Answer Key - EMC Publishing

000i-00xiv_MTS_G12_U7_FM_Nat.indd 3 6/1/09 9:00:10 AM

Grade 12 Unit 7 Meeting the Standards

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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

Meeting the Standards

000i-00xiv_MTS_G12_U7_FM_Nat.indd 5

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Contents

Introduction

Correlation to Formative Survey Results

Victorian Era Study Guide (with Practice Test and Master Vocabulary List)

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

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

from Great Expectations, Charles Dickens

Build Vocabulary: Synonyms and Antonyms

Analyze Literature: Style and Tone

Extend the Text: Dickens Criticism

Selection Quiz

from Jane Eyre, Charlotte Brontë

Build Vocabulary: Context Clues

Analyze Literature: Setting and Mood

Analyze Literature: Jane Eyre as a Feminist

Selection Quiz

from Madame Bovary, Gustave Flaubert

Build Vocabulary: Word Analogies

Extend the Text: Madame Bovary Criticism

Analyze Literature: Imagery

Selection Quiz

from The Mayor of Casterbridge, Thomas Hardy

Build Vocabulary: Etymology

Analyze Literature: Characterization

Selection Quiz

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

23

24

25

26

19

20

21

22

27

28

29

30

31

32

33

34

39

40

41

35

36

37

38

42

43

44

45

x

xii

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The Mark of the Beast, Rudyard Kipling

Build Vocabulary: Word Meaning

Analyze Literature: Irony

Selection Quiz

The Lagoon, Joseph Conrad

Build Vocabulary: Greek Roots

Analyze Literature: Style and Tone

Analyze Literature: Setting

Analyze Literature: Text-to-Text Connection

Selection Quiz

Christmas Storms and Sunshine, Elizabeth Gaskell

Build Vocabulary: Definitions

Analyze Literature: Plot

Analyze Literature: Theme

Selection Quiz

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

from In Memoriam, Alfred, Lord Tennyson

Build Vocabulary: Prefixes and Suffixes

Analyze Literature: Elegy

Analyze Literature: Analyze a Poem

Selection Quiz

Dover Beach, Matthew Arnold

Build Vocabulary: Word Facts

Analyze Literature: Sound Devices

Analyze Literature: Imagery

Selection Quiz

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

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

63

64

65

66

58

59

60

61

62

67

68

69

70

75

76

77

78

71

72

73

74

54

55

56

57

49

50

51

52

53

46

47

48

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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

AnSWER KEY

Victorian Era Study Guide

My Last Duchess / Porphyria’s Lover

How do I love thee? (Sonnet 43)

from

from

from

from

Great Expectations

Jane Eyre

Madame Bovary

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

97

98

99

100

101

93

94

95

96

89

90

91

92

83

86

87

88

79

80

81

82




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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)

Activity

Build Vocabulary: Synonyms and Antonyms, page 19

Analyze Literature: Speaker and Tone, page 20

Analyze Literature: Poetic Elements, page 21

Selection Quiz, page 22

Analyze Literature: Sonnet, page 23

Analyze Literature: Concrete and Abstract Language, page 24

Analyze Literature: Poetry Critique, page 25

Selection Quiz, page 26 from Great

Expectations from Jane Eyre

Build Vocabulary: Synonyms and Antonyms, page 27

Analyze Literature: Style and Tone, page 28

Extend the Text: Dickens Criticism, page 29


Build Vocabulary: Context Clues, page 31

Analyze Literature: Setting and Mood, page 32

Analyze Literature: Jane Eyre as a Feminist, page 33

Selection Quiz, page 34 from Madame Bovary Build Vocabulary: Word Analogies, page 35

Extend the Text: Madame Bovary Criticism, page 36

Analyze Literature: Imagery, page 37 from The Mayor of

Casterbridge


Build Vocabulary: Etymology, page 39

Analyze Literature: Characterization, page 40


Easy

Difficult

Medium

Easy

Medium

Easy

Level

Medium

Difficult

Easy

Medium

Difficult

Medium

Easy

Easy

Medium

Easy

Medium

Easy

Easy

Medium

Difficult

Easy

Medium xii

British tradition, Unit 7 Meeting the Standards



Selection Title

The Darkling Thrush

/ Ah, Are You Digging on My Grave?

Activity

Build Vocabulary: Adjectives, page 42

Analyze Literature: Figures of Speech, page 43

Analyze Literature: Critique a Poem, page 44


The Mark of the Beast Build Vocabulary: Word Meaning, page 46

Analyze Literature: Irony, page 47


The Lagoon

Christmas Storms and

Sunshine

Build Vocabulary: Greek Roots, page 49

Analyze Literature: Style and Tone, page 50

Analyze Literature: Setting, page 51

Analyze Literature: Text-to-Text Connection, page 52


Build Vocabulary: Definitions, page 54

Analyze Literature: Plot, page 55

Analyze Literature: Theme, page 56

The Lady of Shalott /

Ulysses from In Memoriam


Build Vocabulary: Etymology: Middle English, page 58

Analyze Literature: Narrative Poetry, page 59

Analyze Literature: Dramatic Monologue, page 60

Analyze Literature: Tennyson Criticism, page 61


Build Vocabulary: Prefixes and Suffixes, page 63

Analyze Literature: Elegy, page 64

Analyze Literature: Analyze a Poem, page 65


Easy

Medium

Difficult

Medium

Easy

Easy

Medium

Easy

Medium

Difficult

Easy

Medium

Medium

Medium

Easy

Easy

Easy

Medium

Easy

Medium

Difficult

Easy

Easy

Difficult

Easy

Level




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Selection Title

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

Activity

Build Vocabulary: Word Facts, page 67

Analyze Literature: Sound Devices, page 68

Analyze Literature: Imagery, page 69


Analyze Literature: Diction, page 71

Analyze Literature: Sound Devices, page 72

Extend the Text: Hopkins’s Philosophy, page 73


Build Vocabulary: Context Clues, page 75

Analyze Literature: Symbolism, page 76

Analyze Literature: Text-to-Text Connection, page 77


Build Vocabulary: Word Facts, page 79

Analyze Literature: Figurative Language, page 80

Analyze Literature: Analyze a Poem, page 81


Easy

Easy

Difficult

Medium

Easy

Medium

Medium

Difficult

Easy

Medium

Medium

Level

Medium

Easy

Easy

Medium

Difficult xiv





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Name: ____________________________________________________ Date: __________________


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

❏ faith and doubt ❏ theme

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

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.

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2. In your opinion, which event from British history listed on the time line had the most farreaching effect? Explain.

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3. When did Karl Marx and Frederick Engels publish The Communist Manifesto ? Describe what you know about this book’s effect on world history.

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4. Find the following dates on the time line. Complete the chart by summarizing what happened in those years in history.

1837

Date British Literature British History World History

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.

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6. What effect did the Reform Act of 1832 have on Britain’s government?

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7. Describe the causes and effects of the Irish famine in the 1840s.

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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.

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11. What threats to Britain’s status arose in the final decades of the Victorian Era?

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12. Describe Darwin’s theory of evolution. Why did Europeans feel threatened by it?

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13. Describe the movement that caused the Victorian Era to be characterized as stuffy and prudish.

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14. Describe the Victorian idea of “separate spheres.”

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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.

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2. Why did Realism appeal to readers of the time?

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3. Explain how Charles Dickens used Realism.

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4. On what theory is Naturalism based?

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5. In what way were writers of Naturalism similar to writers of Realism?

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6. What element of Naturalism commonly appeared in British literature in the Victorian Era?

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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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Meeting the Standards British tradition, unit 7 5


6

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”?

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2. Do you think the dramatic monologue form used by Browning is effective in creating a sense of realism? Explain why or why not.

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3. In what respects might “”How do I love thee?” be considered an example of Realism?

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4. What aspects of Great Expectations might be considered Realistic? Which might be considered

Romantic?

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5. What elements of Jane Eyre reflect Romanticism as shown in works such as Frankenstein ?

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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 .

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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?

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9. Give three examples of Romanticism found in “The Mark of the Beast.”

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10. What aspects of Naturalism appear in “The Lagoon”?

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11. Do you think “Christmas Storms and Sunshine” is an example of Realism? Why or why not?

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8

Understanding Literary Forms: Novel

Read Understanding Literary Forms: Novel on pages 792–793 of your textbook. Then answer the questions.

1. Define the novel.

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2. How does a novel differ from a short story?

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3. Why is Don Quixote de la Mancha considered by some to be the first real novel?

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4. What were the purposes of the first novels?

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5. What traits do Dickens’s works share with the eighteenth-century novel?

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6. What are the divisions of a typical novel? Why do you think novelists use these divisions?

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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?

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10. Define character, protagonist, and antagonist.

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11. Identify three types of conflicts a protagonist may have, other than with an antagonist.

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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.

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14. Define tone. What are four possible tones a novel may have?

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15. Define theme. What is the difference between a stated theme and an implied theme?

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16. Why is it important to identify a novel’s point of view?

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17. When tracing a novel’s sequence of events, what two elements should you consider in addition to the story’s main plot?

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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 .

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2. Describe the mood created during Jane’s walk in the excerpt from Jane Eyre . Quote three details that help create the mood.

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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?

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4. Describe what happens in the exposition, climax, and falling action of the excerpt from Madame

Bovary .

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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?

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2. What did many people perceive as a challenge to traditional religion? Explain why.

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3. Describe three approaches people took in dealing with the challenge to traditional religion.

Identify a writer who took each approach.

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4. List four types of questions that inform Victorian writing.

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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?

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2. In the selection from “In Memoriam,” does Tennyson mainly express religious faith or doubt?

Give specific examples to support your answer.

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3. What opinion about faith does Arnold express in “Dover Beach”? What feelings does he express toward this statement?

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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.

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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.

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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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Practice Test

During high school, students take tests to measure how well they meet standards.

Students also take national assessment tests such as the SAT and ACT, which colleges use as one criterion for evaluating applicants. These tests include reading tests in which students are asked to read a passage and answer multiple-choice questions to test their understanding of the passage.

The practice test on the following pages is similar to the SAT reading test. It contains a passage, followed by multiple-choice questions. You will fill in circles for 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 literature standards:

• Students identify the characteristics and purposes of genres such as poetry, fiction, and drama.

• Students identify and analyze elements of plot, including conflict and resolution and exposition, rising action, climax, falling action, and resolution, in a variety of fiction.

• Students identify and analyze characters and setting.

• Students identify and analyze rhythm, rhyme, sound devices, and figurative language and their effect on meaning and mood.

• Students recognize the author’s tone.

• Students explain how a literary work may reflect the historical period in which it was written.

Practice Test Answer Sheet

Name: ____________________________________ Date: ____________________________________

Fill in the circle completely for the answer choice you think is best.

1.

2.

3.



















 

 

 

4.

5.













 

 

6.

    

7.

    

8.

    

14





6/1/09 9:00:44 AM

Read the following passages carefully before you choose answers to the questions. Fill in the circle in the spaces provided for questions 1 through 8 on your answer sheet on page 13.

Questions 1–5 are based on the following passage.

from Oliver Twist by Charles Dickens

Line

5

10

15

20

25

30

35

40

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, till 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 that 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 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

Oliver 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.

In some villages, large painted boards were fixed up: warning all persons who



4 5 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.

1. What is the narrative point of view of the novel?

(A) first-person

(B) third-person objective

(C) third-person limited omniscient

(D) third-person omniscient

(E) second-person

2. This excerpt consists mainly of which plot element?

(A) exposition

(B) rising action

(C) flashback

(D) climax

(E) dénouement

3. Which word best describes Oliver’s character?

(A) cowardly

(B) over-sensitive

(C) rebellious

(D) brave

(E) rambunctious

4. Which term best describes the tone of the excerpt?

(A) sarcastic

(B) detached

(C) admiring

(D) sentimental

(E) empathetic

5. Which topic typical of the Victorian Era is the excerpt mainly about?

(A) the influence of natural forces beyond a person’s control

(B) doubts about religious faith

(C) living according to a strict moral code

(D) social indifference to poverty and injustice

(E) mysticism and nostalgia



Questions 6–8 are based on the following passage.

Break, Break, Break by Alfred, Lord Tennyson

Line

5

Break, break, break,

On thy cold gray stone, O Sea!

And I would that my tongue could utter

The thoughts that arise in me.

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!

10

And the stately ships go on

To their haven under the hill;

But O for the touch of a vanished hand,

And the sound of a voice that is still!

15

Break, break, break,

At the foot of thy crags, O Sea!

But the tender grace of a day that is dead

Will never come back to me.

6. What is the form of the selection?

(A) blank verse

(B) sonnet

(C) rhyming quatrains

(D) free verse

(E) haiku

7. What is the main poetic technique used in stanza 2?

(A) sound imagery

(B) personification

(C) onomatopoeia

(D) abstract language

(E) exaggeration

8. What is the overall mood of the poem?

(A) anxious

(B) peaceful

(C) thoughtful

(D) angry

(E) melancholy

16





6/1/09 9:00:44 AM

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 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





6/1/09 9:00:44 AM


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)

_____ 3. vex (page 784)

_____ 4. munificence (page 783)

_____ 5. endeavor (page 784)

_____ 6. pretense (page 783)

_____ 7. trifling (page 782)

_____ 8. warrant (page 783)

_____ 9. earnest (page 782)

_____ 10. officious (page 782)

B. attempt

C. admitted

D. guarantee

E. generosity

F. expression

G. interfering

H. pettiness

I. excuse

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

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________



0019-0082_MTS_G12_U7_Lessons_Nat.indd 19

BRITISH TRADITION, UNIT 7

19

6/1/09 9:01:15 AM

Name: ____________________________________________________ Date: __________________


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?

_____________________________________________________________________________

_____________________________________________________________________________

20




0019-0082_MTS_G12_U7_Lessons_Nat.indd 20 6/1/09 9:01:15 AM

Name: ____________________________________________________ Date: __________________


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?

_____________________________________________________________________________

_____________________________________________________________________________


Meeting the Standards BRITISH TRADITION, UNIT 7

21


Name: ____________________________________________________ Date: __________________


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

B. having dinner with his wife

C. showing his guest a painting

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.

B. jealousy.

C. sadness.

D. guilt.

_____ 3. What is implied when the speaker says, “I gave commands”?

A. He had the duchess killed.

B. He arranged for a divorce.

C. He ordered everyone to stay away

from the duchess.

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.

B. peevish and dissatisfied.

C. angry and jealous.

D. wise and perceptive.

_____ 5. The speaker is meeting with the Count in order to

A. sell a work of art.

B. ask to marry his daughter.

C. complete a real estate transaction.

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.

22





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.

_____________________________________________________________________________

_____________________________________________________________________________




23


Name: ____________________________________________________ Date: __________________


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.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

24

BRITISH TRADITION, UNIT 7 Meeting the Standards



Name: ____________________________________________________ Date: __________________


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.

_____________________________________________________________________________

_____________________________________________________________________________




25


Name: ____________________________________________________ Date: __________________


Selection Quiz

Multiple Choice


_____ 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

B. moonlight and starlight

C. morning and night

D. dusk and dawn

_____ 3. The speaker says that some men strive for

A. Wealth.

B. Right.

C. Peace.

D. Success.

_____ 4. What does the speaker recall from her childhood?

A. playing

B. her first love

C. learning

D. her faith

_____ 5. The speaker says that in the past, she has used her passion for

A. grief.

B. anger.

C. work.

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 __________________________.

26





6/1/09 9:01:20 AM

Name: ____________________________________________________ Date: __________________ from Great Expectations, page 794


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)

_____ 2. mortifying (page 795)

_____ 3. penitential (page 795)

_____ 4. reproachfully (page 796)

_____ 5. propound (page 796)

_____ 6. self-possessed (page 797)

_____ 7. ghastly (page 799)

_____ 8. diversion (page 799)

_____ 9. concede (page 799)

_____ 10. transfix (page 801)

A. horrifying

B. propose

C. fascinate

D. miserable

E. sorrowful

F. yield

G. amusement

H. humiliating

I. critically

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)

_________________________________

_________________________________

_________________________________

_________________________________





27

6/1/09 9:01:21 AM


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.

_____________________________________________________________________________

_____________________________________________________________________________

28





6/1/09 9:01:22 AM


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. _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________





29

6/1/09 9:01:23 AM


Selection Quiz

Multiple Choice


_____ 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


_____ 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.

30





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) _______________________________________________________________

_____________________________________________________________________________





31

6/1/09 9:01:24 AM


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 paragraphs 4–5, pages 807–808

Setting Details Mood 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.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

32





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.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




33



Selection Quiz

Multiple Choice


_____ 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


_____ 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.

34





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) _________________________________________________________

_____________________________________________________________________________





35

6/1/09 9:01:28 AM


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?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

36





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.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________





37

6/1/09 9:01:29 AM


Selection Quiz

Multiple Choice


_____ 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


_____ 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.

38





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. _____________________________________________________________________________

_____________________________________________________________________________




39



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.

Character

Indirect Characterization

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.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

40





Selection Quiz


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


_____ 4. The relationship between Susan Henchard and her daughter is

A. argumentative.

B. superficial.

C. loving.

D. estranged.

_____ 5. In Weydon-Priors, Susan gets information about her husband from

A. a kindly inn-keeper.

B. a woman selling refreshments.

C. a distant relative.

D. the mayor of the village.

_____ 6. The secret Susan is keeping from her daughter is

A. the identity of her father.

B. where she was born.

C. that she was adopted.

D. that Susan has a criminal past.

_____ 7. The best word to describe Mr. Henchard’s appearance is

A. prosperous.

B. worn-down.

C. suspicious.

D. kindly.

_____ 8. Susan and Elizabeth-Jane learn that Mr. Henchard

A. is a vegetarian.

B. has a wife and children.

C. is in prison.

D. does not drink alcohol.





41

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: ____________________________________________________________________

42




Name: ____________________________________________________ Date: __________________


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?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




43


Name: ____________________________________________________ Date: __________________


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.

_____________________________________________________________________________

_____________________________________________________________________________

44




Name: ____________________________________________________ Date: __________________


Selection Quiz

Part 1: The Darkling Thrush

Multiple Choice


_____ 1. At the beginning of the poem, the speaker’s mood is

A. upbeat.

B. violent.

C. excited.

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.

B. winter day.

C. bare tree.

D. human corpse.

_____ 4. What does the thrush represent to the speaker?

A. creativity.

B. war.

C. hope.

D. peace.

Part 2: Ah, Are You Digging on My Grave?


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 _______________________.





45

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

_____ 3. delusion

_____ 4. divinity

_____ 5. genial

_____ 6. inoffensive

_____ 7. dispassionate

_____ 8. without

B. outside

C. friendly

D unemotional

E. confuse

F. a false psychotic belief

G. causing no harm

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)

_____________________________________________________________________________

46




Name: ____________________________________________________ Date: __________________


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.

_____________________________________________________________________________

_____________________________________________________________________________




47


Name: ____________________________________________________ Date: __________________


Selection Quiz


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


_____ 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.

48





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- _________________________________________________________________________





49

6/1/09 9:01:39 AM

Name: ____________________________________________________ Date: __________________



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.

_____________________________________________________________________________

_____________________________________________________________________________

50




Water

Sunset

Sunrise

Name: ____________________________________________________ Date: __________________


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

How do the descriptions of nature symbolize the events of the story? Explain, using details from the selection to support your answer.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________




51


Setting

Style

Tone

Mood

Theme

Name: ____________________________________________________ Date: __________________


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

What are the differences and similarities in the way the two authors view Europeans living in Asian countries and interacting with the native people?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

52




Name: ____________________________________________________ Date: __________________


Selection Quiz

Multiple Choice


_____ 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


_____ 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.





53

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)

_____ 3. contempt (page 863)

_____ 4. infinitesimal (page 865)

_____ 5. morbid (page 863)

_____ 6. pinchings (page 863)

_____ 7. prelude (page 862)

_____ 8. propensities (page 864)

_____ 9. vixen (page 868)

_____ 10. wince (page 863)

B. introduction

C. subjecting to strict economy

D. insulted

E. a shrewish ill-tempered woman

F. immeasurably small

G. intense natural inclinations

H. otherwise called

I. to shrink back involuntarily

J. the act of despising

Part 2: Write Sentences

Write a sentence using each word below.

11. wince

_____________________________________________________________________________

12. morbid

_____________________________________________________________________________

13. contempt

_____________________________________________________________________________

14. propensities

_____________________________________________________________________________

54




Name: ____________________________________________________ Date: __________________


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.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________





55

6/1/09 9:01:44 AM

Name: ____________________________________________________ Date: __________________


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.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

56




Name: ____________________________________________________ Date: __________________


Selection Quiz

Multiple Choice


_____ 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.



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 __________________________.




57


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


Sentence: _____________________________________________________________________

_____________________________________________________________________________

3. furrow


Sentence: _____________________________________________________________________

_____________________________________________________________________________

4. hoard


Sentence: _____________________________________________________________________

_____________________________________________________________________________

5. surly


Sentence: _____________________________________________________________________

_____________________________________________________________________________

58




Name: ____________________________________________________ Date: __________________


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.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




59


Name: ____________________________________________________ Date: __________________


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.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

60




Name: ____________________________________________________ Date: __________________


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.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




61


Name: ____________________________________________________ Date: __________________


Selection Quiz

Part 1: The Lady of Shalott

Multiple Choice


_____ 1. According to the speaker, the only ones who hear the Lady of Shalott are

A. horses.

B. trees.

C. reapers.

D. sailors.

_____ 2. How does the Lady of Shalott spend her time?

A. guarding Camelot

B. weaving a web

C. creating music

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.

B. A meteor streaks across the sky.

C. A group of ladies goes by.

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

B. grief-stricken

C. amused

D. proud

Part 2: Ulysses

True or 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.

62




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.

_____________________________________________________________________________

_____________________________________________________________________________




63



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?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

64




75

130

54

59

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





65

6/1/09 9:01:52 AM


Selection Quiz

Multiple Choice


_____ 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


_____ 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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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: __________________


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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Name: ____________________________________________________ Date: __________________



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?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




69


Name: ____________________________________________________ Date: __________________


Selection Quiz

Multiple Choice


_____ 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 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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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?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




71


Name: ____________________________________________________ Date: __________________



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

Alliteration

Examples

Assonance

Rhyme Scheme (Identify)

Rhythm (Identify)

Repetition

Point out how at least two of the elements make the poem unique.

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

72




Name: ____________________________________________________ Date: __________________


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.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




73


Name: ____________________________________________________ Date: __________________


Selection Quiz

Part 1: Pied Beauty

Multiple Choice


_____ 1. Which is an object the speaker mentions in the first stanza?

A. whales

B. calico cats

C. finches’ wings

D. mountains

_____ 2. All the things listed in the poem are alike in that they are

A. found in nature.

B. not classically beautiful.

C. shown in a painting.

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

B. ironic

C. scholarly

D. regretful

Part 2: Spring and Fall: To a Young Child



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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6/1/09 9:01:59 AM

Name: ____________________________________________________ Date: __________________

When I Was One-and-Twenty / To an Athlete Dying Young, page 901


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: __________________


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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Name: ____________________________________________________ Date: __________________



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-and-

Twenty

When I Was One-and-

Twenty 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?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________




77


Name: ____________________________________________________ Date: __________________


Selection Quiz

Part 1: When I Was One-and-Twenty

True or 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


_____ 5. In the first part of the poem, the athlete is carried “shoulder-high” because

A. he was injured.

B. he won a football game.

C. he won a race.

D. he won a gymnastics event.

_____ 6. In the line “early though the laurel grows,” laurel symbolizes

A. athletic victory.

B. spring regrowth.

C. feminine beauty.

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.

B. an elegy.

C. personification.

D. irony.

_____ 8. The word that best describes the mood of the poem is

A. unemotional.

B. happy.

C. sad.

D. encouraging.

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6/1/09 9:02:03 AM

Name: ____________________________________________________ Date: __________________

A Birthday / Promises Like Pie-Crust, page 911


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. _____________________________________________________________________________

_____________________________________________________________________________




79


Name: ____________________________________________________ Date: __________________


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: __________________



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.

_____________________________________________________________________________

_____________________________________________________________________________




81


Name: ____________________________________________________ Date: __________________


Selection Quiz

Part 1: A Birthday

Multiple Choice


_____ 1. With what figures of speech does the poem begin?

A. personification

B. simile

C. metaphor

D. hyperbole

_____ 2. Why is the speaker’s heart gladder than all the things she describes?

A. because it is her birthday

B. because she is starting a new life

C. because she has received a spiritual gift

D. because her love has arrived

_____ 3. What does the speaker ask to be made for her?

A. a stage

B. a scarf

C. a tapestry

D. a garden

_____ 4. Which word best describes the mood of the poem?

A. calm

B. joyful

C. philosophical

D. solemn

Part 2: Promises Like Pie-Crust


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


Historical Context

1–2. Students’ answers will vary. 3. 1848; Students’ answers will vary.

4.

1837

1859

British Literature Dickens begins serialization of Oliver Twist British History

Victoria becomes Queen of United Kingdom

British Literature Mary Anne Evans writes novel Adam Bede under name

George Eliot British History Darwin introduces theory of natural selection

1867

World History country of Romania is formed in Eastern Europe

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.


Meeting the Standards British tradition, Unit 7

83

0083-0114_MTS_G12_U7_AK_Nat.indd 83 6/1/09 9:02:28 AM

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

84




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.

Practice Test

1. C; 2. B; 3. D; 4.E; 5. D; 6. C; 7. A; 8. E



0083-0114_MTS_G12_U7_AK_Nat.indd 85


85

6/1/09 9:02:28 AM

My Last Duchess / Porphyria’s Lover


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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6/1/09 9:02:28 AM

from

Great Expectations


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


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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6/1/09 9:02:28 AM

from

Jane Eyre


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





89

6/1/09 9:02:28 AM

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.


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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6/1/09 9:02:28 AM

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.” Elizabeth-

Jane 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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6/1/09 9:02:29 AM

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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6/1/09 9:02:29 AM

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


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.


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

94




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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6/1/09 9:02:29 AM

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

96




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.


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


1. turbid 2. tranquil 3. moon-blanched; white 4. certitude 5. tremulous 6. straits 7–9. Students’ sentences will vary.


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.


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.


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


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.


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-and-

Twenty”: “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


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.


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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