British Tradition, Vol 1 (Exercice Book) PDF

British
Tradition
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Exceeding the Standards: Extension Activities, British Tradition
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Contents
Introduction
v
Unit 1
from Beowulf, Anonymous, Verse Translated by Burton Raffel, Collaborative Learning: 1
Prologue Translated by Robin Lamb Compare Cultures
The Seafarer, Anonymous, Translated by Burton Raffel / The Media Literacy: Analyze Film
Wife’s Lament, Anonymous, Translated by Marcelle Thiébaux Portrayals 3
Unit 2
from Bonny Barbara Allan / Lord Randall, Anonymous Lifelong Learning: Conduct 4
an Interview
from Le Morte d’Arthur, Sir Thomas Malory Critical Literacy: Create a 6
Map of Arthur’s Britain
Unit 3
Speech to the Troops at Tilbury, Queen Elizabeth I Media Literacy: 7
Compare Speeches
Song (“Go and catch a falling star”) / Meditation 17 Collaborative Learning: 8
(“Perchance he for whom this bell tolls”), from Devotions Ask the Author
Upon Emergent Occasions, John Donne
Unit 4
The Tragedy of Macbeth, Act II, William Shakespeare Lifelong Learning: Research 9
the Effects of an Assassination
from The Tragical History of Doctor Faustus, Critical Literacy: Compare 10
Christopher Marlowe Soul-Selling Themes
Unit 5
from The Pilgrim’s Progress, John Bunyan Collaborative Learning: 11
Create a Board Game
from Gulliver’s Travels / A Modest Proposal, Jonathan Swift Lifelong Learning: Write a 12
Problem/ Solution Essay
Unit 6
London, William Blake Media Literacy: 14
Compile an Anthology
Ozymandias / Ode to the West Wind / Critical Literacy: 15
To a Skylark, Percy Bysshe Shelley Analyze Themes
Unit 7
The Darkling Thrush, Thomas Hardy Critical Literacy: 17
Conduct Literary Criticism
The Mark of the Beast, Rudyard Kipling Media Literacy: Create a 18
Public Health Brochure
Unit 8
The Soldier, Rupert Brooke Collaborative Learning: 20
Compile a Poetry Booklet
The Second Coming / Sailing to Byzantium, William Butler Yeats Lifelong Learning: 21
Unit 9 Develop a Résumé
B. Wordsworth, V. S. Naipaul Media Literacy: Create a Poster 22
Telephone Conversation, Wole Soyinka / from Midsummer Lifelong Learning: 23
XXIII, Derek Walcott Present an Oral Report
Answer Key 25
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Introduction
Exceeding the Standards: Extension Activities provides additional instruction to
help students complete selected Extend Understanding (Grades 6–8) and Extend
the Text (Grades 9–12) assignments from their Mirrors & Windows: Connecting
with Literature textbook. The lessons in this supplement offer background,
research suggestions, graphic organizers, tips for preparing presentations, and
other useful information to guide students through the assignments from the
textbook. Answers to concrete questions plus additional evaluation tools are
supplied in the Answer Key at the back of the book.
The extension activities in the Mirrors & Windows program are designed to
engage students in multiple literacies (reading, writing, speaking, and listening),
in keeping with the IRA/NCTE Standards for English Language Arts. Four types
of activities are presented: Collaborative Learning, Critical Literacy, Lifelong
Learning, and Media Literacy.
Collaborative learning is an instructional approach in which students are
organized into groups to complete a common task. As students determine and
monitor the contributions of each group member, they encounter opportunities
for meaningful communication and social interaction. Often, group members are
assigned specific roles, and completing the project depends on everyone working
together as they tackle a rich, challenging, or puzzling aspect of the literature
selection they have read. In Collaborative Learning activities, students might role-
play what life would have been like for Romeo and Juliet if they had lived to middle
age (considering Maxine Kumin’s poem “Purgatory”), speculate how to apply a
writer’s argument to a new situation, or sketch out exactly where Anne Frank’s
room was in the secret annex to better understand her living conditions.
Critical literacy is the ability to analyze a text (written, oral, or visual) in terms
of its content, meaning, form, author, purpose, and credibility and to explore the
relationship between text, author, and reader. Readers are encouraged to question
and discuss the text and to consider not only what the author has included, but
also what he or she has left out. Critical Literacy activities require a deep reading
of the text, as when students explore allusions in Martin Luther King Jr.’s “I Have a
Dream” speech or when they prepare to interview a minor character in a short story
to gain a different perspective.
Lifelong learning is the concept that learning occurs across a life span and that
literate, educated people build a body of knowledge about the world in which they
live. In Lifelong Learning activities, students apply study and research skills to
real-world situations. They might use the Internet for research or interview family
members to collect oral histories. Students demonstrate lifelong learning when they
research Hispanic Americans who received the Medal of Honor in the Korean War
and create a classroom “Wall of Honor” for those heroes.
Media literacy is the ability to access, evaluate, comprehend, and produce a
variety of media texts. Media Literacy activities help students build discernment
skills as they evaluate media messages and analyze how those messages affect their
own thinking. In these activities, students might conduct a TV–talk show–style
interview with a character from a literature selection, analyze a magazine article
related to a literature selection, or summarize information from the Internet about
a controversial topic related to a literature selection.
iv BRITISH TRADITION Exceeding the Standards: Extension Activities © EMC Publishing, LLC
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Name: ____________________________________________________ Date: __________________
from Beowulf, page 23
COLLABORATIVE LEARNING
Compare Cultures
This lesson supports the Collaborative Learning assignment on page 54
of your textbook.
Get Started
Boasts are common in ancient epics like Beowulf, Homer’s The Iliad,
and the Indian Ramayana. In contemporary culture in the United States,
such ringing declarations of personal achievement and worth might be
considered egocentric, selfish, and rude. At times, however, boasting is
expected or even encouraged. Think, for example, of cheers like “We are
number one!”—meant to stir up emotions and encourage a football or
basketball team to push harder for victory.
For this assignment, you will work in a small group to compare and
contrast the concept of boasting in Beowulf and in contemporary culture.
You will use a dictionary to analyze the definition of the word boast, and
complete a Compare-and-Contrast Chart to analyze boasting references
in Beowulf and in contemporary culture. After summarizing your
findings, you will participate in a class discussion to share what you
have learned.
Define the Concept

For more on definitions,
Use an online or print dictionary to define the word boast before you parts of speech, and
start your analysis. Note that boast can be a noun or a verb and that its etymology in a dictionary
definitions have evolved over the centuries. Also trace the etymology entry, see Language Arts
(history) of the word, using a reference such as The Oxford English Handbook 2.3, Using a
Dictionary. Fill in the definition and etymology box below. Dictionary, in your textbook.
Definitions for boast
boast (as a verb):
boast (as a noun):
Etymology and usage examples:
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Analyze the Concept
Use your working definition of boast to complete a Compare-and-
Contrast Chart for boasting in Beowulf and in contemporary culture. Use
the example below as a model for your own chart. Begin by rereading
Beowulf, looking for references to boasting. Cite the reference by canto
and line number, identify who boasts and why (the context), and work as a
group to note your reactions. Is the boast justified? Does it serve a purpose
or cause harm?
Compare-and-Contrast Chart
Beowulf Canto and Line Number Who Boasts, and Why Group Notes and Reactions
Canto 1, lines 15–29 Hrothgar resolves to build a hall Here boast seems to mean an
higher than anything ever built and ambitious goal that leads to an
this “boast comes true” impressive achievement.
Purpose and value of boasting in Beowulf:
Next, work as a group to find examples of boasting in today’s

culture. Summarize these incidents in a Compare-and-Contrast Chart, as
you did for Beowulf.
Finally, compare the information in both charts and write a
summary statement that answers the following questions: What are the
differences and similarities in how boasting is regarded in Beowulf’s time
and today? How, if at all, has the concept changed?
Summary Statement:
Share Your Findings

Appoint one member of your group as spokesperson to share your For more on working
findings with the class. After each group has reported its conclusions, in a small group, see
work to develop a consensus statement that synthesizes, or brings Language Arts Handbook 7.3,
together, the findings of the class as a whole. Collaborative Learning
and Communication, in
your textbook.
2 BRITISH TRADITION, UNIT 1 Exceeding the Standards: Extension Activities © EMC Publishing, LLC

Name: ____________________________________________________ Date: __________________
The Seafarer / The Wife’s Lament, page 60
MEDIA LITERACY
Analyze Film Portrayals
This lesson supports the Media Literacy activity on page 69 of
your textbook.
This lesson asks you to analyze stereotypes about sailors and fishers
in films. Begin by consulting a dictionary for a definition of the term
stereotyping. Then brainstorm a list of stereotypical characteristics for
sailors and fishers. Next, consider films that portray people who live and
work on the sea, and choose one to watch.
Review page 1297 of
Gather Information the Literary Terms Handbook
in your textbook for a
View the film you have selected. As you watch, take notes about the main reminder of how a character
characters. Who is the protagonist and who is the antagonist? What are is constructed in a literary
they like? Record your impressions on a copy of the following chart. Use work. Also review the terms
your brainstormed list of stereotypical characteristics to help you decide protagonist (page 1305) and
whether each portrayal is stereotypical or fresh. antagonist (page 1296).
Compare-and-Contrast Chart for Film Characters

Protagonist Antagonist
Title of Film (year Stereotypical Stereotypical
released) Predominant Predominant
(S) or Fresh (F) (S) or Fresh (F)
Character Traits Character Traits
Portrayal? Portrayal?
Analyze and Present Your Findings

After filling in your chart, write a short summary of your findings.
Answer the questions below to guide your writing. When you are
finished, present your summary to the class.
1. To what degree did the film use stereotypical characters?
2. Did the degree of stereotyping differ for protagonists versus For information about
antagonists? using a dictionary, see
Language Arts Handbook 2.3,
3. How did the use of stereotyping affect your impression of each
Using a Dictionary, in
character? (For example, did the stereotyping simply provide
your textbook.
entertainment or comfortable predictability, or did it have a deeper
effect on your impression of the character?)
4. What did you find most interesting about the protagonist? about
the antagonist? Explain if and how stereotyping infuenced
your answers.

Name: ____________________________________________________ Date: __________________
Bonny Barbara Allan / Lord Randall, page 101
LIFELONG LEARNING
Conduct an Interview
This lesson supports the Lifelong Learning activity on page 110 of your
textbook.
This lesson asks you to work with a partner to present an interview
between a reporter and a medieval troubadour, exploring the role of
mothers in medieval ballads. To begin, read the anonymous ballads
“Bonny Barbara Allan” and “Lord Randall” in your textbook. Then, with
your partner, discuss your initial ideas on the topic, jotting down notes as
you talk. Address these questions in your discussion: What are the roles
of mothers in the ballads you have read? How are they portrayed, and
why do you think they are portrayed this way?
Research the Topic

With your partner, use the library or Internet to research the topic. Social
For information on
class was a significant aspect of medieval society, and a mother’s life
documenting your research
and role were greatly affected by the class to which she belonged. The
sources, see Language Arts
chart below is divided into three medieval social classes. Copy the chart
Handbook 5.6, Documenting
onto a separate piece of paper and use it to guide your research on the Sources, in your textbook.
different categories listed in the chart. Document your sources and save
all research notes to turn in to your instructor.
Roles of Mothers in Medieval Times

Working Class / Middle Class / Upper Class / Landed
Peasants Merchants Aristocracy
Marriage
Raising children
Household responsibilities
Employment
Community contributions
Friendships
Other

Prepare for the Interview
After you and your partner have completed your research, use the
information you have gathered to prepare an interview between
a reporter and a medieval troubadour. Decide who will play the
interviewer and who will play the troubadour. Then discuss the
information you found and how it relates to the roles of mothers in
ballads, specifically the ballads you read in your textbook. How does your
research help to explain
• why mothers are included in these ballads?
• the way mothers are portrayed in these ballads?
• the ways mothers feel or behave in these ballads?
• the ways mothers are treated in these ballads?
Use the responses you come up with to help you plan the questions
and answers for the interview. If you are the interviewer, write down
the questions you will ask; if you are the troubadour, take notes on how
you will respond. Remember to keep the five Ws and an H (who, what,
when, where, why, and how) in mind to ensure you are covering all the
necessary information in your interview. The content of the interview
should help to reveal the factual information you found in your research,
but the troubadour may also express his or her opinions on the topic.
You may want to include aspects of comedy or conflict to make the
interview more interesting for the audience. Consider incorporating
music or props if they are available to you.
Present the Interview For information on

elements to consider when
Perform your interview for the class. It should take about five minutes, giving a presentation, see
and the interviewer and troubadour should contribute equally to the Language Arts Handbook
performance. Remember to speak clearly and loudly and to leave time 7.1, Verbal and Nonverbal
for questions from the audience at the end. When you are finished, Communication, in
hand your research notes in to your instructor. your textbook.

Name: ____________________________________________________ Date: __________________
from Le Morte d’Arthur, page 190
CRITICAL LITERACY
Create a Map of Arthur’s Britain
This lesson supports the Critical Literacy activity on page 201 of
your textbook.
For this lesson, your class will create a map of Arthurian England,
using historical atlases and information from Le Morte d’Arthur. You
will begin by working on your own to gather information.
As you read the story, take
notes on historical structures
Gather Information and people because these
items might lead you to
Copy the chart below and record information under the appropriate additional geographical
headings as you read the excerpts from Le Morte d’Arthur on pages 190– markers. For example, if
198 of your textbook. If the story mentions a distance between markers, you see the Archbishop
such as when Merlin (while at the pavilions) states, “Castle of Tintagel of Canterbury, look up
is but ten miles hence,” include that information as well. If the distance Canterbury in an atlas. You
is mentioned as a measure of time, note the time and guess the distance will find that it is a city and an
administrative district.
that might be covered in that amount of time.
Geographical Markers Human-Built Structures Historical People

Historical Places
(including rivers, (such as castles, (including kings,
(general regions, such
mountains or mountain bridges, cathedrals, and queens, knights, and
as cities or counties)
ranges, and forests) siege pavilions) bishops)
When you have finished reading the excerpts in your textbook, use
the Internet or library to locate one or more atlases and maps of Britain
from the time of the story, around 1470. Also find or draw an outline
of England from this time period. Then search the historical atlases and
maps for each item that you listed in your chart, and place each item in
the correct spot on your map of England. Be aware that you are not likely
to find all of your listed items.
Create and Discuss a Class Map To create the class map,

you might tape several
Work with your classmates to prepare a comprehensive map of Arthur’s sheets of poster board or
Britain, using the information from all of your individual maps. Include a large piece of paper on a
a key with a distance scale and explanations of any symbols or figures wall, create a transparency to
you created. When you are done, discuss how the map helps you display on a screen, or work in
understand what happened in the story. Share any surprising things you an electronic drawing program
learned while working on the map. Also pose any questions you have, and then display the map in a
and respond to any that your classmates raise. PowerPoint slide.

Name: ____________________________________________________ Date: __________________
Speech to the Troops at Tilbury, page 238
MEDIA LITERACY
Compare Speeches
This lesson supports the Media Literacy assignment on page 244 of your
textbook.
For this activity, you are to compare and contrast one of those
inspirational speeches with the speech by Queen Elizabeth I in your Many great leaders
have delivered inspirational
textbook. The table below contains a sample of speeches that can be
speeches. Some of these
found online. Choose one of these or find one on your own.
speeches gave hope and
direction to nations teetering
Topic Speaker Title of Speech Year on disaster; some gave voice
Freedom / Sojourner Truth Ain’t I a Woman? 1851 to populations silenced by
equal rights Mohandas Gandhi Quit India 1942 intimidation; others rallied
Nelson Mandela No Easy Road to Freedom 1953 individuals to work toward
Martin Luther King Jr. I Have a Dream 1963 a common goal. All had
Hillary Clinton Women’s Rights Are Human Rights 1995 one thing in common: words
that could move people
World peace Winston Churchill Iron Curtain 1946 toward change.
Harry S. Truman Doctrine 1947
Ronald Reagan Tear Down This Wall 1987
Military Franklin D. Roosevelt Day of Infamy 1941
Dwight D. Eisenhower D-Day Order of Battle 1944
Human spirit Harold Ickes What Is an American? 1941
/ patriotism Robert Kennedy On Courage 1966
George W. Bush 9/11 2001
Sports / Knute Rockne Win One for the Gipper 1928
competition Vince Lombardi What It Takes to Be Number One 1970
Use these questions to help establish similarities and differences

between the speeches you chose and Queen Elizabeth I’s speech. Use For more information
your answers to write a compare and contrast essay. on writing a compare-
and-contrast essay, see
1. What are the occasions and purposes of the speeches? Language Arts Handbook 4.1,
2. How do the speeches provide insight into the characters and The Writing Process, in
convictions of the speakers? your textbook.
3. How are the speeches relevant to the lives of the listeners?
4. How effectively do the speakers use the rhetorical triangle (ethos,
pathos, and logos) to persuade and inspire listeners?
5. How are figurative language, repetition of ideas, rhetorical
questions, and point of view used to persuade and inspire listeners?
6. How would you describe the tone of each speech?
7. What common threads or concepts do the two speeches share?
8. What calls to action are issued? How effective are the messages?

Name: ____________________________________________________ Date: __________________
Song (“Go and catch a falling star”) / Meditation 17 (“Perchance he for whom this bell tolls”),
from Devotions Upon Emergent Occasions, page 305
Ask the Author
of your textbook.
For this activity, you are to work in a small group and brainstorm a
set of interview questions to ask John Donne. Before you can formulate
questions, you need to familiarize yourself with his life and his writings.
On your own, review the background information that is provided
in your textbook on pages 294–295 and 305. Also locate and read
biographical material online or in the library. Use the categories in the
table below as reference points for your research.
John Donne’s Background

Personal Life Writings
• Childhood (family dynamics, early influences) • Influence of historical context on writings
• Education (Oxford, Cambridge, the Oath of Supremacy, • Themes of love, loss, religion, and death evident
religious training) in poetry
• Relationship with Anne More (marriage scandal, • Writing process (inspirations, challenges, routine)
imprisonment, influence) • Social commentary on English society evident in poetry
• Varied pursuits (military, law, politics, diplomacy, • Canon of literature (sonnets, religious poems,
writing, religion) songs, sermons, satires, elegies); gamut of human
• Religious faith (persecution, conversion, influence experiences/emotions
on writings) • Metaphysical ideas in writings (intellectual view of
• Hardships (finances, illnesses, deaths) physical world; references to science, mathematics,
• Obsession with death (tragic family events, portrait in politics, and religion in imagery and symbolism)
burial shroud, funeral sermon) • Gender roles in writings
• Identities (radical, free spirit, prisoner, devoted • Humor in poetry (puns, wordplay, satire)
husband, spiritual leader, sexist, metaphysical • Literary circle and influences
poet, religious zealot, diplomat, iconoclast, realist, • Literary manuscripts (unpublished writings, anonymity
intellect, humorist) until the late nineteenth century)
• Personal commentary about his life/works
In your small group, brainstorm a list of questions you would like

For tips on developing
to ask Donne. After you are done brainstorming, use your ideas to write
interview questions, see
out thoughtful questions for a formal interview. As you develop the
Language Arts Handbook
questions, keep the following tips in mind:
7.4, Asking and Answering
• Write open-ended questions that cannot be answered with a yes or no Questions, and 7.5,
response and therefore encourage elaboration. Conducting an Interview, in
• To avoid confusion, formulate simple questions and focus on one your textbook.
main concept in each question.
• Write clear, unbiased questions.
• Formulate questions that cover many facets of Donne’s life
experiences and writings.

Name: ____________________________________________________ Date: __________________
The Tragedy of Macbeth, Act II, page 361
LIFELONG LEARNING
Research the Effects of an Assassination
This lesson supports the Lifelong Learning assignment on page 374 of
your textbook.
For more information
An assassination is a deliberate murder of a prominent figure.
on conducting research, see
Although it is typically done for political or ideological reasons, an
assassination can also be motivated by military control, financial gain, 5.2, Research Skills, and 5.3,
revenge, or mental illness. For this activity, you are to research the Internet Research, in
assassination of the individuals in the table below, or choose another your textbook.
with your teacher’s approval.
Assassinated National and World Leaders
Philip II of Macedonia (336 ) Franz Ferdinand (1914) Anwar el Sadat (1981)
Julius Caesar (44 ) Mohandas Gandhi (1948) Benigno Aquino Jr. (1983)
Thomas Becket (1170) John F. Kennedy (1963) Indira Gandhi (1984)
Abraham Lincoln (1865) Malcolm X (1964) Chris Hani (1993)
Alexander II of Russia (1881) Martin Luther King Jr. (1968) Yitzhak Rabin (1995)
William McKinley (1901) Robert F. Kennedy (1968) Benazir Bhutto (2007)
In your investigation, take notes on the time, place, and
circumstances of the assassination; the identity of the victim; and the
profile of the assassin. Also examine immediate and long-term effects of
the event, using the questions in the table below. Be aware that some of
the questions may not apply to the assassination you are investigating.
Impact of the Assassination
Historical 1. What was the impact of the assassination on the course of history?
2. How did the assassination affect the international community?
Political 1. What was the impact of the assassination on the political landscape of the nation and the world?
2. Did existing political instability serve as a motivating factor? Explain.
3. How did the assassination affect the government-citizen relationship?
Social 1. How did the assassination affect the behavior of citizens?
2. How did media coverage affect society’s reaction to the assassination?
Legal 1. What legal proceedings occurred following the assassination?
2. What legal investigations (conspiracy theories, cover-ups) occurred?
3. What changes in legislation, if any, resulted from the assassination?
Emotional/ 1. What effect did the assassination have on individual and national security and mental health?
Psychological 2. What role did collective guilt play after the assassination?
Compare your chosen assassination with King Duncan’s in The
Tragedy of Macbeth, Act II. Use your research to predict how the
killing will affect Scotland and its citizens. Write one or two paragraphs
explaining your reasoning and supporting it with examples from your
research and from Act II of the play.

Name: ____________________________________________________ Date: __________________
from The Tragical History of Doctor Faustus, page 442
CRITICAL LITERACY
Compare Soul-Selling Themes
This lesson supports the Critical Literacy assignment on page 448 of
your textbook.
Selling one’s soul to the devil is a common theme in Western art
and literature. For this activity, you are to choose a story that has this
theme, and compare it with the excerpt from Christopher Marlowe’s The
Tragical History of Doctor Faustus in your textbook. Refer to the table
below for suggested works to use in your comparative analysis.
Works with Soul-Selling Themes
Category Title
Literature “The Devil and Tom Walker,” by Washington Irving
“Young Goodman Brown,” by Nathaniel Hawthorne
“The Devil and the Shoemaker,” by Anton Chekhov
“The Devil and Daniel Webster,” by Stephen Vincent Benét
Film Angel on My Shoulder (1946)
Damn Yankees! (1958)
Doctor Faustus (1967)
Bedazzled (1967; remake, 2000)
Television Twilight Zone, Season 1, Episode 6: “Escape Clause”
Twilight Zone, Season 4, Episode 9: “Printer’s Devil”
Music “Cross Road Blues,” by Robert Johnson
“The Devil Went Down to Georgia,” by the Charlie Daniels Band
Use the guiding questions below to help you establish similarities
and differences between your selection and the Doctor Faustus
selection. Use a Venn diagram to record your findings, and share your
observations with your classmates.
A Venn diagram, which
1. How do the selections reflect the historical periods and cultures of
consists of two overlapping
their creators?
circles, is a good way to
2. What is the devil called? How is the devil portrayed? If the devil is in
visually express similarities
disguise, what identifying clues are given?
and differences. The outer
3. What is the turning point for the main character? What choice does parts of the circles show the
the character make? What factors drive his or her decision? differences between two
4. What pact does the main character make with the devil? How is the things, and the area where
pact sealed? the circles intersect shows the
5. What actions, if any, does the main character take to try to get out of things they have in common.
the pact with the devil?
6. What is the outcome of the pact with the devil?
7. Is the main character a tragic hero? Why or why not?
8. What is the selection saying about temptation and human nature?
Why do you think the “pact with the devil” theme is popular
among writers?

Name: ____________________________________________________ Date: __________________
from The Pilgrim’s Progress, page 511
Create a Board Game
of your textbook.
The Pilgrim’s Progress is a journey tale in which the main character,
Christian, embarks on a religious pilgrimage to find salvation. Christian
encounters obstacles that test his fortitude, but he ultimately receives
enlightenment from his adventures. These factors make the tale an ideal
base for a creative board game.
Form a group with two or three other students. Your task is to design
a board game for other students who are familiar with the allegory. The
object will be to navigate through several obstacles, encounter several
characters, and, finally, reach the Celestial City.
Design the Board Game

To focus on the design of the game, consider these questions:
• Which settings from the story will you include? Place them in a logical
path on your board.
• How might you portray the characters as pawns? More than forty
characters are mentioned in Parts I and II of the allegory. Identify
your main pawns and when they will encounter one another.
• How can you incorporate the plot of the story? What are some
important decisions that had positive or negative outcomes? How can
you use that information to move players around the board?
• How is symbolism used in the allegory? How might your group
incorporate symbolic objects from the story into your game?
• What playing pieces are necessary? Will you make cards to give clues,
to tell where to move, or to award or take prizes? Will you have play
money, a spinner or dice, a timer, or tokens?
Write the Playing Directions

To write clear directions for your game, follow these six steps:
Test Your Game
1. Begin each step with an action verb. Avoid using the pronoun you.
To test the effectiveness
2. Break your instructions into single, numbered steps.
of your game and the
3. Place relevant explanations after each instruction. These may
preciseness of your directions,
describe what will happen after the step, explain why the step is
have another group in your
important, or give a brief definition of an unfamiliar term. class play the game. Use
4. Follow chronological order and use transitional words, such as first their feedback to improve
and next. the game.
5. Include precise measurements, landmarks, and spatial orientation
words (for example, up, down, under, and above).
6. Repeat key words to move your reader from one step to another.

Name: ____________________________________________________ Date: __________________
from Gulliver’s Travels / A Modest Proposal, page 521
LIFELONG LEARNING
Write a Problem/Solution Essay
your textbook.
A problem/solution essay is a type of expository writing that
identifies a problem and proposes one or more solutions. This type of
essay is similar to a persuasive essay in that the writer takes a position
(in this instance, a problem that the writer believes merits attention),
outlines aspects of the problem and its urgency, offers possible solutions
and persuasive evidence, and convinces readers to take action.
Jonathan Swift’s “A Modest Proposal” is a problem/solution essay
that offers a satirical solution to problems suffered by Irish peasants
under British rule. For this activity, you are to write a problem/solution For more information
essay about a school issue. Your essay may be ironic, like Swift’s, or it on persuasive writing, see
might offer a serious, practical solution. Choose a problem that you are
Modes and Purposes of
passionate about. Consider the broad topics listed below, and narrow
Writing, in your textbook.
your focus to address a specific problem in one of these categories.
bullying/tolerance high-school dropout rates crime/safety

dress code student driving/parking concerns homework
class schedules grade point average/weighted classes grading policies
standardized testing discipline/zero-tolerance policies plagiarism
absenteeism extracurricular activities scholarships
Research the Topic

Gather as much information about it as possible. Copy the following
graphic organizer and then use the questions to help focus your research.
Note-Taking Chart
Guiding Questions Answers
Who
• Who is involved in the problem?
• Who knows about the problem?
• Who could provide insight into the problem?

Guiding Questions Answers
What
• What is the problem?
• What do you know about the problem?
• What evidence confirms the problem and supports the solutions?
• What background information is necessary to understand the problem?
• What has been done in the past to try to solve the problem?
• What are the possible counterarguments to solving the problem?
• What are the responses to these counterarguments?
When
• When does the problem occur?
Where
• Where does the problem occur?
Why
• Why does the problem matter?
• Why does the problem occur?
• Why have previous solutions failed?
How
• How do you view the problem?
• How do others view the problem?
• How can the problem be solved?
Write, Revise, and Publish Your Essay For more information on

revising and proofreading
To structure your essay, follow the guidelines below. After writing your your draft, see Language Arts
essay, proofread it for errors in grammar, spelling, and mechanics, and Handbook 4.1, The Writing
make any necessary revisions. When you have completed these tasks, Process, in your textbook.
submit your problem/solution essay to your school or local newspaper.
Format Guidelines
Section Components of Section
I. Introduction • Open with an attention-getter—a personal anecdote, hypothetical situation, shocking or
interesting fact or statistic, vivid description, or relevant quotation.
• Define the problem, address its importance, and state the urgency of a solution.
II. Body
A. Problem • Further define the problem by providing a history of the problem, the public’s awareness of
the problem, the reason for the problem, and the extent of the problem.
B. Past solutions • Discuss other solutions that have been proposed. Analyze the successful and unsuccessful
components of those solutions.
C. Your solution • Present a specific solution that is realistic and reasonable. Outline the components of your
solution.
D. Evidence for • Provide reasons and evidence to justify your solution.
solution • Address possible counterarguments and offer appropriate responses.
III. Conclusion • Summarize the main points of your essay.

• Encourage readers to accept your views and to take action to reach the
proposed solution.

Name: ____________________________________________________ Date: __________________
London, page 659
MEDIA LITERACY
Compile an Anthology
This lesson supports the Media Literacy assignment on page 661 of
your textbook.
During the Romantic Period, from 1798 to 1832, several gifted
writers used London as inspiration. Each author sought beauty in the
bustling city, but not all found it. William Blake’s poem “London”
describes the suffering that could be seen on the streets of the great city.
For this activity, you are to research Romantic literary works set in
London, and then to compile an anthology using your findings.
Read and Analyze Romantic Works

Go online or to the library and find Romantic poems or prose set in
London. The following poems are a sampling of the works available:
• Samuel Taylor Coleridge: “Frost at Midnight”
• William Wordsworth: “The Sun Has Long Been Set,” “London
(1802),” “Composed Upon Westminster Bridge”
• Letitia Elizabeth Landon: “Scenes in London,” “St. George’s Hospital,
Hyde-Park Corner,” “Changes in London,” “The Country Retreat”
• Mary Darby Robinson: “London’s Summer Morning”
• George Gordon, Lord Byron: Don Juan, Canto X, Verses 82–83
Anthology Elements
• William Blake: “London,” “Jerusalem”
• a cover with the title of
• Anna Letitia Barbauld: “Eighteen Hundred and Eleven”
the collection, the name
• Joanne Baillie: “London”
of your class, and
Select at least three works and record their titles and authors. After
an illustration
reading each piece, respond to the following questions on a separate • an introduction offering
piece of paper: observations about the
1. How does the selection reflect the historical context of London Romantics’ views of
during this period? London and explaining why
2. How does the speaker or author feel about London? How is you selected and organized
this attitude revealed through word choice, sentence structure, the works the way you did
and imagery? • a table of contents listing
3. How does the selection reflect the hallmarks of Romanticism? the titles, authors, and page
numbers of your selections
• the selections, organized
Compile an Anthology by the authors’ views of
London, the topics they
Meet with your classmates to determine which selections to include in wrote about, or another
your class anthology. Use the guidelines listed in the margin to organize principle, each typed
the collection. in a unique font and
accompanied by
an illustration

Name: ____________________________________________________ Date: __________________
Ozymandias / Ode to the West Wind / To a Skylark, page 725
CRITICAL LITERACY
Analyze Themes
your textbook.
The inspirations for Percy Bysshe Shelley’s poetry came from his
own observations and experiences in a world that favored totalitarianism
over democracy, mechanization over craftsmanship, reason over
imagination, and the collective over the individual. Shelley believed the
individual could find salvation and restorative power by celebrating
the beauty, uniqueness, resilience, spontaneity, and transience found in
nature and humanity. Shelley’s perceptions can be seen in the themes
of his poems. A theme is the central message or idea about life revealed
through a literary work. Often, several themes can be inferred from one
literary selection.
For this activity, you are asked to uncover the unique and shared
themes of the poems by Shelley that are included in Unit 6 of your
textbook. To do so, you will need to combine your background
knowledge with textual evidence and make inferences.
Read and Analyze

Common
Use the guidelines below to help you analyze “Ozymandias,” “Ode to Poetic Themes
the West Wind,” and “To a Skylark” in your textbook. Take notes as you beauty
read the poems and background information. power
1. To understand Shelley’s life and the time period in which he wrote, truth
read pages 646–649 and 724 in your textbook. duty
2. Read the poems to find clues to their themes. Look at each poem’s love
title, subject, diction, imagery, symbolism, and tone, and use this pain
textual evidence to make inferences about possible themes. loneliness
3. Find connections between the poems and your life (text-to-self), the obedience
poems themselves (text-to-text), and the poems and the world (text- sacrifice
to-world). bravery
happiness
nature
Establish Themes right/wrong
honesty
Using the information that you have gathered, establish the unique, greed
shared, and Romantic Period themes for Shelley’s three poems. Fill in the life/death
designated items in the graphic organizer on the next page. survival
freedom
dreams
choices

Unique Theme(s) of Unique Theme(s) of Unique Theme(s) of
“Ozymandias” “Ode to the West Wind” “To a Skylark”
Shared Theme(s) of Romantic Theme(s) of

Shelley’s Poems Shelley’s Poems
Draw Conclusions
When you have finished filling in the graphic organizer, answer the
following questions on a separate piece of paper:
1. How do Shelley’s poems reflect the historical context (political,
social, economic, and cultural climate) of the Romantic Period?
How do they reflect his life experiences?
2. In what ways are Shelley’s poems typical and atypical of the
Romantic Period?
3. Choose one of the following quotations by Shelley and apply its
meaning to the themes of any of the three poems: (1) “Poetry is a
mirror which makes beautiful that which is distorted,” (2) “The
great instrument of moral good is the imagination,” (3) “Reason
respects the differences, and imagination the similitudes of things.”

Name: ____________________________________________________ Date: __________________
The Darkling Thrush, page 832
CRITICAL LITERACY
Conduct Literary Criticism
your textbook.
Literary criticism is an informed and analytical evaluation of a work
of literature. Some literary critics believe that a work of literature should
be interpreted using only the literary elements of the work itself. Others
believe that examining issues outside a literary work provides important
insights into the work.
In this assignment, you will be using a combination of biographical
and historical criticism to analyze Thomas Hardy’s poem “The Darkling
Thrush.” The chart below outlines these types of literary criticism.
Biographical Criticism Historical Criticism

In biographical criticism, the critic relates events in the In historical criticism, critics relate aspects of a literary work
author’s life to the work itself. For example, as a child, to events and issues present in society at the time it was
Charles Dickens experienced poverty. Later, Dickens wrote written. In applying history to interpreting a literary work,
about the effects of poverty on his characters and on society readers recognize that the state of society and the state of
in general. In using biographical criticism, readers must be the world affect the language, characters, and events of
careful not to assume that all events and attitudes in an the work.
author’s work are taken from his or her own life.
Begin by researching and answering the following questions to learn

more about biographical and historical influences on Hardy. Then use For more information on
your answers to write a biographical-historical criticism of the poem. critical analyses and how to
1. Describe Hardy’s use of personification in the poem’s second stanza. write them, see Language
What attitude does the stanza suggest toward the century that had Arts Handbook 5.1, Critical
just ended? What other details in the poem suggest this attitude? Thinking Skills, and 4.1,
2. Identify five events of the nineteenth century that may have affected The Writing Process, in
Hardy’s attitude toward it. your textbook.
3. Find answers to the following biographical questions about
Thomas Hardy:
a. What were Hardy’s religious beliefs? How did they change
throughout his life?
b. Describe Hardy’s first marriage. In what state was his marriage
in 1899 when he wrote “The Darkling Thrush”?
c. What were Hardy’s views on people and life in general, as
expressed in The Mayor of Casterbridge and his other novels?

Name: ____________________________________________________ Date: __________________
The Mark of the Beast, page 838
MEDIA LITERACY
Create a Public Health Brochure
your textbook.
The protagonist in “The Mark of the Beast,” by Rudyard Kipling,
suffers from leprosy, or Hansen’s disease. This chronic illness is caused
by a bacillus that invades the skin, mucous membranes, and nervous
system, producing skin nodules that enlarge and spread. These skin
nodules are an identifying characteristic of the disease, and they result
in disfigurement that causes both physical and emotional scars for its
victims.
For this activity, you will research leprosy to create an informative
public health brochure.
Build Background
Leprosy has existed for thousands of years: the first known reference
to it was found on an Egyptian papyrus from 1550 bce. This illness Cursed by the Cursed
has affected thousands worldwide and has been, perhaps, the most In “The Mark of the Beast,”
misunderstood disease known to humankind. Kipling develops an interesting
Because the disease is mildly contagious and disfiguring, its plot twist based on a cultural
response to leprosy: a man
victims—known as lepers—were shunned by past generations.
who has been cursed by the
Frequently, lepers were forced to become beggars, walking the streets
gods in turn curses someone
in black cowls and ringing bells to signal that they were victims of the
who has offended the gods.
disease. Those who came into contact with lepers would utter prayers
and cross themselves, believing that leprosy was a curse from the gods;
others would stone the lepers out of fear.
The most widely accepted practice for handling those affected by
leprosy was the establishment of isolated colonies and leprosariums—
where lepers would be removed from their homes, families, and society
to coexist only with other victims. Their rights to live freely were stripped
as they were banished and declared “dead.”
Leprosy continues to be a worldwide health concern, but its
incidence, according to the World Health Organization, has decreased
nearly 20 percent per year in the past five years because of early diagnosis
and treatment programs. Today, there are approximately 225,000 known
cases, mainly in Africa and Southeast Asia.
Research and Organize

Use the categories in the outline on the next page to guide you in the
research and organization of your data for the brochure.

Brochure Categories
I. Definition of disease
II. Transmission of disease
A. Cause
B. Risk factors
1. Vulnerable populations (age, family history, nutritional status, medical history)
2. Environmental conditions (geographical location, living conditions, sanitation)
III. Incidence
A. Geographic distribution
B. Affected populations
IV. Clinical presentation/progression of disease
A. Stages of disease
B. Early/advanced signs and symptoms
V. Diagnosis
A. Signs and symptoms
B. Laboratory tests
C. Personal history
VI. Treatment options/prognosis
A. Drug regimens/supportive care
B. Recovery
VII. Preventive measures
VIII. Resources
Write the Content

Writing Tips
Using your notes from the graphic organizer, write the information for • Follow the organization
your brochure. As you are writing the material, keep in mind the tips listed in the graphic
listed in the margin. organizer.
• Use simple sentences,
and break the copy with
Design the Brochure subheads and lists.
• Define technical terms, as
Construct a trifold brochure with a total of six panels: one front panel,
necessary, for the general
four interior panels, and one back panel. The front panel should include
public.
the subject of your brochure, an attention-getting graphic, and your • Include graphics, such as
name. Panels 2–5 should contain your findings, and the back panel illustrations, tables, and
should be reserved for documenting your sources. maps.
Creativity in format and design will make your brochure distinct.
Experiment with different fonts, type sizes, colors, and other graphic
elements. There are several computer software programs available that For more information on
can help you with your brochure design. documenting your research
for this brochure, see
Polish and Present Documenting Sources, in
your textbook.
Read through your brochure to determine the effectiveness of your
organization and graphics. Proofread the text for clarity and for errors in
spelling, grammar, and punctuation. Share your finished brochure with
your classmates.

Name: ____________________________________________________ Date: __________________
The Soldier, page 947
Compile a Poetry Booklet
of your textbook.
Poetry plays a large role in times of crisis because it has the power
to unite, console, heal, and give voice to thoughts and emotions. This is
especially apparent in the poetry written by soldiers serving on the front
lines in World War I.
For this activity, you and a partner are to use library and Internet
sources to compile a booklet of verse about World War I. Some famous
poets of the period are listed below.
Richard Aldington Mary Gabrielle Collins John McCrae Siegfried Sassoon
Laurence Binyon Eleanor Farjeon Edith Nesbit Alan Seeger
Edmund Blunden Robert Graves Robert Nichols Edith Sitwell
Vera Brittain Julian Grenfell Wilfred Owen Charles Hamilton Sorley
Rupert Brooke Winifred M. Letts Isaac Rosenberg Edward Thomas
With your partner, investigate the lives of these or other World
War I poets. Read several of their works and choose four to six poems to
highlight in your booklet. You may also want to locate the books Out in
For more information
the Dark: Poetry of the First World War and Minds at War: The Poetry
and Experience of the First World War, both edited by David Roberts.
These include a wealth of information from this period.
5.2, Research Skills, and 5.3,
As you gather information, note common threads between the Internet Research, in
poets or poems. These notes will help you and your partner choose a your textbook.
chronological or thematic approach for your booklet. For a chronological
approach, organize your content by publication date; by early, middle,
and late periods of World War I; or by author and then publication date.
For a thematic approach, organize your content by similar themes or
connections. For ideas, refer to the suggestions below.
People Places Ideas
• poets who were soldiers or war • poems about battlefields in • poems that reflect patriotism
heroes general • poems about death
• poets who were war supporters • poems about specific battlefields, • poems that honor courage
or protesters such as Verdun • poems about postwar trauma
• female poets • poems about specific countries, • poems that mourn wasted youth
• poets who shared native such as England • poems that show comradeship
homelands, such as France • poems about medical or • poems that find beauty amid
convalescent facilities destruction
For each poem, write a brief biography of the poet and an
introduction to the work itself. Add meaningful artwork to accompany
the poems, and create a booklet cover with the title of your poetry
collection, your names, and a powerful illustration.

Name: ____________________________________________________ Date: __________________
The Second Coming / Sailing to Byzantium, page 981
LIFELONG LEARNING
Develop a Résumé
your textbook.
For this activity, you will create a résumé for William Butler Yeats to
For a list of strong action
use in applying for a theater director position at the University of Dublin.
verbs to use in a résumé,
A résumé is a summary of work experience, education, and skills. Begin
go to http://lit/emcp.net/
the assignment by gathering information on Yeats’s life. To focus your
actionverbs.
research, use the graphic organizer below.
Résumé Components
Personal Information. Provide the full name, address, and other contact information for Yeats.
Career Objective. Offer a one-sentence statement that describes the type of position Yeats is seeking—in this case,
theater director.
Work Experience. List Yeats’s work history. There are two ways to format this section: chronologically or functionally.
For a chronological approach, list a reverse work history, beginning with Yeats’s current position. Underneath each
position, include a bulleted list of job responsibilities. For a functional approach, list three to five broad areas of
responsibility and provide a bulleted list of specific tasks for each area. Follow up with a brief reverse chronological
work history. Whichever format you choose, include dates, job titles, and business names and locations. Begin each job
responsibility or task description with an action verb.
Educational Background. Mention Yeats’s high school and postsecondary education only. Include dates, courses of
study, academic accomplishments, and the names and addresses of the educational institutions.
Skills. List any of Yeats’s specialized skills that would make him an ideal candidate for the posted position.
Honors/Awards. List the titles of relevant honors or awards Yeats has received and the dates these awards were
conferred.
Publications. List any of Yeats’s publications that would be relevant to the posted position.
References. List professional references, including names, job titles, and addresses.
Use the notes from your research to write the résumé. Lay out the
résumé in an organized and consistent format, and avoid articles (a, an, For guidelines on writing
and the) and personal pronouns (such as I, me, he, him, she, and her). and formatting a résumé,
Convey Yeats’s positive personal characteristics, such as honesty or a see the Writing Workshop
strong work ethic, through your word choice. on pages 222–223 of
Review the résumé for conciseness and accuracy, and proofread it your textbook.
for errors. Also check that the format is consistent and that you have
used type treatments (such as boldface headings) and text markers (such
as spaces, bullets, and tabs) to aid readability. Print your résumé using
black ink on white paper.

Name: ____________________________________________________ Date: __________________
B. Wordsworth, page 1168
MEDIA LITERACY
Create a Poster
your textbook.
The story “B. Wordsworth,” by V. S. Naipaul, is set in Trinidad. In
Naipaul’s story, a man on the street offers to sell the narrator a poem for Located just off the
northeastern coast of
four cents. The narrator tells the man that peddling poetry is strange—
Venezuela in the West Indies,
that only calypso musicians do that sort of thing.
Trinidad is the southernmost
The roots of calypso music go back to the eighteenth century and the
island in the Caribbean Sea.
West African slaves who worked the island is sugarcane plantations. As
Known for beautiful white-
they worked in the fields, they began communicating by singing songs. sand beaches and a tropical
The lyrics were improvised and often commented on daily events, the bird sanctuary, it is also
hardships of labor, and the tyranny of the slave masters. In other words, famous as the birthplace of
calypso music began as a type of protest music. Today, calypso musicians calypso music.
play for tips on the street.
For this activity, you are to create a poster that advertises a calypso
music festival on the island of Trinidad. For more information
Research Language Arts Handbook
Research the role of calypso music in the history and culture of Trinidad. Internet Research, in
Go online or to the library to find materials. As you conduct your your textbook.
research, take notes in the following categories:
• Origin of the term calypso • Traditional melodies and lyrics of
• History and evolution of calypso music calypso music
• Past and current instruments of • Popular calypso musicians
calypso music • Cultural significance of calypso music
Plan, Create, and Share

Determine the information that must appear on the poster: the name
of the event; the date, time, and location; and any costs. Then, using the
information from your research, answer the following questions.
1. What is the purpose of your poster? Who is your
intended audience?
2. What would entice locals and visitors to attend the festival?
3. What kinds of activities could you offer during the festival that
would appeal to a variety of age groups?
Choose lettering (fonts and type sizes) and graphics (borders,
illustrations, photographs, and so on) that will enhance the poster’s
content. For high impact, use minimal copy and bold graphics.
Hang all the finished posters in the classroom, and note any
similarities and differences. Decide as a class which poster elements best
capture the essence of a calypso music festival.

Name: ____________________________________________________ Date: __________________
Telephone Conversation / from Midsummer XXIII, page 1175
LIFELONG LEARNING
Present an Oral Report
your textbook.
The poems “Telephone Conversation,” by Wole Soyinka, and
“Midsummer XXIII,” by Derek Walcott, deal with the related topics of
prejudice and discrimination. In the excerpt from “Midsummer XXIII”
reproduced in your textbook, the poet compares midsummer leaves to
the Brixton riots.
In 1981, the area of south London known as Brixton was the
scene of a devastating confrontation. Racial tension between Brixton’s
predominantly black citizens and the predominantly white London
Metropolitan Police was reaching a breaking point, and clashes between
the two groups were on the rise. To tighten security in this region, the
police launched Operation Swamp, in which approximately one hundred
plainclothes officers stopped and searched more than one thousand
youths in the neighborhood over a six-day period. The “sus law” (short
for “suspicion law”) allowed police to perform these searches without
any proof of wrongdoing. More than one hundred people were arrested.
The community of Brixton was outraged and declared the operation to
be nothing more than racial profiling.
The climax of the situation came on April 10. Police spotted a black
youth in the street who had suffered stab wounds to his back. According
to their reports, police were attempting to give first aid to the victim For more information
when they were surrounded by fifty black youths who believed the victim on conducting research, see
was being harassed and arrested by the police. The victim and the other
youths broke free, and the victim was taken to the hospital by the youths.
Internet Research, in
On April 11, another black youth was arrested following a run-in with
your textbook.
undercover officers.
The outrage over these two incidents led to a riot in the streets
of Brixton. Protesters armed with bricks, bottles, and petrol bombs
(Molotov cocktails) ran through the streets. Police officers formed a ring
around Brixton to control the outbreak of physical violence, looting,
and burning of police vehicles. By April 12, the London Metropolitan
Police reported that nearly three hundred police officers and sixty-five
civilians were injured; more than one hundred vehicles were damaged or
destroyed; nearly 150 properties were damaged or looted; and eighty-two
people were arrested.
For this activity, you are to conduct online and library research on
the causes and effects of the Brixton riot in 1981. You will then use your
findings to prepare and present an oral report on the topic.

Research
To help guide you in your research, copy the graphic organizer below.
Take notes for each of the categories listed under the main headings.
These categories will help you discover the contributing factors and
underlying causes of the Brixton riot of 1981.
Citizens of Brixton London Metropolitan Police

• Demographics • Demographics
• Lifestyle/attitudes • Job performance/attitudes
• Socioeconomic issues • Policing initiatives/laws
• Criminal activity
Brixton Citizens vs. London Metropolitan Police

• Mounting tensions (time line of events)
• Rumors/breakdown in communication
Brixton Riot of 1981
Scarman Report of 1981
Changes in Black British Changes in Police Changes in England’s

Community Community Legislation
Prepare and Present

Using your notes from the graphic organizer, prepare an oral report to For more information
present to the class. Follow the outline below to set up your report: on presenting an oral report,
I. Introduction see Language Arts Handbook
Paragraph 1. Create an attention-getting opener by using an 7.6, Public Speaking, in
anecdote, a surprising fact or statistic, or a compelling quotation that you your textbook.
found in your research.
II. Body
Paragraph 2. Outline and describe the causes of the riot. Present a
fair and balanced account from the perspective of the citizens as well as
the police.
Paragraph 3. Discuss the immediate and long-term effects of the riot
and the results of the Scarman investigation.
Paragraph 4. Focus on one of the long-term effects and how it led to
change.
III. Conclusion
Paragraph 5. Discuss how London has tried to heal the scars from
this incident.
When you have finished writing, read through your report to verify
that your ideas are clearly presented and that they follow a cause-and-
effect sequence. If you wish, add a visual element to your presentation
by including charts, photographs, or illustrations. Practice your delivery
before giving your presentation to your classmates.

ANSWER KEY
Unit 1 from Le Morte d’Arthur
Critical Literacy: Create a Map of Arthur’s
from Beowulf Britain, page 6
Collaborative Learning: Compare Cultures, Students should read through the selection and note
page 1 important historic places and people in the graphic
Students should work together in small groups to define organizer. They should then use the Internet or library
the word boast and complete Compare-and-Contrast to find an outline of England from this time period
Charts for boasting in Beowulf and in contemporary and an atlas. Students should use the atlas to find the
culture. They should also prepare a clear summary places they found in the selection and mark them in the
statement that addresses the similarities and differences correct locations in their outlines of England. While they
between boasting in the time of Beowulf and boasting may not be able to locate all the places from the story,
today and explains how the concept has changed over they should be able to find some. Students should then
time. A spokesperson from each group should present combine their maps into a larger class map and create
his or her group’s statement to the class, and all students a key. When the map is complete, they should discuss
should participate in combining the class’s statements what they learned while creating it and how it affects
into one consensus statement that represents their their understanding of the story.
findings.
Unit 3
The Seafarer / The Wife’s Lament
Media Literacy: Analyze Film Portrayals, Speech to the Troops at Tilbury
page 3 Media Literacy: Compare Speeches, page 7
Students should brainstorm a list of stereotypical Students should conduct online research to locate and
characteristics for sailors and fishers. They should read other inspirational speeches. Students should
then select and watch a film about people who live or then choose one speech that appeals to them and that
work on the sea and take notes about the characters. provides an interesting counterpoint to Queen Elizabeth
Students should use their notes to fill out a Compare- I’s speech. Students should examine the two speeches,
and-Contrast Chart for Film Characters, analyzing using the list of questions to guide them in their analysis.
which portrayals of the film’s protagonist and antagonist Students should then write a compare-and-contrast
are fresh and which are stereotypical. They should essay based on their findings.
then write a short summary of their findings, using the
questions provided to guide their writing. Song (“Go and catch a falling star”) /
Meditation 17 (“Perchance he for whom
Unit 2
this bell tolls”) / from Devotions upon
Bonny Barbara Allan / Lord Randall Emergent Occasions
Lifelong Learning: Conduct an Interview, Collaborative Learning: Ask the Author,
page 4 page 8
Students should work in groups of two to discuss and Students should familiarize themselves with biographical
note their initial ideas regarding the role of mothers material on John Donne by reading background
in medieval ballads. They should then use the library information in the textbook and by conducting research
or Internet to conduct further research and fill out the online or in the library. Students should use the category
graphic organizer. Students should use the information topics listed in the table as reference points in their
they find in their research to create the questions for analysis of Donne’s life and writings. Students should
their interviews. The questions and responses should then formulate clear, open ended, and comprehensive
reveal factual information about the roles of mothers in interview questions based on their findings in these
medieval times, and the presentations should be creative, categories.
interesting, and engaging for the audience. Students
should also remember to leave time for questions at the
end of their interview presentations and should answer
them clearly and thoughtfully.
© EMC Publishing, LLC Exceeding the Standards: Extension Activities BRITISH TRADITION 25
Gr12_ExtAct_AK.indd Sec1:25 6/8/09 8:10:00 AM

Unit 4 from Gulliver’s Travels / A Modest
Proposal
The Tragedy of Macbeth, Act II Lifelong Learning: Write a Problem/Solution
Lifelong Learning: Research the Effects of an Essay, page 12
Assassination, page 9 Students should choose a school issue that is interesting
Students should choose a prominent individual from the and important to them. Students should then
national or world community who has been assassinated. conduct research on their topics to provide them with
Students should then investigate the circumstances background knowledge on all facets of their chosen issue.
of the assassination as well as profile the victim and Students should use the guiding questions provided in
the assassin. Students should consider the historical, the graphic organizer to help them focus their research
political, social, legal, and emotional effects of the and create the content of their essays. Students should
assassination and use the information that they have organize their essays according to the format provided
gathered to predict the immediate and long-term effects and should make any necessary revisions based on their
of the assassination of King Duncan on Scotland and proofreading. Finally, students should submit their
its citizens. essays to school or local newspapers.
from The Tragical History of Doctor Unit 6

Faustus
Critical Literacy: Compare Soul-Selling London
Themes, page 10 Media Literacy: Compile an Anthology,
Students should choose a literary or musical page 14
composition that has a soul-selling theme similar to Students should research Romantic poetry or prose that
the one found in the excerpt from The Tragical History is set in London. Students should apply their background
of Doctor Faustus. Students can choose one of the knowledge of the hallmarks of Romanticism as well as
recommended compositions or select one of their own the historical context of this period to their reading and
(with teacher approval). Students should compare and understanding of the poems. Students should compile
contrast their chosen compositions with the textbook and organize their anthologies by following the stated
excerpt by using the questions to guide them in their guidelines.
analysis. Students should then draw Venn diagrams that
show the similarities and differences between the two
compositions and share their comparative analyses with
Ozymandias / Ode to the West Wind /
their classmates. To a Skylark
Critical Literacy: Analyze Themes, page 15
Unit 5 Students should be familiar with theme and understand
that, quite often, selections have more than one theme.
Many times these themes must be inferred. Students
from The Pilgrim’s Progress should use the guidelines in the lesson to help them take
Collaborative Learning: Create a Board notes on the background information of the literary
Game, page 11 movement and author as well as any textual evidence
Students should work within small groups to design that may point toward a particular theme. Students
and create board games based on The Pilgrim’s should establish the unique, shared, and Romantic
Progress. Students should consider the type of game themes of Shelley’s three poems. Finally, students
they would like to create, their intended audience, and should evaluate their theme analysis by answering the
the objects of their games. Students should analyze the questions provided.
settings, characters, plot, and symbolism of the tale and
determine how they will use these literary elements in Unit 7
their board game designs. Students should determine the
types and number of playing pieces that will be needed
for their games and create these pieces. They should also The Darkling Thrush
write clear, precise directions for their games and test Critical Literacy: Conduct Literary Criticism,
each other’s games by playing them. page 17
Students should apply biographical-historical criticism
to the selection by conducting research to find the
answers to the questions provided. They should
26 BRITISH TRADITION Exceeding the Standards: Extension Activities © EMC Publishing, LLC

conclude that Hardy had a depressed, hopeless attitude The Second Coming / Sailing
toward the events of the last century, which he expresses
by personifying the century as a dead person. Events that to Byzantium
may have led him to feel this way include the Crimean Lifelong Learning: Develop a Résumé,
War in 1854, problems caused by the British occupation page 21
of Asia, the eruption of Krakatoa in 1883, Bloody Sunday Students should develop a résumé for William Butler
riots in London in 1887, and murders by Jack the Ripper Yeats in response to an open theater director position at
in 1888. Students should also discuss Hardy’s strong the University of Dublin. Using the résumé components
connection to religion, his doubts regarding his faith, listed in the graphic organizer as a guide, students should
and the fact that he was estranged from his first wife. conduct research on Yeats’s life and take notes on their
They should note that his view on life in general was findings. Finally, students should follow the writing and
that it was largely ruled by fate and was rife with social editing guidelines for producing an effective résumé.
injustices.
Unit 9
The Mark of the Beast
Media Literacy: Create a Public Health B. Wordsworth
Brochure, page 18 Media Literacy: Create a Poster, page 22
Students should create public health brochures on
Students should research the origin, history, and
leprosy that reflect their knowledge of this chronic
evolution of calypso music. They should become familiar
disease. Students should use the categories listed in the
with the traditional melodies and lyrics of this type of
graphic organizer to focus their research and to gather
music, as well as the instruments that commonly make
the required information. Students should use their
up a calypso band. They should also understand that
research notes to help them write the content of their
calypso music typically contains social commentary
brochures in an organized and clear format. Students
and can have nonsense lyrics (bracket) or serious lyrics
should understand the overall design of a brochure and
(ballode). After completing their research on calypso
should use a variety of textual and graphic elements
music, students should determine the content of their
in their designs. Finally, students should review their
music festival posters. Their posters should offer several
brochures for effectiveness and to spot and correct
different activities related to calypso music; for example,
any spelling or mechanical errors and then share their
students may advertise a picong contest, a showing of
brochures with the class.
the film Calypso, or steel drum lessons. After students
have determined the content of their posters, they should
Unit 8 create their designs by capturing the flavor of the calypso
music festival in lettering and graphics.
The Soldier
Collaborative Learning: Compile a Poetry Telephone Conversation / from
Booklet, page 20 Midsummer XXIII
Students should work with partners to compile booklets Lifelong Learning: Present an Oral Report,
of verse about World War I. Students should conduct
online and library research to find the poets and poems
page 23
Students should read through the background material
of this historical period that interest them. Based on
presented on the Brixton riot of 1981 and should
their research findings, students should choose either
conduct research to find the causes and immediate
chronological or thematic formats for their collections.
and long-term effects of this incident. Students should
Students should then compile their chosen poems and
discover that there were many underlying causes
write introductory text (brief author biographies and
that served as catalysts, including Brixton’s poor
poem introductions) for all poems in their collections.
socioeconomic structure, high crime rate, and the
Finally, students should assemble their booklets by
idleness and frustration of its citizens due to a high
arranging the materials, adding artwork, and designing
unemployment rate. Students should also discover a
front covers.
policing initiative whose intent to curb crime had the
opposite effect on the citizens of Brixton. Students
should prepare oral reports of their findings and present
them to their classmates.
© EMC Publishing, LLC Exceeding the Standards: Extension Activities BRITISH TRADITION 27

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Gr12_ExtAct_FM.indd i 6/8/09 8:10:35 AM

© 2009 by EMC Publishing, LLC

Printed in the United States of America

Gr12_ExtAct_FM.indd ii 6/8/09 8:10:36 AM

Gr12_ExtAct_FM.indd 3 6/19/09 12:19:04 PM

Gr12_ExtAct_FM.indd iv 6/8/09 8:10:36 AM

from Beowulf, page 23

Define the Concept

Definitions for boast

boast (as a verb):

boast (as a noun):

Etymology and usage examples:

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Next, work as a group to find examples of boasting in today’s

Share Your Findings

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The Seafarer / The Wife’s Lament, page 60

Compare-and-Contrast Chart for Film Characters

Analyze and Present Your Findings

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Bonny Barbara Allan / Lord Randall, page 101

Research the Topic

Roles of Mothers in Medieval Times

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Present the Interview For information on

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from Le Morte d’Arthur, page 190

Geographical Markers Human-Built Structures Historical People

Create and Discuss a Class Map To create the class map,

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Speech to the Troops at Tilbury, page 238

Use these questions to help establish similarities and differences

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John Donne’s Background

In your small group, brainstorm a list of questions you would like

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The Tragedy of Macbeth, Act II, page 361

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from The Tragical History of Doctor Faustus, page 442

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from The Pilgrim’s Progress, page 511

Design the Board Game

Write the Playing Directions

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from Gulliver’s Travels / A Modest Proposal, page 521

bullying/tolerance high-school dropout rates crime/safety

Research the Topic

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Write, Revise, and Publish Your Essay For more information on

III. Conclusion • Summarize the main points of your essay.

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London, page 659

Read and Analyze Romantic Works

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Ozymandias / Ode to the West Wind / To a Skylark, page 725

Read and Analyze

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Shared Theme(s) of Romantic Theme(s) of

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The Darkling Thrush, page 832

Biographical Criticism Historical Criticism

Begin by researching and answering the following questions to learn