English 300.001 Teaching Packet/Notebook
Ms. Lyndsey S. Edwards
ELAR 4-8 Certification
Instructor Melissa Knous
BDA Strategies for Curriculum Development
Table of Contents
Poetry:
John Keats- When I Have Fears that I May Cease to Be
Focus Activity: Anticipation Guide
Edgar Allen Poe- The Raven
First-draft Reading Activity: Twenty Questions
Sir Thomas Wyatt- Whoso List to Hunt
Second-draft Reading Activity: Say/Mean Chart
Collaborative Activity: Double Entry Journal
Stephen Dunn- Happiness
Metaphor Activity: Time Capsule
Miriam Bornstein- Toma de Nombre/Taking of Name
Reflection Activity: Most Valuable Idea
Short Stories:
Edgar Allen Poe- The Cask of Amontillado
Focus Activity: Theme Spotlight
First-draft Reading Activity: Text Frames with Gaps
Isaac Millman- Hidden Child
Second-draft Reading Activity: Multi-layered Time Lines
Edgar Allen Poe- Hop-Frog
Collaborative Activity: Trouble Slips
Sylvia S. Lizarraga- The Gift
Metaphor Activity: Square Peg, Round Hole
Jonathan Swift- A Modest Proposal
Reflection Activity: Author’s Purpose
Current Events/Articles:
2 Current Events:
Claire Needell Hollander- Teach the Books, Touch the Heart
Focus Activity: One Question and One Comment
First-draft Reading Activity: Focus Groups
Second-draft Reading Activity: Paragraph Plug-Ins
"Education." ONE (2004): 1-6. Web. 20 Apr 2012.
<http://www.one.org/c/us/issuebrief/93/>.
Collaborative Activity: Save the Last Word for Me
Metaphor Activity: Ingredients Listing
Reflection Activity: Theme Layers
3 Articles:
Cao Ya-juan- Designing activities to develop students’ reading ability
(Before-reading)
Summary and adaptation to chosen text
Brooke K. Mckie- Reading, Reasoning, and Literacy
(During-reading)
Summary and adaptation to chosen text
Mark A. McDaniel- The Read-Recite-Review Study Strategy
(After-reading)
Summary and adaptation to chosen text
Play(s):
William Shakespeare- Hamlet
Focus Activity: KLWR Chart
William Shakespeare- The Merchant of Venice
First-draft Reading Activity: Turning Headings or Titles into Questions
William Shakespeare- Hamlet
Second-draft Reading Activity: Literary Dominos
Collaborative Activity: Mystery Envelopes
Metaphor Activity: Backdrop, Props
William Shakespeare- The Merchant of Venice
Reflection Activity: Casting Call
Film:
Jane Eyre (2012)
Based off of the novel by: Charlotte Bronte
Background Information
Focus Activity: Daily Focus Questions
First-draft Reading Activity: Character Chart
Second-draft Reading Activity: Flip Side Chart
Collaborative Activity: SOAPS
Metaphor Activity: Proof Sheets
Reflection Activity: Anchor Questions
Extras:
Marge Piercy- Barbie Doll (Poem)
Sources:
Bibliographical Information
Poetry:
Page 39-40: Deeper Reading
Anticipation Guide
Writing and Poetry
Strongly Disagree
Somewhat Disagree Somewhat Agree
Before
Strongly Agree
After
Statement
1-2-3-4-5-6-7-8-9-10
1-2-3-4-5-6-7-8-9-10
1. Poems always have to rhyme.
2. Sonnets are mostly related to
love and lyrics.
3. An ode is a long, serious lyric poem that is
elevated in tone and style.
4. Almost all poems involve apostrophe
addressing an absent person or a personified animal,
inanimate object, or idea.
5. Composition does not always
mean narrative.
6. A sonnet is a fourteen-line poem with a set
structure and rhyme scheme.
1
2
3
4
5
6
7
8
9
10
When I Have Fears that I May Cease to Be
By: John Keats
When I have fears that I may cease to be
Before my pen has gleaned my teeming brain,
Before high-piled books, in charactery,
Hold like rich garners the full-ripened grain;
When I behold upon the night’s starred face,
Huge cloudy symbols of a high romance,
And think that I may never live to trace
Their shadows, with the magic hand of chance;
And when I feel, fair creature of an hour,
That I shall never look upon thee more,
Never have relish in the fairy power
Of unreflecting love- then on the shore
Of the wide world I stand alone, and think
Till love and fame to nothingness do sink.
When I Have Fears that I May Cease to Be by: John Keats
Classification: Poem
Reserved grade level(s): Full Certification 4-8
Activity: Focus (Although, good activities cover entire BDA framework)
Rationale: Why this work and activity?
Beginning the poetry segments will deal with defining the different types of poems. This
will range with poetry elements of rhyme, numbering, patterns, and styles. We mostly stick to
Shakespearean (English) versus Petrarchan (Italian). Although I plan to eventually cross over to
other types like Oriental, this lesson is about discovering the sonnet and how it compares to
ode. Students will be assigned the Anticipation Guide to make their own predictions on the
lesson content before it begins. Only the “before” half is to be completed. I always find these
guides to not only assess the student’s prior knowledge and comprehension skills, but to also
assess myself in how I delivered the lesson plan content. If they are still confused and do not
answer the statements correctly in the “after” segment then, I know I did not fully express the
information or forgot to teach parts of the lesson all together. It is a great goal setter or
checklist for both students and the teacher. It teaches goal setting and study skills to my
students while also following my example of its usage.
The lesson of ode versus sonnet is that, even though they are very similar, there are
vital differences that need to be addressed. Odes deal with the literary elements of tone and
style. They involve apostrophes. Defining the sonnet mostly deals with numerations and
octaves allied with rhyming schemes. The students will learn to identify these while applying
POV and perspective for reading poetry and interpreting it.
POV- First Person “I”
Sonnet- Shakespearean (fourteen-line poem) Rhyme Scheme
Ode- Long and lyrical with apostrophe (describes a person, event, or power) addressing an
absent figure.
Page 58-59: Deeper Reading
Twenty Questions about Poe’s Poem “The Raven”
Directions: Read the first sixty lines of the poem by Poe. Then, devise a list of twenty questions
to present to the teacher during group discussion. All questions will be rated and the top ten
will be recorded at the front of the classroom to be discussed and answered before the reading
is completed. After questions have been answered, go back and read again to the end and
check your own understanding. You just might surprise yourself with the interpretation!
(These are a few questions that I devised that my students might ask)
1. If it is dark and cold in December, why would someone come to visit?
2. What is “lore”?
3. Why is the narrator scared?
4. Who is knocking the door, if no one is ever there?
5. Is this just a joke?
6. Is “the raven” a real bird?
7. What are symbols of black and “ebony”?
8. Is the bird evil?
9. What is a “placid bust”?
10. Why has “no living human being … was blessed with
seeing bird above his chamber door… with such a name as
‘Nevermore’”?
The Raven by: Edgar Allen Poe
Classification: Poem
Reserved grade level(s): Middle School 6-8
Activity: First-draft Reading
Rationale: Why this work and activity?
“The Raven” is one of Poe’s most famous poems. Although, it can be quite confusing
when first read. This poem is extremely open to interpretation. I decide to the students only
read the first 60 lines before they engage in the first-draft activity. Then, they will generate
their own list of twenty questions about the lines read. The emphasis is death, although the
poem has a tendency to give readers a sense of boredom in repeating itself with the
“nevermore.” This is why they tend to lose focus and interest nearer to the beginning of the
work. However, I chose this poem not only because of its being one of my all-time favorites, but
for its difference in length and intensity. My students will not really be affiliated with this type
of poem yet. Up to now, all they have seen is mostly short poems. This will lead the class into
discussing the differences in poems types and comparisons to other types of writings (eg. Short
stories). I like this activity because it clarifies information and requires the students to go back
for more than one reading. After their questions are answered, they will find the reading
process to be simplified and more interesting.
Rhyme schemes
Suggest to let younger students read and watch film interpretation of the poem. Read by
Vincent Price or The Simpsons’ version for humor and relation/motivation.
The Raven
Edgar Allan Poe
[First published in 1845]
Once upon a midnight dreary, while I pondered weak and weary,
Over many a quaint and curious volume of forgotten lore,
While I nodded, nearly napping, suddenly there came a tapping,
As of some one gently rapping, rapping at my chamber door.
`'Tis some visitor,' I muttered, `tapping at my chamber door Only this, and nothing more.'
Ah, distinctly I remember it was in the bleak December,
And each separate dying ember wrought its ghost upon the floor.
Eagerly I wished the morrow; - vainly I had sought to borrow
From my books surcease of sorrow - sorrow for the lost Lenore For the rare and radiant maiden whom the angels named Lenore Nameless here for evermore.
And the silken sad uncertain rustling of each purple curtain
Thrilled me - filled me with fantastic terrors never felt before;
So that now, to still the beating of my heart, I stood repeating
`'Tis some visitor entreating entrance at my chamber door Some late visitor entreating entrance at my chamber door; This it is, and nothing more,'
Presently my soul grew stronger; hesitating then no longer,
`Sir,' said I, `or Madam, truly your forgiveness I implore;
But the fact is I was napping, and so gently you came rapping,
And so faintly you came tapping, tapping at my chamber door,
That I scarce was sure I heard you' - here I opened wide the door; Darkness there, and nothing more.
Deep into that darkness peering, long I stood there wondering, fearing,
Doubting, dreaming dreams no mortal ever dared to dream before;
But the silence was unbroken, and the darkness gave no token,
And the only word there spoken was the whispered word, `Lenore!'
This I whispered, and an echo murmured back the word, `Lenore!'
Merely this and nothing more.
Back into the chamber turning, all my soul within me burning,
Soon again I heard a tapping somewhat louder than before.
`Surely,' said I, `surely that is something at my window lattice;
Let me see then, what thereat is, and this mystery explore Let my heart be still a moment and this mystery explore; 'Tis the wind and nothing more!'
Open here I flung the shutter, when, with many a flirt and flutter,
In there stepped a stately raven of the saintly days of yore.
Not the least obeisance made he; not a minute stopped or stayed he;
But, with mien of lord or lady, perched above my chamber door Perched upon a bust of Pallas just above my chamber door Perched, and sat, and nothing more.
Then this ebony bird beguiling my sad fancy into smiling,
By the grave and stern decorum of the countenance it wore,
`Though thy crest be shorn and shaven, thou,' I said, `art sure no craven.
Ghastly grim and ancient raven wandering from the nightly shore Tell me what thy lordly name is on the Night's Plutonian shore!'
Quoth the raven, `Nevermore.'
Much I marvelled this ungainly fowl to hear discourse so plainly,
Though its answer little meaning - little relevancy bore;
For we cannot help agreeing that no living human being
Ever yet was blessed with seeing bird above his chamber door Bird or beast above the sculptured bust above his chamber door,
With such name as `Nevermore.'
But the raven, sitting lonely on the placid bust, spoke only,
That one word, as if his soul in that one word he did outpour.
Nothing further then he uttered - not a feather then he fluttered Till I scarcely more than muttered `Other friends have flown before -
On the morrow he will leave me, as my hopes have flown before.'
Then the bird said, `Nevermore.'
Startled at the stillness broken by reply so aptly spoken,
`Doubtless,' said I, `what it utters is its only stock and store,
Caught from some unhappy master whom unmerciful disaster
Followed fast and followed faster till his songs one burden bore Till the dirges of his hope that melancholy burden bore
Of "Never-nevermore."'
But the raven still beguiling all my sad soul into smiling,
Straight I wheeled a cushioned seat in front of bird and bust and door;
Then, upon the velvet sinking, I betook myself to linking
Fancy unto fancy, thinking what this ominous bird of yore What this grim, ungainly, ghastly, gaunt, and ominous bird of yore
Meant in croaking `Nevermore.'
This I sat engaged in guessing, but no syllable expressing
To the fowl whose fiery eyes now burned into my bosom's core;
This and more I sat divining, with my head at ease reclining
On the cushion's velvet lining that the lamp-light gloated o'er,
But whose velvet violet lining with the lamp-light gloating o'er,
She shall press, ah, nevermore!
Then, methought, the air grew denser, perfumed from an unseen censer
Swung by Seraphim whose foot-falls tinkled on the tufted floor.
`Wretch,' I cried, `thy God hath lent thee - by these angels he has sent thee
Respite - respite and nepenthe from thy memories of Lenore!
Quaff, oh quaff this kind nepenthe, and forget this lost Lenore!'
Quoth the raven, `Nevermore.'
`Prophet!' said I, `thing of evil! - prophet still, if bird or devil! Whether tempter sent, or whether tempest tossed thee here ashore,
Desolate yet all undaunted, on this desert land enchanted On this home by horror haunted - tell me truly, I implore Is there - is there balm in Gilead? - tell me - tell me, I implore!'
Quoth the raven, `Nevermore.'
`Prophet!' said I, `thing of evil! - prophet still, if bird or devil!
By that Heaven that bends above us - by that God we both adore -
Tell this soul with sorrow laden if, within the distant Aidenn,
It shall clasp a sainted maiden whom the angels named Lenore Clasp a rare and radiant maiden, whom the angels named Lenore?'
Quoth the raven, `Nevermore.'
`Be that word our sign of parting, bird or fiend!' I shrieked upstarting `Get thee back into the tempest and the Night's Plutonian shore!
Leave no black plume as a token of that lie thy soul hath spoken!
Leave my loneliness unbroken! - quit the bust above my door!
Take thy beak from out my heart, and take thy form from off my door!'
Quoth the raven, `Nevermore.'
And the raven, never flitting, still is sitting, still is sitting
On the pallid bust of Pallas just above my chamber door;
And his eyes have all the seeming of a demon's that is dreaming,
And the lamp-light o'er him streaming throws his shadow on the floor;
And my soul from out that shadow that lies floating on the floor
Shall be lifted - nevermore!
Page 92: Deeper Reading
Say/Mean Chart
Directions: Read the poem by Wyatt and the statements that are listed in the left side of the Tchart labeled, “literal.” Although these statements are historical and true when pertaining to
the poem, what do they have to relate to in the poem? Scribe your interpretations in the
“inferential” side of the chart. How do the statements help inform you of the poem’s true
meaning and significance?
What the Passage Says (Literal)
What the Passage Means (Inferential)

Henry VIII was king of England.
Henry VIII was a king and so was “Caesar.”

The king had many conquests
and queens.
“To hunt” is to conquer.

Wyatt and Anne Boleyn were
betrothed.
Describing the “deer” as a “her.”

Anne Boleyn was the second wife
of Henry VIII.
Wives can be owned or collared.

It was accustomed for both
men and women to hunt.
Diamond collar suggests pet, but “wild.”

King Henry VIII’s reign was one
of the wealthiest eras for England.
Caesar’s reign was one of the most powerful.

Anne Boleyn was beheaded.
“Graven” suggests force to submission.

Wyatt was sent on a long
pilgrimage by the King.
“Noli me tangere” means touch me not.
Wyatt was not allowed to touch Queen Anne.
These statements are supposed to inspire critical comprehension skills. Students can
collaborate with peers for deeper understanding. These are simply the main points of
translation for the poem. (Only example responses)
Who so List to Hunt by: Sir Thomas Wyatt
Classification: Poem
Reserved grade level(s): 5-8
Activity: Second-draft Reading
Rationale: Why this work and activity?
Wyatt is my all-time favorite writer for his works involving drama and pertaining to
ancient history. He put the events of his time period into beautiful poetic forms and
passed them on. This even meant secretly and possibly endangering his own life at the
expense of his lord, King Henry VIII. We know that Wyatt’s main focus of his writings had
to do with the before, during, and after effects of love. He used imagery and metaphor
to embody his emotions and associated persons. Wyatt’s works, along with
Shakespeare’s, truly opened a new wave of poetry writing. They both introduced
sonnets and limericks. Although both writers’ works can difficult to interpret to the full
extent, this activity will get my students prepared to personally deal with metaphors
and analogies. Imagery will be addressed too. This helps the students decipher between
what they literally see in the text and then, what they read underneath the text. It
requires a second reading and open-mindedness.
Sonnet- 14-line poem with rhyme scheme identified.
A, BB, A, A, BB, A, C, DD, C, EE
Language- “Noli me tangere.” Means “touch me not” or “don’t touch me.”
Brief pre-lesson to determine students’ prior knowledge of Wyatt’s history.
Page 116: Deeper Reading
Double Entry Journal
Directions: After reading, in the left-hand page or column, copy or summarize parts of the text
you found intriguing or hard to understand. You may also compare parts of the text to previous
types of readings you or our class has already covered. In the right-hand page or column, react
to the quotation or summary. The entry may include a comment, a question, a connection
made, and an analysis.
Quotation: A phrase or sentence I really like
My thoughts about the quote
Who so List to Hunt by: Sir Thomas Wyatt
Classification: Poem
Reserved grade level(s): 5-8
Activity: Collaborative
Rationale: Why this work and activity?
This activity is a fun way to allow for student interpretation and freedom writing.
Helping them to determine what they like or dislike about a certain piece of literature while
applying the concepts to memory. After the given writing time, give a few of the students a
chance to relay their entries aloud before the class. Hearing these questions and thoughts read
aloud may give opportunity for collaboration and comparison among their peers. They may
answer their fellow students’ questions in the process or make them think about other opinions
to add to their entries, whether for agreeing or disagreeing. I like having my students contribute
to the lesson with their opinions and emotional statements/thought processes about what they
read. I also like them to relate to other works while also interpreting the author’s purpose in
writing the work. Although, different types of T-charts are simple, they are very effective.
Listing and organizing read information while also collaborating is a great motivational strategy.
The students can take this skill into future education and life situations as adults. This concept
can be applied to any piece of information.

Answer all students’ misunderstanding in the passages in allotted or extra time inbetween class periods. Let them know they can always come to the teacher for answers.

Students may use own journal notebooks or example template given by teacher to write
their entries.

Give each student 3-5 minutes during and after a reading assignment to write their
double entry journals. Supply them with the passage or passages you want them to read
and respond to. It may help to give them pre-writing example questions to ask
themselves while reading the texts.
Who so List to Hunt
Whoso list to hunt, I know where is an hind,
But as for me, hélas, I may no more.
The vain travail hath wearied me so sore,
I am of them that farthest cometh behind.
Yet may I by no means my wearied mind
Draw from the deer, but as she fleeth afore
Fainting I follow. I leave off therefore,
Sithens in a net I seek to hold the wind.
Who list her hunt, I put him out of doubt,
As well as I may spend his time in vain.
And graven with diamonds in letters plain
There is written, her fair neck round about:
Noli me tangere, for Caesar’s I am,
And wild for to hold, though I seem tame.
~Sir Thomas Wyatt
Page 139: Deeper Reading
Time Capsule
Directions: What makes you happy? Can you define happiness? Remembering your imagery and
metaphorical examples, we will create our very own time capsules. Imagine you want everyone
in a future society to know what is important to you. So you put it in a box! These selected
items should convey deeper meanings of happiness to help the future generations understand
what your life and our current society’s version of happiness was. Stephen Dunn wrote about
happiness being timed in a medieval analogy. What will your analogies be to convey happiness?
This is my example. My time capsule would include…
A picture of my family
My dog’s collar tags
A candle
An easel and paint brush
My favorite book
A movie ticket
A crucifix
Etc.
Can you guess what each of these items represents? Use
metaphor and analogy.
Happiness by: Stephen Dunn
Classification: Poem
Reserved grade level(s): Full Certification 4-8
Activity: Metaphor
Rationale: Why this work and activity?
This activity introduces metaphor and analogy. It also starts the lesson on analysis of
written works. The students will have the opportunity to choose items of personal significance
to them and write me a brief summary of what each item in the capsule represents. This is the
chance for them to think outside of the box. Metaphorical situations can be a love/hate
relationship when it comes to students. Of course, the older, middle school age, students will
be more experienced with the concept, but this is why I want to start with my younger
students. This helps them to comprehend how certain words or phrases and even objects can
hold several different meanings. These meanings can also have more or less significance. This is
a fun, but also stimulating strategy for my whole certification of future students. It is also very
versatile. Dunn relates his poems to a certain time setting rather than objects in the majority of
the poem. I could also take the activity this way as well (Metaphors being so analytical and
immense in their definitions). This could lead to a philosophical circle lesson.
Happiness
~ Stephen Dunn
A state you dare not enter
With hopes of staying,
Quicksand in the marshes, and all
The roads leading to a castle
That doesn’t exist.
But there it is, as promised,
With its perfect bridge above
The crocodiles,
And its doors forever open.
Page 159-160: Deeper Reading
Most Valuable Idea
Directions: In a complete sentence and using interpretation skills, write the most valuable idea
found in this poem.
Write an example in the real world that
This idea is still valuable today because…
illustrates this idea.
The world today is filled with divorce because
This idea is still valuable today because a
of the ever-present notion that a woman loses
woman does not have to submit to the
a part of herself in taking the name of her
everyday belief systems of patriarchal society
husband after marriage. However, women
that a woman is worthless until she marries.
today do not need to be defined by their
marital status.
The idea is also important today because
women who are married do not have to lose
themselves after marriage.
Housewives are just as strong and
independent than the working woman.
Toma de Nombre/Taking of Name by: Miriam Bornstein
Classification: Poem
Reserved grade level(s): 5-8
Activity: Reflection
Rationale: Why this work and activity?
Even though this activity is great for relating to real world situations and the personal
interests of my students, I mostly want to talk about writing style. Style has its purposes.
Although, I might look up some divorce rates and have a class discussion on the effects of
divorce both politically and emotionally. Some students might want to share personal
experiences with divorce or marriage formalities. However, relating back to style, the author of
this poem wrote the words placed like so for a reason. I will ask the students for their opinions
on why she might have written the poem this way. Analyzing and evaluating, I will ask the
question, does style add or distract away from the content? I will also ask for the suggested
differences in written and spoken language styles. I look to chapter four of Analyzing Prose and
Lanham’s saying, “This basic difference suggests that verbal style does have a visual
component, that some styles, or parts of styles, are meant to be seen” (Page 79). All of these
aspects add to the lesson on poetry.
Toma de nombre / Taking of Name
Miriam Bornstein
presiento
que el nombre que llevo a cuestas
peca por no definirme
no por falta de nombre
puesto que me sobra
sino
porque en una formula adquirida por costumbre
va una larga leyenda de virginidad y mitos
una preposición entregada en el cofrecito de las arras
y atada a mí
con ellazo de buena mujercita mexicana
cargo con el nombre de mujer casada
soy
fulana de tal
esposa de fulano
madre de zutano
y algunas veces presiento que solamente soy
mujer de sola
I suspect
that the name which burdens me
sins for not defining me
not because of lack of name
since it is abundant
but also
because in a formula acquired through habit
exists a ready-made legend of virginity and myths
a preposition contained in a "cofrecito de arras"1
and tied to me
with the rosary of the good little mexican woman
I carry my married name
I am
so and so
wife of so and so
mother of so and so
and at times I feel that I am only
a woman alone
Short Stories:
Theme Spotlight for The Cask of Amontillado
Betrayal drives the action in “The Cask of Amontillado." One character’s betrayal sets
off a hideous chain of retribution, enacted below ground in a mass grave. Behind all this
revenge and death, the story is about trust. Without trust there can be no betrayal. The
story has much to do with the lengths human being will go to feel better when they feel
betrayed – and the tragedy that comes when those lengths hit murderous extremes.
Below, you will find ten examples of actions of betrayal. Please order them in ranking
from 1 to 10, with 1 deserving the most revenge and 10 deserving the least revenge.
Acts of Betrayal Deserving Revenge
(Fictional or Non-fictional)
_____ Our mother bought two cookies and my little brother ate his and then stole mine.
_____ September 11
_____ A racist police officer shoots a suspect and then frames him.
_____ High School shooting
_____ A con artist swindles elderly people out of their life savings.
_____ A thief steals a woman’s purse.
_____ A fellow classmate sees you cheating on an exam and tells the teacher.
_____ One of your best friends helps bullies torture you to fit in.
_____ A presidential candidate reports personal dirt on his/her opponent to get ahead.
_____ A pregnant mother uses drugs that causes her baby to be born defected.
Answer truthfully and to the best of your own opinion. All charts will be different and
there is no right or wrong answers. Just have legitimate explanations for your ratings to
be reported in the following whole class discussion.
Using prior knowledge, also think about other themes that might be mentioned in The
Cask of Amontillado by: Edgar Allen Poe. Why do you think I chose this particular
theme? How might I have used the others in this exercise? Do you think that there are
other themes more important or relevant?
The Cask of Amontillado
by Edgar Allan Poe
(published 1846)
THE thousand injuries of Fortunato I had borne as I best could, but when he ventured upon insult
I vowed revenge. You, who so well know the nature of my soul, will not suppose, however, that
gave utterance to a threat. At length I would be avenged; this was a point definitely, settled --but
the very definitiveness with which it was resolved precluded the idea of risk. I must not only
punish but punish with impunity. A wrong is unredressed when retribution overtakes its
redresser. It is equally unredressed when the avenger fails to make himself felt as such to him
who has done the wrong.
It must be understood that neither by word nor deed had I given Fortunato cause to doubt my
good will. I continued, as was my wont, to smile in his face, and he did not perceive that my
smile now was at the thought of his immolation.
He had a weak point -- this Fortunato -- although in other regards he was a man to be respected
and even feared. He prided himself on his connoisseurship in wine. Few Italians have the true
virtuoso spirit. For the most part their enthusiasm is adopted to suit the time and opportunity, to
practise imposture upon the British and Austrian millionaires. In painting and gemmary,
Fortunato, like his countrymen, was a quack, but in the matter of old wines he was sincere. In
this respect I did not differ from him materially; --I was skilful in the Italian vintages myself, and
bought largely whenever I could.
It was about dusk, one evening during the supreme madness of the carnival season, that I
encountered my friend. He accosted me with excessive warmth, for he had been drinking much.
The man wore motley. He had on a tight-fitting parti-striped dress, and his head was surmounted
by the conical cap and bells. I was so pleased to see him that I thought I should never have done
wringing his hand.
I said to him --"My dear Fortunato, you are luckily met. How remarkably well you are looking
to-day. But I have received a pipe of what passes for Amontillado, and I have my doubts."
"How?" said he. "Amontillado, A pipe? Impossible! And in the middle of the carnival!"
"I have my doubts," I replied; "and I was silly enough to pay the full Amontillado price without
consulting you in the matter. You were not to be found, and I was fearful of losing a bargain."
"Amontillado!"
"I have my doubts."
"Amontillado!"
"And I must satisfy them."
"Amontillado!"
"As you are engaged, I am on my way to Luchresi. If any one has a critical turn it is he. He will
tell me --"
"Luchresi cannot tell Amontillado from Sherry."
"And yet some fools will have it that his taste is a match for your own.
"Come, let us go."
"Whither?"
"To your vaults."
"My friend, no; I will not impose upon your good nature. I perceive you have an engagement.
Luchresi--"
"I have no engagement; --come."
"My friend, no. It is not the engagement, but the severe cold with which I perceive you are
afflicted. The vaults are insufferably damp. They are encrusted with nitre."
"Let us go, nevertheless. The cold is merely nothing. Amontillado! You have been imposed
upon. And as for Luchresi, he cannot distinguish Sherry from Amontillado."
Thus speaking, Fortunato possessed himself of my arm; and putting on a mask of black silk and
drawing a roquelaire closely about my person, I suffered him to hurry me to my palazzo.
There were no attendants at home; they had absconded to make merry in honour of the time. I
had told them that I should not return until the morning, and had given them explicit orders not
to stir from the house. These orders were sufficient, I well knew, to insure their immediate
disappearance, one and all, as soon as my back was turned.
I took from their sconces two flambeaux, and giving one to Fortunato, bowed him through
several suites of rooms to the archway that led into the vaults. I passed down a long and winding
staircase, requesting him to be cautious as he followed. We came at length to the foot of the
descent, and stood together upon the damp ground of the catacombs of the Montresors.
The gait of my friend was unsteady, and the bells upon his cap jingled as he strode.
"The pipe," he said.
"It is farther on," said I; "but observe the white web-work which gleams from these cavern
walls."
He turned towards me, and looked into my eyes with two filmy orbs that distilled the rheum of
intoxication.
"Nitre?" he asked, at length.
"Nitre," I replied. "How long have you had that cough?"
"Ugh! ugh! ugh! --ugh! ugh! ugh! --ugh! ugh! ugh! --ugh! ugh! ugh! --ugh! ugh! ugh!"
My poor friend found it impossible to reply for many minutes.
"It is nothing," he said, at last.
"Come," I said, with decision, "we will go back; your health is precious. You are rich, respected,
admired, beloved; you are happy, as once I was. You are a man to be missed. For me it is no
matter. We will go back; you will be ill, and I cannot be responsible. Besides, there is Luchresi -"
"Enough," he said; "the cough's a mere nothing; it will not kill me. I shall not die of a cough."
"True --true," I replied; "and, indeed, I had no intention of alarming you unnecessarily --but you
should use all proper caution. A draught of this Medoc will defend us from the damps.
Here I knocked off the neck of a bottle which I drew from a long row of its fellows that lay upon
the mould.
"Drink," I said, presenting him the wine.
He raised it to his lips with a leer. He paused and nodded to me familiarly, while his bells
jingled.
"I drink," he said, "to the buried that repose around us."
"And I to your long life."
He again took my arm, and we proceeded.
"These vaults," he said, "are extensive."
"The Montresors," I replied, "were a great and numerous family."
"I forget your arms."
"A huge human foot d'or, in a field azure; the foot crushes a serpent rampant whose fangs are
imbedded in the heel."
"And the motto?"
"Nemo me impune lacessit."
"Good!" he said.
The wine sparkled in his eyes and the bells jingled. My own fancy grew warm with the Medoc.
We had passed through long walls of piled skeletons, with casks and puncheons intermingling,
into the inmost recesses of the catacombs. I paused again, and this time I made bold to seize
Fortunato by an arm above the elbow.
"The nitre!" I said; "see, it increases. It hangs like moss upon the vaults. We are below the river's
bed. The drops of moisture trickle among the bones. Come, we will go back ere it is too late.
Your cough --"
"It is nothing," he said; "let us go on. But first, another draught of the Medoc."
I broke and reached him a flagon of De Grave. He emptied it at a breath. His eyes flashed with a
fierce light. He laughed and threw the bottle upwards with a gesticulation I did not understand.
I looked at him in surprise. He repeated the movement --a grotesque one.
"You do not comprehend?" he said.
"Not I," I replied.
"Then you are not of the brotherhood."
"How?"
"You are not of the masons."
"Yes, yes," I said; "yes, yes."
"You? Impossible! A mason?"
"A mason," I replied.
"A sign," he said, "a sign."
"It is this," I answered, producing from beneath the folds of my roquelaire a trowel.
"You jest," he exclaimed, recoiling a few paces. "But let us proceed to the Amontillado."
"Be it so," I said, replacing the tool beneath the cloak and again offering him my arm. He leaned
upon it heavily. We continued our route in search of the Amontillado. We passed through a range
of low arches, descended, passed on, and descending again, arrived at a deep crypt, in which the
foulness of the air caused our flambeaux rather to glow than flame.
At the most remote end of the crypt there appeared another less spacious. Its walls had been lined
with human remains, piled to the vault overhead, in the fashion of the great catacombs of Paris.
Three sides of this interior crypt were still ornamented in this manner. From the fourth side the
bones had been thrown down, and lay promiscuously upon the earth, forming at one point a
mound of some size. Within the wall thus exposed by the displacing of the bones, we perceived a
still interior crypt or recess, in depth about four feet, in width three, in height six or seven. It
seemed to have been constructed for no especial use within itself, but formed merely the interval
between two of the colossal supports of the roof of the catacombs, and was backed by one of
their circumscribing walls of solid granite.
It was in vain that Fortunato, uplifting his dull torch, endeavoured to pry into the depth of the
recess. Its termination the feeble light did not enable us to see.
"Proceed," I said; "herein is the Amontillado. As for Luchresi --"
"He is an ignoramus," interrupted my friend, as he stepped unsteadily forward, while I followed
immediately at his heels. In an instant he had reached the extremity of the niche, and finding his
progress arrested by the rock, stood stupidly bewildered. A moment more and I had fettered him
to the granite. In its surface were two iron staples, distant from each other about two feet,
horizontally. From one of these depended a short chain, from the other a padlock. Throwing the
links about his waist, it was but the work of a few seconds to secure it. He was too much
astounded to resist. Withdrawing the key I stepped back from the recess.
"Pass your hand," I said, "over the wall; you cannot help feeling the nitre. Indeed, it is very
damp. Once more let me implore you to return. No? Then I must positively leave you. But I must
first render you all the little attentions in my power."
"The Amontillado!" ejaculated my friend, not yet recovered from his astonishment.
"True," I replied; "the Amontillado."
As I said these words I busied myself among the pile of bones of which I have before spoken.
Throwing them aside, I soon uncovered a quantity of building stone and mortar. With these
materials and with the aid of my trowel, I began vigorously to wall up the entrance of the niche.
I had scarcely laid the first tier of the masonry when I discovered that the intoxication of
Fortunato had in a great measure worn off. The earliest indication I had of this was a low
moaning cry from the depth of the recess. It was not the cry of a drunken man. There was then a
long and obstinate silence. I laid the second tier, and the third, and the fourth; and then I heard
the furious vibrations of the chain. The noise lasted for several minutes, during which, that I
might hearken to it with the more satisfaction, I ceased my labours and sat down upon the bones.
When at last the clanking subsided, I resumed the trowel, and finished without interruption the
fifth, the sixth, and the seventh tier. The wall was now nearly upon a level with my breast. I
again paused, and holding the flambeaux over the mason-work, threw a few feeble rays upon the
figure within.
A succession of loud and shrill screams, bursting suddenly from the throat of the chained form,
seemed to thrust me violently back. For a brief moment I hesitated, I trembled. Unsheathing my
rapier, I began to grope with it about the recess; but the thought of an instant reassured me. I
placed my hand upon the solid fabric of the catacombs, and felt satisfied. I reapproached the
wall; I replied to the yells of him who clamoured. I re-echoed, I aided, I surpassed them in
volume and in strength. I did this, and the clamourer grew still.
It was now midnight, and my task was drawing to a close. I had completed the eighth, the ninth
and the tenth tier. I had finished a portion of the last and the eleventh; there remained but a single
stone to be fitted and plastered in. I struggled with its weight; I placed it partially in its destined
position. But now there came from out the niche a low laugh that erected the hairs upon my head.
It was succeeded by a sad voice, which I had difficulty in recognizing as that of the noble
Fortunato. The voice said-"Ha! ha! ha! --he! he! he! --a very good joke, indeed --an excellent jest. We will have many a
rich laugh about it at the palazzo --he! he! he! --over our wine --he! he! he!"
"The Amontillado!" I said.
"He! he! he! --he! he! he! --yes, the Amontillado. But is it not getting late? Will not they be
awaiting us at the palazzo, the Lady Fortunato and the rest? Let us be gone."
"Yes," I said, "let us be gone."
"For the love of God, Montresor!"
"Yes," I said, "for the love of God!"
But to these words I hearkened in vain for a reply. I grew impatient. I called aloud -"Fortunato!"
No answer. I called again -"Fortunato!"
No answer still. I thrust a torch through the remaining aperture and let it fall within. There came
forth in return only a jingling of the bells. My heart grew sick; it was the dampness of the
catacombs that made it so. I hastened to make an end of my labour. I forced the last stone into its
position; I plastered it up. Against the new masonry I re-erected the old rampart of bones. For the
half of a century no mortal has disturbed them. In pace requiescat!
The Cask of Amontillado by: Edgar Allen Poe
Classification: Short Story
Reserved grade level(s): Middle School 6-8
Activity: Focus
Rationale: Why this work and activity?
When introducing my students to this particular classic by Poe, I thought about themes and
the different types of irony they would encounter. The Cask is an extremely complex text of
literary elements. Of course I would not expect them to identify each and every one within a
school year, but I intend to use this focus activity to get them acquainted with a few. The
aspects and reasoning behind this activity is for engaging use of prior knowledge, to assess the
students’ understandings of themes, and to install motivational techniques before even reading
the short story. This activity also appeals to personal or up-to-date interests of the students by
way of asking for opinion and stirring debatable class discussion. The activity is only the header
for finally tying into the different types of themes and irony found within the work. I would not,
however, recommend this work to students of the elementary grade levels because of content
dealing with drugs, alcohol, murder, and horrific imagery. These are very loaded aspects of the
text.
It will be broken down and then, the literary aspects will be defined as follows:
Theme(s)- Freedom and Confinement, betrayal and revenge, drugs and alcohol, morality and
mortality, and foolishness and folly. (Open to interpretation)
Irony- Verbal and dramatic
Foreshadowing- Evidences and predictions of death
Symbolism- Names and language (eg. Fortunato)
Tone- Festival with drunkenness and party though, dark and dreary (catacombs)
Imagery- Setting and descriptors (ties to tone)
Page 55: Deeper Reading
Text Frames with Gaps
Directions: Based off of your first readings of “The Cask of Amontillado,” fill in the text gaps
listed. See how much you can remember from the reading’s plot.
Tip: Remember to use your clue finding skills (STAR Practice) in the given statements if you have
trouble.

Fortunato dishonors the family name of the narrator.

The narrator must get revenge. He meets Fortunato, who is all dressed up in jester clothes
for a carnival celebration. Fortunato is already very drunk.

The narrator mentions he’s found a barrel of a rare brandy called Amontillado.

Fortunato expresses eager interest in verifying the wine’s authenticity.


The narrator leads Fortunato deeper and deeper into the catacomb, getting him drunker and
drunker along the way.


Eventually, Fortunato walks into a man-sized hole that’s part of the wall of a really nasty
crypt.


Why did I omit these certain details of the plot?
We will have a following class discussion about what you wrote. This will not be graded,
but it will be turned in to me for personal assessment.
Answers:
1. Montresor leads Fortunato down into his family’s catacombs where he stores the
whine. It is dark and dank.
2. Fortunato starts to cough harder and harder as they travel deeper.
3. Montresor lures Fortunato into the crypt and chains him to the wall.
4. Montresor buries Fortunato alive with bricks and morter, sealing him in to die.
Montresor gets his revenge.
Classification: Short Story
Reserved grade level(s): Middle School 6-8
Activity: First-draft Reading
Rationale: Why this work and activity?
Although I simplified the activity, “The Cask” has a very complex plot structure. The reader
never really finds out the name of the narrator until near the ending and the climaxes, along
with the language/style, can be difficult to comprehend. I find this first-draft reading strategy to
be helpful in assessing the students’ comprehensions of the reading. It also helps in
determining whether they can follow and label a plot structure. This will lead to the elements
and refresh their prior knowledge on plots from elementary level, but with more intense
content. I will also be able to tell who did the reading assignment. This strategy prepares for
the second reading and deeper understanding of the text.
Note: One might have noticed my mentioning of the STAR Exam. We will have review days and
try to align with the test content. This strategy helps in strengthening their prediction or
cause/effect skills by reading the statements given surrounding the
missing elements.
Page 93: Deeper Reading
Multi-layered Timelines
Time Line for Hidden Child
What Happened?
Isaac and his
parents go
through their
same routines.
Papa was a
tailor.
Papa and Isaac
meet up with
Papa’s friends at
the café.
The family lived
in Paris, France.
Germany invades Mama and Isaac
France.
leave for
Pithiviers.
Isaac has
nightmares.
They join Papa,
their friends, and
Papa packs and
families from
leaves to report
Poland.
to the police
station.
Mama and Isaac
were forced to
Mama and Isaac leave Papa
get a letter from because family
Papa where he’s visits were no
in an internment longer allowed.
camp called,
Pithiviers.
Jews are
persecuted by
the Nazis.
Mama and Isaac
book passage to
free French zone.
Restrictions, like
curfews and
possession
confiscations,
are enforced on
the Jews.
They get caught
and arrested.
Police come to
take Isaac and
Mama, but they
hide in Papa’s
old tailor shop.
Mama bribes the
guard to take
Isaac to a Jewishsafe hospital.
Mama and Papa
are gone at
Auschwitz.
Isaac gets placed
in a bad foster
home.
Isaac goes to live
with a nice
widow.
Isaac grows up to
be a writer.
This chart can be added to with questions and predictions.
Hidden Child by: Isaac Millman
Classification: Short Story
Reserved grade level(s): 4-6
Activity: Second-draft Reading
Rationale: Why this work and activity?
This book was so moving and beautiful with its illustrations. It pertains to younger students
of the elementary grade levels while still introducing them to some of our dark past histories
and delicate subject matter. The content may seem intense while the point of view is from a
child’s eye. My students can compare the “hidden children” to themselves and imagine how
they might have felt being moved around and locked up for differences. It can pertain to
bullying and social issues of today or others treating others as outcasts simply because of their
religious preferences. We can discuss Jewish heritage and cultural similarities and differences.
The class can also perform their own researches on the Jewish people and the Holocaust within
a computer laboratory environment. The aspects of this short story are endless.
I chose the activity to help the students understand reading timelines and plot settings. This
story travels on a broad spectrum of time. The plot structure is built around significant
historical events. The students will be introduced to these concepts by re-reading the book and
lining it up to the timelines they have devised. It also stresses the importance of character input
and point of view, as the narrator discusses his involvement of the invasion of the Nazis in
France. This can lead to cause/effect questions. For example, how would the timeline have
changed if the Nazis did not invade France until later or not at all? How would that shape
today’s society?
Page 115-116: Deeper Reading
Trouble Slips
Directions: As you read the work by Poe, “Hop-Frog,” note your trouble spots in the text. Given
a few blank, book mark-sized, pieces of paper, write down the places inside the story where
your understanding or comprehension of what you are reading starts to stumble.
Example (s): How
did the King treat
women?
How did he
become fat on
joking?
How does HopFrog reply to this
behavior?
When you arrive in the next class day, you will be placed in groups and asked to share
you trouble spots with you peers. Try to work together and answer each other’s’ questions if
possible. Make notes if one question is asked more than a couple of times. Seek commonalities
and use your peers as resources for interpretation of the work.
Hop-Frog by: Edgar Allen Poe
Classification: Short Story
Reserved grade level(s): Middle School 6-8
Activity: Collaborative
Rationale: Why this work and activity?
Poe’s works usually present conflicting ideals and hard-to-understand language
injections throughout his works. These concepts can be extremely confusing. Usually, Poe does
give reasoning within the thought processes of his characters. However, deciphering this can
take some extreme comprehension skills and abilities to be open to types of irony and
interpretation. They must also be able to understand that peers and classrooms are not just for
group play times, but resources of collaboration. All students are on a different level of
comprehension. Pairing students with different levels of skill can help to deduce their individual
levels and willingness to work well with others. It is an assessment process for the students as
well as the teacher. Mostly I like how it helps the kids know that they are not the only ones who
have trouble with understanding the readings. They find commonality and work through
problems together in assisting to solve each other’s questions.
Hop-Frog
by Edgar Allan Poe
(published 1845)
I NEVER knew anyone so keenly alive to a joke as the king was. He seemed to live only for
joking. To tell a good story of the joke kind, and to tell it well, was the surest road to his favor.
Thus it happened that his seven ministers were all noted for their accomplishments as jokers.
They all took after the king, too, in being large, corpulent, oily men, as well as inimitable
jokers. Whether people grow fat by joking, or whether there is something in fat itself which
predisposes to a joke, I have never been quite able to determine; but certain it is that a lean
joker is a rara avis in terris.
About the refinements, or, as he called them, the 'ghost' of wit, the king troubled himself very
little. He had an especial admiration for breadth in a jest, and would often put up with length,
for the sake of it. Over-niceties wearied him. He would have preferred Rabelais' 'Gargantua' to
the 'Zadig' of Voltaire: and, upon the whole, practical jokes suited his taste far better than
verbal ones.
At the date of my narrative, professing jesters had not altogether gone out of fashion at court.
Several of the great continental 'powers' still retain their 'fools,' who wore motley, with caps
and bells, and who were expected to be always ready with sharp witticisms, at a moment's
notice, in consideration of the crumbs that fell from the royal table.
Our king, as a matter of course, retained his 'fool.' The fact is, he required something in the
way of folly -- if only to counterbalance the heavy wisdom of the seven wise men who were
his ministers -- not to mention himself.
His fool, or professional jester, was not only a fool, however. His value was trebled in the eyes
of the king, by the fact of his being also a dwarf and a cripple. Dwarfs were as common at
court, in those days, as fools; and many monarchs would have found it difficult to get through
their days (days are rather longer at court than elsewhere) without both a jester to laugh with,
and a dwarf to laugh at. But, as I have already observed, your jesters, in ninety-nine cases out
of a hundred, are fat, round, and unwieldy -- so that it was no small source of self-gratulation
with our king that, in Hop-Frog (this was the fool's name), he possessed a triplicate treasure in
one person.
I believe the name 'Hop-Frog' was not that given to the dwarf by his sponsors at baptism, but it
was conferred upon him, by general consent of the several ministers, on account of his
inability to walk as other men do. In fact, Hop-Frog could only get along by a sort of
interjectional gait -- something between a leap and a wriggle -- a movement that afforded
illimitable amusement, and of course consolation, to the king, for (notwithstanding the
protuberance of his stomach and a constitutional swelling of the head) the king, by his whole
court, was accounted a capital figure.
But although Hop-Frog, through the distortion of his legs, could move only with great pain
and difficulty along a road or floor, the prodigious muscular power which nature seemed to
have bestowed upon his arms, by way of compensation for deficiency in the lower limbs,
enabled him to perform many feats of wonderful dexterity, where trees or ropes were in
question, or any thing else to climb. At such exercises he certainly much more resembled a
squirrel, or a small monkey, than a frog.
I am not able to say, with precision, from what country Hop-Frog originally came. It was from
some barbarous region, however, that no person ever heard of -- a vast distance from the court
of our king. Hop-Frog, and a young girl very little less dwarfish than himself (although of
exquisite proportions, and a marvellous dancer), had been forcibly carried off from their
respective homes in adjoining provinces, and sent as presents to the king, by one of his evervictorious generals.
Under these circumstances, it is not to be wondered at that a close intimacy arose between the
two little captives. Indeed, they soon became sworn friends. Hop-Frog, who, although he made
a great deal of sport, was by no means popular, had it not in his power to render Trippetta
many services; but she, on account of her grace and exquisite beauty (although a dwarf), was
universally admired and petted; so she possessed much influence; and never failed to use it,
whenever she could, for the benefit of Hop-Frog.
On some grand state occasion -- I forgot what -- the king determined to have a masquerade,
and whenever a masquerade or any thing of that kind, occurred at our court, then the talents,
both of Hop-Frog and Trippetta were sure to be called into play. Hop-Frog, in especial, was so
inventive in the way of getting up pageants, suggesting novel characters, and arranging
costumes, for masked balls, that nothing could be done, it seems, without his assistance.
The night appointed for the fete had arrived. A gorgeous hall had been fitted up, under
Trippetta's eye, with every kind of device which could possibly give eclat to a masquerade.
The whole court was in a fever of expectation. As for costumes and characters, it might well
be supposed that everybody had come to a decision on such points. Many had made up their
minds (as to what roles they should assume) a week, or even a month, in advance; and, in fact,
there was not a particle of indecision anywhere -- except in the case of the king and his seven
minsters. Why they hesitated I never could tell, unless they did it by way of a joke. More
probably, they found it difficult, on account of being so fat, to make up their minds. At all
events, time flew; and, as a last resort they sent for Trippetta and Hop-Frog.
When the two little friends obeyed the summons of the king they found him sitting at his wine
with the seven members of his cabinet council; but the monarch appeared to be in a very ill
humor. He knew that Hop-Frog was not fond of wine, for it excited the poor cripple almost to
madness; and madness is no comfortable feeling. But the king loved his practical jokes, and
took pleasure in forcing Hop-Frog to drink and (as the king called it) 'to be merry.'
"Come here, Hop-Frog," said he, as the jester and his friend entered the room; "swallow this
bumper to the health of your absent friends, [here Hop-Frog sighed,] and then let us have the
benefit of your invention. We want characters -- characters, man -- something novel -- out of
the way. We are wearied with this everlasting sameness. Come, drink! the wine will brighten
your wits."
Hop-Frog endeavored, as usual, to get up a jest in reply to these advances from the king; but
the effort was too much. It happened to be the poor dwarf's birthday, and the command to
drink to his 'absent friends' forced the tears to his eyes. Many large, bitter drops fell into the
goblet as he took it, humbly, from the hand of the tyrant.
"Ah! ha! ha!" roared the latter, as the dwarf reluctantly drained the beaker. -- "See what a glass
of good wine can do! Why, your eyes are shining already!"
Poor fellow! his large eyes gleamed, rather than shone; for the effect of wine on his excitable
brain was not more powerful than instantaneous. He placed the goblet nervously on the table,
and looked round upon the company with a half -- insane stare. They all seemed highly
amused at the success of the king's 'joke.'
"And now to business," said the prime minister, a very fat man.
"Yes," said the King; "Come lend us your assistance. Characters, my fine fellow; we stand in
need of characters -- all of us -- ha! ha! ha!" and as this was seriously meant for a joke, his
laugh was chorused by the seven.
Hop-Frog also laughed although feebly and somewhat vacantly.
"Come, come," said the king, impatiently, "have you nothing to suggest?"
"I am endeavoring to think of something novel," replied the dwarf, abstractedly, for he was
quite bewildered by the wine.
"Endeavoring!" cried the tyrant, fiercely; "what do you mean by that? Ah, I perceive. You are
Sulky, and want more wine. Here, drink this!" and he poured out another goblet full and
offered it to the cripple, who merely gazed at it, gasping for breath.
"Drink, I say!" shouted the monster, "or by the fiends-"
The dwarf hesitated. The king grew purple with rage. The courtiers smirked. Trippetta, pale as
a corpse, advanced to the monarch's seat, and, falling on her knees before him, implored him
to spare her friend.
The tyrant regarded her, for some moments, in evident wonder at her audacity. He seemed
quite at a loss what to do or say -- how most becomingly to express his indignation. At last,
without uttering a syllable, he pushed her violently from him, and threw the contents of the
brimming goblet in her face.
The poor girl got up the best she could, and, not daring even to sigh, resumed her position at
the foot of the table.
There was a dead silence for about half a minute, during which the falling of a leaf, or of a
feather, might have been heard. It was interrupted by a low, but harsh and protracted grating
sound which seemed to come at once from every corner of the room.
"What -- what -- what are you making that noise for?" demanded the king, turning furiously to
the dwarf.
The latter seemed to have recovered, in great measure, from his intoxication, and looking
fixedly but quietly into the tyrant's face, merely ejaculated:
"I -- I? How could it have been me?"
"The sound appeared to come from without," observed one of the courtiers. "I fancy it was the
parrot at the window, whetting his bill upon his cage-wires."
"True," replied the monarch, as if much relieved by the suggestion; "but, on the honor of a
knight, I could have sworn that it was the gritting of this vagabond's teeth."
Hereupon the dwarf laughed (the king was too confirmed a joker to object to any one's
laughing), and displayed a set of large, powerful, and very repulsive teeth. Moreover, he
avowed his perfect willingness to swallow as much wine as desired. The monarch was
pacified; and having drained another bumper with no very perceptible ill effect, Hop-Frog
entered at once, and with spirit, into the plans for the masquerade.
"I cannot tell what was the association of idea," observed he, very tranquilly, and as if he had
never tasted wine in his life, "but just after your majesty, had struck the girl and thrown the
wine in her face -- just after your majesty had done this, and while the parrot was making that
odd noise outside the window, there came into my mind a capital diversion -- one of my own
country frolics -- often enacted among us, at our masquerades: but here it will be new
altogether. Unfortunately, however, it requires a company of eight persons and-"
"Here we are!" cried the king, laughing at his acute discovery of the coincidence; "eight to a
fraction -- I and my seven ministers. Come! what is the diversion?"
"We call it," replied the cripple, "the Eight Chained Ourang-Outangs, and it really is excellent
sport if well enacted."
"We will enact it," remarked the king, drawing himself up, and lowering his eyelids.
"The beauty of the game," continued Hop-Frog, "lies in the fright it occasions among the
women."
"Capital!" roared in chorus the monarch and his ministry.
"I will equip you as ourang-outangs," proceeded the dwarf; "leave all that to me. The
resemblance shall be so striking, that the company of masqueraders will take you for real
beasts -- and of course, they will be as much terrified as astonished."
"Oh, this is exquisite!" exclaimed the king. "Hop-Frog! I will make a man of you."
"The chains are for the purpose of increasing the confusion by their jangling. You are
supposed to have escaped, en masse, from your keepers. Your majesty cannot conceive the
effect produced, at a masquerade, by eight chained ourang-outangs, imagined to be real ones
by most of the company; and rushing in with savage cries, among the crowd of delicately and
gorgeously habited men and women. The contrast is inimitable!"
"It must be," said the king: and the council arose hurriedly (as it was growing late), to put in
execution the scheme of Hop-Frog.
His mode of equipping the party as ourang-outangs was very simple, but effective enough for
his purposes. The animals in question had, at the epoch of my story, very rarely been seen in
any part of the civilized world; and as the imitations made by the dwarf were sufficiently
beast-like and more than sufficiently hideous, their truthfulness to nature was thus thought to
be secured.
The king and his ministers were first encased in tight-fitting stockinet shirts and drawers. They
were then saturated with tar. At this stage of the process, some one of the party suggested
feathers; but the suggestion was at once overruled by the dwarf, who soon convinced the eight,
by ocular demonstration, that the hair of such a brute as the ourang-outang was much more
efficiently represented by flax. A thick coating of the latter was accordingly plastered upon the
coating of tar. A long chain was now procured. First, it was passed about the waist of the king,
and tied, then about another of the party, and also tied; then about all successively, in the same
manner. When this chaining arrangement was complete, and the party stood as far apart from
each other as possible, they formed a circle; and to make all things appear natural, Hop-Frog
passed the residue of the chain in two diameters, at right angles, across the circle, after the
fashion adopted, at the present day, by those who capture Chimpanzees, or other large apes, in
Borneo.
The grand saloon in which the masquerade was to take place, was a circular room, very lofty,
and receiving the light of the sun only through a single window at top. At night (the season for
which the apartment was especially designed) it was illuminated principally by a large
chandelier, depending by a chain from the centre of the sky-light, and lowered, or elevated, by
means of a counter-balance as usual; but (in order not to look unsightly) this latter passed
outside the cupola and over the roof.
The arrangements of the room had been left to Trippetta's superintendence; but, in some
particulars, it seems, she had been guided by the calmer judgment of her friend the dwarf. At
his suggestion it was that, on this occasion, the chandelier was removed. Its waxen drippings
(which, in weather so warm, it was quite impossible to prevent) would have been seriously
detrimental to the rich dresses of the guests, who, on account of the crowded state of the
saloon, could not all be expected to keep from out its centre; that is to say, from under the
chandelier. Additional sconces were set in various parts of the hall, out of the war, and a
flambeau, emitting sweet odor, was placed in the right hand of each of the Caryatides that
stood against the wall -- some fifty or sixty altogether.
The eight ourang-outangs, taking Hop-Frog's advice, waited patiently until midnight (when the
room was thoroughly filled with masqueraders) before making their appearance. No sooner
had the clock ceased striking, however, than they rushed, or rather rolled in, all together -- for
the impediments of their chains caused most of the party to fall, and all to stumble as they
entered.
The excitement among the masqueraders was prodigious, and filled the heart of the king with
glee. As had been anticipated, there were not a few of the guests who supposed the ferociouslooking creatures to be beasts of some kind in reality, if not precisely ourang-outangs. Many of
the women swooned with affright; and had not the king taken the precaution to exclude all
weapons from the saloon, his party might soon have expiated their frolic in their blood. As it
was, a general rush was made for the doors; but the king had ordered them to be locked
immediately upon his entrance; and, at the dwarf's suggestion, the keys had been deposited
with him.
While the tumult was at its height, and each masquerader attentive only to his own safety (for,
in fact, there was much real danger from the pressure of the excited crowd), the chain by
which the chandelier ordinarily hung, and which had been drawn up on its removal, might
have been seen very gradually to descend, until its hooked extremity came within three feet of
the floor.
Soon after this, the king and his seven friends having reeled about the hall in all directions,
found themselves, at length, in its centre, and, of course, in immediate contact with the chain.
While they were thus situated, the dwarf, who had followed noiselessly at their heels, inciting
them to keep up the commotion, took hold of their own chain at the intersection of the two
portions which crossed the circle diametrically and at right angles. Here, with the rapidity of
thought, he inserted the hook from which the chandelier had been wont to depend; and, in an
instant, by some unseen agency, the chandelier-chain was drawn so far upward as to take the
hook out of reach, and, as an inevitable consequence, to drag the ourang-outangs together in
close connection, and face to face.
The masqueraders, by this time, had recovered, in some measure, from their alarm; and,
beginning to regard the whole matter as a well-contrived pleasantry, set up a loud shout of
laughter at the predicament of the apes.
"Leave them to me!" now screamed Hop-Frog, his shrill voice making itself easily heard
through all the din. "Leave them to me. I fancy I know them. If I can only get a good look at
them, I can soon tell who they are."
Here, scrambling over the heads of the crowd, he managed to get to the wall; when, seizing a
flambeau from one of the Caryatides, he returned, as he went, to the centre of the roomleaping, with the agility of a monkey, upon the kings head, and thence clambered a few feet up
the chain; holding down the torch to examine the group of ourang-outangs, and still
screaming: "I shall soon find out who they are!"
And now, while the whole assembly (the apes included) were convulsed with laughter, the
jester suddenly uttered a shrill whistle; when the chain flew violently up for about thirty feet -dragging with it the dismayed and struggling ourang-outangs, and leaving them suspended in
mid-air between the sky-light and the floor. Hop-Frog, clinging to the chain as it rose, still
maintained his relative position in respect to the eight maskers, and still (as if nothing were the
matter) continued to thrust his torch down toward them, as though endeavoring to discover
who they were.
So thoroughly astonished was the whole company at this ascent, that a dead silence, of about a
minute's duration, ensued. It was broken by just such a low, harsh, grating sound, as had
before attracted the attention of the king and his councillors when the former threw the wine in
the face of Trippetta. But, on the present occasion, there could be no question as to whence the
sound issued. It came from the fang-like teeth of the dwarf, who ground them and gnashed
them as he foamed at the mouth, and glared, with an expression of maniacal rage, into the
upturned countenances of the king and his seven companions.
"Ah, ha!" said at length the infuriated jester. "Ah, ha! I begin to see who these people are
now!" Here, pretending to scrutinize the king more closely, he held the flambeau to the flaxen
coat which enveloped him, and which instantly burst into a sheet of vivid flame. In less than
half a minute the whole eight ourang-outangs were blazing fiercely, amid the shrieks of the
multitude who gazed at them from below, horror-stricken, and without the power to render
them the slightest assistance.
At length the flames, suddenly increasing in virulence, forced the jester to climb higher up the
chain, to be out of their reach; and, as he made this movement, the crowd again sank, for a
brief instant, into silence. The dwarf seized his opportunity, and once more spoke:
"I now see distinctly." he said, "what manner of people these maskers are. They are a great
king and his seven privy-councillors, -- a king who does not scruple to strike a defenceless girl
and his seven councillors who abet him in the outrage. As for myself, I am simply Hop-Frog,
the jester -- and this is my last jest."
Owing to the high combustibility of both the flax and the tar to which it adhered, the dwarf
had scarcely made an end of his brief speech before the work of vengeance was complete. The
eight corpses swung in their chains, a fetid, blackened, hideous, and indistinguishable mass.
The cripple hurled his torch at them, clambered leisurely to the ceiling, and disappeared
through the sky-light.
It is supposed that Trippetta, stationed on the roof of the saloon, had been the accomplice of
her friend in his fiery revenge, and that, together, they effected their escape to their own
country: for neither was seen again.
Page 135-136: Deeper Reading
Metaphorical Graphic Organizers:
Square Peg, Round Hole
Directions: Have you ever felt like a square peg in a round hole? How is the narrator of “The
Gift” a square peg in a round hole? Can you recall any memories where you had similar
experiences or have observed someone with the same powers? Write a paragraph journal entry
explaining your reaction to this reading.
Write Journal Here:
Imagine you had the power of invisibility or if someone
ignored you. How would you feel and what would you
do? Would you prefer to be noticed? Why?
The Gift by: Sylvia S. Lizarraga
Classification: Short Story
Reserved grade level(s): Full Certification 4-8
Activity: Metaphor
Rationale: Why this work and activity?
The scenario or analogy situation that applies to the content found within the work was
very apparent and similar. It fit perfectly. This assignment, while still a journal or reflection adds
to the story’s moral message and outtake. I want to know my students’ reactions to such a
story. It is a lot simpler, but still very effective in its usage. Kids want to share and feel that they
can relate, at least in some instances, with what they read and learn in class. It builds their
motivational skills while pertaining to real-world application. This can be done privately or
shared publically before the class. So it is very versatile. It can also serve as a great conversation
or debate starter. This will eventually lead to lesson over discrimination, race, difference, and
bullying. Not to mention, everyone’s strive for acceptance. We will establish how and if these
aspects are relevant and rate their importance to other social issues and topic researches. This
is an open entry.
The Gift?
Sylvia S. Lizárraga
When was the first time I noticed I had the gift of making myself invisible? I know it was
a gift because it didn't happen little by little and each time it beame more perfect; I just
became invisible all of a sudden, and really invisible. It was as if I erased myself, or was
it that I was being erased? I don't know. The only thing I know was that I was still there, I
knew that I was I there, but nobody saw me. I remember the time my mother sent me to
ask Don Tacho, the man who sold thread, buttons, ribbons and laces in the fil, if he
would
let her have some needles and a spool of thread on credit. My mother had gone to work
early and she had asked me to do this errand because she needed the thread badly. I
went
to where Don Tacho had opened his box with all his pretty things and I waited my turn
because there were many women buying. When it was my turn I told him my mother
wanted those things and she would pay him next week. He knew my mother well and
and
he knew me too because I always went with her when she bought from him. After I said
that to him, Don Tacho just asked the person behind me what she wanted as if I wasn't
even there. He just didn't see me. He didn't see me.
I'm sure he didn't see me because I stayed there the rest of the afternoon waiting for his
customers to leave, but after everyone was gone he shut his box and left. And I was left
standing there knowing that Don Tacho couldn't see me.
Another time I also felt sure I had suddenly become invisible was when my friend
Teresa
and I went to see this very important lady who was going to help us enter school. We
were very happy when we knocked on the door. The lady opened it, said hello to
Teresa,
and we went into the living room. Her name was Mrs. Green and she was so educated
and so nice. One could tell immediately that Mrs. Green knew a lot. She asked Teresa a
lot of questions and I sat on the side waiting for her to talk to me, thinking about what I
would answer. She talked for a long time, about an hour; she talked about the
importance
of education, and how she had struggled alone to get her education, how no one had
helped her. All alone she worked and worked till she found the way because no one
taught her; and she repeated to us, Anyone can do what I did. Then she wrote Teresa's
name on a list, she got up and went to the door. Teresa and I followed her. She said
goodby, looking straight at Teresa as she had done for the whole hour, and she closed
the
door smiling. On our way home, Teresa and I made plans about when we would go to
school; we were very happy, although inside I was thinking, How is it that Mrs. Green
didn't see me? The whole hour she talked with her eyes fixed on Teresa and I was there
by her side, with my eyes fixed on her, but not even once did she realize I was there. I
am
sure she couldn't see me because not even once did she turn to where I was. And she
was
such a good person, she had talked about all the people she had advised on how to get
an
education. And I had been listening and watching although she couldn't see me.
Every time they can't see me I feel somewhat strange, as if I'm lacking something.
Although I don't know what it could be, the only thing I know is that I'm missing
something, because although I can see myself and I can see the people I'm with, they
can't see me. At times I wonder, do they also feel something strange when they can't
see
me? Can they feel the not seeing me? or am I the only one who feels it because I know
I'm there; because I am there, aren't I?
Page 165-166: Deeper Reading
The Hunt for the
Author’s Purpose
Directions: Now that you have read Swift’s “Proposal,” what do you think was his real purpose
in writing it? Was he being literal? If not, what types of symbolisms did he use in order to get
his point across? Do you agree with his points? Think about some problems with our current
society (ex. Natural disasters, poverty, plunging economy, mental illness, etc.) and try and make
your own proposals using Swift’s unique method of brute and imagery with symbolism. Write 23 good paragraphs explaining what you got from this reading and what you propose for your
chosen problem.
Begin with… A rational proposal for solving (blank) would be…
I agree or disagree with Swift’s ideas because they represent (blank) and (why?)…
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
A Modest Proposal by: Jonathan Swift
Classification: Short Story
Reserved grade level(s): Middle School 6-8
Activity: Reflection
Rationale: Why this work and activity?
Of course I would only introduce this work in the older grade levels. Younger readers
tend to take what they see on the page more literally. This is for grades already starting or in
the middle of learning about the literary elements of comparison. Of course Swift was not
literal in his suggestions for the poor people of Ireland and what to do with their children, but
he makes a good argument in the since of rationality. I know that most teachers and college
professors dread presenting this work to younger audiences, but I wish I had before I reached
college level. The reflection is yet another type of journal, but with more depth. Gallagher
states, “This last idea may be the simplest, but it is very effective in prompting reflection from
adolescents” (page 165). I agree. Knowing what the author means to get across can certainly
help in the comprehension of a written work. I also find this work to be somewhat comical and
yet very brutal with hidden truth. It can apply to the problems and naïve solutions that are
presented in today’s media campaigns. All of this will tie together to convey meaning.
A MODEST PROPOSAL FOR PREVENTING THE
CHILDREN OF POOR PEOPLE IN IRELAND FROM
BEING A BURDEN TO THEIR PARENTS OR
COUNTRY, AND FOR MAKING THEM BENEFICIAL
TO THE PUBLIC
It is a melancholy object to those who walk through this great town or travel in the country,
when they see the streets, the roads, and cabin doors, crowded with beggars of the female sex,
followed by three, four, or six children, all in rags and importuning every passenger for an alms.
These mothers, instead of being able to work for their honest livelihood, are forced to employ all
their time in strolling to beg sustenance for their helpless infants: who as they grow up either turn
thieves for want of work, or leave their dear native country to fight for the Pretender in Spain, or
sell themselves to the Barbadoes.
I think it is agreed by all parties that this prodigious number of children in the arms, or on the
backs, or at the heels of their mothers, and frequently of their fathers, is in the present deplorable
state of the kingdom a very great additional grievance; and, therefore, whoever could find out a
fair, cheap, and easy method of making these children sound, useful members of the
commonwealth, would deserve so well of the public as to have his statue set up for a preserver of
the nation.
But my intention is very far from being confined to provide only for the children of professed
beggars; it is of a much greater extent, and shall take in the whole number of infants at a certain
age who are born of parents in effect as little able to support them as those who demand our
charity in the streets.
As to my own part, having turned my thoughts for many years upon this important subject, and
maturely weighed the several schemes of other projectors, I have always found them grossly
mistaken in the computation. It is true, a child just dropped from its dam may be supported by
her milk for a solar year, with little other nourishment; at most not above the value of 2s., which
the mother may certainly get, or the value in scraps, by her lawful occupation of begging; and it
is exactly at one year old that I propose to provide for them in such a manner as instead of being
a charge upon their parents or the parish, or wanting food and raiment for the rest of their lives,
they shall on the contrary contribute to the feeding, and partly to the clothing, of many
thousands.
There is likewise another great advantage in my scheme, that it will prevent those voluntary
abortions, and that horrid practice of women murdering their bastard children, alas! too frequent
among us! sacrificing the poor innocent babes I doubt more to avoid the expense than the shame,
which would move tears and pity in the most savage and inhuman breast.
The number of souls in this kingdom being usually reckoned one million and a half, of these I
calculate there may be about two hundred thousand couple whose wives are breeders; from
which number I subtract thirty thousand couples who are able to maintain their own children,
although I apprehend there cannot be so many, under the present distresses of the kingdom; but
this being granted, there will remain an hundred and seventy thousand breeders. I again subtract
fifty thousand for those women who miscarry, or whose children die by accident or disease
within the year. There only remains one hundred and twenty thousand children of poor parents
annually born: the question therefore is, how this number shall be reared and provided for,
which, as I have already said, under the present situation of affairs, is utterly impossible by all
the methods hitherto proposed. For we can neither employ them in handicraft or agriculture; we
neither build houses (I mean in the country) nor cultivate land: they can very seldom pick up a
livelihood by stealing, till they arrive at six years old, except where they are of towardly parts,
although I confess they learn the rudiments much earlier, during which time, they can however
be properly looked upon only as probationers, as I have been informed by a principal gentleman
in the county of Cavan, who protested to me that he never knew above one or two instances
under the age of six, even in a part of the kingdom so renowned for the quickest proficiency in
that art.
I am assured by our merchants, that a boy or a girl before twelve years old is no salable
commodity; and even when they come to this age they will not yield above three pounds, or three
pounds and half-a-crown at most on the exchange; which cannot turn to account either to the
parents or kingdom, the charge of nutriment and rags having been at least four times that value.
I shall now therefore humbly propose my own thoughts, which I hope will not be liable to the
least objection.
I have been assured by a very knowing American of my acquaintance in London, that a young
healthy child well nursed is at a year old a most delicious, nourishing, and wholesome food,
whether stewed, roasted, baked, or boiled; and I make no doubt that it will equally serve in a
fricassee or a ragout.
I do therefore humbly offer it to public consideration that of the hundred and twenty thousand
children already computed, twenty thousand may be reserved for breed, whereof only one-fourth
part to be males; which is more than we allow to sheep, black cattle or swine; and my reason is,
that these children are seldom the fruits of marriage, a circumstance not much regarded by our
savages, therefore one male will be sufficient to serve four females. That the remaining hundred
thousand may, at a year old, be offered in the sale to the persons of quality and fortune through
the kingdom; always advising the mother to let them suck plentifully in the last month, so as to
render them plump and fat for a good table. A child will make two dishes at an entertainment for
friends; and when the family dines alone, the fore or hind quarter will make a reasonable dish,
and seasoned with a little pepper or salt will be very good boiled on the fourth day, especially in
winter.
I have reckoned upon a medium that a child just born will weigh 12 pounds, and in a solar year,
if tolerably nursed, increaseth to 28 pounds.
I grant this food will be somewhat dear, and therefore very proper for landlords, who, as they
have already devoured most of the parents, seem to have the best title to the children.
Infant's flesh will be in season throughout the year, but more plentiful in March, and a little
before and after; for we are told by a grave author, an eminent French physician, that fish being a
prolific diet, there are more children born in Roman Catholic countries about nine months after
Lent than at any other season; therefore, reckoning a year after Lent, the markets will be more
glutted than usual, because the number of popish infants is at least three to one in this kingdom:
and therefore it will have one other collateral advantage, by lessening the number of papists
among us.
I have already computed the charge of nursing a beggar's child (in which list I reckon all
cottagers, laborers, and four-fifths of the farmers) to be about two shillings per annum, rags
included; and I believe no gentleman would repine to give ten shillings for the carcass of a good
fat child, which, as I have said, will make four dishes of excellent nutritive meat, when he hath
only some particular friend or his own family to dine with him. Thus the squire will learn to be a
good landlord, and grow popular among his tenants; the mother will have eight shillings net
profit, and be fit for work till she produces another child.
Those who are more thrifty (as I must confess the times require) may flay the carcass; the skin of
which artificially dressed will make admirable gloves for ladies, and summer boots for fine
gentlemen.
As to our city of Dublin, shambles may be appointed for this purpose in the most convenient
parts of it, and butchers we may be assured will not be wanting; although I rather recommend
buying the children alive, and dressing them hot from the knife, as we do roasting pigs.
A very worthy person, a true lover of his country, and whose virtues I highly esteem, was lately
pleased in discoursing on this matter to offer a refinement upon my scheme. He said that many
gentlemen of this kingdom, having of late destroyed their deer, he conceived that the want of
venison might be well supplied by the bodies of young lads and maidens, not exceeding fourteen
years of age nor under twelve; so great a number of both sexes in every country being now ready
to starve for want of work and service; and these to be disposed of by their parents, if alive, or
otherwise by their nearest relations. But with due deference to so excellent a friend and so
deserving a patriot, I cannot be altogether in his sentiments; for as to the males, my American
acquaintance assured me, from frequent experience, that their flesh was generally tough and lean,
like that of our schoolboys by continual exercise, and their taste disagreeable; and to fatten them
would not answer the charge. Then as to the females, it would, I think, with humble submission
be a loss to the public, because they soon would become breeders themselves; and besides, it is
not improbable that some scrupulous people might be apt to censure such a practice (although
indeed very unjustly), as a little bordering upon cruelty; which, I confess, hath always been with
me the strongest objection against any project, however so well intended.
But in order to justify my friend, he confessed that this expedient was put into his head by the
famous Psalmanazar, a native of the island Formosa, who came from thence to London above
twenty years ago, and in conversation told my friend, that in his country when any young person
happened to be put to death, the executioner sold the carcass to persons of quality as a prime
dainty; and that in his time the body of a plump girl of fifteen, who was crucified for an attempt
to poison the emperor, was sold to his imperial majesty's prime minister of state, and other great
mandarins of the court, in joints from the gibbet, at four hundred crowns. Neither indeed can I
deny, that if the same use were made of several plump young girls in this town, who without one
single groat to their fortunes cannot stir abroad without a chair, and appear at playhouse and
assemblies in foreign fineries which they never will pay for, the kingdom would not be the
worse.
Some persons of a desponding spirit are in great concern about that vast number of poor people,
who are aged, diseased, or maimed, and I have been desired to employ my thoughts what course
may be taken to ease the nation of so grievous an encumbrance. But I am not in the least pain
upon that matter, because it is very well known that they are every day dying and rotting by cold
and famine, and filth and vermin, as fast as can be reasonably expected. And as to the young
laborers, they are now in as hopeful a condition; they cannot get work, and consequently pine
away for want of nourishment, to a degree that if at any time they are accidentally hired to
common labor, they have not strength to perform it; and thus the country and themselves are
happily delivered from the evils to come.
I have too long digressed, and therefore shall return to my subject. I think the advantages by the
proposal which I have made are obvious and many, as well as of the highest importance.
For first, as I have already observed, it would greatly lessen the number of papists, with whom
we are yearly overrun, being the principal breeders of the nation as well as our most dangerous
enemies; and who stay at home on purpose with a design to deliver the kingdom to the Pretender,
hoping to take their advantage by the absence of so many good protestants, who have chosen
rather to leave their country than stay at home and pay tithes against their conscience to an
Episcopal curate.
Secondly, The poorer tenants will have something valuable of their own, which by law may be
made liable to distress and help to pay their landlord's rent, their corn and cattle being already
seized, and money a thing unknown.
Thirdly, Whereas the maintenance of an hundred thousand children, from two years old and
upward, cannot be computed at less than ten shillings a-piece per annum, the nation's stock will
be thereby increased fifty thousand pounds per annum, beside the profit of a new dish introduced
to the tables of all gentlemen of fortune in the kingdom who have any refinement in taste. And
the money will circulate among ourselves, the goods being entirely of our own growth and
manufacture.
Fourthly, The constant breeders, beside the gain of eight shillings sterling per annum by the sale
of their children, will be rid of the charge of maintaining them after the first year. Fifthly, This
food would likewise bring great custom to taverns; where the vintners will certainly be so
prudent as to procure the best receipts for dressing it to perfection, and consequently have their
houses frequented by all the fine gentlemen, who justly value themselves upon their knowledge
in good eating: and a skilful cook, who understands how to oblige his guests, will contrive to
make it as expensive as they please.
Sixthly, This would be a great inducement to marriage, which all wise nations have either
encouraged by rewards or enforced by laws and penalties. It would increase the care and
tenderness of mothers toward their children, when they were sure of a settlement for life to the
poor babes, provided in some sort by the public, to their annual profit instead of expense. We
should see an honest emulation among the married women, which of them could bring the fattest
child to the market. Men would become as fond of their wives during the time of their pregnancy
as they are now of their mares in foal, their cows in calf, their sows when they are ready to
farrow; nor offer to beat or kick them (as is too frequent a practice) for fear of a miscarriage.
Many other advantages might be enumerated. For instance, the addition of some thousand
carcasses in our exportation of barreled beef, the propagation of swine's flesh, and improvement
in the art of making good bacon, so much wanted among us by the great destruction of pigs, too
frequent at our tables; which are no way comparable in taste or magnificence to a well-grown,
fat, yearling child, which roasted whole will make a considerable figure at a lord mayor's feast or
any other public entertainment. But this and many others I omit, being studious of brevity.
Supposing that one thousand families in this city would be constant customers for infants flesh,
besides others who might have it at merry meetings, particularly weddings and christenings: I
compute that Dublin would take off annually about twenty thousand carcasses, and the rest of the
kingdom (where probably they will be sold somewhat cheaper) the remaining eighty thousand.
I can think of no one that will possibly be raised against this propasal, unless it should be urged
that the number of people will be thereby much lessened in the kingdom. This I freely own, and
it was indeed one principal design in offering it to the world. I desire the reader will observe, that
I calculated my remedy for this one individual Kingdom of Ireland, and for no other that ever
was, is, or, I think, ever can be upon earth. Therefore let no man talk to me of other expedients:
Of taxing our absentees at five shillings a pound: Of using neither clothes, nor household
furniture, except what is our own growth and manufacture: Of utterly rejecting the materials and
instruments that promote foriegn luxury: Of curing the expensiveness of pride, vanity, idleness,
and gaming in our women: Of introducing a vein of parsimony, prudence, and temperance: Of
learning to love our country, wherein we differ even from Laplanders, and the inhabitants of
Tompinamboo: Of quitting our animosities and factions, nor act any longe like the Jews, who
were murdering one another at the very moment their city was taken: Of being a little cautious
not to sell our country and consciences for nothing: Of teaching landlords to have at least one
degree of mercy towards their tenants. Lastly, of putting a spirit of honesty, industry, into our
shopkeepers, who, if a resolution could now be taken to buy only our native goods, would
immediately unite to cheat and exact upon us in the price, the measure and goodness, nor could
ever yet be brought to make one fair propasal of just dealing, though often and ernestly invited to
it.
Therefore I repeat, let no man talk to me of these and the likes expedients, till he hath at least a
glimpse of hope that there will ever be some hearty and sincere attempt to put them in practice.
But as to myself, having been wearied out for many years with offering vain, idle, visionary
thoughts, and at length utterly dispairing of success, I fortunately fell upon this propasal, which
as it is wholly new, so it hath something solid and real, of no expense and little trouble, full in
our own power, and whereby we can incur no danger in disobliging England. For this kind of
commodity will not bear exportation, the flesh being of too tender a consistence to admit a long
continuance in salt, although perhaps I could name a country that would be glad to eat up our
whole nation without it.
After all, I am not so violently bent upon my own opinion as to reject any offer proposed by wise
men, which shall be found equally innocent, cheap, easy, and effectual. But before something of
that kind shall be advanced in contradiction to my scheme, and offering a better, I desire the
author or authors will be pleased maturely to consider two points. First, as things now stand, how
they will be able to find food and raiment for an hundred thousand useless mouths and backs.
And secondly, there being a round million of creatures in human figure throughout this kingdom,
whose whole subsistence put into a common stock would leave them in debt two millions of
pounds sterling, adding those who are beggars by profession to the bulk of farmers, cottagers,
and laborers, with their wives and children who are beggars in effect: I desire those politicians
who dislike my overture, and may perhaps be so bold as to attempt an answer, that they will first
ask the parents of these mortals, whether they would not at this day think it a great happiness to
have been sold for food, at a year old in the manner I prescribe, and thereby have avoided such a
perpetual scene of misfortunes as they have since gone through by the oppression of landlords,
the impossibility of paying rent without money or trade, the want of common sustenance, with
neither house nor clothes to cover them from the inclemencies of the weather, and the most
inevitable prospect of entailing the like or greater miseries upon their breed for ever.
I profess, in the sincerity of my heart, that I have not the least personal interest in endeavoring to
promote this necessary work, having no other motive than the public good of my country, by
advancing our trade, providing for infants, relieving the poor, and giving some pleasure to the
rich. I have no children by which I can propose to get a single penny; the youngest being nine
years old, and my wife past child-bearing.
Jonathan Swift (1729)
Current Events/Articles:
Teach the Books, Touch the Heart
Domitille Collardey
By CLAIRE NEEDELL HOLLANDER
Published: April 20, 2012
FRANZ KAFKA wrote that “a book must be the ax for the frozen sea inside us.” I once
shared this quotation with a class of seventh graders, and it didn’t seem to require any
explanation.
Related in Opinion

Times Topic:Education
We’d just finished John Steinbeck’s “Of Mice and Men.” When we read the end together out
loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you
crying?” one girl asked, as she crept out of her chair to get a closer look. “I am,” I told her,
“and the funny thing is I’ve read it many times.”
But they understood. When George shoots Lennie, the tragedy is that we realize it was
always going to happen. In my 14 years of teaching in a New York City public middle school,
I’ve taught kids with incarcerated parents, abusive parents, neglectful parents; kids who are
parents themselves; kids who are homeless or who live in crowded apartments in violent
neighborhoods; kids who grew up in developing countries. They understand, more than I
ever will, the novel’s terrible logic — the giving way of dreams to fate.
For the last seven years, I have worked as a reading enrichment teacher, reading classic
works of literature with small groups of students from grades six to eight. I originally
proposed this idea to my principal after learning that a former stellar student of mine had
transferred out of a selective high school — one that often attracts the literary-minded
offspring of Manhattan’s elite — into a less competitive setting. The daughter of immigrants,
with a father in jail, she perhaps felt uncomfortable with her new classmates. I thought
additional “cultural capital” could help students like her fare better in high school, where
they would inevitably encounter, perhaps for the first time, peers who came from homes
lined with bookshelves, whose parents had earned not G.E.D.’s but Ph.D.’s.
Along with “Of Mice and Men,” my groups read: “Sounder,” “The Red Pony,” “A Raisin in
the Sun,” “Lord of the Flies,” “The Catcher in the Rye,” “Romeo and Juliet” and “Macbeth.”
The students didn’t always read from the expected perspective. Holden Caulfield was a
punk, unfairly dismissive of parents who had given him every advantage. About “The Red
Pony,” one student said, “it’s about being a dude, it’s about dudeness.” I had never before
seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth’s
soliloquies read as raps, but both made sense; the interpretations were playful, but serious.
Once introduced to Steinbeck’s writing, one boy went on to read “The Grapes of Wrath” and
told me repeatedly how amazing it was that “all these people hate each other, and they’re all
white.” His historical perspective was broadening, his sense of his own country deepening.
Year after year, ex-students visited and told me how prepared they had felt in their
freshman year as a result of the classes.
And yet I do not know how to measure those results. As student test scores have become the
dominant means of evaluating schools, I have been asked to calculate my reading
enrichment program’s impact on those scores. I found that some students made gains of
over 100 points on the statewide English Language Arts test, while other students in the
same group had flat or negative results. In other words, my students’ test scores did not
reliably indicate that reading classic literature added value.
Until recently, given the students’ enthusiasm for the reading groups, I was able to play
down that data. But last year, for the first time since I can remember, our test scores
declined in relation to comparable schools in the city. Because I play a leadership role in the
English department, I felt increased pressure to bring this year’s scores up. All the teachers
are increasing their number of test-preparation sessions and practice tests, so I have done
the same, cutting two of my three classic book groups and replacing them with a testpreparation tutorial program. Only the highest-performing eighth graders were able to keep
taking the reading classes.
Since beginning this new program in September, I have answered over 600 multiple-choice
questions. In doing so, I encountered exactly one piece of literature: Frost’s “Road Not
Taken.” The rest of the reading-comprehension materials included passages from watereddown news articles or biographies, bastardized novels, memos or brochures — passages
chosen not for emotional punch but for textual complexity.
I MAY not be able to prove that my literature class makes a difference in my students’ test
results, but there is a positive correlation between how much time students spend reading
and higher scores. The problem is that low-income students, who begin school with a lessdeveloped vocabulary and are less able to comprehend complex sentences than their more
privileged peers, are also less likely to read at home. Many will read only during class time,
with a teacher supporting their effort. But those are the same students who are more likely
to lose out on literary reading in class in favor of extra test prep. By “using data to inform
instruction,” as the Department of Education insists we do, we are sorting lower-achieving
students into classes that provide less cultural capital than their already more successful
peers receive in their more literary classes and depriving students who viscerally understand
the violence and despair in Steinbeck’s novels of the opportunity to read them.
It is ironic, then, that English Language Arts exams are designed for “cultural neutrality.”
This is supposed to give students a level playing field on the exams, but what it does is bleed
our English classes dry. We are trying to teach students to read increasingly complex texts,
but they are complex only on the sentence level — not because the ideas they present are
complex, not because they are symbolic, allusive or ambiguous. These are literary qualities,
and they are more or less absent from testing materials.
Of course no teacher disputes the necessity of being able to read for information. But if
literature has no place in these tests, and if preparation for the tests becomes the sole goal of
education, then the reading of literature will go out of fashion in our schools. I don’t have
any illusions that adding literary passages to multiple-choice tests would instill a love of
reading among students by itself. But it would keep those books on the syllabus, in the
classrooms and in the hands of young readers — which is what really matters.
Better yet, we should abandon altogether the multiple-choice tests, which are in vogue not
because they are an effective tool for judging teachers or students but because they are an
efficient means of producing data. Instead, we should move toward extensive written exams,
in which students could grapple with literary passages and books they have read in class,
along with assessments of students’ reports and projects from throughout the year. This
kind of system would be less objective and probably more time-consuming for
administrators, but it would also free teachers from endless test preparation and let
students focus on real learning.
We cannot enrich the minds of our students by testing them on texts that purposely ignore
their hearts. By doing so, we are withholding from our neediest students any reason to read
at all. We are teaching them that words do not dazzle but confound. We may succeed in
raising test scores by relying on these methods, but we will fail to teach them that reading
can be transformative and that it belongs to them.
Page 48-49: Deeper Reading
One Question and One Comment
Directions: Listen to me read the first few paragraphs of the article. Come up with one question
in your groups about what you heard or did not understand. This can be in question or
comment form. It is to start a discussion amongst the class a s a whole. Since this pertains to
teachers, we should get some great information from it.
A focus activity- Groups will read statements aloud and ask for other groups comments.
Have your groups write their statements here…
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Now have groups pass questions to the next group over.
Read aloud. Make comments.
Teach the Books, Touch the Heart by: Claire Needell Hollander
Classification: Current Event
Reserved grade level(s): Full certification 4-8
Activity: Focus
Rationale: Why this work and activity?
This current event can affect all of us in the field of English and literature. It speaks on
the importance of reading enrichment. Reading cannot just be considered an assignment or
chore for the students to partake. I will ask the students if they ever felt they had to read
something and if they ever read something recreationally. They will relay their experiences and
justify why they like reading something while others are required. I will establish that all
reading and comprehension is relevant. It can be an important skill to learn and master. Just
because the genre or content of the reading is required it can still be interesting if applied in
different ways. This uses many strategies. It is very versatile and enlightening for students to
learn that reading does not have to be boring. Other facts and tips might be included.
Page 59-60: Deeper Reading
Focus Groups
Directions: After your first reading of the article, you will be divided into focus groups. Each
group will be assigned certain important information or focus topics that were found within the
current event. Read over again and list aspects according to your focus topics. Then, we will
share as a class.
Tip: Try to rate as you list from most important aspect of the focus to the least important
aspect. No more than 7 or 10 items.
Group 1- Focus on setting, time, and place. How do these aspects add to the
message of the article?
Group 2- Identify the main conflicts of the article. What is the author’s
side, if there is one?
Group 3- Who is the intended audience or demographic of the article and why?
Group 4- Concentrate on the main themes of the article.
Is there more than one?
Now we discuss as a class. Did we meet our focus group subjects completely? Can more
information have been recorded?
Teach the Books, Touch the Heart by: Claire Needell Hollander
Classification: Current Event
Reserved grade level(s): Full certification 4-8
Activity: First-draft Reading
Rationale: Why this work and activity?
This activity is great for all types of literature, but I found it most becoming of current
events. Most students do not really know what to look for when acquainted with these types of
works. They even ask what the purpose in reading them is. Articles and current events help
establish knowledge of important events happening in the outside or real-world. This activity
helps in establishing or categorizing important aspects found within a work. It brings together
literary, plot, and significance of a work. The groups will be assigned these aspects to locate.
They will execute their searches in different ways and collaborate. In a way, all activities are
brought together with this one strategy. I like this concept. I also intend to establish rating skills
and identification skills within the activity while also establishing relevance to the students with
current events that affect everyone. Even the students. Teaching them that it is important to be
up-to-date on what is going on in news-related issues. This particular article is relevant to us
future teachers of literature.
Page 100: Deeper Reading
Paragraph Plug-Ins
Directions: Fill in the missing words from a paragraph taken from the article you just read. The
first time fill in what you think the word is. The second time, look them up and see how much
you remembered. This is to test you on reading understanding.
First Try- Attempt to Answer on Your Own.
For the last ______years, I have worked as a reading _________teacher, reading classic
works of literature with _____groups of students from grades six to ______. I originally
proposed this idea to my _________after learning that a former stellar student of mine had
transferred out of a ___________school — one that often ________the literary-minded
offspring of Manhattan’s elite — into a less competitive setting. The daughter of___________,
with a father in jail, she perhaps felt uncomfortable with her new__________. I thought
additional “cultural capital” could help students like her fare better in high school, where they
would inevitably encounter, perhaps for the first time, peers who came from homes lined
with__________, whose parents had earned not G.E.D.’s but Ph.D.’s.
Second Try- Look Up the Answers.
For the last ______years, I have worked as a reading _________teacher, reading classic
works of literature with _____groups of students from grades six to ______. I originally
proposed this idea to my _________after learning that a former stellar student of mine had
transferred out of a ___________school — one that often ________the literary-minded
offspring of Manhattan’s elite — into a less competitive setting. The daughter of___________,
with a father in jail, she perhaps felt uncomfortable with her new __________. I thought
additional “cultural capital” could help students like her fare better in high school, where they
would inevitably encounter, perhaps for the first time, peers who came from homes lined
with__________, whose parents had earned not G.E.D.’s but Ph.D.’s.
How did you do?
Answer Key:
1. Seven
2. Enrichment
3. Small
4. Eight
5. Principal
6. Selective high
7. Attracts
8. Immigrants
9. Classmates
10. Bookshelves
Teach the Books, Touch the Heart by: Claire Needell Hollander
Classification: Current Event
Reserved grade level(s): Full certification 4-8
Activity: Second-draft Reading
Rationale: Why this work and activity?
This activity is not for memorization purposes. I do not want the students to feel pressured
by the strategy or compare it to an assessment. This is a study skills activity. It will build their
comprehension skills and have them be able to remember key points in the reading process.
Certain phrases or words can ignite a certain opinion or liked passage for the student. It is
building their note taking skills while helping to instill important concepts from the work. There
is a lot of information in this article. Too much to remember everything, but this is where rating
and comprehension of important article aspects comes back into play. Let this activity just serve
as a self-assess game for the students and for yourself as a teacher and facilitator. The students
must learn to challenge themselves on holding on to read or listened information that is given
to them. They must also know why they are learning this new information for future usage.
ISSUE BRIEF
Education
The Challenge
Lack of access to quality education is preventing millions of people from escaping the cycle of extreme
poverty around the world. Most of the 67.5 million children still out of school are some of the poorest
and hardest to reach. More than half of them are girls and most are living in countries in conflict and in
rural areas. Although many governments have eliminated the biggest obstacle to enrollment by
abolishing school fees, other financial barriers such as uniforms and testing fees still prevent many of
the poorest children from enrolling. In addition, for many poor families the long-term benefits of
sending their children (especially their daughters) to school are outweighed by the immediate benefit of
sending them to work or keeping them at home to help with chores.
Many countries that have experienced a surge in primary school enrollment have not been able to make
adequate investments in quality, such as recruiting and training teachers, expanding classrooms and
purchasing materials. Sub-Saharan Africa faces the most pressing need for teachers, with 1.2 million
more needed order to reach the goal of universal primary education (UPE) by 2015. In Madagascar,
Mozambique and Sierra Leone, for example, there are more than 80 students in a classroom with one
trained teacher. As a result of deficiencies like these, learning outcomes across the developing world
remain low and many children go through primary school without gaining a minimum level of literacy
and math skills. Moreover, in countries where classrooms are crowded, supplies are scarce and the
opportunities to move on to secondary school limited, many children drop out before graduating.
Primary completion is especially poor in sub-Saharan Africa, where only 70% of children who enter first
grade go on to graduate.
The Opportunity
Research indicates that investment in education, with a focus on girls, may be one of the highest yield
investments in the developing world. By equipping a child with necessary knowledge and skills,
education delivers society-wide development returns. Countries that increase the number of women
with a secondary education by 1% could boost their annual per capita income by 0.3%. Educating girls
for five years could increase child survival rates by up to 40%, and a study in Uganda found that children
who finished secondary education were seven times less susceptible to HIV (and those who finished
primary education half as likely) as those who received little or no schooling. Moreover, education is one
of the central building blocks of a strong, cohesive society. According to a study of 100 countries,
educating girls and reducing the gender gap can promote democracy.
In recent years, many governments have recognized the potential of education by making substantial
new investments into the sector. Many sub-Saharan African countries, for example, allocated some of
the billions of dollars freed up by debt cancellation towards education. Along with development
assistance for education, debt savings helped send an additional 46.5 million African children to school
for the first time between 1999 and 2008.
In addition to debt relief, donors have acknowledged that they have a vital ongoing role to play in
supporting governments who commit to the goal of expanding access to education. At the World
Education Forum in Dakar in 2000, donors and developing countries set forth the goals of Education for
All (EFA) and established 2015 as a target date for achieving Universal Primary Education. They also
made a commitment: if developing countries committed the political and financial resources to
providing free and compulsory primary education by 2015 and created credible and achievable
education plans, donors would provide the technical know-how and extra funding needed to make it
happen. The agreement was reaffirmed at three subsequent G8 summits, including the 2008 summit in
Hokkaido.
These agreements gave rise to the first-ever global compact on education in 2002. Formerly known as
the Fast Track Initiative, the Global Partnership for Education is a partnership between donors and
developing countries to accelerate progress toward a quality primary education for all. The Global
Partnership coordinates increased bilateral and multilateral funding for countries whose education plans
have been technically vetted and endorsed by a team of policy experts and donor countries. Partner
countries made some notable progress towards universal primary education in the past few years.
Between 2002 and 2009, 19 million more children were enrolled in school in Global Partnership
countries worldwide.
Despite these encouraging results, the Global Partnership faces persistent funding shortfalls. Donor
leadership in education is needed for the Global Partnership to finance its multilateral fund, encourage
bilateral support for education, and provide predictable funding for education plans in partner countries
over the next three years.
Page 115: Deeper Reading
Save the Last Word for Me
Directions: Copy a passage of the article that you just read and that is very thought provoking to
you. Write this passage in huge letters on your paper. Then, show your other group members
what you wrote. You do not speak to why you chose it yet. Let the others take turns verbally
discussing what you might have chosen with the other group members. Let the others try to
guess which aspect you chose and discuss opinions on why. After everyone else has had a turn,
reveal what passage you really chose and why. YOU GET THE LAST WORD!!!!
“Research indicates that
investment in education, with
a focus on girls, may be one of
the highest yield investments
in the developing world.”
What passage did I choose and why?
Discuss thought processes.
"Education." ONE (2004): 1-6. Web. 20 Apr 2012. <http://www.one.org/c/us/issuebrief/93/>.
Classification: Current Event
Reserved grade level(s): Full Certification 4-8
Activity: Collaborative
Rationale: Why this work and activity?
This is an activity of both study/collaboration plus manner-building skills. Patience is a
virtue that sometimes students have trouble with. They all want to share their ideas and
preferences with the teacher and their peers. Regardless of self-esteem issues, which this also
helps with, the strategy forces the idea maker to be silent and listen to others’ ideas. They take
turns and learn conversational manners. One speaks and the others listen. So is the art of
collaboration. The facilitator does get their chance after everyone has had a turn. This is
motivation for them finally getting to explain their own thought processes in choosing a
passage. Students need to also learn that their peers are tools for research and note other
opinions are valuable when conducting research. The peers might have ideas and answers that
one may have not thought of before. This is a great activity.
Page 136: Deeper Reading
Ingredients Listing
Directions: When you shop at the store, don’t you usually make a list so as not to forget any
item you might need? How can you make an ingredients list with the important traits or aspects
of this article? Make a recipe so you do not forget any ingredients to be assessed. This is for
your assistance!
Ingredients to “Education”- (Main Topics of Note)
1. Lack of access to quality education is preventing
millions of people from escaping the cycle of extreme
poverty around the world.
2. Financial barriers such as uniforms and testing fees still prevent many of
the poorest children from enrolling.
3. Many countries that have experienced a surge in primary
school enrollment have not been able to make adequate
investments in quality, such as recruiting and training
teachers, expanding classrooms and purchasing materials.
4. As a result of deficiencies like these, learning outcomes across the developing world
remain low and many children go through primary school without gaining a
minimum level of literacy and math skills.
5.
More than half of them are
girls and most are living in
countries in conflict and in rural
areas.
"Education." ONE (2004): 1-6. Web. 20 Apr 2012. <http://www.one.org/c/us/issuebrief/93/>.
Classification: Current Event
Reserved grade level(s): Full Certification 4-8
Activity: Metaphor
Rationale: Why this work and activity?
This applies to the opening of lessons on outlining. This strategy helps the students be
able to identify key elements within a work. This activity can be adapted to fit any type of
literature. The list of ingredients can be broken down even farther to more detailed elements
about the certain facts or characters listed for further comprehension and remembrance of
information collected. In Deeper Reading, the activity was originally applied to certain
characters in a novel. The list was to outline certain personality traits and symbolisms to
remember the character. As one can see, I have created a variation with this strategy. This
proves its willingness to be changed. I liked this aspect of it and found it worked quite well with
more complex information rather than just simple character traits. It could help describe key
plot points as well. This activity assists in the student’s outlining and note taking skills.
Page 163-164: Deeper Reading
Theme Layers
Directions: List the central themes of the article. Even though they are real issues, try and relate
them to topics closer to home. Make a chart!
6.
7.
8.
9.
Central Themes/Main Topics
Lack of access to quality education is
preventing millions of people from
escaping the cycle of extreme poverty
around the world.
Financial barriers such as uniforms and
testing fees still prevent many of the
poorest children from enrolling.
Many countries that have experienced
a surge in primary school enrollment
have not been able to make adequate
investments in quality, such as
recruiting and training teachers,
expanding classrooms and purchasing
materials.
As a result of deficiencies like these,
learning outcomes across the
developing world remain low and
many children go through primary
school without gaining a minimum
level of literacy and math skills.
10.
More than half of them are girls
and most are living in countries in
conflict and in rural areas.
Relations to Me
1. Education is important to obtain so I
can get a good paying job when I
graduate.
2. We have to wear uniforms in MISD and
take the STAR exams.
3. Sometimes we have to supply our own
classroom materials because our
school cannot afford to buy them for
us.
4. We have to learn the basics of reading,
writing, and math to do well in school.
5. I am a girl and sometimes I feel that
the schooling systems do not treat us
as fairly as the boys.
"Education." ONE (2004): 1-6. Web. 20 Apr 2012. <http://www.one.org/c/us/issuebrief/93/>.
Classification: Current Event
Reserved grade level(s): Full Certification 4-8
Activity: Reflection
Rationale: Why this work and activity?
This activity is all about motivation through personal relation. The students are asked to
relate major issues, found in current events, to their own lives and original experiences. The
topics and aspects of the written text tend to stay more instilled in the students’ brains if they
can relate and identify with the literary topics. This holds up to establishing relevancy. The
students find it more stimulating to outline on a chart and find connections between the text
and themselves. I find exercises like this to be very enlightening. They get us all thinking about
lines of connection and worldly matters of extreme importance. This is a study skill that I have
my students look for in trying to comprehend a complex text. I ask them to imagine if they were
placed in similar situations, what would be the outcomes? Most are surprised by the answers
received.
Summary and adaptation to chosen text: Pre-reading Strategy
Article: Designing Activities to Develop Students’ Reading Ability
The article mostly talked about the new advancements in a classroom setting that help
elevate reading ability. Since reading is the foundational content area and skill that lays the
lower level for all other subjects, its’ importance and relevancy tend to come first. Although I
mostly looked to the before-reading strategies portion of the article, it was full of ideas for all
three teaching portions. The article also stated it was the responsibility of the teachers to help
students raise their reading abilities. In the before-reading strategy stage of the article, it
suggested the 3-fold method for pre-reading. The 3-fold consists of heightening interest,
motivation, and prior knowledge. Like any of my focus activities, it must complete each goal.
The activity I was most interested in was number one on page 47. This instills the usage
of visual stimulus and organization using charts. It also involves imagery using illustrations or
pictures. The teacher will bring pictures of certain real likenesses of people or places from some
form of literature. The article suggested works of publication persuasion (newspaper, a
magazine, or advertisement). The visuals must all reflect a certain genre or idea. My idea would
be to apply this one of the poems. Particularly the Taking of Name. Pictures of happy couples or
advertisements for marital luxuries could add to questions like, why do married people always
look so happy if the divorce rate is so high in America today?
Summary and adaptation to chosen text: During-reading Strategy
Article: Reading, Reasoning, and Literacy: Strategies for Early Childhood Education From the
Analysis of Classroom Observations.
The article spoke on classroom environments and how to make them more literary
friendly. I know I am for middle education, but I was able to take some of these strategies to
heart. Any activity can be changed or molded to fit any age level and lesson plan. I was looking
for the during-reading activities, but found so much more. This all circles back to least
restrictive environments and making the actual classroom a comfort zone for attending
students. It also added some on the effects on child psychology and how these aspects are
linked. This, intern, lead to self-efficacy and my thought processes were invoked. All of this was
evidence taken from observations made by professional researchers in the field of education. It
mostly came to ranking and making sure that children received high quality education.
These strategies were mostly on delivery and application of the material. It had a lot of
great tips on advancement in materials, contents, feedback, and mentoring skills. My favorite
activities, there were more than one, involved modeling. Since I am a visual student myself, I
truly understand the usage of these aids and activities. More than just modeling it was
modeling as a mentor teacher. Students need to see the teacher involved with the activities as
well. Seeing us solve problems prompts them to want to solve problems. I would try this with
probably Shakespeare plays. The themes and language barriers were always a problem for me
at first. During the reading, we would approach gaps and misunderstandings together and solve
them. (Together at first and then, independently) This was a valuable article to find.
Summary and adaptation to chosen text: Post-reading Strategy
Article: The Read-Recite-Review Study Strategy: Effective and Portable
This pertains to my post-reading activities. The article revealed tactics and activities for
all three stages, like the first article. So I mostly looked to the after-reading portions. This is the
review or reflection stage that is to serve as mainly the conclusion to a lesson plan while also
instilling collaborative skills. Each “experiment” was ended with discussion and assessment or
“outcome” of activities. Experiment one was more at short, factual summaries being laid out
and studied with intervals. I liked method two better. It was designated for an older grade level,
that of college, but it could be reassembled to fit my students. It involved giving alternative
questionnaires after having read a text. Not exactly a multiple choice scenario, but close.
(Except the actual placements of the questions and answers on the tests were jumbled) Sort of
like the Jigsaw activity we all know about. These procedures were continued for a number of
weeks or days for the students and then, they were formally assessed. The results were
amazing and student success was raised considerably. I would use this method as a study tool
for any of my chosen texts. They must all be assessed at a certain point of the lesson. This is
mostly pertaining to review and study skills that work for after-reading a text.
Play(s):
Page 43-45: Deeper Reading
K-W-L-R Charts
Directions: Before you read Shakespeare’s play of Hamlet, fill out the first two columns of the
chart. The K-section is for recording what you already know about anything pertaining to the
reading assignment. The W-section is for questions you might have or things you want to know
about the reading.
K: What I Know.
W: What I Want to
L: What I Learned.
R: What I still want
know.
to Research.
The Tragedy of Hamlet, Prince of Denmark
Shakespeare wrote
the play.
Hamlet is a prince.
If Shakespeare was
English then, why did
he set the play in
Denmark?
The play is a tragedy.
What is a Dane?
Etc.
Who killed Hamlet’s
father?
Why does everyone
think Hamlet is
insane?
Hamlet’s uncle
poisoned his father.
Hamlet dies by
Laertes.
Ophelia drowns
herself.
There are five acts in
the play.
Etc.
Etc.
The L and R columns will be completed after the reading.
???
???
???
???
???
The Tragedy of Hamlet, Prince of Denmark by: William Shakespeare
Classification: Play
Reserved grade level(s): Middle School 6-8
Activity: Focus
Rationale: Why this work and activity?
Hamlet is one of my all-time favorite plays. I think Gallagher can agree with me. He
bases most of his strategies off of the play, but I made absolutely sure not to do the same
activities as he did with Hamlet. That proves how extremely versatile it is. Shakespeare can be
as difficult to read and comprehend as ancient Greek to most adolescent students. Most
schools do not even begin to dabble into his works until nearing the end of their high school
years. This means, when they do get to college, most of his works and the entire genre are lost.
Unless they become English majors like I. Shakespeare is truly one of the great writers and a
pioneer into all aspects of modern English content. His plays and poems almost always can tie
into any other type of written work. His works also make for fun reads and address issues of
social, economic, and environmental value. They can be re-addressed to relation of today’s
topics of interest.
Page 57-58: Deeper Reading
Headings and Titles: Turning Them into
Questions
The Merchant of Venice
Directions: If you were only given the title of this play, what
questions could you come up with to help you better prepare
for its’ content? Make a list of questions just pertaining to the
title. Get yourself motivated to read!!!
ExamplesWhy in Venice, where everything is on water?
What is a merchant?
What does the merchant bring to Venice?
Is the merchant the only one of Venice?
These questions can become more detailed with research.
As we read the first-draft reading, list the first questions that
come to mind along with the title and subtitles of the acts.
The Merchant of Venice by: William Shakespeare
Classification: Play
Reserved grade level(s): Middle School 6-8
Activity: First-draft Reading
Rationale: Why this work and activity?
A lot can be said from just the first readings of the title and the work. This title, though
short, can imply a whole lot by itself. This activity concept works with almost any type of
strategy. It helps support theme and main ideas along with personal interpretation to just a
small amount of information. Older grade levels might be more successful at completing this
activity. Younger students would be able to participate with easier vocabulary involved within
the title. This strategy doesn’t just have to apply to the main titles either. One can mold it or
separate it into journals of subtitles and chapter names. What I like most about this activity is
its’ initiating ideas about what the students are about to read. It sparks their predictions and
interests about what was read or making the transition to what comes next.
Page 94-98: Deeper Reading
Literary Dominos
Directions: Let us play dominos! Set up the plot structure of Hamlet by placing the key points of
the play into domino form. No action or reaction can take place within a play, story, or novel
without a system of prediction and order. Recall your second reading of Shakespeare’s play and
just give me the fall down!
Hamlet
attends the
wedding of his
uncle to his
mother.
Hamlet sees the
ghost of his dead
father.
Hamlet
suspects his
uncle of
murdering his
father and that
he is being
watched.
??????
??????
??????????
??????
?????
The Tragedy of Hamlet, Prince of Denmark by: William Shakespeare
Classification: Play
Reserved grade level(s): Middle School 6-8
Activity: Second-draft Reading
Rationale: Why this work and activity?
This activity helps present and review the plot structure. It also helps assess and
categorize what are the most important key points within the readings. This activity along with
Shakespeare can be used by the middle ages, but it would be fun and a good way to teach plot
structure and prediction to younger students. I like the approach from not only end, but
beginning and end. It would be easier to start with having one or two already filled and have
the students decide where to put the rest of the plot information. It could relate to the plot
with gaps activity and act as more of a visual aid if needed more help with comprehension. It
makes relevant the crucial need for sequence and a certain order of events. The activity can be
ongoing and very detailed. It is also about making connections with plot information and
ranking them. Connectors have to be made in order to complete the sequence and cause the
dominos to fall down cleanly and completely. It is a great analogy tool and mind/eye-catching
strategy.
Page 118: Deeper Reading
Mystery Envelopes
*Hamlet*
Directions: Each of you will placed into groups and receive an envelope containing an index
card with a question written upon it about the play. These are mystery questions to help you
assist and assess yourself on your understanding of Hamlet. Record answers. The groups will
take turns passing the envelopes around until everyone has had a chance to read all the
questions. Then, the answers will be revealed and discussed as a class. Take notes.
Example QuestionsWhich character has changed the most so far?
What lesson have we learned from a certain
character?
What is the central theme of the play?
What was the most important climax?
What literary elements can be identified (ex.
Foreshadowing, imagery, theme, etc.)?
What character is most believable and why?
Etc.
The Tragedy of Hamlet, Prince of Denmark by: William Shakespeare
Classification: Play
Reserved grade level(s): Middle School 6-8
Activity: Collaborative
Rationale: Why this work and activity?
The activities are now starting to venture into assessment and study skills. This activity
helps the students assess themselves by way of questioning exercises and peer collaboration. It
is not meant to be a ranking system or competition between the students, but a chance for
students to properly be able to use their resources. These questions are more on literary
elements and not on specifics. This way the students are not too intimidated because of the
questions being open-ended. They can be up for discussion. Although, there are certain
boundaries and basics the teacher will look for. The answers must pertain to the actual work
and review what the students have learned so far with other activities regarding the work. I like
how the strategy gets the students thinking about what is to come in assessments. It engages
their willingness to study and take notes.
Page 139-140: Deeper Reading
Backdrop, Props
Directions: How would your stage look for Hamlet? Imagine what props and scene backgrounds
you would choose to use. You are the director, but remember that you have a budget and
cannot use more than three backdrops and only a small assortment of props. Give me a list of
props and some design boards of your sets. Then tell me, in a short essay, why these choices
apply and would be good for your production of Hamlet. Hopefully, your ticket sales will soar
with your fellow classmates! Good luck!
Backdrop Scene 1
List of props:
Backdrop Scene 2
List of props:
Backdrop Scene 3
List of props:
Short Essay:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
The Tragedy of Hamlet, Prince of Denmark by: William Shakespeare
Classification: Play
Reserved grade level(s): Middle School 6-8
Activity: Metaphor
Rationale: Why this work and activity?
This is one activity of a more artistic value. It adds to the comprehension of setting
within a play. Of course the students cannot see the actual play stage or setting of the play as
they read. They must use their imagery skills and read the footnote in-between line to realize
the time and place each act is set. The strategy adds to the connections made within a work
regarding tone and style as well. It also adds to genre. The discussions will interface with these
terms. This is a chance for the students to express themselves. One must also explain that just
because a plot is set in a certain time, the genre can still change. We see this all the time with
new additions of Shakespeare’s works made into films. Let them interpret what their play
would entail and share their ideas with peers. It is an interesting activity.
Page 163: Deeper Reading
Casting Call
Directions: Now that are so familiar with the characters in Hamlet, who would you choose to
represent them in your play? This is a casting call for your production of Shakespeare’s play.
Your cast can consist of anyone. They do not have to be famous, alive, or even actors, but they
must have written credentials. Here is a list of the main characters found with Hamlet. Fill in the
blanks with your choices and reasoning for hire. How do they resemble the character you have
assigned them?
Hamlet- I could choose any headstrong and yet sensitive male lead to play half
insane while being a leader (ex. King Arthur, Kenneth Branagh, or Justin
Timberlake).
Arthur- Leader of Camelot, links to royalty
Branagh- Shakespeare expert and director
Timberlake- Left his boy group and led while losing love, made transitions from
song to acting
Claudius
Gertrude
Polonius
Horatio
Ophelia
Laertes
The Ghost
Oscric
The Tragedy of Hamlet, Prince of Denmark by: William Shakespeare
Classification: Play
Reserved grade level(s): Middle School 6-8
Activity: Reflection
Rationale: Why this work and activity?
The characterization along with being able to identify certain persons within a work is a
vital skill to obtain in reading comprehension. Each character plays a part in adding to the plot
structure. In Shakespeare, especially, even the littlest known character plays a part. Without
certain characters to play their hands, the plot cannot commence properly. This can link back to
connections involved with the domino effect. This activity can also pertain to the students’
interests when it comes to everyday relation. There are tons of new versions and adaptations of
the classical works by Shakespeare put into new styles. This is the students’ chance to see how
they do in relation. I like Gallagher’s idea of also using baseball cards as character sheets. This
can be another variation of the activity. He says, “Asking students to make connections
between characters in a novel and actual human beings again underscores the idea that
characters in novels reflect the people in the real world.” This I do agree with.
Film:
Page 46-47: Deeper Reading
Daily Focus Questions for Watching Jane Eyre
Directions: Using the film, Jane Eyre, try to answer these focus questions.
Tip: Remember this assignment is text-independent.
Examples-
Does wealth and power have to influence the possibility of
relationships?
Is class an important determinate?
Is education more important than money? Can you have
one without the other?
Are some secrets vital? Is that still considered lying?
If someone is diagnosed as being mentally ill, should that
person be forgotten and shunned?
Are women less qualified to make rational decisions when
it comes to relationships?
Jane Eyre (2011) Directed by: Cary JoJi Fukunaga
Based off of the novel by: Charlotte Bronte
Starring: Mia Wasikowska, Michael Fassbender, Jamie Bell, and Judi Dench
Presented by: Focus Films
Classification: Film
Reserved grade level(s): Middle school 6-8 (Rated PG13)
Activity: Focus
Rationale: Why this work and activity?
This activity acts as an initiator or starting point to have the students get a feel for what
themes and important issues they will encounter in the film. These are reviews and focus
questions to be done before every clip or segment viewing. Film can express some more
interactive qualities that add to the lesson. They contain scenery, audio, imagery, and etc. that
can enhance deeper comprehension of a written work while heightening the student’s sensory
perceptions and interests. Of course, some films have less detail than the books, but, as with all
film showings, research must be done and proper routines conducted. By this, I mean parent
permission slips and references that establish relevancy. This is a classic tale, based off of a
written novel. The film has been done many times over in the past years. This is the most
recent adaptation and very good. The appeal plus versatility was what drew me to this film. It is
also a classic.
Page 60-61: Deeper Reading
Character Charts
Directions: Make a chart to help you keep the characters of Jane Eyre straight. Only list the
most important persons. The chart can be categorized according to your preferred ranking
system, but try to note all the aspects.
Character
Relationship of the
character
Jane Eyre
Main character, abused
child, sent to live with
cruel aunt, and then to
boarding school
Strength of the
character
Educated, willful, and
little stubbornness
Weakness of the
character
Unacquainted with
outside world or men
Defining moment of
the character
Stands up to Rochester
Essential question for
the character
Did you really have to
leave Edward for his
first secret?
Symbol for the
character
Edward Rochester
Mrs. Fairfax
Jane Eyre (2011) Directed by: Cary JoJi Fukunaga
Based off of the novel by: Charlotte Bronte
Starring: Mia Wasikowska, Michael Fassbender, Jamie Bell, and Judi Dench
Presented by: Focus Films
Classification: Film
Reserved grade level(s): Middle school 6-8 (Rated PG13)
Activity: First-draft Reading
Rationale: Why this work and activity?
This strategy helps act as an organizational tool to help students remember characters
and their specific traits when adding to the plot. Having a visual chart or organizational chart
can put the film’s persons into easier perspective. I also like how the categories are based off of
important story details that involve the personalities of characters. The students must decide
for themselves what aspects of the characters’ personalities are worth remembering and
recording. They can also think of misunderstandings or questions they would like to ask the
characters to clarify thought processes. This adds to the study skill sections and charts always
are simple, but effective. However, my favorite category of this chart was the symbolizing the
character row. The students are forced to use their imagery skills and come up with a simple
illustration to signify a certain character or trait that will help them associate with the
characters.
Page 98: Deeper Reading
Flip Side Chart
Directions: Every action has an equal or opposite reaction. You learn this in physics. A battery
has both a negative and positive side. When looking back on the story of Jane Eyre, there were
many actions that had many results. Let us chart these events in the film and show the flip side.
The Story
Jane fights with her
cousin and gets
revenge for him
hitting her with the
book.
The Flip Side
Her cruel aunt
sends her away to
boarding school.
She is abused at school
and loses Helen.
Jane is educated.
Edward lies to
protect Jane’s
feelings and
reputation.
Jane finds out
and leaves him
for lying.
Jane Eyre (2011) Directed by: Cary JoJi Fukunaga
Based off of the novel by: Charlotte Bronte
Starring: Mia Wasikowska, Michael Fassbender, Jamie Bell, and Judi Dench
Presented by: Focus Films
Classification: Film
Reserved grade level(s): Middle school 6-8 (Rated PG13)
Activity: Second-draft Reading
Rationale: Why this work and activity?
The flip side chart is to illustrate cause and effect reactions in the plot of the film or text.
It establishes connections between certain key points of the story. Through this, the students
are able to visualize and actually see the aspect of change due to character, setting, and tone as
they lie upon the plot structure. Every aspect must have its assigned place on the plot or the
reactions will change. It also adds to imagery if you propose the students come up with
different scenarios for changes in the story. Have them try and figure out what might have
worked better and why or if something in the plot was taken away, how would every other
aspect be affected? This will spark their interests while letting them play temporary directors. It
adds to the drama of the lesson.
Page 116-118: Deeper Reading
SOAPS
Directions: You are to be put into groups and assigned roles for depiction of the film you just
watched. Each of these roles are categorized as follows:
Subject(s)- Identifies the subject or main ideas.
Occasion- Discusses the context (Setting, events, circumstances, the era, etc.)
Audience- Identifies the intended audience or demographic.
Purpose- What was the author or director’s purpose in making this film/novel.
Speaker- Determines tone or voice of the piece.
Once in your assigned groups and given roles, record all the found and required information
dictated by your acronym. Then, collaborate as a group before sharing with the whole class.
SOAPS for Jane Eyre Film:
S- Strength and love can come from harsh trials and personal hardships. One can triumph.
O- Old England, rural or country, etc.
A- General or maybe more feminine with love aspects
P- In Bronte’s time it was considered normal for women to be particularly strong or
educated. She was a writer who wrote of strong feminine characters of great intelligence.
S- We see this through Jane’s eyes and feelings.
Jane Eyre (2011) Directed by: Cary JoJi Fukunaga
Based off of the novel by: Charlotte Bronte
Starring: Mia Wasikowska, Michael Fassbender, Jamie Bell, and Judi Dench
Presented by: Focus Films
Classification: Film
Reserved grade level(s): Middle school 6-8 (Rated PG13)
Activity: Collaborative
Rationale: Why this work and activity?
Group activities like this help students to analyze a work easier and more efficiently. This
also activates teamwork and the assigning of specific roles. It produces leadership and
cooperation skills. Assigning roles can also add to motivation, seeing as how some students take
to certain roles naturally. This is mostly to their preferences when they get to choose which
parts to play. Collaborative techniques and skills are acquired. What I mostly like about the
strategy is its detail in researching whatever text or film is being analyzed. Any questions or
misunderstandings about what was read or seen can be answered by the collected information
drawn from each role. In this process the students are forced to learn how to draw conclusions
and successfully bring a variety of different important information all together. Once again, the
students are making connections with given information.
Page 138: Deeper Reading
Proof Sheets
Directions: When making films, behind the scenes, film workers are constantly freezing frames
and reworking them to perfection. The frames are either kept or lost due to a plethora of
factors. Film workers must make decisions based on light, plot significance, order, time, and a
whole lot more. There can be more than thousands of proofs that have to be observed and
fixed, but the main proofs of story relevance and importance are first priority. You are the
director now. What scenes from Jane Eyre would you choose to portray as the 24-key plot
points? Fill in the proof sheets.
Now pick the four most important pictures you would like to show in your movie.
Jane Eyre (2011) Directed by: Cary JoJi Fukunaga
Based off of the novel by: Charlotte Bronte
Starring: Mia Wasikowska, Michael Fassbender, Jamie Bell, and Judi Dench
Presented by: Focus Films
Classification: Film
Reserved grade level(s): Middle school 6-8 (Rated PG13)
Activity: Metaphor
Rationale: Why this work and activity?
Metaphorical exercises are probably the most difficult for students to comprehend, but
they are necessary. Relating scenarios and text/film contents with real-world items or situations
makes for a lot more relevancy in the learning process. Films can be very helpful and yet
sometimes difficult to interpret since the writers and directors have made their own
interpretations to an already made work. This enables deeper thought processes among the
students. By aligning it with the proof sheets, plot points and scenes of significance can be
rated and visualized a lot easier. I took a twist on this activity. I like to interpret myself. To me, it
just seemed right in linking it to film strips, but camera pictures can work too. The students just
watched a film and saw many different scenes, but they do not realize the work behind making
a movie. This is a point of interest to both the teacher and students.
Page 164-165: Deeper Reading
Anchor Questions
Directions: I will provide you with an Anchor question. This is a question I want the whole class
to think about as they watch the film. Then, at the end, we will reflect on what we think the
answers should be in a class discussion.
Warning: The questions can be open-ended.
Examples-
1. Can class or status be changed?
2. Is there such a thing as a good or “white” lie?
3. Can true love come out of harsh conditions?
4. Can long-time feuds be buried?
5. Do men and women share equal opportunity?
6. Etc.
Jane Eyre (2011) Directed by: Cary JoJi Fukunaga
Based off of the novel by: Charlotte Bronte
Starring: Mia Wasikowska, Michael Fassbender, Jamie Bell, and Judi Dench
Presented by: Focus Films
Classification: Film
Reserved grade level(s): Middle school 6-8 (Rated PG13)
Activity: Reflection
Rationale: Why this work and activity?
Reflection should be throughout the entire reading process and not just reserved for the
end. Of course, activities such as this are for helping the students in being able to leave the
classroom and still be meditating on the day’s lesson, but this seemed as more for the whole.
Although, I never dispute because of peer editing being so vital to individual student success. In
truth, all of the activities call for mostly group participation in Deeper Reading, but one now
knows both the advantages and disadvantages of performing lesson plans with group
strategies. They have their place in a successful classroom environment that is least restrictive.
However, this particular activity can be swayed to facilitate for both a group and independent
lesson. The anchor question is to be answered independently, but shared with the class upon
volunteer. So it is a mix and versatile. This is open to change.
Extras:
“Barbie Doll”
Marge Piercy
This girlchild was born as usual
and presented dolls that did pee-pee
and miniature GE stoves and irons
and wee lipsticks the color of cherry candy.
Then in the magic of puberty, a classmate said:
You have a great big nose and fat legs.
She was healthy, tested intelligent,
possessed strong arms and back,
abundant sexual drive and manual dexterity.
She went to and fro apologizing.
Everyone saw a fat nose on thick legs.
She was advised to play coy,
exhorted to come on hearty,
exercise, diet, smile and wheedle.
Her good nature wore out
like a fan belt.
So she cut off her nose and her legs
and offered them up.
In the casket displayed on satin she lay
with the undertaker's cosmetics painted on,
a turned-up putty nose,
dressed in a pink and white nightie.
Doesn't she look pretty? everyone said.
Consummation at last.
To every woman a happy ending.
Sources:
Bibliography/ Works Cited Page
Cao, Ya-juan. "Designing activities to develop students' reading ability." US-China foreign
language 6.5 (2008):46.
"Education." ONE (2004): 1-6. Web. 20 Apr 2012. <http://www.one.org/c/us/issuebrief/93/>.
Fukunaga, Cary, dir. Jane Eyre. Perf. Mia Wasikowska, Michael Fassbender, Jamie Bell, and
Judi Dench. Focus Features, 2012. Film. <www.FocusFeatures.com/Jane_Eyre>.
Gallagher, Kelly. Deeper Reading: Comprehending Challenging Texts, 4-12. Portland:
Stenhouse Publishers, 2004. 228p. Print.
Greenblatt, Stephen, ed. The Norton Anthology of English Literature. 8th ed. New York and
London: W.W. Norton & Company, 2006. Pp. 595 & 2462-2468. Print.
Hollander, Claire. "Teach the Books, Touch the Heart." New York Times. (2012): 1-3. Web. 1822 Apr. 2012. <http://www.nytimes.com/2012/04/22/opinion/sunday/taking-emotions-out-ofour-schools.html>.
Housden, Roger, ed. Dancing with Joy: 99 Poems. New York: Harmony Books, 2007. P. 27.
Print.
Johnson, Dean, ed. The Riverside: Shakespeare. 2nd ed. Boston: Houghton Mifflin Company,
1997. 1183-1245 and 284-319. Web. 14 Apr. 2012.
<http://www.opensourceshakespeare.org/views/plays/play_view.php>.
Lanham, Richard. Analyzing Prose. 2nd ed. New York: Charles Scribner's Sons, 2003. Pp. 7981. Print.
McDaniel, Mark A Howard. "The Read-Recite-Review Study Strategy: Effective and Portable."
Psychological science 20.4 (2009):516.
McKie, Brooke K. "Reading, reasoning, and literacy: Strategies for early childhood education
from the analysis of classroom observations." Early childhood education journal 40.1 (2012):5561.
Millman, Isaac. Hidden Child. New York: Frances Foster/Farrar, Straus & Giroux, 2005. 80pp.
Print.
Poe, Edgar, Allen. "The Cask of Amontillado and Hop-Frog." Edgar Allen Poe: Complete Tales
and Poems. Ed. Castle Book. New Jersey: Castle Books, 2002. Pp. 231-235 and 441-447. Print.