00i-070_Gr_DR

British Tradition

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Differentiated Instruction for Developing Readers, British Tradition

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Photo Credits: Boy reading in class © Tim O’Hara/CORBIS (banner photo)

ISBN 978-0-82193-233-9

© 2009 by EMC Publishing, LLC875 Montreal WaySt. Paul, MN 55102E-mail: [email protected] 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

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iii© EMC Publishing, LLC BRITISH TRADITIONDifferentiated Instruction for Developing Readers

CONTENTS Introduction v

Unit 1: Anglo-Saxon Period The Conversion of King Edwin 1 Reading Strategies and Skills Practice: Unlock Word Meaning The Wife’s Lament 4 Reading Strategies and Skills Practice: Make Connections

Unit 2: Medieval Period The Prologue, from The Canterbury Tales 7 Reading Strategies and Skills Practice: Take Notes from Le Morte d’Arthur 10 Reading Strategies and Skills Practice: Unlock Word Meaning

Unit 3: Renaissance Speech to the Troops at Tilbury 13 Reading Strategies and Skills Practice: Make Predictions The Passionate Shepherd to His Love / The Nymph’s Reply to the Shepherd 16 Reading Strategies and Skills Practice: Set Purpose

Unit 4: Renaissance Drama Macbeth, Act I 19 Reading Strategies and Skills Practice: Visualize

Unit 5: Seventeenth and Eighteenth Centuries from Oroonoko 22 Reading Strategies and Skills Practice: Take Notes from The Diary of Samuel Pepys 25 Reading Strategies and Skills Practice: Visualize from A Dictionary of the English Language 28 Reading Strategies and Skills Practice: Make Connections

Unit 6: Romantic Period from A Vindication of the Rights of Woman 31 Reading Strategies and Skills Practice: Take Notes The World Is Too Much with Us / Composed Upon Westminster Bridge 34 Reading Strategies and Skills Practice: Use Text Organization Kubla Khan 37 Reading Strategies and Skills Practice: Visualize

Unit 7: Victorian Era How Do I Love Thee? (Sonnet 43) 40 Reading Strategies and Skills Practice: Make Connections The Lagoon 43 Reading Strategies and Skills Practice: Visualize

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BRITISH TRADITIONiv © EMC Publishing, LLCDifferentiated Instruction for Developing Readers

Unit 8: Modern Era The Soldier / In Flanders Field 46 Reading Strategies and Skills Practice: Set Purpose The Garden-Party 49 Reading Strategies and Skills Practice: Make Connections Musée des Beaux Arts 52 Reading Strategies and Skills Practice: Use Text Organization

Unit 9: Postmodern Era Shooting an Elephant 55 Reading Strategies and Skills Practice: Set Purpose Dead Men’s Path 58 Reading Strategies and Skills Practice: Make Predictions

ANSWER KEY The Conversion of King Edwin 61 The Wife’s Lament 61 The Prologue, from The Canterbury Tales 61 from Le Morte d’Arthur 62 Speech to the Troops at Tilbury 62 The Passionate Shepherd to His Love / The Nymph’s Reply to the Shepherd 63 Macbeth, Act I 63 from Oroonoko 63 from The Diary of Samuel Pepys 64 from A Dictionary of the English Language 64 from A Vindication of the Rights of Woman 65 The World Is Too Much with Us / Composed Upon Westminster Bridge 65 Kubla Khan 66 How Do I Love Thee? (Sonnet 43) 66 The Lagoon 66 The Soldier / In Flanders Field 67 The Garden-Party 67 Musée des Beaux Arts 68 Shooting an Elephant 68 Dead Men’s Path 69

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v© EMC Publishing, LLC BRITISH TRADITIONDifferentiated Instruction for Developing Readers

INTRODUCTIONDifferentiated 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.

Guided Reading QuestionsReading comprehension questions check understanding.• Page numbers help students locate answers in the text.• Write-on lines provide note-taking opportunities.•

Reading Strategies and Skills Practice Lessons Before-reading instruction explains the application of each strategy or skill.• During-reading instruction helps students practice the strategy or skill.• After-reading questions assess students’ use of the strategy or skill.• Fix-up strategies assist students who are having trouble.•

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 readers—not 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 TRADITIONvi © EMC Publishing, LLCDifferentiated Instruction for Developing Readers

Related Program Resources

The Mirrors & Windows literature program is designed to help all students succeed. Differentiated instruction is included throughout the program to help you customize your lessons to meet the needs of all your students. You will find all the components listed below in the Lesson Plans located in the Program Planning Guide and in the E-Lesson Planner.

The • Differentiated Instruction for English Language Learners supplement provides activities that increase students’ comprehension, vocabulary, oral language development, and English language skills.Additional reading strategies and skills are introduced in the genre Reading • Models at the beginning of each unit in the Student Edition.One reading skill is defined on the Before Reading page for each Guided Reading • and Directed Reading in the Student Edition. This skill is to be applied during and after reading.You will find more information on the reading process and reading strategies • and skills instruction in the Language Arts Handbook, Section 1: Reading Strategies and Skills, in the back of the Student Edition.Vocabulary & Spelling workshops in the Student Edition cover the basics and • make sure your students can meet language arts standards.A Pronunciation Key for vowel sounds and consonant sounds is included in the • Glossary of Vocabulary Words in the back of the Student Edition.The Meeting the Standar• ds Unit Resource Books offer vocabulary development and reading skills activities for every lesson in the textbook.Exceeding the Standards: Vocabulary & Spelling• provides developmental lessons to build word study skillsThe bottom margins of the • Annotated Teacher’s Edition contain hundreds of notes addressing English language learning, developmental reading, and reading styles.Timed Reading Fluency Assessments in the • Assessment Guide offer oral fluency practice and assessment.The • Mirrors &Windows website (www.mirrorsandwindows.com) and EMC Launchpad offer additional support for English language learners and developing readers, including fluency activities to build word recognition skills, silent reading fluency, and oral reading fluency.

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1© EMC Publishing, LLC BRITISH TRADITION, UNIT 1 Differentiated Instruction for Developing Readers

Name: ____________________________________________________ Date: __________________

The Conversion of King Edwin, page 10

Guided Reading QuestionsAs you read the selection, stop at the end of each page and write the answers to the questions below.Page 11 1. How does Bede identify the Northumbrians?

Page 12 2. What reward does Edwin receive for “receiving the faith”?

3. What does Edwin do while considering whether or not to convert to Christianity?

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?

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BRITISH TRADITION, UNIT 12 © EMC Publishing, LLCDifferentiated Instruction for Developing Readers

Name: ____________________________________________________ Date: __________________

The Conversion of King Edwin, page 10

Reading Strategies and Skills Practice: Unlock Word MeaningWhen you read, you often encounter new, unfamiliar words. Various strategies can help you unlock the meaning of those words, improving your ability to understand a text.

Before Reading: Preview WordsWith a partner, review the Preview Vocabulary words in the boxes at the bottom of the pages of the selection. Read each word and then its definition. Choose a word, and have your partner use it in a sentence of his or her own. Then, have your partner choose a word for you to use in a sentence of your own. Write your words and sentences on the lines below. Continue taking turns until you have used all of the words in a sentence.

Word 1:

Word 2:

Word 3:

Word 4:

Word 5:

Word 6:

During Reading: Unlock New Words 1. Follow along in your text as your teacher reads aloud the first paragraph of the

selection. If you find an unfamiliar word, write it in the left column of the New Word Chart below. When your teacher has finished reading, review the words you listed and try to determine their meanings by using context clues. If you cannot define the word through context, try using word parts, such as roots, prefixes, or suffixes. If that does not work, look up the word in a dictionary.

Once you identify the definition of the word, write it in the second column of your chart.


3© EMC Publishing, LLC BRITISH TRADITION, UNIT 1Differentiated Instruction for Developing Readers

New Word Chart

Word Definition

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.

After Reading: Practice Using New WordsPractice using some of the new words in your own writing. Using the lines below, write your own version of the story of King Edwin’s conversion. Be sure to use at least five new words in ways that show you understand their meanings. Underline the new words in your written piece.

Fix-Up Strategy: Use Mnemonic DevicesMonitor your reading progress. If you have difficulty remembering definitions of difficult words, create mnemonic devices to help you. Mnemonic devices are ways of linking a new word to a familiar word or concept to help you recall the word and its meaning. Here are two examples:

T• emporal has to do with time, which is related to the real world.S• ecular has to do with human society.

Remember that your mnemonic devices can be visualizations or acronyms or word plays. Be as creative as possible, and work to find the device that is most effective for you.



Name: ____________________________________________________ Date: __________________

The Wife’s Lament, page 60

Guided Reading QuestionsAs you read the poem, stop at the end of each page and write the answers to the questions below.Page 66 1. What emotions does the speaker express in the beginning of the poem?

2. What does the speaker’s “lord” do? What does the speaker then do? Why?

Page 67 3. What does the man’s kinsmen plot? How does that make the speaker feel?

4. How does the speaker describe her husband?

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?



Name: ____________________________________________________ Date: __________________

The Wife’s Lament, page 60

Reading Strategies and Skills Practice: Make ConnectionsOne way of responding to a piece of writing is to make connections between what the author describes and your own life or ideas. Making these connections involves reading and considering the author’s ideas and then thinking about your own response to those ideas.

Before Reading: Make Text-to-Self ConnectionsThink about a time when you were away from home or a time when you had to deal with a difficult situation on your own. Read the Reader’s Context question on page 60 of your textbook. Write your response to the question on the lines below.

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.

During Reading: Continue Making Text-to-Self Connections 1. Listen as your teacher reads the first two stanzas of “The Wife’s Lament.” As

you read, jot down words that describe the speaker’s feelings. Imagine being in her situation, and write your own ideas about how you might respond. Record your notes and your responses in the appropriate row of the Response Chart below.

Response Chart

Section Speaker’s Feelings Your Response

Stanzas 1–2

Stanza 3



Section Speaker’s Feelings Your Response

Stanza 4

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.

After Reading: Respond to the TextReview your notes and your responses to the speaker’s situation. Think about the feelings the wife has that are similar to your own. Choose one of the following ways to write a response to the poem:

Write a brief essay about how effectively the poem evokes the feelings of • loneliness and sadness.Write a brief essay about the thoughts or ideas that could help comfort someone • in that situation.Write a poem or song reflecting similar emotions.•

Use the lines below to write your response.

Fix-Up Strategy: Use Guided Reading QuestionsMonitor your reading progress. If you are having difficulty following the selection, try using the Guided Reading Questions on page 4. These questions will help you identify main points in the selection. Each time you reach the end of a page in the text, stop and answer the Guided Reading Question. Then, reread the lines of the selection to find the answer to the question.



Name: ____________________________________________________ Date: __________________

The Prologue, from The Canterbury Tales, page 113

Guided Reading Questions

As you read the poem, stop at the end of each page noted below and write the answers to the questions.Page 115 1. Why do people go on pilgrimage to Canterbury?

Page 116 2. How does the speaker describe the knight?

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 speaker’s 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 128 8. Why are children afraid of the Summoner?

1 9. How does the speaker claim he will relate what happened on the trip? Why do you think he

makes this claim?



Name: ____________________________________________________ Date: __________________

The Prologue, from The Canterbury Tales, page 113

Reading Strategies and Skills Practice: Take Notes

Taking notes is an effective strategy to use with a complex poem, such as the Prologue to The Canterbury Tales, that has many characters. By taking notes, you record important information about each character that helps you remember the character and compare one character to another.

Before Reading: Preview the SelectionRead the Analyze Literature information on page 113 of your textbook. Think about situations in which you or others you know have used irony to describe another person. Using the lines below, define irony in your own words and describe ways that people can use irony in describing others.

During Reading: Take Notes on Characters 1. Listen as your teacher reads the beginning of the prologue and the section

about the Knight. Take notes about the Knight as you listen using the Cluster Chart below. Write characteristics of the Knight in the left oval and notes on the speaker’s attitude toward the Knight in the right oval.

Cluster Chart: Knight

Characteristics Speaker’s 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 character’s 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 speaker’s attitude toward him or her.

Cluster Chart: Character

Characteristics Speaker’s Attitude

Character:

After Reading: Discuss CharactersWith a few of your classmates, talk about the characters introduced in the prologue. Which do you think the speaker describes ironically and does not really approve of? Which do you think he has a favorable attitude toward? As you discuss your ideas about these characters, cite specific details from the text to support your opinions.

Fix-Up Strategy: Unlock Difficult WordsMonitor your reading progress. If you are struggling with the meaning of the selection, work to unlock the meaning of difficult words using the following strategies:

Begin by examining the Preview Vocabulary and the footnotes. Read each word • and its definition carefully.Record new words and their meanings on a separate piece of paper.• When you encounter other words you do not know, try using context clues to • determine meanings. If using context does not work, try using word parts to understand the words. If you still do not understand the words, use a dictionary. When you define these words, write each one and its definition on your piece of paper.



Name: ____________________________________________________ Date: __________________

from Le Morte d’Arthur, page 176


As you read the selection, stop at the end of each page and write the answers to the questions below.Page 190 1. Who is Uther Pendragon? Who is the lady Igraine?

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?



Name: ____________________________________________________ Date: __________________

from Le Morte d’Arthur, page 176

Reading Strategies and Skills Practice: Unlock Word Meaning

Older texts, such as Le Morte d’Arthur, often include unfamiliar words. Using such tools as teaching aids, context clues, word parts, and synonyms and antonyms can help you unlock the meaning of those words.

Before Reading: Preview VocabularyWith a partner, review the Preview Vocabulary words, beginning with countenance, on page 176 of your textbook. Copy the words onto the appropriate spaces below. Then, find the words in the selection and the footnotes that define them. Finally, write an original sentence using each word that shows that you understand its meaning.

Word 1:

Word 2:

Word 3:

Word 4:

Word 5:

Word 6:

During Reading: Unlock Words as You Read 1. Follow along in your text as your teacher reads the first four paragraphs aloud.

If you encounter words with which you are unfamiliar, write them in the New Vocabulary Chart like the one on the next page. Create your chart on another piece of paper. Write each word in a new row in the first column.

When your teacher has finished reading, review the words you listed and try to determine their meanings:



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

Word

Meaning Based on Context /Word Parts 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 suffixes—to determine meaning. If that strategy fails, consult a dictionary. Record the definitions.

After Reading: Write a Vocabulary QuizChoose ten new words that you learned from the selection. They could be from the vocabulary words or additional words you identified.

Write a quiz using these words. Choose from the following formats to make • your quiz: multiple choice, matching, true/false, fill in the blank, or short answer questions.When you have finished, exchange your quiz with a partner and complete your • partner’s quiz while he or she takes the quiz you created.When you finish, trade papers and work together in grading them.• Then, working with your partner, practice using the words that either of you got • wrong.

Fix-Up Strategy: Use Text OrganizationMonitor your reading progress. If you are having trouble understanding what you are reading, use the section breaks to help you understand the selection.

First, read the section summary at the beginning of each section. This will help • you understand what the section will be about.Then, pause during your reading to answer any Guided Reading Questions from • the preceding page that apply to the section.When you finish a section, write your own summary before moving on to the • next section.



Name: ____________________________________________________ Date: __________________

Speech to the Troops at Tilbury, page 238


As you read the selection, stop at the end of each page and write the answers to the questions below.Page 239 1. Why is Elizabeth warned not to appear before the army?

2. Why does she disregard these warnings?

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?



Name: ____________________________________________________ Date: __________________

Speech to the Troops at Tilbury, page 238

Reading Strategies and Skills Practice: Make Predictions

When you make predictions about a piece of nonfiction, you make guesses about what the selection might be about and what views the author might have on the subject. In political speeches like Queen Elizabeth’s Speech to the Troops at Tilbury, the speaker often has a specific purpose for making the address. By analyzing the speech, you can figure out that purpose.

Before Reading: Predict a PurposeCarefully read the Historical Context information on page 238 of your textbook to find out when and why this speech was delivered. Predict what Queen Elizabeth’s purpose might be in addressing the troops on this occasion. Write your prediction on the lines below.

During Reading: Analyze Details 1. Keep your predicted purpose in mind as you listen to your teacher read the

speech. 2. After your teacher finishes reading the speech, read it silently on your own.

As you read, use the Analyze Details Chart below to identify key details in the queen’s speech. Write the details in the left column of the chart. In the right column, explain why you think Elizabeth included the detail in her speech.

Analyze Details Chart

Details Explanation



Details Explanation

3. After reading the speech, determine what Elizabeth’s purpose was. On the lines below, identify that purpose and explain whether it matches the one you predicted before reading the speech.

After Reading: Analyze the Effectiveness of a SpeechWith a few of your classmates, discuss the effectiveness of Elizabeth’s speech. Consider how the soldiers might have reacted to her words.

Then, using the lines below, write a brief analysis of how effective you think the speech was. Explain whether you think Elizabeth’s speech would have inspired the soldiers to fight more effectively. Give reasons for your response.

Fix-Up Strategy: Ask QuestionsMonitor your reading progress. If you are having trouble identifying main ideas, ask questions as you read. Remember that Elizabeth includes the details she chose for a purpose. When you read a section, try to figure out why she mentions the specific information she does. To do so, ask these questions:

What message is Elizabeth sending about herself as a ruler?• What do the details say about the threat from Spain and Parma?• What is she communicating about her view of the soldiers and her people?•

Thinking of these questions will help you understand what Elizabeth is trying to say and how effectively she says it.



Name: ____________________________________________________ Date: __________________

The Passionate Shepherd to His Love / The Nymph’s Reply to the Shepherd, page 269


As you read the poems, stop at the end of each page and write the answers to the questions below.Page 270 1. What does the speaker want his love to do? What does he promise her in the first stanza?

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 shepherd’s 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?

6. What does the speaker say will happen to youth?



Name: ____________________________________________________ Date: __________________

The Passionate Shepherd to His Love / The Nymph’s Reply to the Shepherd, page 269

Reading Strategies and Skills Practice: Set Purpose

By setting a purpose, you give yourself a reason for reading. “The Nymph’s Reply to the Shepherd” is a response to the poem “The Passionate Shepherd to His Love.” When two poems are related in this way, one purpose you might set for your reading is to compare the way the authors treat the same subject.

Before Reading: Identify Persuasive ArgumentsRead the Literary Context information on page 269 of your textbook. As the text explains, “The Passionate Shepherd to His Love” is a plea from a shepherd to his love to come live with him. Using the lines below, describe the arguments a person could use to persuade someone to marry him or her.

During Reading: Compare Poems 1. Listen as your teacher reads the first two stanzas of “The Passionate Shepherd

to His Love” aloud. Think about how the shepherd tries to persuade his love to come join him. When your teacher finishes, write the shepherd’s arguments in the left column of the Details Chart below.

Details Chart

”Passionate Shepherd” “Nymph’s Reply”



”Passionate Shepherd” “Nymph’s 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 Nymph’s 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 speaker’s responses in the same row you used to record the shepherd’s argument.

After Reading: Analyze Effectiveness of Purpose

Analyze the speaker’s purpose in each of the two poems. Using the lines below, explain what you think the speaker’s purpose is and how effectively you think he or she met that purpose. Use details from the poems to support your ideas.

Fix-Up Strategy: Think AloudMonitor your reading progress. If you are having trouble understanding what you are reading, read each poem stanza by stanza. After reading each stanza, stop and think aloud about what you have read.

After reading each stanza of “The Passionate Shepherd to His Love,” think about • how you would respond if you were the person being addressed by the shepherd.After reading each stanza of “The Nymph’s Reply to the Shepherd,” do the same • thing, but take the position of the shepherd. What would be your reply to the nymph?



Name: ____________________________________________________ Date: __________________

Macbeth, Act I, page 340


As you read Act I of the play, stop at the end of each page noted below and write the answers to the questions.Page 343 1. What important victories did Macbeth achieve in battle? How did Duncan reward him?

Page 347 2. What do the witches call Macbeth? What do they say about Banquo’s 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 Macbeth’s 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 under’t”?

Page 356 8. Why does Macbeth say he should not kill Duncan?

Page 358 9. What plan do Macbeth and Lady Macbeth devise?



Name: ____________________________________________________ Date: __________________

Macbeth, Act I, page 340

Reading Strategies and Skills Practice: Visualize

Reading is an active process that requires you to use your imagination. By visualizing, you form mental pictures of the characters, scenes, and actions in a text. This strategy is especially effective with plays, which are meant to be performed on stage.

Before Reading: Preview the ActPreview Act I of Macbeth by reading the Build Background information on page 340 of your textbook, looking at the list of characters on page 341, and studying the artwork that accompanies the act. Begin to picture what may happen in the selection. Remember that stage directions tell you how something should be portrayed on stage. They will help you create mind pictures as you read.

During Reading: Create Mind Pictures 1. Listen to Act I, Scene i, as your teacher reads it aloud. As your teacher reads,

create mind pictures by imagining what the setting might be like. Think about the color of the sky and the temperature in the air. Consider how the landscape would look. Would you see any plants? How would they appear? Finally, think about what the three witches would look like.

Then, read the scene through on your own. Use the lines below to describe what you see and hear.

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 Setting Characters’ Appearance Characters’ Actions

Scene ii



Scene Setting Characters’ Appearance Characters’ Actions

Scene iii

Scene iv

Scene v

Scene vi

Scene vii

After Reading: Discuss Mind PicturesDiscuss your mind pictures with a small group of other students. Compare the way you visualized each scene with the way other students saw it. Talk about which mind pictures seem most suitable to the mood and tone of the play.

Using the lines below, write a paragraph discussing how much Shakespeare leaves to the imagination of the playgoer or reader and how much he specifies about characters and scenes. Support your conclusion with evidence from the play.

As you read the rest of the play, apply the same strategy of visualizing characters and scenes.

Fix-Up Strategy: Unlock Word MeaningMonitor your reading progress. Before reading the selection, study the Preview Vocabulary words. Take these steps to unlock the meaning of these words:

Read each definition in the footnotes.• Find the word in its context on the page and study how it contributes to the • meaning of the line.Then, using a separate piece of paper, write an original sentence using each • word.



Name: ____________________________________________________ Date: __________________

from Oroonoko, page 562

Guided Reading QuestionsAs you read the selection, stop at the end of each page and write the answers to the questions below.Page 562 1. How is Oroonoko received at court? Why?

2. How are Oroonoko and the English captain connected? How do they get along?

Page 563 3. How does the captain trick Oroonoko?

4. What does Oroonoko decide to do once he is held in slavery?

Page 564 5. What promise does the captain make to Oroonoko to try to persuade him to eat?

6. What does Oroonoko request in return?

Page 565 7. Why does the captain finally agree to free Oroonoko?

8. What effect does Oroonoko have on the rest of the prisoners?

Page 566 9. What happens to Oroonoko and the other captives when the ship reaches Surinam?

10. How does Oroonoko respond to this event?



Name: ____________________________________________________ Date: __________________

from Oroonoko, page 562


By taking notes as you read, you help yourself record and remember important details from a story or novel. As you read the passage from Oroonoko, take notes on the impressions you form of each character in the work. By doing so, you help yourself form judgments about the characters.

Before Reading: Review Methods of CharacterizationAuthors use both direct and indirect characterization to reveal facts about the characters in their works. Use the lines below to define both of these techniques of characterization.

Direct characterization:

Indirect characterization:

During Reading: Identify Details of Characterization 1. Listen as your teacher reads the first three paragraphs aloud. Use one of the

two Characterization Cluster Charts below to record details about Oroonoko, placing examples of direct characterization in one Cluster Chart and details showing indirect characterization in the other chart.

Direct Characterization Cluster Chart

Physical Features Personality

Oroonoko

Dress



Indirect Characterization Cluster Chart

OroonokoOroonoko’s Thoughts, Words, and Actions

Others’ Responses to Him

2. Continue reading the excerpt on your own. Keep adding notes about Oroonoko. Remember to look for direct description, examples of Oroonoko’s behavior, descriptions of his internal states, and clues about him from the reactions of other characters to him.

After Reading: Analyze the Character

Review your notes about Oroonoko. Using the lines below, write a paragraph describing whether Behn portrays Oroonoko in a sympathetic or unsympathetic way. Cite details from the text to support your evaluation. Explain why you think Behn takes this attitude toward Oroonoko. What is her purpose?

Fix-Up Strategy: Reread and SummarizeMonitor your reading progress. After you read through the selection once, write down any questions you have or anything you did not understand. Then, go back and read the selection again, paragraph by paragraph. Work with a partner to summarize each paragraph.



Name: ____________________________________________________ Date: __________________

from The Diary of Samuel Pepys, page 570


As you read the selection, stop at the end of each page and write the answers to the questions below.Page 571 1. What did Pepys think of the quality of the performance of Romeo and Juliet? What reason did he

give to explain that quality?

Page 572 2. What happened to John Wright’s maid?

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 577 7. What convinced Pepys to flee his home?

Page 578 8. What did Pepys lose track of during the fire? Why do you think this happened?



Name: ____________________________________________________ Date: __________________

from The Diary of Samuel Pepys, page 570


Reading is an active process that requires you to use your imagination. By visualizing, you form mental pictures of the characters, scenes, and actions in a text. In his diary, Samuel Pepys describes his and other’s reactions to two major disasters. By visualizing his descriptions of these scenes, you will make them come alive.

Before Reading: Imagine a SceneClose your eyes and picture in your mind the scene of a natural disaster, such as a major fire. What sights and sounds might you see? What smells would you notice? Using the lines below, jot down some sensory impressions you might have witnessing such a scene. Include suggestions of how people might respond to the disaster emotionally.

During Reading: Record Sensory Details 1. Listen as your teacher reads the first entry from Pepys’s diary aloud. Think

about the events and impressions Pepys records. Which sensory details does he record? Write these details in the Details Chart below.

Details Chart

Sight Sound Smell Taste Touch



Sight Sound Smell Taste Touch

2. Continue reading the diary on your own. As you read, record the sensory details that Pepys includes.

After Reading: Visualize a SceneHow vividly does Pepys describe his experiences? Use the lines below to describe one of the scenes that Pepys wrote about in your own words. Before you write, close your eyes and try to visualize the scene and imagine the different sensory details that you would experience if you were there. Write your description as a paragraph or as a poem.

Fix-Up Strategy: Read AloudMonitor your reading progress. If you are having difficulty applying the strategy, work with a partner to read the text aloud. Take turns with your partner reading the diary aloud by reading alternate entries.

As your partner reads, close your eyes and picture the events described. Ask • your partner to stop reading while you take notes on what you visualized.When you read aloud, allow your partner to tell you when to stop so he or she • can take notes.



Name: ____________________________________________________ Date: __________________

from A Dictionary of the English Language, page 605

Guided Reading QuestionsAs you read the selection, stop at the end of each page and write the answers to the questions below.Page 606 1. What attitude does Johnson reveal in his definition of gang?

Page 607 2. How is the definition of lexicographer ironic?

3. Why does Johnson include so many different definitions of the word nature?

4. What do you think is Johnson’s attitude toward patrons? Why?



Name: ____________________________________________________ Date: __________________

from A Dictionary of the English Language, page 605

Reading Strategies and Skills Practice: Make Connections

When you make connections with a text, you read actively and become engaged with the author’s words and ideas. One strategy for making connections is thinking about what you already know on a subject the author is addressing and then using what you know as you read.

Before Reading: Think About What You KnowUsing the lines below, write a quick definition for each of the listed words. If you do not know any of these words, look up the words in a dictionary. 1. anthology

2. gang

3. lexicographer

4. nature

5. oats

6. patron



During Reading: Use What You Know as You Read 1. Review the difference between connotation and denotation noted in the

Analyze Literature information on page 605 of your textbook. Then, read Johnson’s definition of anthology. How does Johnson’s definition differ from the definition you wrote in the Before Reading activity? Does it have a different denotation, connotation, or both? On another piece of paper, make a Comparison Chart below. Record the denotations and connotations in the chart.

Comparison Chart

Word Comparing Denotations Comparing Connotations

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.

After Reading: Apply What You LearnedChoose three of the words and write a contextual sentence based on your definition. Then, write a different sentence based on Johnson’s definition. Write the words and the sentences in the chart like the one below.

Word Sentence Using Your Definition Sentence Using Johnson’s Definition

Fix-Up Strategy: Think AloudMonitor your reading progress. If you are having trouble understanding what you are reading, work with a partner to think aloud about Johnson’s definitions. Focus on one definition at a time. You might point out differences between a standard dictionary definition and Johnson’s definition, ask questions about his purpose, or say what you learned about Johnson’s attitudes from his definitions. Use these strategies to identify the similarities and differences between your definitions and Johnson’s.



Name: ____________________________________________________ Date: __________________

from A Vindication of the Rights of Woman, page 664


As you read the selection, stop at the end of each page and write the answers to the questions below.Page 665 1. In what way, according to Wollstonecraft, does society view men and women differently?

2. How does she respond to that view?

Page 666 3. In what state of mind does Wollstonecraft say women are kept, and what is that condition

wrongly called?

4. Of what, according to Wollstonecraft, do men complain and satirize about women?

5. According to Wollstonecraft, what do women lose as they are described by Milton?

Page 667 6. What does Wollstonecraft call innocence when seen in an adult?

7. What message does Wollstonecraft say she delivers to children?



Name: ____________________________________________________ Date: __________________

from A Vindication of the Rights of Woman, page 664


Taking notes is a useful reading strategy because it helps you pay attention to the words on a page and to remember important details in a selection. With a work of persuasive writing, such a A Vindication of the Rights of Woman, taking notes helps you understand and analyze the points an author is making.

Before Reading: Identify Elements of PersuasionRead the Cultural Context information on page 664 of your textbook. In her essay, Wollstonecraft is trying to persuade readers to accept her views on the traditional role of women. Before reading the selection, think about persuasive arguments you have read or heard in the past. Use the lines below to give some examples of the kind of support that is effective in constructing a persuasive argument.

During Reading: Identify Main Ideas and Support 1. Listen as your teacher reads the first paragraph. Talk with your classmates

about the ideas Wollstonecraft presents in this paragraph. Using the Main Idea Chart below, write down her main point and the details or arguments she uses to support that point. Add boxes for more details if you need them.

Main Idea Chart: Paragraph 1

Main Idea

Support Support



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 3–4• Paragraphs 5–6• Paragraphs 7–8•

After Reading: Respond to the ArgumentReview the notes that you took on Wollstonecraft’s argument. Using the lines below, write a response to Wollstonecraft in which you offer additional reasons why women should be treated equally with men. If you think Wollstonecraft does not make her point in a convincing way, you also can critique her argument.

Fix-Up Strategy: Read Shorter ChunksMonitor your reading progress. If you are having difficulty recording the main ideas and supporting evidence, read in shorter chunks. You might read one sentence at a time, pausing after each to identify Wollstonecraft’s point. Then, after reading all the sentences in the paragraph, figure out the overall point she is making before you move on to the next paragraph. Continue applying the strategy throughout the remainder of the selection.



Name: ____________________________________________________ Date: __________________

The World Is Too Much with Us / Composed Upon Westminster Bridge, page 671


As you read the poems, stop at the end of each page and write the answers to the questions below.Page 672 1. How, according to the speaker, do we “lay waste our powers”? What do you think the speaker

means by this?

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?

5. To what is the speaker referring in these lines?

6. What does the speaker mean in saying “all that mighty heart is lying still”?



Name: ____________________________________________________ Date: __________________

The World Is Too Much with Us / Composed Upon Westminster Bridge, page 671

Reading Strategies and Skills Practice: Use Text Organization

When reading poetry, it is helpful to be familiar with the different structures in which the text of a poem may be presented or organized. These two poems by Wordsworth are Petrarchan, or Italian, sonnets, which follow a very specific poetic form.

Before Reading: Review the Organization of a SonnetA sonnet is a fourteen-line poem that follows one of a number of rhyme schemes. The Petrarchan sonnet follows the organization listed below.

It is divided into two parts, the • octave of eight lines and the sestet of six lines.The octave can be divided into two parts: the first quatrain (four-line section) • presents a theme, while the second quatrain develops it.The sestet also can be divided into two parts: a reflection on the theme and three • closing lines that unify the poem.

Keep this organization in mind as you read the poem.

During Reading: Use the Organization of a Sonnet 1. Listen as your teacher reads the first four lines of “The World Is Too Much

with Us” aloud. What theme is presented in these lines? Write the theme in the Taking Notes Chart below.

Taking Notes Chart: “The World Is Too Much with Us”

Section Notes

Lines 1–4

Lines 5–8

Lines 9–11

Lines 12–14

2. Continue reading the selection on your own. As you read lines 5–8, write down how the lines continue to develop the theme presented in lines 1–4. As you read lines 9–11, summarize the speaker’s reflections about the theme. As you read lines 12–14, take notes about the closure of the theme.



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 Notes

Lines 1–4

Lines 5–8

Lines 9–11

Lines 12–14

After Reading: Summarize the ThemesWith a partner, compare the notes you took as you read. Then, answer the following questions: What is the theme of each poem? What does the speaker of each poem want? Use the lines below to record your ideas.

“The World Is Too Much with Us”

“Composed Upon Westminster Bridge”

Fix-Up Strategy: RefocusMonitor your reading progress. If you are having trouble understanding what you are reading, focus your reading:

In the first sonnet, look for images referring to nature. Ask yourself how the • speaker seems to feel about nature. Think about what the speaker values.As you read the second sonnet, think about how those values appear in this • poem on a different subject.



Name: ____________________________________________________ Date: __________________

Kubla Khan, page 687


As you read the poem, stop at the end of each page and write the answers to the questions below.Page 688 1. How does the speaker describe the appearance of Xanadu?

2. How does the speaker describe the palace, or “pleasure dome”?

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 woman’s song?

6. What would others say about the speaker if he were to achieve his goal?



Name: ____________________________________________________ Date: __________________

Kubla Khan, page 687


Poets use language that refers to the senses to make their writing vivid and to call forth emotional responses. By visualizing the scenes they describe, you become engaged with the text.

Before Reading: Begin to Create Mind PicturesWhat images come to mind when you hear the following line: “In Xanadu Kubla Khan built a stately palace”? Close your eyes and think about the “stately palace.” What might it look like? What would a place called Xanadu look like?

Then, look at the photograph on pages 688–689 of your textbook. Is this image close to the images you created in your head? Share your ideas with the class.

During Reading: Continue Creating Mind Pictures 1. Listen as your teacher reads lines 1 through 11 of the poem. What do you

picture in your mind? What sounds would you hear in such a place? What would it smell like? What would it feel like to be there?

When your teacher finishes reading aloud, take a few moments to visualize the scene. Either write a description of your visualization on the lines provided or draw it in the box below.

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 you’ve imagined.



_____________________________________ _____________________________________

_____________________________________ _____________________________________

_____________________________________ _____________________________________

_____________________________________ _____________________________________

After Reading: Reflect on Your VisualizationWhen you have finished, share your descriptions or drawings with a small group of classmates. Compare your pictures and discuss whether you would like to go to the place described. Use the lines below to explain your response and why the palace does or does not sound appealing to you.

Fix-Up Strategy: RereadMonitor your reading progress. If you are having trouble understanding what you are reading, listen to the whole poem read aloud. Close your eyes and try to picture what you hear being described. Then, read the poem again on your own. Write down key words and phrases that help you get a sense of the place described in the poem.



Name: ____________________________________________________ Date: __________________

How Do I Love Thee? (Sonnet 43), page 788


As you read the poem, stop at the end of each page and write the answers to the questions below.Page 789 1. What is the speaker counting?

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?

5. What does the speaker look forward to in the future?



Name: ____________________________________________________ Date: __________________

How Do I Love Thee? (Sonnet 43), page 788


Lyric poems express the feelings that the speaker has for a person or an experience. Readers make connections with those feelings, thinking about how they relate to their own lives.

Before Reading: Make Text-to-World ConnectionsBegin connecting to a poem by previewing it. Read the title and look at the painting that illustrates the poem. Then, use the lines provided to answer these questions: 1. What do you think the poem will be about?

2. What kinds of love do people experience?

During Reading: Make Text-to-Self ConnectionsIn “How Do I Love Thee?” the speaker describes several different ways in which she loves the person she is addressing. As you read the poem, summarize each way that the speaker describes her love on a separate line of the Response Chart below. Then, in the right column of the chart, record your own response. A response might be to think of similar experiences or feelings you have had. A response could also note differences between your own feelings and those of the poem’s speaker. Or, you might think of additional ways to describe how one person can love another.

Response Chart

Example in Poem My Response



Example in Poem My Response

After Reading: Reflect on the PoemReview the notes you took on the poem and your responses. Then, use the lines below to write a response that uses one of the ways that the speaker describes her love. Think about one of these options for your response:

Write your own poem describing your love for a family member.• Write a paragraph explaining why you love a group or an activity you enjoy.• Write a letter to the speaker of the poem explaining how her love inspires you.•

Fix-Up Strategy: Set PurposeMonitor your reading progress. If you are having trouble making connections with the poem, set a purpose for reading. Look at the title of the poem. Ask yourself: What do I want to know about the speaker and her feelings? For instance, you might decide that your goal is to learn more about the ways that people can feel love. Then, read the poem to reach your purpose.



Name: ____________________________________________________ Date: __________________

The Lagoon, page 850


As you read the story, stop at the end of each page and write the answers to the questions below.Page 851 1. What location does the canoe reach? Why has it gone there?

Page 852 2. What is wrong with the woman? What does Tuan say might happen to her?

Page 853 3. What stirs Tuan’s thoughts as he sits by the fire?

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 Arsat’s brother want to do as they paddle away? Why doesn’t he do it?

Page 857 7. What does Arsat do when he sees the ruler’s men coming near his brother?

Page 858 8. What happens to the woman around dawn?

Page 859 9. What burden does Arsat continue to feel? What will he do?



Name: ____________________________________________________ Date: __________________

The Lagoon, page 850


In “The Lagoon” Joseph Conrad uses vivid language to evoke strong images of the scenes and actions he describes. By pausing as you read the story, you will be able to visualize these scenes in your mind.

Before Reading: Begin to Make Mind PicturesPreview the selection by reading the boxed information about Joseph Conrad on page 850, looking at the photographs that illustrate the story, and reading the quotations highlighted in the text. Begin to picture the setting. Describe your idea of the setting on the lines below.

During Reading: Make Mind Pictures as You Read 1. Listen as your teacher reads the first six paragraphs of the story aloud. As

you listen, make pictures in your head. Begin to see and hear the characters. Picture yourself in this setting observing the action of the story.

Using the first section of the Visualization Chart below, draw or describe in your own words what you see.

Visualization Chart

Section 1Passage on pages 850–851

Drawing or Description:

Section 2Passage on page(s): ________


Section 3 Passage on page(s): ________








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.

After Reading: Share Your Mind PicturesIn a small group, discuss your visualizations of the passages in the story. Describe the setting, the characters, and their actions. Compare the passages you found difficult to visualize, and discuss why you found them so. Then, share the details you used to overcome the difficulty.

Then, using the lines below, write a brief paragraph describing how Conrad’s descriptions make it possible to visualize the setting, the mood, and the actions and feelings of the characters. Refer to specific passages to support your points.

Fix-Up Strategy: Unlock Word MeaningMonitor your reading progress. If you are having trouble understanding what you are reading, try unlocking the meaning of new words with these steps:

Begin by looking at the vocabulary words defined in the footnotes throughout • the story. Read each word and its definition.Then, read the word in the sentence of the story in which it appears.• Next, write each word on another piece of paper and create your own contextual • sentence for each one.As you read, jot down other unfamiliar words in your notebook. Use context • clues or word parts to determine the meaning of these words. If you cannot determine the meanings using one of these methods, consult a dictionary.Once you have defined these words, add them to your sheet of paper and write a • sentence using each one.



Name: ____________________________________________________ Date: __________________

The Soldier / In Flanders Field, page 947


As you read the poems, stop at the end of each page and write the answers to the questions below.Page 948 1. How does the speaker wish to be remembered if he should die?

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?

4. What does the speaker ask the living to do?

5. What does the speaker say will happen if that is not done?



Name: ____________________________________________________ Date: __________________

The Soldier / In Flanders Field, page 947


When you set a purpose for reading, you give yourself something to focus on as you read. When reading two poems about a similar subject, one purpose might be to compare the ideas and attitudes of the speakers in the two poems.

Before Reading: Set a Purpose for ReadingRead the Literary Context information on page 947 of your textbook. Then, read the Literature Connection box on page 949. Next, decide on a purpose for reading the two poems. Write your purpose in the first section of the Reader’s Purpose Chart below.

During Reading: Read with a PurposeRead the first poem, “The Soldier.” After reading the poem, answer these questions: 1. What is the speaker’s attitude toward dying in battle?

2. What is the speaker’s attitude toward his country?

3. What is the speaker’s 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 Reader’s 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.

Reader’s Purpose Chart

Purpose for ReadingThe question I want to answer is:



Comments After Reading“The Soldier”

Revised Purpose After Reading “The Soldier”The question I want to answer is:

Comments After Reading“In Flanders Field”

Then, read the first poem, “In Flanders Field.” After reading the poem, answer these questions:

4. Who are the speakers in this poem?

5. What is the speakers’ attitude toward dying in battle?

Finally, think about how what you read answered your purpose. Write your response in the appropriate column of your Reader’s Purpose Chart.

After Reading: Discuss Your Purpose for ReadingWhen you finish reading, discuss what you learned from the poems with your classmates. Discuss whether having a purpose in mind helped you focus your reading. Consider whether, after finishing the poems, you have other questions for the speakers.

Fix-Up Strategy: Read AloudMonitor your reading progress. If you are having trouble understanding what you are reading, read the poems aloud. Since sentences run together between lines, try to get the meaning of the whole sentence as you read. After you have read through the poems once, try to summarize what happens and what the authors are trying to say.



Name: ____________________________________________________ Date: __________________

The Garden-Party, page 1046


As you read the story, stop at the end of each page noted below and write the answers to the questions.Page 1046 1. What does Laura believe?

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 Laura’s idea? How does her mother respond? Why?

Page 1054 7. What idea does Mrs. Sheridan have? What is Laura’s initial reaction?

Page 1055 8. Where does Laura want to go after seeing the man’s widow? Where does she end up?

Page 1056 9. What conflicting reactions does Laura have when she sees the body?



Name: ____________________________________________________ Date: __________________

The Garden-Party, page 1046


When you make connections to a story, you think about whether the concerns or actions of characters in a story set in the past are similar to the concerns or actions of people today. In making these connections, it is better not to focus on the details of the past time, such as how people dressed, but on their relationships to one another and their responses to events.

Before Reading: Make Text-to-Self ConnectionsWhat ideas come to mind when you hear the phrase “garden party”? Using the lines below, do a quick-write about your ideas. As you read, picture the characters and the scene at the garden party.

During Reading: Make Text-to-World ConnectionsAs you read the story, note your thoughts in a Connections Chart such as the one below following these steps:

Write key incidents and characters’ responses to them in the left column, along • with the page on which they occur.In the right column, record your thoughts about how those responses compare • to how people might respond to similar incidents today.If you run out of room, add to your chart on another piece of paper.•

Connections Chart

Incidents Comparison to Today



Incidents Comparison to Today

After Reading: Respond to the StoryReview your notes. Then, write a paragraph using the lines below in which you state whether you think Mansfield’s story is relevant to people’s lives today. Explain why or why not, using specifics from the story as support.

Fix-Up Strategy: RefocusMonitor your reading progress. If you are having trouble understanding what you are reading, bear in mind that the tone of this story is slightly satiric. Satire is humorous writing intended to point out errors, falsehoods, or failings in human behavior. The aim of a satirist is to help people see these failings in their own behavior or attitudes so they will change.

As you read the story, look for hints of the author’s satirical style and purpose:

Keep track of images related to the party preparation. What reaction do these • images create in the reader?Notice the attitudes of Laura’s family toward the party, working people, and the • tragedy that occurs.

Based on your reading, what do you think Mansfield is satirizing in this selection? Use the lines below to record your answer.



Name: ____________________________________________________ Date: __________________

Musée des Beaux Arts, page 1074


As you read the poem, stop at the end of each page and write the answers to the questions below.Page 1075 1. What did the Old Masters understand about suffering?

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?

4. How does the ploughman react to the fall of Icarus? Why?

5. How do the sailors on the ship react to that fall? Why?



Name: ____________________________________________________ Date: __________________

Musée des Beaux Arts, page 1074

Reading Strategies and Skills Practice: Use Text Organization

Poems are usually organized into lines and stanzas. These divisions give a poem shape and contribute to the way the poet delivers meaning. “Musée des Beaux Arts,” has only one stanza but does have distinct, though related, sections. Thinking about how those sections work together—how the poem is organized—promotes understanding of the poem.

Before Reading: Preview the SubjectRead the Literary Context information on page 1074 of your textbook. As this text explains, in “Musée des Beaux Arts,” Auden alludes to the painting Landscape with the Fall of Icarus shown on page 1075. Carefully examine the details in this painting. Using the lines below, do a quick-write about what you see and what you imagine is happening. As you read, you may wish to refer back to your notes about the painting or to the painting itself.

During Reading: Use Text Organization as You Read 1. Listen as your teacher reads the first four lines of the poem aloud. What is the

main idea that the speaker states here?

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.



Response Chart

Lines 5–13 Summary Connection to Main Idea

Lines 14–22 Summary Connection to Main Idea

After Reading: Reflect on the Poem’s OrganizationUse the lines below to identify Auden’s theme in this poem and to explain how the two parts of the poem contribute to communicating that theme.

Fix-Up Strategy: Read in Shorter ChunksMonitor your reading progress. If you are having trouble understanding the poem, try rereading it sentence by sentence. Follow these steps:

Pause after each sentence—not the end of each line—and paraphrase what you • have read.Write down your paraphrase.• After you finish the poem, read through all of your paraphrases to understand • the poem’s meaning.Then, reread the poem as a whole to see how the poet uses language to add • emotional impact to the meaning.



Name: ____________________________________________________ Date: __________________

Shooting an Elephant, page 1112


As you read the selection, stop at the end of each page and write the answers to the questions below.Page 1113 1. Why was the narrator a target of hatred?

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?



Name: ____________________________________________________ Date: __________________

Shooting an Elephant, page 1112


Setting a purpose for reading gives you a reason to read. Before you read, you preview a text to identify a question or questions you want the text to answer. Then, you read looking for those answers. Of course, you also might need to adjust your purpose as you read and learn more.

Before Reading: Identify a PurposeBegin by reading the Literary Context information on page 1112 of your textbook and answering these questions. 1. What conflict does Orwell face?

2. What do you want to learn about that conflict?

During Reading: Read with a Purpose 1. The answer you wrote to the second question is your purpose for reading.

Record it in the top section of the Reader’s Purpose Chart below. 2. Listen as your teacher reads the first two paragraphs of the essay aloud. Pay

attention to the relationship between the narrator as a British officer and the native people of Burma. Based on what you have learned, do you have a different purpose for reading? If so, record that new purpose in the second section of the chart.

Reader’s Purpose Chart

Purpose for ReadingThe question I want to answer is:

Purpose After Reading First Two ParagraphsThe question I want to answer is:



Comments After Reading Paragraphs 3–4 (up to “if it smelt the elephant”)

Comments After Reading Paragraphs 5–6 (up to “and then go home”)

Comments After Reading Paragraph 7 (up to “not to be laughed at”)

Comments After Reading Paragraphs 8–9 (up to “to get a better aim”)

Comments After Reading Paragraphs 10–13 (up to “by the afternoon”)

Comments After Reading Paragraph 14 (end)

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.

After Reading: Analyze Your Purpose for ReadingWhen you finish reading, discuss what you learned from the essay with your classmates. Did you learn what you set out to learn?

Then, on another piece of paper, write a paragraph or two explaining whether the narrator acted as you had expected him to and why or why not. Think about what the narrator says about imperialism. Do his ideas make you look at imperialism in a new way? Why or why not?

Fix-Up Strategy: Take NotesMonitor your reading progress. If you are having trouble understanding what you are reading, try taking notes on the essay. Write down the main idea in each paragraph and then record the details or arguments that the narrator uses to support that idea.



Name: ____________________________________________________ Date: __________________

Dead Men’s Path, page 1224


As you read the story, stop at the end of each page and write the answers to the questions below.Page 1224 1. Why is Michael Obi excited?

2. Why is Nancy Obi, Michael’s wife, excited?

Page 1225 3. What does Nancy Obi learn that disappoints her? Why is she disappointed?

4. What are Obi’s two aims for the school?

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?

7. What does Obi offer the priest?

Page 1227 8. What happens after the woman dies in childbirth?

9. What does the school inspector say after visiting the school?



Name: ____________________________________________________ Date: __________________

Dead Men’s Path, page 1224

Reading Strategies and Skills Practice: Make Predictions

Making predictions means guessing about what might happen next in a story or how a character might resolve a conflict. To make good predictions, you must pay careful attention to the details that the author provides for in the story.

Before Reading: Make Preliminary PredictionsBefore reading the story, read the boxed information about Chinua Achebe on page 1224 of your textbook. Then, scan the story, looking at the illustrations and the pulled-out quotations that accompany it. Think about what the title of the story might mean. Based on your preview, make at least one prediction about the story. Use the lines below to write your prediction.

During Reading: Write Down Predictions 1. As you read the story, look for details that may be important for making

predictions. Look for details about Michael Obi’s character and his feelings about education, modern life, and tradition. You can also look for details about the way the villagers live.

Record the details you notice in the left column of the Prediction Chart below. Then, make a prediction about what might happen in the story based on each detail. Write your prediction in the second column and the reason for it in the third column.

Prediction Chart

Detail Prediction Reason



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.

After Reading: Think About Your PredictionsAfter you finish the story, go through your list of predictions. Put a star next to every prediction that you were right about. Put a check next to each prediction that represents a change from an earlier one. Then, answer these questions: 1. Was it easier to make predictions earlier or later in the story? Why?

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?

Fix-Up Strategy: Answer Guided Reading QuestionsMonitor your reading progress. If you are having trouble making predictions, try to answer the Guided Reading Questions on page 58 of this booklet. These questions will help you identify some of the key ideas or events in the story. Then, think about what might happen next as a result of these ideas or events. Use those thoughts as your predictions.


61© EMC Publishing, LLC BRITISH TRADITIONDifferentiated Instructions for Developing Readers

The Conversion of King EdwinGuided 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 king’s 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 Anglo-Saxons know nothing.

Reading Strategies and Skills Practice: Unlock Word MeaningBefore Reading: Preview WordsResponses will vary, but students’ sentences should reflect the meaning of the words.

During Reading: Unlock New WordsResponses will vary depending on the words that students identify.

After Reading: Practice Using New WordsResponses will vary, but students’ accounts of Edwin’s conversion should reflect the details in Bede’s account, and their use of new words should accurately reflect the meaning of those words.

The Wife’s LamentGuided Reading Questions 1. The speaker expresses sorrow and grief. 2. The speaker’s lord goes off to sea. The speaker

leaves to find him so she can serve him. 3. The man’s kinsmen plot to keep them apart, which

makes the speaker feel lonely.

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.

Reading Strategies and Skills Practice: Make ConnectionsBefore Reading: Make Text-to-Self ConnectionsStudents’ responses will vary.

During Reading: Continue Making Text-to-Self ConnectionsDetails that students note and their responses to those details will vary.

After Reading: Respond to the TextResponses will vary.

The Prologue, from The Canterbury TalesGuided Reading Questions 1. People go on pilgrimage to Canterbury to seek the

help of the “blissful martyr” when they are sick. 2. The speaker describes the knight as a Christian

knight full of grace who has been in many battles and always has been honored.

3. Possible response: The nun does not seem very religious because she is most concerned with appearance, fashion, and manners; the speaker says nothing about her talking about religious ideas or feelings.

4. The monk is more interested in hunting and riding than in staying in the cloister.

5. Possible response: Based on the description, the merchant tries to impress others with his wealth and his importance.

6. The lawyer seems to be someone to honor because his sayings sound wise. Possible response: The speaker probably does not really believe that but is speaking ironically.

7. Possible response: The speaker thinks the Parson is devout, learned, and helpful to the poor. There does not seem to be irony in his description of this character.

8. Children are afraid of the Summoner because of his bright red face covered with pimples.

9. The speaker claims that he will relate everything truthfully and tell exactly what people said.

ANSWER KEY

grade12_DR_AK.indd 61grade12_DR_AK.indd 61 5/3/2009 9:09:40 AM5/3/2009 9:09:40 AM

BRITISH TRADITION62 © EMC Publishing, LLCDifferentiated Instructions for Developing Readers

Possible response: He makes this claim to try to win the reader’s trust.

Reading Strategies and Skills Practice: Take NotesBefore Reading: Preview the SelectionResponses will vary, but students should provide an accurate definition of irony and give some examples of ways that irony can be used in describing people.

During Reading: Take Notes on CharactersKnight: Characteristics—Distinguished, chivalrous, truthful, honest, generous, courteous, participant in many battles and good fighter, honored by others, modest. Speaker’s Attitude—Favorable, calling him “a perfect gentle knight.”For other characters, responses will vary depending on which characters students choose.

After Reading: Discuss CharactersResponses will vary, but students should support their evaluations with evidence from the text.

from Le Morte d’ArthurGuided Reading Questions 1. Uther Pendragon is the king of England. Igraine

is the wife of the Duke of Tintagel, who is warring against Uther Pendragon.

2. Merlin promises to help Uther Pendragon win his desire, which is to lie with the lady Igraine. Merlin wants a favor in return.

3. The duke is killed, after which Uther Pendragon pretends to be the duke and lies with the lady Igraine.

4. The lady Igraine is relieved that Uther Pendragon is really the father of the child.

5. As his favor, Merlin receives control of raising Arthur.

6. A king is lacking after Uther Pendragon’s death, and that causes trouble in the land as different lords try to gain control of the kingdom.

7. Someone has to pull the sword out of the anvil and the stone to prove he is worthy of being king. Arthur does it.

8. The barons are angered and upset that Arthur is destined to be king, and they try to put off the event.

9. The common people insist on Arthur’s becoming king, and all the barons finally agree.

Reading Strategies and Skills Practice: Unlock Word MeaningBefore Reading: Preview VocabularyStudents’ sentences should reflect the correct meaning of each word.

During Reading: Unlock Words as You ReadResponses will vary depending on the words that students identify.

After Reading: Write a Vocabulary QuizMonitor students’ quizzes to ensure that they have defined the words correctly.

Speech to the Troops at TilburyGuided Reading Questions 1. Elizabeth is warned not to appear before the army

because her advisors fear someone may attack her. 2. She disregards these warnings because she has faith

in her people’s loyalty. 3. To overcome possible concerns that she is weak

because she is a woman, Elizabeth says that she has the “heart and stomach” of a king.

4. Elizabeth says that her soldiers have earned rewards and money.

5. Elizabeth calls the armies of Spain and Parma the enemies of God, her kingdom, and her people.

Reading Strategies and Skills Practice: Make PredictionsBefore Reading: Predict a PurposeResponses will vary, but students are likely to predict that the queen’s purpose would be to motivate her troops to fight against the invading armies.

During Reading: Analyze Details 2. Possible responses: Detail 1: Advisors warned Elizabeth to stay away,

but she came to address the troops. Explanation: Her trust in the soldiers’ loyalty will instill a desire in them to fight for her.

Detail 2: Elizabeth claims to have the heart and stomach of a king. Explanation: Her claim to be strong inspires the troops to be strong.

Detail 3: Elizabeth says she will fight if she has to. Explanation: Her willingness to fight will spur soldiers to fight hard for her.

Detail 4: Elizabeth says the troops have already earned rewards that she will pay to them soon. Explanation: The promise of rewards will make them feel they are valued and willing to fight harder.

Detail 5: Elizabeth praises her general. Explanation: Her praise will make troops willing to follow the general’s orders.

3. Responses will vary, but students should compare the purpose they identify to the one they predicted.

After Reading: Analyze the Effectiveness of a SpeechResponses will vary but should be supported by reasons.



The Passionate Shepherd to His Love / The Nymph’s 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 shepherd’s 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.

Reading Strategies and Skills Practice:Set PurposeBefore Reading: Identify Persuasive ArgumentsResponses will vary.

During Reading: Compare PoemsStudents should note that the nymph rejects the arguments of the shepherd by saying that all the fine or beautiful things he offers will age or turn rotten or fade from beauty.

After Reading: Analyze Effectiveness of PurposeResponses will vary depending on how effective students think each speaker is, but students’ positions should be supported by details from the poems.

Macbeth, Act IGuided 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.

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 Duncan’s 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.

Reading Strategies and Skills Practice: VisualizeDuring Reading: Create Mind PicturesResponses will vary depending on the mind pictures that students create, but their mind pictures should reflect the details stated in the stage directions, the facts known about the characters, and the dark and sinister mood of the play.

After Reading: Discuss Mind PicturesResponses will vary depending on how students view the question but should be supported by evidence.

Fix-Up Strategy: Unlock Word MeaningStudents’ original sentences will vary but should reflect the meaning of each word.

from OroonokoGuided 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 other’s 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.



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.

Reading Strategies and Skills Practice: Take NotesBefore Reading: Review Methods of CharacterizationDirect characterization shows the physical features, dress, and personality the characters display.Indirect characterization shows what characters say, do, or think and what other characters say or think about them.

During Reading: Identify Details of CharacterizationDetails will vary.

After Reading: Analyze the CharacterResponses will vary, but students should perceive that Behn portrays Oroonoko sympathetically, which emphasizes her criticism of the cruelty and immorality of slavery.

from The Diary of Samuel PepysGuided Reading Questions 1. Pepys thought the quality of the performance was

poor, because it was the first performance and the actors were not completely prepared.

2. John Wright’s maid fell ill, and they thought she had the plague. They put her in a shack and she ran away. When she was found again, she was placed in a special coach to be carried to a home full of people sick with the plague.

3. The king and queen left Salisbury for Milton because someone in Salisbury apparently came down with the plague and they wanted to be away from the danger of catching it.

4. At three in the morning, Jane told Pepys and others about the great fire then taking place in London.

5. The king told Pepys to instruct the Lord Mayor to pull down houses in the path of the fire to prevent it from spreading farther.

6. People were moving their goods to try to preserve them from the fire, but as the fire spread, they had to move them again.

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.

Reading Strategies and Skills Practice: VisualizeBefore Reading: Imagine a SceneResponses will vary.

During Reading: Record Sensory DetailsSome sample responses:Sight: Performance of the play; houses marked with red crosses; the coach carrying sick people; details about the fireSound: Cry of the coachman; the terrible sound of the fire burning up housesSmell: Smells of the ill people; tobacco that Pepys takes; smell of the burning fireTaste: Various meals that Pepys eats; the bread he buysTouch: Heat from the fire; the feeling of burning feet when walking through the town

After Reading: Visualize a SceneResponses will vary depending on which scenes students visualize, but their product should include sensory details and reflect the details in Pepys’s diary.

from A Dictionary of the English LanguageGuided Reading Questions 1. In his definition of gang, Johnson reveals strong

disapproval of gangs. 2. The definition of lexicographer is ironic because

Johnson says that dictionary makers are drudges—people who do tedious work—but he is one himself.

3. Johnson includes many different definitions of nature because the word has many different meanings.

4. Johnson has a very negative attitude toward patrons since he says they act insolently toward the people they are supposed to protect and accept flattery in return; both of those behaviors are undesirable ones.

Reading Strategies and Skills Practice: Make ConnectionsBefore Reading: Think About What You KnowStudents’ definitions will vary but should reflect at least one meaning of each of the words.

During Reading: Use What You Know as You ReadResponses will vary depending on students’ definitions, but they should note the strong connotations in several



of Johnson’s definitions, which are likely to be absent in their own.

After Reading: Apply What You LearnedResponses will vary, but students’ sentences should reflect the distinct denotations and connotations of their definitions and of Johnson’s versions.

from A Vindication of the Rights of Woman

Guided Reading Questions 1. Wollstonecraft says that society believes that

women, unlike men, cannot achieve real virtue. 2. She says that Providence, or God, has established

only one way for all mankind to achieve virtue. 3. Wollstonecraft says that women are kept in a state

of ignorance that is wrongly called innocence. 4. Wollstonecraft says that men complain about

women’s foolishness and whims and they satirize their passions and vices.

5. According to Wollstonecraft, Milton’s view of women deprives them of their souls.

6. Wollstonecraft says that in an adult, innocence is really weakness.

7. Wollstonecraft says that she tells children they should be guided by her, an adult, when they are young, but as they gain in maturity, they should rely on their own ability to think and on God.

Reading Strategies and Skills Practice: Take NotesBefore Reading: Identify Elements of PersuasionPossible responses: Effective support for a persuasive argument includes statistics and facts, appeals to common sense or commonly accepted values, strong reasoning, and, in some cases, the ideas or opinions of experts.

During Reading: Identify Main Ideas and Support 1. Possible response: Main Idea: Women, like men,

can attain virtue. Support: If women have souls, they can achieve virtuous behavior. Men say that women cannot achieve virtue, but that argument is based on their need to excuse their tyranny over women.

2. Possible responses: Paragraph 2: Main Idea: Women are kept in

ignorance and criticized for it. Support: Women are taught to behave in certain ways to gain men’s protection. Men criticize women for behaving as they are taught to behave.

Paragraphs 3–4: Main Idea: Men deny women a soul and treat them unfairly by requiring them to act like children. Support: Milton says that women were formed only for grace and beauty, which denies them a soul. Bacon says that man is just an animal if he does not show the spirit of God.

Paragraphs 5–6: 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 7–8: 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 God’s will.

After Reading: Respond to the ArgumentResponses will vary.

The World Is Too Much with Us / Composed Upon Westminster Bridge

Guided Reading Questions 1. According to the speaker, we lay waste our powers

by “getting and spending.” Possible response: The speaker is saying that concern over material things saps us of our spiritual power.

2. People don’t respond at all to the sea or the wind, according to the speaker; they are “out of tune.” This is a problem because people have lost all contact with nature and are no longer moved by it.

3. Possible response: These figures represent the power of nature, which is desirable to the speaker because that power is more important to him than the material emphasis of society.

4. In the first three lines, the speaker’s attitude is that what he is looking at is majestic and beautiful.

5. The speaker is referring to the city of London in the morning.

6. The poem is written in the early morning; the speaker means that the people of the city have not yet arisen and begun the bustling activity of the day.

Reading Strategies and Skills Practice: Use Text OrganizationDuring Reading: Use the Organization of a Sonnet1– 2. Possible responses: Lines 1–4: Modern society,

based on “getting and spending,” has cost people their spiritual power and cut them off from nature. Lines 5–8: People are not moved by the powerful forces of nature, such as the sea and the wind. Lines 9–11: The speaker would rather be a pagan, a non-Christian, than live this way. Lines 12–14: If he were, he would be happy even if he had only glimpses of natural forces.

3. Possible responses: Lines 1–4: The city at dawn is beautiful and so moving that anyone can feel it. Lines 5–8: Towers and the masts of ships shine in



the clear dawn sky. Lines 9–11: This beauty, more powerful than that felt in nature, brings a sense of calm. Lines 12–14: The city has a stillness but also the power of a mighty heart formed of thousands of people.

After Reading: Summarize the ThemesPossible responses:“The World Is Too Much with Us”: The theme is that modern society has taken away people’s spirits and ability to be touched by and be in tune with nature. The speaker wants to recapture that ability to experience the power of nature.“Composed Upon Westminster Bridge”: The theme is that the city at dawn is beautiful and moving. The speaker wants simply to portray how majestic and beautiful the city looks at that time.

Kubla KhanGuided 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 woman’s 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.

Reading Strategies and Skills Practice: VisualizeDuring Reading: Continue Creating Mind PicturesStudents’ responses will vary but should reflect the details in the poem.

After Reading: Reflect on Your VisualizationResponses will vary, but students should give reasons for their responses.

How Do I Love Thee? (Sonnet 43)Guided Reading Questions 1. The speaker is counting the ways that she loves

another person.

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.

Reading Strategies and Skills Practice: Make ConnectionsBefore Reading: Make Text-to-World ConnectionsPossible responses: 1. The speaker in the poem will try to describe the

ways in which she loves another person. 2. People feel many kinds of love, including romantic

love, love for a parent or child, love for another close member of the family, love for a friend, and love of country, among others.

During Reading: Make Text-to-Self ConnectionsStudents should note the following descriptions the speaker gives of her love: (1) to the full extent her soul can reach; (2) to the needs she feels at all times every day; (3) freely, and in the spirit of trying to live morally; (4) purely, in the spirit of humility; (5) with the same passion that she felt grief and innocence and with which she felt faith as a child; (6) in a holy way, as she had once loved the saints; (7) with all the emotions of life; and (8) eventually, with the eternal love they will experience in heaven. Students’ responses will vary depending on how they relate to these ideas and emotions.

After Reading: Reflect on the PoemResponses will vary.

The LagoonGuided Reading Questions 1. The canoe reaches Arsat’s 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. Tuan’s thoughts are stirred by the sense of nearby

death.



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. Arsat’s brother wants to shout a challenge to the ruler’s 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 ruler’s men.

Reading Strategies and Skills Practice: VisualizeBefore Reading: Begin to Make Mind PicturesResponses will vary, but students should recognize that the story will be set on an island or coastal area near a tropical region.

During Reading: Make Mind Pictures as You ReadStudents’ drawings and descriptions will vary, but they should capture the setting and mood of the story.

After Reading: Share Your Mind PicturesResponses will vary, but students should note that Conrad’s vivid language and precise descriptions make it possible to visualize the setting and characters and to establish a mood of quiet and foreboding that matches the emotions of Arsat.

Fix-Up Strategy: Unlock Word MeaningStudents’ sentences should accurately reflect the meaning of each word.

The Soldier / In Flanders FieldGuided Reading Questions 1. The speaker wishes to be remembered as a son of

England, someone raised and shaped by growing up in England.

2. The speaker will give those thoughts back from his place as “a pulse in the Eternal mind.”

3. The poppies grow in Flanders field between rows of crosses, which represent the burial places of soldiers killed in war.

4. The speaker asks the living to continue the fight against the enemy.

5. The speaker says that if the living do not do so, the dead will not sleep, or fully rest.

Reading Strategies and Skills Practice:Set PurposeDuring Reading: Read with a PurposeResponses will vary depending on the purpose that students set for reading the two poems and their responses to the poems.Possible answers to the questions: 1. The speaker does not seem to fear dying in battle.

He seems to accept that it may well happen and does not express regrets over missing loved ones or the pleasures of life.

2. The speaker views his country favorably, emphasizing all the pleasant experiences and feelings he enjoyed growing up in England.

3. The speaker seems to view his own life as unimportant—he tells the reader to remember him only as a representative of English life, not as a specific person.

4. The speakers in “In Flanders Field” are all the dead. 5. Their attitude seems to be that their deaths will not

be restful—perhaps meaning that their deaths will have been in vain—unless the living continue the fight.

The Garden-PartyGuided 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 Laura’s 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 family’s 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 happy—that the problems of



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.

Reading Strategies and Skills Practice: Make ConnectionsBefore Reading: Make Text-to-Self ConnectionsResponses will vary, but they are likely to suggest that garden parties are fun, enjoyable, outdoor events.

During Reading: Make Text-to-World ConnectionsStudents might note incidents such as Laura’s responses to the workers who bring the marquee, various events showing the self-absorption of the children, Jose’s flattery of the cook, the reactions to the man’s death, Laura’s distraction from her sadness by the pretty hat and the party, Mrs. Sheridan’s idea of how to help the widow and her family, and Laura’s visit to the victim’s home. Their comparisons to today will vary depending on their perspective on the universality of the characters’ responses.

After Reading: Respond to the StoryResponses will vary, but students might note that people today do not always recognize the common humanity, or the different perspectives, of people who belong to different groups or live in different ways.

Fix-Up Strategy: RefocusPossible response: Mansfield is satirizing the British upper classes of her time and their disregard for people below their station, but in doing so she points to the human failings still seen today, as people ignore or forget the concerns shared by all humans, even if they live different kinds of lives.

Musée de Beaux ArtsGuided Reading Questions 1. The Old Masters understood that the suffering

of an individual human takes place while other people are following their normal lives, paying no attention to the person who suffers.

2. The different reactions of the “aged” and the “children” point out that each person has his or her own concerns and interests, which do not necessarily mesh with those of other people.

3. People might view martyrdom as heroic because someone being killed for religious or political reasons remains firm in his or her beliefs despite the ultimate punishment. The speaker changes the meaning of martyrdom by making it unnoticed—something that happens in “a corner” that is “untidy” where animals are found.

4. The ploughman reacts with unconcern because the fall of Icarus is unimportant to him.

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.

Reading Strategies and Skills Practice: Use Text OrganizationBefore Reading: Preview the SubjectResponses will vary, but students should note the key details of the farmer plowing his field and the ship on the sea. The title and the explanation of the Icarus myth in the text should lead them to spot the image of the fallen Icarus below and to the right of the larger ship.

During Reading: Use Text Organization as You Read 1. The Old Masters are right to see that human

suffering takes place while other people are getting on with their lives.

2. Lines 5–13: Summary: While old people await a birth, children are off playing. While a martyr is being killed, the death takes place in a corner where animals take care of their own needs, heedless of the martyr’s suffering. Connection to Main Idea: Two imaginary examples of the main idea.

Lines 14–22: Summary: The ploughman plows his fields without paying any attention to Icarus’s fall because that event means nothing to him. The ship sails past the figure of the fallen boy because the sailors have someplace to get to. Connection to Main Idea: Two examples of details from the painting that support the main idea.

After Reading: Reflect on the Poem’s OrganizationIn the first section of the poem (lines 1–4), the speaker states the theme, which is that suffering takes place while others go about their lives. In the other two sections of the poem, the speaker gives two imaginary examples (lines 5–13) and describes two details from Brueghel’s painting (lines 14–22) to support that theme.

Shooting an ElephantGuided Reading Questions 1. The narrator was a target of hatred because anti-

European 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 problem—an elephant was attacking the marketplace and causing damage.



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 exciting—fun—to 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 don’t have freedom of will but must act in certain ways because they are forced to do so by the people they rule—they 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.

Reading Strategies and Skills Practice: Set PurposeBefore Reading: Identify a Purpose 1. The conflict is that Orwell must choose between

doing what he thinks is right and doing what others expect him to do as a representative of the British imperial government.

2. Possible response: Students might say that they want to learn how Orwell resolved this conflict and his reasons for doing what he did.

During Reading: Read with a PurposeResponses will vary depending on the purpose that students originally set and whether they changed that purpose as they read.

After Reading: Analyze Your Purpose for ReadingResponses will vary, but students are likely to say that they did not expect the narrator to kill the elephant simply to avoid being laughed at and that Orwell’s thoughts on imperialism challenged their original assumptions.

Dead Men’s PathGuided Reading Questions 1. Michael Obi is excited because he is a young man,

an educator, who’s been appointed to run a school, and he has many ideas about how to improve education that he wants to put in place.

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. Obi’s 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 school’s 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.

Reading Strategies and Skills Practice: Make PredictionsBefore Reading: Make Preliminary PredictionsResponses will vary, but students might say that there will be conflict at a school between people who want to use a path that has traditionally been important to them and others who want to stop them.

During Reading: Write Down PredictionsResponses will vary depending on what details students note and what predictions they make as a result.

After Reading: Think About Your Predictions 1. Possible response: It was easier to make predictions

later in the story because more information was available.

2. Possible response: The initial paragraphs of the story made it clear that there would be conflict between Obi and people with traditional ways of thinking. The emphasis on the garden made it likely that the conflict would focus on it. The priest’s meeting with Obi made it likely that something serious would happen to disturb the villagers and that they would restore the path, even if it meant disturbing the school.

3. Responses will vary depending on how students interpreted the story and its details.


00i-070_Gr_DR

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