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Differentiated Instruction for Developing Readers, British Tradition Care has been taken to verify the accuracy of information presented in this book. However, the authors, editors, and publisher cannot accept responsibility for Web, e-mail, newsgroup, or chat room subject matter or content, or for consequences from application of the information in this book, and make no warranty, expressed or implied, with respect to its content. Trademarks: Some of the product names and company names included in this book have been used for identification purposes only and may be trademarks or registered trade names of their respective manufacturers and sellers. The authors, editors, and publisher disclaim any affiliation, association, or connection with, or sponsorship or endorsement by, such owners. Photo Credits: Boy reading in class Tim OHara/CORBIS (banner photo) ISBN 978-0-82193-233-9 2009 by EMC Publishing, LLC 875 Montreal Way St. Paul, MN 55102 E-mail: educate@emcp.com Web site: www.emcp.com All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. Teachers using Mirrors & Windows: Connecting with Literature, British Tradition may photocopy complete pages in sufficient quantities for classroom use only and not for resale. Printed in the United States of America 18 17 16 15 14 13 12 11 10 09 1 2 3 4 5 6 7 8 9 10
CONTENTS
Introduction Unit 1: Anglo-Saxon Period The Conversion of King Edwin Reading Strategies and Skills Practice: Unlock Word Meaning The Wifes Lament Reading Strategies and Skills Practice: Make Connections Unit 2: Medieval Period The Prologue, from The Canterbury Tales Reading Strategies and Skills Practice: Take Notes from Le Morte dArthur Reading Strategies and Skills Practice: Unlock Word Meaning Unit 3: Renaissance Speech to the Troops at Tilbury Reading Strategies and Skills Practice: Make Predictions The Passionate Shepherd to His Love / The Nymphs Reply to the Shepherd Reading Strategies and Skills Practice: Set Purpose Unit 4: Renaissance Drama Macbeth, Act I Reading Strategies and Skills Practice: Visualize Unit 5: Seventeenth and Eighteenth Centuries from Oroonoko Reading Strategies and Skills Practice: Take Notes from The Diary of Samuel Pepys Reading Strategies and Skills Practice: Visualize from A Dictionary of the English Language Reading Strategies and Skills Practice: Make Connections Unit 6: Romantic Period from A Vindication of the Rights of Woman Reading Strategies and Skills Practice: Take Notes The World Is Too Much with Us / Composed Upon Westminster Bridge Reading Strategies and Skills Practice: Use Text Organization Kubla Khan Reading Strategies and Skills Practice: Visualize Unit 7: Victorian Era How Do I Love Thee? (Sonnet 43) Reading Strategies and Skills Practice: Make Connections The Lagoon Reading Strategies and Skills Practice: Visualize 40 43 31 34 37 22 25 28 19 13 16 7 10 1 4 v
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Unit 8: Modern Era The Soldier / In Flanders Field Reading Strategies and Skills Practice: Set Purpose The Garden-Party Reading Strategies and Skills Practice: Make Connections Muse des Beaux Arts Reading Strategies and Skills Practice: Use Text Organization Unit 9: Postmodern Era Shooting an Elephant Reading Strategies and Skills Practice: Set Purpose Dead Mens Path Reading Strategies and Skills Practice: Make Predictions ANSWER KEY The Conversion of King Edwin The Wifes Lament The Prologue, from The Canterbury Tales from Le Morte dArthur Speech to the Troops at Tilbury The Passionate Shepherd to His Love / The Nymphs Reply to the Shepherd Macbeth, Act I from Oroonoko from The Diary of Samuel Pepys from A Dictionary of the English Language from A Vindication of the Rights of Woman The World Is Too Much with Us / Composed Upon Westminster Bridge Kubla Khan How Do I Love Thee? (Sonnet 43) The Lagoon The Soldier / In Flanders Field The Garden-Party Muse des Beaux Arts Shooting an Elephant Dead Mens Path 61 61 61 62 62 63 63 63 64 64 65 65 66 66 66 67 67 68 68 69 55 58 46 49 52
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BRITISH TRADITION
INTRODUCTION
Differentiated Instruction for Developing Readers provides a framework for helping students become active and successful readers. Guided Reading Questions lead students to a basic understanding of selections from the Mirrors & Windows: Connecting with Literature Student Edition. Reading strategies and skills lessons for the same selections give students opportunities to practice reading fiction, nonfiction, poetry, drama, and folk literature.
The practice lessons in this supplement focus on one reading strategy or skill for each literature selection. These lessons provide explicit instruction on the following strategies and skills: Make Connections Set Purpose Make Predictions Take Notes Use Text Organization Unlock Word Meaning Visualize
In each practice lesson, the before-, during-, and after-reading activities all focus students attention on one way of interacting with a text. If a student has difficulty using the interaction method suggested, a fix-up strategy offers assistance through a different method of interaction. For instance, if the reading strategy for a selection is to make connections, the fix-up strategy may ask students to make predictions instead. As students become experienced with each of the reading strategies and skills covered in this book, they will be able to use two or three at a time, instead of just one. Students who learn to automatically use one or more of these strategies and skills in their reading become thoughtful, active, and successful readersnot only in the English language arts classroom, but in other content areas, in assessment situations, and beyond the classroom. The goal of Mirrors & Windows is to help students learn which strategies work best for them and to learn to use these skills in every reading task they encounter.
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BRITISH TRADITION
Page 12 2. What reward does Edwin receive for receiving the faith?
4. What does Paulinus say to Edwin to try to convince him to accept Christianity?
Page 13 5. How does Edwin tell Paulinus he will make his decision?
6. What advice does Coifi give Edwin? What reason does he give for that advice?
7. To what does the wise counselor compare life as the Anglo-Saxons knew it?
Word 2:
Word 3:
Word 4:
Word 5:
Word 6:
2. Continue reading the selection on your own. Add any unfamiliar words to your chart, and try to define them by using context clues. If the context clues do not provide the meaning, try analyzing the word parts. If that strategy does not work, consult a dictionary. Record the definitions in your chart.
2. What does the speakers lord do? What does the speaker then do? Why?
Page 67 3. What does the mans kinsmen plot? How does that make the speaker feel?
5. How does the speaker describe the place where she lives? How does she feel living there?
Page 68 6. How does the wife imagine where her husband now lives? What is his mood?
After recording your thoughts, discuss your response with two or three of your classmates. In your discussion, talk about those things in your life that would be difficult to do without the support of the people around you.
Stanza 3
Section Stanza 4
Speakers Feelings
Your Response
Stanza 5
2. Continue reading the poem on your own and taking notes on how the speaker feels and why she feels this way. Compare her experiences to your ideas about feeling alone and not having support. What feelings does the wife have that are similar to those you have had? Write your notes and your responses in the section of the chart for the stanza to which they apply.
Page 118 3. Does the nun seem very religious to you? Why or why not?
Page 119 4. What is the monk more interested in than in staying in his cloister and studying?
Page 121 5. What impression do you have of the merchant from the speakers description of him?
Page 122 6. What kind of man did the lawyer seem to be? Why? Do you think the speaker means this or not? Why?
Page 125 7. What opinion do you think the speaker has of the Parson? Why do you think so?
Page 131 9. How does the speaker claim he will relate what happened on the trip? Why do you think he makes this claim?
Characteristics
Speakers Attitude
Knight
2. Continue reading the selection on your own. Working on another piece of paper, use cluster charts like the one below to record information about four other characters described in the Prologue. Record the characters name in the center oval. As you did with the knight, use the cluster chart to take notes on the characteristics of that character and the speakers attitude toward him or her. Cluster Chart: Character
Characteristics
Speakers Attitude
Character:
Page 191 2. What does Merlin promise to do? What does he want in return?
Page 192 3. What happens to the Duke? What happens after that?
Page 193 4. Why is the lady Igraine relieved after she speaks with the king?
Page 194 5. What does Merlin receive from the king as his favor?
Page 195 6. What is lacking in the land, and what problems does that lack cause?
Page 196 7. What task does someone have to perform to prove he is the rightful king of England? Who performs the task?
Page 197 8. How do the barons react to the news about Arthur? What do they do?
Page 198 9. Which group finally puts an end to the delays? What happens then?
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Word 2:
Word 3:
Word 4:
Word 5:
Word 6:
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Go back to the portion of the text where the word appears and use context clues and word parts to unlock meaning. If necessary, consult a dictionary. Write the meaning you determine in the second column. In the third column, write a sentence of your own using the word. In the fourth column, list one or more synonyms of the word if possible. In the last column, list any antonyms of the word that you think of. New Vocabulary Chart
Meaning Based on Context / Word Parts
Word
Original Sentence
Synonym
Antonym
2. Continue reading the selection on your own. Jot down unfamiliar words as you encounter them, and try to define them by using context clues. If the context clues do not provide the meaning, try analyzing the word parts prefixes, roots, and suffixesto determine meaning. If that strategy fails, consult a dictionary. Record the definitions.
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Page 240 3. What does Elizabeth say to overcome the concerns of some subjects that, since she is a woman, she is weak?
4. What does Elizabeth say that her soldiers have already earned?
5. Who are the armies of Spain and Parma enemies of, according to Elizabeth?
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14
Details
Explanation
3. After reading the speech, determine what Elizabeths purpose was. On the lines below, identify that purpose and explain whether it matches the one you predicted before reading the speech.
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The Passionate Shepherd to His Love / The Nymphs Reply to the Shepherd, page 269
2. What gifts does the shepherd promise his love? Do you think those promises are realistic? Why or why not?
3. Which words are often repeated in the poem? Why do you think the speaker repeats these words?
Page 271 4. In the first stanza, how does the speaker cast doubt on the shepherds promises?
5. What does the speaker say will happen to all the fine things that the shepherd promised to make her in the first poem?
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The Passionate Shepherd to His Love / The Nymphs Reply to the Shepherd, page 269
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Passionate Shepherd
Nymphs Reply
2. Continue reading the rest of the poem on your own. As you do, add more arguments to your chart. 3. Then, read The Nymphs Reply to the Shepherd. As you read this poem, record the attitude of the speaker to the same details presented in The Passionate Shepherd to His Love. Write the speakers responses in the same row you used to record the shepherds argument.
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Page 347 2. What do the witches call Macbeth? What do they say about Banquos future?
Page 349 3. What warning does Banquo speak about the possible dangers in the witches words?
Page 350 4. Why do you think Macbeth and Banquo agree to meet and talk later?
Page 352 5. What does Duncan proclaim about Malcolm? How does Macbeth react to this news in his aside?
Page 353 6. What does Lady Macbeth say about Macbeths character? What do you think is her goal?
Page 354 7. What does Lady Macbeth mean when she tells Macbeth to look like th innocent flower/But be the serpent undert?
Page 356 8. Why does Macbeth say he should not kill Duncan?
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2. Continue reading the act and making mind pictures. Take notes on the mind picture you create for each of the remaining scenes in Act I using the Visualization Chart below. Visualization Chart
Scene Scene ii Setting Characters Appearance Characters Actions
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Setting
Characters Appearance
Characters Actions
Scene iv
Scene v
Scene vi
Scene vii
As you read the rest of the play, apply the same strategy of visualizing characters and scenes.
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2. How are Oroonoko and the English captain connected? How do they get along?
Page 564 5. What promise does the captain make to Oroonoko to try to persuade him to eat?
Page 565 7. Why does the captain finally agree to free Oroonoko?
Page 566 9. What happens to Oroonoko and the other captives when the ship reaches Surinam?
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Indirect characterization:
Dress
Physical Features
Personality
Oroonoko
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2. Continue reading the excerpt on your own. Keep adding notes about Oroonoko. Remember to look for direct description, examples of Oroonokos behavior, descriptions of his internal states, and clues about him from the reactions of other characters to him.
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Page 573 3. Why did the king and queen leave Salisbury for Milton?
Page 574 4. What did the servant Jane notify Pepys about at three in the morning?
Page 575 5. What did the king tell Pepys to instruct the Lord Mayor of London to do? What was this supposed to accomplish?
Page 576 6. Why were people moving their goods from one place to another? Why did they have to move them more than once?
Page 578 8. What did Pepys lose track of during the fire? Why do you think this happened?
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26
Sight
Sound
Smell
Taste
Touch
2. Continue reading the diary on your own. As you read, record the sensory details that Pepys includes.
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3. Why does Johnson include so many different definitions of the word nature?
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2. gang
3. lexicographer
4. nature
5. oats
6. patron
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2. Continue reading the selection. For each word, think about how the definition is similar to or differs from the one you wrote in the Before Reading activity. Record the similarities and differences in the appropriate column of the chart, depending on whether they pertain to the denotation or connotation of the word.
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Page 666 3. In what state of mind does Wollstonecraft say women are kept, and what is that condition wrongly called?
Page 667 6. What does Wollstonecraft call innocence when seen in an adult?
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Main Idea
Support
Support
32
2. Continue reading the selection with a partner. When you reach the end of each paragraph or set of paragraphs noted below, record the main idea and the support that Wollstonecraft offers for that idea. Working on another piece of paper, take your notes in a separate Main Idea Chart for each section of the text below to record your notes. Take notes on each of the following sections: Paragraph 2 Paragraphs 34 Paragraphs 56 Paragraphs 78
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The World Is Too Much with Us / Composed Upon Westminster Bridge, page 671
2. How do people respond to the sea and the wind, according to the speaker? Why is that a problem?
3. What do the figures of Proteus and Triton represent? Why is that desirable to the speaker?
Page 673 4. What attitude does the speaker express in the first three lines?
6. What does the speaker mean in saying all that mighty heart is lying still?
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The World Is Too Much with Us / Composed Upon Westminster Bridge, page 671
Lines 58
Lines 911
Lines 1214
2. Continue reading the selection on your own. As you read lines 58, write down how the lines continue to develop the theme presented in lines 14. As you read lines 911, summarize the speakers reflections about the theme. As you read lines 1214, take notes about the closure of the theme.
EMC Publishing, LLC
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3. Follow the same process for the second poem, Composed Upon Westminster Bridge. Record your thoughts in the second chart. Taking Notes Chart: Composed Upon Westminster Bridge
Section Lines 14 Notes
Lines 58
Lines 911
Lines 1214
Page 689 3. What does the speaker say sprang forth from the land? What message did it carry?
4. What figure does the speaker see in the second vision? What is the figure doing?
Page 690 5. Why does the speaker want to recall the womans song?
6. What would others say about the speaker if he were to achieve his goal?
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2. Continue reading the rest of the poem on your own. Continue to make mind pictures as you read. Describe or draw them, as you did in response to the first section of the poem, using the boxes on the next page. Label each visualization with the line numbers of the scene youve imagined.
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_____________________________________ _____________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________
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2. What does the speaker mean in saying that she loves the other to the depth and breadth and height/My soul can reach?
Page 790 3. Which times of day do sun and candle-light represent? Why is the speaker using these two images to describe her love?
4. How does the speaker compare her love to experiences from her past? What do these comparisons say about the love she now feels?
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41
Example in Poem
My Response
Page 852 2. What is wrong with the woman? What does Tuan say might happen to her?
Page 854 4. How does Arsat contrast what is written with what the eye has seen?
Page 855 5. What do the brothers do? Why are they in danger?
Page 856 6. What does Arsats brother want to do as they paddle away? Why doesnt he do it?
Page 857 7. What does Arsat do when he sees the rulers men coming near his brother?
Page 859 9. What burden does Arsat continue to feel? What will he do?
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Drawing or Description:
Drawing or Description:
44
Drawing or Description:
Drawing or Description:
2. Continue reading the selection on your own. Keep making mind pictures as you read, adding drawings and descriptions to your Visualization Chart. Be sure to identify which pages each entry refers to. If you need more room, continue your chart on another piece of paper.
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2. What will happen to the happy thoughts given to the speaker by England?
Page 949 3. Where do the poppies grow? What do those symbols represent?
5. What does the speaker say will happen if that is not done?
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3. What is the speakers attitude toward the importance of his own life?
Think about how what you read answered your purpose. Write your response in the appropriate column of your Readers Purpose Chart. Does this poem give you new questions you want to answer or a new purpose for reading the other poem? If so, write your revised purpose in the chart. Readers Purpose Chart
Purpose for Reading The question I want to answer is:
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Revised Purpose After Reading The Soldier The question I want to answer is:
Then, read the first poem, In Flanders Field. After reading the poem, answer these questions: 4. Who are the speakers in this poem?
Finally, think about how what you read answered your purpose. Write your response in the appropriate column of your Readers Purpose Chart.
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Page 1047 2. How does Laura feel with the workmen at first? Why do her feelings change?
Page 1048 3. What does Laura think caused the differences between her and the workmen? What does she think of those differences?
Page 1050 4. How does Jose compliment the cook? How does the cook feel about it?
Page 1051 5. What tragic event happens? How does Laura react?
Page 1053 6. How does Jose respond to Lauras idea? How does her mother respond? Why?
Page 1054 7. What idea does Mrs. Sheridan have? What is Lauras initial reaction?
Page 1055 8. Where does Laura want to go after seeing the mans widow? Where does she end up?
Page 1056 9. What conflicting reactions does Laura have when she sees the body?
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50
Incidents
Comparison to Today
51
Page 1076 2. What do the different reactions of the aged and the children signify?
3. Why might people view martyrdom as heroic? How does the speaker change the meaning of martyrdom with the context he gives it?
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2. Continue reading the poem on your own. Use the Response Chart below to analyze each of the two sections that follow the introductory lines. In the left box of each pair, write a summary of what the speaker says in the lines noted. In the right box, explain how the details in that section of the poem relate to the main idea.
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Response Chart
Page 1114 2. How did the narrator feel about his job and the Burmese people?
Page 1115 3. What called the narrator away from the police station?
4. What did the narrator see that told him the problem was serious?
Page 1116 5. Why was the crowd interested when the narrator walked off to shoot the elephant?
Page 1117 6. What did the narrator decide to do when he saw the elephant eating? What did he realize when he saw the crowd?
7. What did this experience tell the narrator about the effect of imperialism on the ruler?
Page 1118 8. What thought convinced the narrator to shoot the elephant?
Page 1119 9. Why was the narrator glad the coolie had died? Why had he shot the elephant?
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56
3. Continue reading the selection on your own. Examine how the narrator reveals more about the situation and about his relations with the people of Burma. Write comments on what the narrator reveals after reading each of the sections indicated in the chart.
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Page 1225 3. What does Nancy Obi learn that disappoints her? Why is she disappointed?
Page 1226 5. What does Obi do to the path the villagers use? Why does he do so?
6. Why does the village priest tell Obi that the path is needed?
9. What does the school inspector say after visiting the school?
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59
Detail
Prediction
Reason
2. As you read the story, be prepared to revise some of your predictions. New information might suggest a different result than you had previously predicted. If so, cross out the old prediction and record your new one. In the Reason column, explain why you changed your mind.
2. What kinds of clues did the author give to help you make predictions?
3. Did the ending of the story surprise you? Why or why not?
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ANSWER KEY
The Conversion of King Edwin
Guided Reading Questions
1. Bede identifies the Northumbrians as the nation of the Angles that live on the north side of the Humber River. 2. As a reward for receiving the faith, Edwin sees his kingdom grow larger. 3. Edwin sits several hours by himself thinking, seriously considering whether or not to take the faith. 4. Paulinus tells Edwin that he has been protected and rewarded by God in return for his promise to accept Christianity and that it is now time for him to make good on that promise. 5. Edwin says that he will consult with his counselors and follow their decision. 6. Coifi tells Edwin to adopt Christianity because he, Coifi, has closely followed the traditional religion and has not received any benefits from doing so, which means, he says, that the traditional gods are not powerful. 7. The counselor compares life as the Anglo-Saxons know it to a sparrow that enters the kings hall to escape a winter storm and then leaves, enjoying a break from the severe weather but then disappearing into an existence of which the AngloSaxons know nothing. 4. The speaker describes her husband as a man with hard luck, who has murderous thoughts that he hides. 5. The speaker describes her home as an earthen hovel under an oak tree in a dark and lifeless setting, which leaves her feeling lonely and heartsick. 6. The wife imagines that her husband lives alone on an island, where he suffers great sorrow.
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Possible response: He makes this claim to try to win the readers trust.
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The Passionate Shepherd to His Love / The Nymphs Reply to the Shepard
Guided Reading Questions
1. The shepherd wants his love to come live with him. He promises her that they will be happy together. 2. The shepherd promises his love that he will make her a bed of roses, clothing made of plants and flowers, a dress of the best wool, and fur-lined slippers with golden buckles. These promises are not realistic because the shepherd probably would not have the time or skill to make these things or access to all the materials. 3. The repeated words are come live with me, and be my love, which the speaker repeats to try to convince his love to agree to his wish. 4. In the first stanza, the speaker says that if there were truth in every shepherds tongue, she might come live with him, but that suggests that she thinks the shepherd does not speak truthfully. 5. The speaker says that all the fine things the shepherd promised to make her will turn rotten and fade, becoming ugly. 6. The speaker says that youth will fade.
4. Possible response: Macbeth and Banquo are both surprised by the witches predictions, especially now that one has come true. 5. Duncan proclaims that Malcolm is now Prince of Cumberland and heir to the throne. Macbeth reacts by saying that Malcolm now stands between him and the kingship. 6. Lady Macbeth says that Macbeth is too honest and virtuous to take wicked steps to benefit himself. Possible response: She seems determined to push him to do something drastic so that he will become king. 7. In these lines, Lady Macbeth tells Macbeth to pretend to be friendly but to be ready to kill Duncan. 8. Macbeth says that he should not kill Duncan because he is his relative, his king, and his guest and because Duncan has been a good ruler. 9. Macbeth and Lady Macbeth plan that she will get Duncans two servants drunk so they fall asleep. Macbeth will then use their knives to kill Duncan in his sleep and return the bloody knives to the servants so they look like the murderers.
from Oroonoko
Guided Reading Questions
1. Oroonoko is celebrated because he has just won important victories in battle. 2. Oroonoko and the English sea captain are connected through their many business dealings, as Oroonoko sold the captain many of his slaves. The two get along very well and enjoy each others company. 3. The captain tricks Oroonoko by inviting him to dinner on his ship and then surprising him and others of his countrymen by having them seized and put in chains. 4. Oroonoko decides to starve himself to death rather than accept living in slavery.
Macbeth, Act I
Guided Reading Questions
1. Macbeth defeated the rebellious lord Macdonwald and his Norwegian allies. Duncan rewarded Macbeth by granting him the title of Thane of Cawdor, which had been held by one of the rebel lords. 2. The witches call Macbeth Thane of Glamis, Thane of Cawdor, and eventual king. They say that Banquo will get kings but not be one himself and that he will be happier than Macbeth. 3. Banquo says that the instruments of darkness sometimes speak truth to trick innocent people.
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5. The captain promises to free Oroonoko and the others when he can put them ashore. 6. Oroonoko asks that he be freed from his chains. 7. The captain finally agrees to free Oroonoko because he thinks that is the only way to convince the rest of the prisoners to eat and because he decides that his crew can watch Oroonoko and make sure he does nothing to threaten the captain. 8. Oroonoko is able to convince the other prisoners to eat. 9. In Surinam, Oroonoko and all the other captives are sold into slavery. 10. Oroonoko responds in a noble way, giving the captain a look of disgust and telling the other captives to accept their lot and hope that they will enjoy a better life in their new land.
7. Pepys was convinced to flee his home when the fire reached the church on his street. 8. Pepys lost track of time during the fire. He probably did so because he was so worried and saddened by all the destruction.
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Paragraphs 56: Main Idea: Innocence is childlike, not an adult characteristic. Support: Adults should be guided by the true light, which is God, not the lesser light, man. Milton has Eve say that she will obey Adam, which denies her a soul. Children should be innocent and guided by adults, but they should rely on themselves as they mature. Paragraphs 78: Main Idea: We must teach women to be virtuous if we want them to be so. Support: Milton, in another passage, has Adam explain to God that his partner should be his equal. Educating women so they learn to be virtuous is consistent with Gods will.
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the clear dawn sky. Lines 911: This beauty, more powerful than that felt in nature, brings a sense of calm. Lines 1214: The city has a stillness but also the power of a mighty heart formed of thousands of people.
2. The speaker means that she loves the other person to the furthest extent that she can imagine being able to experience. 3. Sun represents daylight, and candle-light represents evening or night, when artificial light is needed. The speaker is saying that her love lasts through all times of the day. 4. The speaker says that she loves with the same passion she had felt in the past when grieving, that she loves with the simple faith of childhood, and that she loves with a love that brings back religious feelings (my lost saints) she once had. In these comparisons, the speaker is saying that her current love has revived powerful and desirable feelings she once had. 5. The speaker looks forward to loving even better in heaven.
Kubla Khan
Guided Reading Questions
1. The speaker says that a sacred river runs from Xanadu through caverns to the sea and that the land is fertile. 2. The speaker describes the palace as ten square miles of land enclosed by walls and filled with gardens crossed by streams and holding trees sweet with the scent of incense. 3. A spring sprang forth from the earth; when its waters reached the sea, they carried a message of coming war. 4. In the second vision, the speaker sees a woman with a dulcimer, a musical instrument, which she is playing while she sings. 5. The speaker says that if he can recall the womans song, he can build the dome of Xanadu in his mind. 6. If the speaker reaches his goal, others would say that he had tasted the fruit and drink of Paradise.
The Lagoon
Guided Reading Questions
1. The canoe reaches Arsats clearing, where the people on it will spend the night. 2. The woman is very ill and has been for several days. Tuan says she might die. 3. Tuans thoughts are stirred by the sense of nearby death.
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4. Arsat says that what is written can be a lie but what the eye has seen is true and will be remembered. 5. The brothers take the woman that Arsat loves. They are in danger because she belongs to the ruler, and he will send his men after them. 6. Arsats brother wants to shout a challenge to the rulers men to declare that the brothers are defiant but honorable, but Arsat persuades him not to so that they are more likely to escape. 7. Arsat pushes the woman into the canoe and paddles off, leaving his brother behind. 8. Around dawn, the woman dies. 9. Arsat is still burdened by guilt for leaving his brother and will return to fight the rulers men.
The Garden-Party
Guided Reading Questions
1. Laura believes that she can arrange things better than anyone else. 2. At first, Laura feels uncomfortable with the workmen and a bit embarrassed when she imitates her mother. She changes her attitude because they seem friendly. 3. Laura thinks that the differences between her and the workmen are caused by class differences, which she seems to think are silly and get in the way of people getting along together. 4. Jose compliments the cook by praising her sandwiches, which delights the cook. 5. The family hears that one of the people living in the lane outside their estate has died in a tragic accident. Laura thinks the garden party should be canceled. 6. Both Jose and Lauras mother think it is an absurd idea to cancel the garden party because the person who died is not part of their class. 7. Mrs. Sheridan thinks of sending the food left over from the party down to the family of the man who had died in the accident. Laura initially is not sure that the woman would welcome that kind of help. 8. Laura wants to leave the familys home and return to her own, but she accidentally ends up in the room with the body of the dead man. 9. On seeing the body, Laura thinks, on the one hand, that the young man is happythat the problems of
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life no longer matter to him and that he was given up to his dream. On the other hand, she feels that she is supposed to cry.
5. The sailors on the ship might have been amazed by seeing a boy fall out of the sky, but they did nothing about it because they were working and had a place to go.
Shooting an Elephant
Guided Reading Questions
1. The narrator was a target of hatred because antiEuropean feeling was strong in Burma, where he lived, and he was a police officer representing the English rulers of the country. 2. The narrator believed that imperialism, which he represented, was evil and wanted to quit his job as soon as possible; he was sympathetic with the Burmese people who hated imperialism, but he also hated them for making his life miserable. 3. The narrator was called away from the police station to respond to a probleman elephant was attacking the marketplace and causing damage.
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BRITISH TRADITION
4. The narrator saw a man whom the elephant had killed. 5. The crowd became interested when the narrator went off to shoot the elephant because it would be excitingfunto see and because once the elephant was killed, they would butcher it for meat. 6. When he saw the elephant eating, the narrator realized that the animal was harmless and did not need to be shot. He then saw the crowd and realized he would have to shoot the elephant because the people expected him to. 7. The incident made the narrator realize that the rulers of an imperialist system dont have freedom of will but must act in certain ways because they are forced to do so by the people they rulethey are just puppets. 8. The narrator was convinced to shoot the elephant by the thought that if the elephant trampled and killed him, the crowd would laugh. 9. The narrator was glad that the coolie had been killed because it gave him a pretext for shooting the elephant, which he had really shot to avoid looking like a fool.
2. Nancy Obi is excited because she is happy for her husband and also looks forward to a life full of modern things. 3. Nancy Obi learns that none of the other teachers are married, which disappoints her because it deprives her of the chance to be the chief of the educators wives. 4. Obis aims are to bring to the school a high standard of teaching and to make it a beautiful place. 5. Obi closes off the path because it cuts through the gardens and across the school compound. 6. The village priest says that the path is needed for the dead to travel and for children being born to use to enter the world. 7. Obi offers to have his schoolchildren make a new path around the compound. 8. After the woman dies in childbirth, the villagers tear down the barriers to the path and destroy the schools garden and grounds. 9. The school inspector says that the school is in a shambles and that Obi is in a near state of war with the villagers because he is misguided.
BRITISH TRADITION
69