descriptions of the beauty and strength of nature influence it.
Analyze Literature: Setting
Answers will vary. Possible answers: Forest—Details: “The forests, somber and dull…” (page
850); “every leaf, every bough, every tendril of creeper…seemed to have been bewitched” (page
850); “Immense trees soared up, invisible behind the festooned draperies of creepers” (page
851); Mood: lush, mysterious; Water—Details: “The creek broadened, opening out into a wide
sweep of a stagnant lagoon” (page 851); “the water between the piles lapped the slimy timber
once with a sudden splash” (page 856); Mood: mysterious, threatening; Sunset—Details: “the
enormous conflagration of sunset”; “extinguishing the crimson glow of floating clouds and
the red brilliance of departing daylight” (page 853); Mood: startling, foreshadowing; Sunrise—
Details: “Then from behind the black and wavy line of the forests a column of golden light shot
up into the heavens”; “the unveiled lagoon lay, polished and black, in the heavy shadows at the
foot of the wall of trees” (page 858); Mood: enigmatic, hopeful; The forest symbolizes people’s
darker instincts or the darkness people must struggle against; the water symbolizes the force
of nature, which may be helpful or harmful; the sunset symbolizes danger and foreboding; the
sunrise symbolizes the life cycle and hopefulness.
Analyze Literature: Text-to-Text Connection
Possible answers: Point of View/Narrator—“The Mark of the Beast”: first person; narrator
is minor participant; “The Lagoon”: third-person limited omniscient; Setting—“The Mark
of the Beast”: city in India; Both: Asian countries; “The Lagoon”: jungle on Malay peninsula,
perhaps Malaysia; Style—Both: many long, complex sentences; some formal diction; extensive
dialogue; detailed description; Tone—“The Mark of the Beast”: ironic, somewhat playful; “The
Lagoon”: solemn, sad; Mood—“The Mark of the Beast”: suspenseful, mysterious, sometimes
amusing; “The Lagoon”: dark, gloomy, frightening; Theme—“The Mark of the Beast”: People
should be careful not to offend people with a different culture. Both: Europeans and Asians
have cultural differences that may give them differing views of life; however, they should
respect one another’s differences. “The Lagoon”: Passion can make people do things they will
regret. Possible answer: Kipling seems to take a cheerful view of the British in Asia; he seems
to recognize that although they sometimes blunder, their intentions are good. Conrad takes a
darker view. Although his story is not directly about this issue, he seems to say that there is a
gulf between the European and Asian cultures that is difficult or impossible to cross.
Selection Quiz
1. B; 2. D; 3. A; 4. C; 5. T; 6. F; 7. F; 8. F
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Christmas Storms and Sunshine
Build Vocabulary: Definitions
1. D; 2. H; 3. J; 4. F; 5. A; 6. C; 7. B; 8. G; 9. E; 10. I; 11–14. Students’ sentences will vary.
Analyze Literature: Plot
1. The Hodgsons and Jenkinses live in the same building. Mr. Hodgson and Mr. Jenkins work
for competing newspapers; Mr. Jenkins requests sausages for Christmas dinner; Mr. Hodgson
says his family can’t afford a special dinner since they have a baby; Mrs. Hodgson and Mrs.
Jenkins do not get along well. 2. Mrs. Hodgson beats her cat because it eats some leftover food;
Mrs. Jenkins reprimands her. Mrs. Hodgson’s baby gets sick. 3. Mrs. Hodgson and Mrs. Jenkins
do not like one another; Mrs. Hodgson does not know how to help her seriously ill baby.
4. Mrs. Jenkins refuses to help Mrs. Hodgson with her sick baby but then relents and helps her.
5. Mrs. Hodgson offers her sausages to Mrs. Jenkins, and Mrs. Jenkins invites the Hodgsons to
Christmas dinner. 6. Mrs. Jenkins offers to care for the Hodgsons’ baby, and the men get along
better than before. 7. Possible answer: The story is more like popular fiction because the plot
is carefully planned with an ironic turn of events; the characters are not particularly deeply
characterized but are types of characters.
Analyze Literature: Theme
1. The subject is the silly quarrels between people and how the celebration of Christmas might
affect them. 2. The Tory and liberal parties represent differences that separate people. The
sausages symbolize celebration or extravagance and finally sharing. 3. The title indicates that the
holiday will have both negative and positive events. 4. The conflict is between Mrs. Jenkins and
Mrs. Hodgson, the protagonist. They do not get along well, but Mrs. Jenkins generously helps
Mrs. Hodgson when she is in need. 5. The narrator says that the quarrel was solved “the very
best way in the world,” by the families sharing their resources; also, “If you have quarrels, make
friends before Christmas.” 6. Possible answer: Christmas is a good time for people to forget their
differences and be generous and helpful.
Selection Quiz
1. C; 2. D; 3. A; 4. A; 5. C; 6. sausages; 7. cat; 8. croup
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The Lady of Shalott / Ulysses
Build Vocabulary: Etymology: Middle English
Students’ sentences will vary. 1. bour, dwelling; 2. ydy, whirlpool; 3. furgh, forow, furrow; 4. hord,
treasure; 5. sirly, lordly, imperious
Analyze Literature: Narrative Poetry
1. a river near Camelot and Camelot; lush natural landscape surrounds the river: “willows
whiten, aspens quiver, little breezes dusk and shiver”; Camelot is a magical place of fine
buildings: “under tower and balcony by garden wall and gallery”; 2. the Lady of Shalott,
described as a fairy and as “lovely”; she is under a spell; she evokes fear and awe; 3. The Lady of
Shalott is not allowed to leave her island or to look directly at Camelot, or she will bring a curse
upon herself. 4. The Lady is tempted when Lancelot rides by; she looks directly at Camelot.
5. The Lady gets into a boat and rides toward Camelot. 6. The residents of Camelot see the
dead Lady and are fearful; only Lancelot says she is lovely and prays for her. 7. Possible answer:
The mystical mood created by the fantastic, mysterious setting is the most effective part of the
narrative.
Analyze Literature: Dramatic Monologue
Possible answers: 1. His tone is wistful, without illusion, yearning, and truthful. “It profits little
that an idle king…mete and dole unequal laws unto a savage race”; “Old age has yet his honor
and his toil”; “to strive, to seek, to find, and not to yield”; 2. He is brave and wise and a man
of action. He wants to continue seeking new experiences instead of resting on his laurels. “All
times I have enjoyed greatly, have suffered greatly”; “I am a part of all that I have met.” 3. He
decides to go on another voyage because it is all he has known; he does not want to give in to old
age but to continue to seek profound experiences. 4. In the character of another person, the poet
can express his own emotions without them being taken as autobiographical. In Tennyson’s
case, Ulysses’s decision “to strive, to seek, to find, and not to yield” may mirror Tennyson’s
resolve after his friend’s death (as described in “In Memoriam”). 5. In this one moment of
Ulysses’s old age, his entire career as an explorer is described
Analyze Literature: Tennyson Criticism
Possible answers: 1. “The Lady of Shalott” and “Ulysses” both feature characters whose
major emotion is melancholy. The Lady yearns for something more than her life of weaving
on the island; Ulysses is nostalgic for his past exciting life and is depressed about feeling old
and useless. 2. The wistful sense of the past is seen strongly in Ulysses’s yearning for his past
adventures and in the view in “The Lady of Shalott” of the Camelot era as a more passionate,
romantic, evocative era than the present day. 3. Those who think that poetry is mainly about
words and not about ideas may think this is not a negative criticism. “The Lady of Shalott”
and “Ulysses” are both poems with beautiful surfaces created by words: “The lights begin to
twinkle from the rocks, the long day wanes; the slow moon climbs…” Still, “Ulysses” also
communicates ideas about the meaning of courage, the depression of growing older, and the
human urge to seek enlightenment. 4. Tennyson’s wisdom shows in Ulysses’s statements that
“I am a part of all that I have met” and “to strive, to seek, to find, and not to yield.” 5. Tennyson
may be considered the greatest Victorian poet because he best expresses the spirit of the time,
which was melancholy and disillusioned and yet seeking new truths and faith. These emotions
and values are shown in “Ulysses.” Also, Tennyson created poetry with beautiful descriptions
(“The gemmy bridle glimmered free, / Like to some branch of stars we see / Hung in the golden
galaxy” and with memorable characters (the Lady of Shalott and Ulysses). He wrote memorable
lines such as “I am a part of all that I have met.”
Selection Quiz
1. C; 2. B; 3. B; 4. D; 5. D; 6. A; 7. T; 8. F; 9. T; 10. F
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from In Memoriam
Build Vocabulary: Prefixes and Suffixes
1. base: fundere, “to pour”; prefix: dis-, “do the opposite of”; suffix: -ive, “that tends toward an
action”; 2. base: apt, “unusually fitted”; suffix: -est, “the most”; adjective; aptness; 3. “emptiness”
Possible answers: avoid, avoidance; 4. “disorderly agitation”; noun; tumultuous; 5. base: aim,
“the directing of effort toward a goal”; -less, “without”; 6. base: servire, “to serve”; prefix: sub-,
“under”; subservient; 7. “enormous, huge” vastly, vastness; 8. adjective; mechanical; 9. Students’
sentences will vary.
Analyze Literature: Elegy
Possible answers: 1. He is grief-stricken and inconsolable. He says that writing numbs his pain
like narcotics; he will hide and/or protect his grief as if with a coat and can only outline his
grief; he says that sorrow will live with him like a wife. 2. The mood is somber painful. It ranges
from depression and profound grief at the beginning to some hopefulness and recovery at the
end. He describes writing as “the sad mechanic exercise, like dull narcotics, numbing pain”;
he hopes that a life will not be destroyed and simply “cast as rubbish to the void”; he says he is
“like an infant crying for the light with no language but a cry.” 3. Readers learn that the speaker
is extremely emotional and sensitive and capable of having a deep friendship; he tries to have
religious faith but finds it difficult. We learn nothing about the speaker’s friend except that his
greatness can be measured by the depth of the speaker’s grief. Some readers may think it would
be appropriate in an elegy to describe the person being memorialized in more detail or that the
focus on the speaker’s own feelings is selfish or insensitive. 4. The poem is written in iambic
tetrameter with an abba rhyme scheme. It is appropriately serious and formal for the mood and
subject matter. 5. An elegy is a lyric poem, it commemorates someone who has died, it expresses
the speaker’s melancholy thoughts about the death, its mood is somber and contemplative.
Analyze Literature: Analyze a Poem
Possible answers: Canto 5: Summary: The speaker almost feels guilty about trying to put his
grief into words; but writing helps numb his pain. Figures of Speech: Simile—words are like
Nature; writing is like narcotics; words are like mourning clothes or coats that hide his grief yet
give an outline of it. Imagery: coarse clothes worn in the cold; Canto 54: Summary: The speaker
tries to comfort himself with the thought that God has created a world in which no creature lives
or dies in vain, but he realizes he can only hope and actually has no idea if this is true. Figures of
Speech: Simile—nothing will be “cast as rubbish” to the void; Metaphor—He is “an infant crying
in the night” Imagery: worm cut in half, moth shriveled in fire, winter changing to spring, infant
crying; Canto 59: Summary: The speaker hopes that sorrow for his lost friend will never leave
him, yet he will sometimes be able to put it aside and have pleasure. Figures of Speech: His
sorrow will be “sometimes lovely like a bride”; he wants to enjoy himself sometimes as if with
the child of his wife; Metaphor: Sorrow will not be his mistress but his wife. Imagery: Marriage,
wife, mistress, children; Canto 75: Summary: The speaker will not describe his friend’s life in
this poem because he cannot do him justice; but he believes that in some other spiritual level, his
friend will receive the acclaim he deserves. Figures of Speech: Metaphor: “the breeze of song,” “a
little dust of praise” Imagery: singing; leaves dying on a tree; the sun shining over all; Canto 130:
Summary: The speaker feels that his friend’s power is diffused throughout nature and that he
loves him even more than before; he won’t stop loving him even when he himself dies. Figures
of Speech: Metaphor: “Thy voice is on the rolling air”; “I hear thee where the waters run”; “Thou
standest in the rising sun” Imagery: air, water, sun
Selection Quiz
1. C; 2. C; 3. D; 4. B; 5. T; 6. F; 7. F; 8.T
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Dover Beach
Build Vocabulary: Word Facts
1. turbid 2. tranquil 3. moon-blanched; white 4. certitude 5. tremulous 6. straits 7–9. Students’
sentences will vary.
Analyze Literature: Sound Devices
1. The poem has rhyme but no regular rhyme scheme. For example, the rhyme scheme of the
first eight lines is abacdbdcefcgf; 2. gleams/glimmering, lines 4–5; long/line, line 7; folds/furled,
line 23; 3. girdle/furled, line 23; 4. grating, roar, lines 9, 25; Grating and roar describe the sound
of waves on pebbles; roar describes the sound of the Sea of Faith retreating; 5. The lines imitate
the back-and-forth motion of waves, particularly line 12, by using short words, commas, and
repetition (“begin…again begin”); 6. The mood is melancholy and dispirited; the monotony
of the rhythm, for example in lines 10–12, reinforces the mood, as does the onomatopoeia of
unpleasant sounds.
Analyze Literature: Imagery
Sight: 1a. “the moon lies fair upon the straits” b. “on the French coast the light gleams and is
gone” c. “where the sea meets the moon-blanched land” Sound: 2a. “Listen! you hear the grating
roar of pebbles” b. “now I only hear its melancholy, long, withdrawing roar” 3. Smell:
1. “sweet is the night air!” 4. Possible answers: The images create a calm, romantic yet somewhat
lonely and melancholy mood. This is fitting since the speaker is melancholy as he communicates
his theme: the modern world is a faithless, miserable place; the only thing an individual can
count on is his or her life partner.
Selection Quiz
1. B; 2. A; 3. B; 4. C; 5. France; 6. cliffs (White Cliffs of Dover); 7. true; 8. pain
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Pied Beauty / Spring and Fall: To a Young Child
Analyze Literature: Diction
1. couple-colour, brinded, stipple, freckled; The words emphasize the description of objects that
are spotted or imperfect while the words themselves make them seem interesting and beautiful
in their own right; 2. Students’ definitions will vary. Possible definitions: couple-colour—having
two colors; rose-moles—spots like those on roses; fresh-firecoal—like fresh coals from a fire;
chestnut-falls—chestnuts that have fallen from trees; fathers-forth—creates; 3. swift, slow; sweet,
sour; adazzle, dim; Two opposite traits in an object help people appreciate both traits and the
object itself more. 4. Dappled things: skies, trout, chestnuts, finches’ wings, landscapes; Types of
landscapes: “fold, fallow, and plough”; Tools used in trades: “gear and tackle and trim”; Other
things to thank God for: things that are “counter, original, spare, strange”; Opposite traits that
make objects interesting: “swift, slow; sweet, sour; adazzle, dim.” The catalogs cover many
things made in nature and by humans, emphasizing the speaker’s praise of God for “dappled”
things. 5. Possible answer: Hopkins’s diction is vividly descriptive; it is simple yet includes
created compound words such as fresh-firecoal. Hopkins’s use of these compound words and of
catalogs of nouns and adjectives make his poetry uniquely evocative and descriptive.
Analyze Literature: Sound Devices
Possible answers: Alliteration: grieving/Goldengrove; such/sights/spare/sigh; worlds/wanwood/
will/weep; sorrow’s/springs/same; mouth/mind; heart/heard; ghost/guest; Margaret/mourn;
Assonance: over/Goldengrove; sights/sigh; leafmeal; The rhyme scheme is mainly rhyming
couplets—grieving/unleaving; with one set of three rhyming lines: sigh/lie/why. Repetition: by
and by, Margaret, man; The alliteration and assonance particularly make the poem uniquely
musical. For example, the unique line “worlds of wanwood leafmeal” contains both sound
devices. The rhyme, particularly multisyllabic rhymes such as “grieving/unleaving” and “born
for/mourn for” also make the poem unique.
Extend the Text: Hopkins’s Philosophy
Possible answers: 1. Inscape is the design that makes each individual unique. Each individual
in nature enacts its identity, so inscape is a dynamic trait. 2. Instress is the unique ability that
humans have to apprehend an object and recognize its unique individuality. 3. Hopkins felt
that the instress of inscape led a person to God because each object was made by God; therefore,
recognizing the object’s individuality was a form of recognizing God’s creation. 4. Hopkins
felt that poetry enacts the instress of inscape. A poem is the act of instress, or recognizing its
subject uniquely. 5. In creating compounds such as chestnut-falls in “Pied Beauty,” Hopkins was
representing the act of instress, or apprehending an object in a unique way. These compounds
demonstrate a mind sensing an object in a new way. Hopkins also used unconventional syntax:
“He fathers-forth whose beauty is past change.” This represents the dynamic act of a mind
sensing the inscape of an object instead of thinking about it.
Selection Quiz
1. C; 2. B; 3. D; 4. A; 5. Márgarét; 6. leaves; 7. colder; 8. sprung
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When I Was One-and-Twenty / To an Athlete Dying Young
Build Vocabulary: Context Clues
Students’ own definitions will vary. 1. Context clues: dying young; smart to slip away from fields
where glory does not stay. Dictionary definition: early; 2. Context clues: “renown outran and the
name died before the man” Dictionary definition: fame; 3. Context clues: “sill of shade,” “low
lintel” Dictionary definition: top of door; threshold; 4. Specific, correct definitions are essential
to entirely understanding and appreciating a poem. Students’ other answers will vary.
Analyze Literature: Symbolism
1. the road to one’s death or funeral; 2. “fields where glory does not stay”—life; laurel—athletic
prowess or victory; rose—a young woman’s beauty; 3. the passage from life to death; 4. The
garland of laurel representing athletic victory on the head of the young athlete is compared to
the girl’s garland, the rose, standing for her beauty. The speaker communicates a complex idea,
that youth is fleeting and that a young man’s athletic ability is even more fleeting than a girl’s
beauty, by simply presenting the symbols. 5. Understanding the symbols is essential to fully
understand the theme and the mood of the poem. Symbols add richness by communicating
complex, abstract ideas in a concrete, concise way.
Analyze Literature: Text-to-Text Connection
Possible answers: Rhyme Scheme—“When I Was One-and-Twenty”: abcbdefe; abcbadad; “To
an Athlete Dying Young”: rhyming couplets; Speaker—“When I Was One-and-Twenty”: a
young man who has learned about love; “To an Athlete Dying Young”: a townsperson observing
a funeral; Diction—Both: simple, many one-syllable words; Figures of Speech—“When I Was
One-and-Twenty”: metaphor—“the heart out of the bosom was never given in vain”; “To an
Athlete Dying Young”: symbols—“the road all runners come,” “townsman of a stiller town,”
“fields where glory does not stay,” laurel, rose, “sill of shade”; Imagery—“When I Was One-andTwenty”: “crowns and pounds and guineas,” “pearls and rubies” “To an Athlete Dying Young”:
“We chaired you through the market-place,” “silence sounds no worse than cheers after earth
has stopped the ears,” “set the fleet foot on the sill of shade and hold to the low lintel up the
still-defended challenge cup,” “round that early laurelled head will flock to gaze the strengthless
dead”; Tone—“When I Was One-and-Twenty”: resigned, philosophical; “To an Athlete Dying
Young”: melancholy, ironic; Theme —“When I Was One-and-Twenty”: A young person must
experience the heartbreak in love for himself or herself; Both: Being young brings both joy and
pain. “To an Athlete Dying Young”: It is tragic when a young, strong person dies; the strength
and beauty of youth inevitably fade. Possible answer: A typical Housman poem uses a lilting
rhyme and rhythm; it uses simple diction and imagery; it is melancholy; it communicates a
profound theme in a deceptively simple style.
Selection Quiz
1. F; 2. F; 3. F; 4. T; 5. C; 6. A; 7. D; 8. C
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A Birthday/Promises Like Pie-Crust
Build Vocabulary: Word Facts
1. fret; 2. thrive; 3. frugal; 4. die; dice; 5. perish; per; 6. uncast; 7–9. Students’ sentences will vary.
Analyze Literature: Figurative Language
1. a. “My heart is like a singing bird”; b. “My heart is like an apple tree”; c. “My heart is like a
rainbow shell” 2. The speaker wants a beautiful, colorful dais set up with elaborate carvings
and materials; it represents her feelings for her beloved. 3. Having her love come to her is like
having a birthday. 4. The similes describe a love that is beautiful and fertile and yet as simple,
deep, and natural as the plants, animals, and features of the natural world. 5. Possible answer:
The extended symbol is effective because it expresses the speaker’s happiness and her sense that
her love makes her life a special occasion; it communicates the special quality and beauty of her
love.
Analyze Literature: Analyze a Poem
1. Possible answer: The speaker is a woman speaking to a male friend about their relationship.
The woman seems atypical of Victorian women such as the character Jane Eyre and the poet
Elizabeth Barrett Browning who were feeling more independent than women in the past; they
did not need a man in their lives unless he was the right man; they were not shy about dictating
the terms of a relationship with a man. 2. iambic tetrameter; generally an ababcdcd rhyme
scheme. They help express a mood of seriousness and common sense. 3. She compares their
relationship (as she wants it to be) to unthrown dice; she compares a previous love to sunlight;
she compares a former love to an image that fades from a mirror. 4. The abstract words promise
and liberty are used rhetorically to emphasize her desires for the relationship between herself
and the man. They are used along with concrete images such as sunlight and glass to make
her point. 5. The title states a trait of promises that she doesn’t make to the man in the poem:
promises are as breakable and impermanent as pie crust. 6. “Many thrive on frugal fare / Who
would perish of excess”; In some cases, simplicity is better than luxury. In the speaker’s case, she
believes the relationship with the man will thrive as a simple friendship but die as passionate
love.
Selection Quiz
1. B; 2. D; 3. A; 4. B; 5. liberty; 6. die; 7. chain; 8. perish
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