The Anglo Saxon and The Medieval Period

unit
unit goals
Included in this unit: RL 1, RL 2,
RL 3, RL 4, RL 5, RL 6, RL 7, RL 9, RL 10,
RI 1, RI 2, RI 6, RI 7, RI 9, RI 10, W 1, W 1a, W 2, W 2a,
W 2b, W 3, W 3a, W 3b, W 3d, W 3e, W 5, W 7, W 8, W 9,
W 9a, W 10, SL 1, SL 1a, SL 1b, SL 1d, SL 4, L 1, L 1a, L 3,
L 4, L 4a, L 4b, L 4c, L 4d, L 5, L 5a, L 5b, L 6
1
Preview Unit Goals
Complete text of the Common Core State

Standards is found in the correlation on
p. T10. Standards covered in this unit
are found in the standards overview
(pp. 19A -19D) and on the lesson pages where
they are taught.
text
analysis
Understand historical context and cultural influences of the Anglo-Saxon

and medieval periods
Analyze characteristics of epics, medieval romances, and ballads
Identify and analyze elements of Old English poetry
Analyze imagery and figurative language
Analyze methods authors use to introduce and develop characters
Analyze story structure including cause and effect
Analyze plot complications
Analyze characteristics of historical writing and primary sources
Preview Unit Goals
Identify and analyze an authors purpose
Explain to students that they can get more from

their reading by previewing. Then ask them to
skim the page to preview the skills that they will
learn. Note that each strand or category of skill
is color-coded on this page and throughout the
unit. Model the strategy of copying the Academic Vocabulary and writing a preliminary definition for each term. Suggest that students use
their Reader/Writer Notebooks for this purpose.
Encourage them to use the terms in discussions
and in writing. Also urge students to revisit
each term throughout the unit and to refine its
meaning.
reading
Paraphrase and summarize

Make inferences; draw conclusions
Synthesize ideas on a topic from a variety of sources and genres
writing and
language
Write an analysis of a poem

Use adjectives and verbs to create imagery
Use subordinate clauses, participial phrases, and prepositional phrases
speaking and
listening
vocabulary
Prepare and deliver an analysis
Understand that the English language changes over time

Use knowledge of roots and affixes to help determine word meaning
Use context to determine meaning of multiple-meaning words
Consult references to research word origins to determine word meaning
academic
vocabulary
media and
viewing
concept
culture
parallel
structure
section
Analyze multiple interpretations of a story, evaluating how each version

interprets the source text
Integrate ideas on similar topics presented in a variety of media
Find It Online!
Go to thinkcentral.com for the interactive
version of this unit.
18
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differentiated instruction
for english language learners
Academic Vocabulary Provide students with
definitions of each Academic Vocabulary
word.
18
unit
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concept (knPsDpt) n. general notion or idea

about something.
culture (kOlPchEr) n. all products of human
work and thought, including behavioral
patterns, arts, beliefs, and institutions; these
products are an expression of a particular
group, time, or place; a high degree of taste
and refinement gained through education or
other training.
7:27:01
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parallel (pBrPE-lDlQ) adj. having comparable parts,

aims, or grammatical structures; n. something
that closely resembles something else.
section (sDkPshEn) n. part of a whole; a
discussion group of students taking the same
course in a college; v. to separate into parts.
structure (strOkPchEr) n. arrangement or
organization; something constructed, such as
a building; v. to give form or order to.
Use the copy master to help students learn

Academic Vocabulary for this unit.
RESOURCE MANAGERCopy Masters
Academic Vocabulary p. 3
1/3/11
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15/10
The Anglo-Saxon
and Medieval
Periods 4491485
For help in planning this unit, see

RESOURCE MANAGER UNIT 1
pp. 19
Geoffrey
Chaucer
introduce the unit

Call students attention to the pictures on this
page. Explain that the large picture is a photograph of Bodiam Castle in East Sussex, England.
Built in about 1385, the castle was besieged
during the Wars of the Roses. Today the medieval castle is a popular tourist attraction. Tell
students that they will be reading about the
Wars of the Roses in the historical essay.
Ask students if they are familiar with the writer
Geoffrey Chaucer, shown in the smaller picture
on the page. Explain that Chaucer (c. 1340?1400)
was one of the greatest English poets. His
most famous work, The Canterbury Tales, which
consists of interlinked stories told by pilgrims
traveling to the shrine of Thomas Becket, is
considered a masterpiece of world literature.
Tell students that they will read excerpts from
The Canterbury Tales in this unit.
the origins of a nation

The Anglo-Saxon Epic
Reflections of Common Life
The Age of Chaucer
Medieval Romance
dvd-rom
Great Stories on Film

Discover how a movie captures the imagination
of viewers in a scene from King Arthur. Page 266
Unit Resources
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See resources on the Teacher One Stop DVD-ROM and on thinkcentral.com.

UNIT AND BENCHMARK TESTS
BEST PRACTICES TOOLKIT
INTERACTIVE READER
ADAPTED INTERACTIVE READER
ELL ADAPTED INTERACTIVE READER
LANGUAGE HANDBOOK
VOCABULARY PRACTICE
READER/WRITER NOTEBOOK
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TECHNOLOGY
Teacher One Stop DVD-ROM
Student One Stop DVD-ROM
PowerNotes DVD-ROM
WriteSmart CD-ROM
MediaSmart DVD-ROM
GrammarNotes DVD-ROM
Audio Anthology CD
12:00:38 PM
Find It Online!
This unit on thinkcentral.com includes
PowerNotes introductions to key
selections
audio supportlisten or download
ThinkAloud models
WordSharp vocabulary tutorials
interactive unit review and
assessment
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unit 1
ecos
Unit 1 Introduction
Questions of the
Times
Historical Essay
Timeline
Legacy of the Era
pp. 2037
strand
Reading Literature
ecos
Text Analysis
Workshops
The Epic pp. 3839
Medieval Narratives
pp. 140141
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from Beowulf
Epic Poem/
A Collaboration
Across 1200 Years
pp. 4075
ecos
Themes Across Cultures:
from the Iliad
Epic Poem
pp. 7695
British Masterpiece:
from Piers Plowman
pp. 124125
The Anglo-Saxon
Period: Historical
Context pp. 2227 RL 9
The Medieval Period:
Historical Context
pp. 2833 RL 9
from A History of
the English Church
and People
Historical Writing
pp. 96101
Lexile: 1270
Fry: 8
Dale-Chall: 7.4
The Epic pp. 3839

RL 2, RL 3, RL 4
Medieval Narratives
pp. 140141 RL 3, RL 6,
RL 9
Epic pp. 41, 44, 4749,

5861, 64, 6769, 71
RL 3
Old English Poetry

pp. 41, 42, 45, 49, 50, 52,
54, 63, 68, 7071 RL 4
Analyze Theme p. 71
Simile and Epic Simile

pp. 77, 84, 87, 93 RL 4
Classify Characters
pp. 77, 8081, 86,
8891, 93 RL 3, RL 10
Cite Evidence p. 93 RL 1
RL 2
Reading
Informational Text
Writing
The Legacy of the Era

pp. 3637 W 7, W 8
Speaking and
Listening

pp. 3637 SL 1
Language
Historical Writing
pp. 97, 98, 100, 101 RI 9
The Anglo-Saxon
Period: Historical
Context pp. 2227 RI 9
Historical Context
pp. 2833 RI 9
Read a Timeline
pp. 3435 RI 7
The Anglo-Saxon
Period: Historical
Context pp. 2227 L 1a
Historical Context
pp. 2833 L 1a
Writing Prompt
p. 73 W 2, W 9a
Discuss p. 77 SL 1d
Academic Vocabulary
p. 38 L 6
Old English Poetry

pp. 41, 42, 45, 49, 50, 52,
54, 63, 68, 7071 L 5a
Anglo-Saxon Suffixes
(-some) p. 72 L 1a, L 4b
Create Imagery pp. 54,
73 L 3
Language Coach pp. 52,
56 L 4a; p. 65 L 5b
Academic Vocabulary
p. 72 L 6
Etymologies p. 94
L 4c
Language Coach
p. 100 L 5b
Language Coach
pp. 83, 89 L 4
Academic Vocabulary
p. 94 L 6
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The Seafarer/The
Wanderer/The Wifes
Lament
Poetry
pp. 102115
from The Book of

Margery Kempe
Autobiography
pp. 116123
from The Paston

Letters
Letters
pp. 126139
Lexile: 1720
Fry: 9
Dale-Chall: 6.8
Lexile: 1250
Fry: 8
Dale-Chall: 6.4
Imagery pp. 103, 105,

106, 110, 111, 114, 115 RL 4
Monitor Understanding
of Older Works pp. 103,
106, 107, 108, 111, 112,
115 RL 2, RL 10
Compare Texts
p. 115 RL 9
The Prologue from

The Canterbury Tales
Narrative Poem
pp. 142168
from The Pardoners

Tale from The
Canterbury Tales
Narrative Poem
pp. 169182
Characterization pp.
143, 147, 148, 150, 153,
157, 158, 166, 167 RL 1,
Exemplum pp. 169, 173,

176, 178, 179, 181 RL 3
Predict pp. 169, 170, 174,
177, 179, 181 RL 10
Language Coach
p. 178 RL 4
Make Judgments about
Irony p. 181 RL 6
RL 3
Tone p. 165 RL 4
Paraphrase pp. 143, 144,
146, 151, 152, 158, 163,
167 RL 10
Cite Evidence p. 167
RL 1
Autobiography pp. 117,

118, 121, 122 RI 6, RI 9
Draw Conclusions
pp. 117, 121, 122 RI 1
Primary Sources pp. 127,

130, 131, 136, 137, 138 RI 9
Writers Purpose pp.
127, 128, 132, 133, 135, 136,
138 RI 1, RI 6
Cite Evidence p. 138 RI 1
Writing Prompt
p. 123 W 3a, W 3de
Language Coach
p. 104 L 5b; p. 108 L 4b;
p. 112 L 4
Discuss pp. 117, 120 SL 1
Discuss p. 127 SL 1
Craft Effective
Sentences pp. 121, 123
Analyze Style p. 138 L 3

Language Coach
p. 132 L 4a
L3
Language Coach
p. 120 L 3
Discuss p. 169 SL 1
Descriptive Details
p. 159 L 5
Words from French
p. 168 L 4
Language Coach pp.
146, 165
Academic Vocabulary
p. 168 L 6
Prefixes (-mal ) p. 182

L 4d, L 6
Language Coach p. 177

Academic Vocabulary
p. 182 L 6
ecos
To see the complete
Essential Course
of Study, see
pp. T23T28.
For additional
lesson planning
help, see Teacher
One Stop DVD.
19B
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unit
1
continued
ecos
Linked Selections
The Wife of Baths Tale from
Narrative Poem
pp. 183199
Lexile: 1601/1480
Fry: 11/12
Dale-Chall: 8.0/8.5
strand
Reading Literature
Ballad pp. 217, 222, 223, 225,

226 RL 5
Language Coach p. 223 RL 4
Synthesize pp. 200, 201, 202,

203, 205 RI 2, RI 7
Writing Prompt p. 199 W 3b
Speaking and
Listening
Language
Barbara Allan/Robin Hood

and the Three Squires/Get Up
and Bar the Door
Ballads
pp. 216227
Lexile: 1520
Fry: 9
Dale-Chall: 7.4
Plot Elements pp. 207, 208,

210, 211, 213, 214 RL 3
Cause and Effect pp. 207, 210,
212, 213, 214 RL 10
Narrator pp. 183184, 187188,

195197 RL 3
Structure pp. 183, 186, 189,
192, 197 RL 5
Reading
Informational Text
Writing
Pilgrimages: Journeys of the

Spirit
Book Excerpt, Magazine
Article, Map and Illustrations
pp. 200205
Themes Across Cultures:

Federigos Falcon: Fifth Day,
Ninth Story
from The Decameron
Tale
pp. 206215
Writing Prompt p. 205 W 9
Discuss p. 207 SL 1
Latin Roots temp p. 198 L 4

Descriptive Details p. 199 L 5
Language Coach pp. 192, 196
Academic Vocabulary
p. 198 L 6
Nuanced Meaning in a
Thesaurus p. 215 L 4c, L 5b
Academic Vocabulary p. 215
Understand Dialect pp. 217,

219220, 224, 226 L 3
L6
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ecos
from Sir Gawain and the
Green Knight
Romance
pp. 228245
ecos
from Le Morte dArthur
Romance
pp. 246269
Wrap-Ups
The Epic Tradition p. 95
p. 139
The Age of Chaucer p. 227
Medieval Romance p. 265
Writing Workshop:
Analysis of a Poem
pp. 270281
Speaking and Listening
Workshop: Presenting an
Interpretive Essay
pp. 280281
Lexile: 1080
Fry: 10
Dale-Chall: 7
Medieval Romance pp. 228,

229, 232, 236, 243, 244 RL 5
Inferences pp. 229, 234, 237,
239, 240, 244 RL 1
Plot p. 243 RL 5
Text Analysis p. 244 RL 3
Conflict pp. 247248, 250,

254, 258, 260, 263 RL 3, RL 5
Summarize pp. 247, 250, 252,
254, 256, 258, 263 RL 2
Language Coach p. 251 RL 4
Writing Prompt p. 245 W 3,

W 3ab, W 3d
Analysis of a Poem
pp. 270279 RL 1, RL 4
Writing to Compare and

Contrast p. 95 W 2a, W 2b,
Write an Analysis of a Poem

pp. 270279 W 2af, W 4,
W 7, W 8
W 5, W 9a, W 10
Writing to Compare p. 139

W 2a, W 2b, W 9
Writing to Analyze p. 227
W 2, W 2b
Writing to Persuade p. 265
W 1, W 1a, W 9
Discuss p. 229 SL 1c
Extension p. 139 SL 1ab

Extension p. 265 SL 1a
Presenting an Analysis
pp. 280281 SL 3, SL 4, SL 6
ecos
Use Alliteration pp. 237, 245
L1
Language Coach p. 243 L 2b
Multiple-Meaning Words
p. 264 L 4, L 4d
Vocabulary Acquisition
pp. 248, 251, 253254, 264 L 4
Academic Vocabulary
p. 264 L 6
Excerpting Poetry, p. 273 L 1

Punctuating Quotations
p. 277 L 2
pp. 280281 L 1
To see the complete

Essential Course
of Study, see
pp. T23T28.
For additional
lesson planning
help, see Teacher
One Stop DVD.
19D
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1:39:38 PM
Instructional Support
pp
Resource Manager Unit 1
Language Handbook
unit support
Vocabulary Practice
Best Practices Toolkit
MediaSmart DVD-ROM
PowerNotes DVD-ROM
King Arthur in Film
Connections: Nonfiction for

Common Core CD-ROM
WriteSmart CD-ROM
Academic Vocabulary, p. 3
Additional Academic Vocabulary, p. 4
Grammar Focus, p. 5
Text Analysis Workshop, pp. 9, 115
Writing Workshop: Analysis of a Poem,
p. 273
Wordsharp CD-ROM
selection support*
Plan and Teach
Lesson planning pages
Additional leveled selection questions
Extension activities
Student Copy Masters
Selection summaries in four languages
Skills Copy Masters in English and Spanish
Vocabulary preteaching and support
Reading Check and Question Support
Reading Fluency
* Available for all selections
Available on thinkcentral.com
Differentiated
ff
Instruction
STRUGGLING READERS AND WRITERS
ENGLISH LANGUAGE LEARNERS
ADVANCED LEARNERS
Additional Selection Questions
Additional Selection Questions
Question Support
Selection Summaries in English,

Spanish, Vietnamese and Haitian Creole
Reading Fluency
Skills Copy Masters in Spanish
Diagnostic and Selection Tests
Interactive Reader
Adapted Interactive Reader
Level Up Online Tutorials
Audio Anthology
English Language Learner Adapted

Interactive Reader Teachers Guide
e
ELL Adapted Interactive Reader
Audio Tutor
Guide to English for Newcomers
Audio Anthology
Selection Tests B/C
(with Audio summaries)
Diagnostic and Selection Tests

Selection Tests A/B
Ideas for Extension
Audio Summaries in Multiple

Languages
(on thinkcentral.com)
19E
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11:49:13 AM
Assessment and Reteaching

Diagnostic and Selection
Tests
Unit and Benchmark Tests
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Assess Progress and Reteach Assign electronic
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f
Development
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consultants and other educational experts, these videos
feature classroom-ready
teaching strategies.
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range of articles and handouts
by program consultants and
other educators.
Citing Textual Evidence

Historical and Cultural Context
Figurative Language and Imagery
Character Development and Motivation
Jim Burke
Jane t Allen
Kylene Beer s
Prepare your students for college and careers

by teaching relevant, real-world skills through
dynamic, interactive instruction. Go to
thinkcentral.com to browse through all whiteboard lessons or to access the lessons that
focus on the skills taught in this unit:
Together Holt McDougal and

HISTORY are revolutionizing
the study of English/language
arts with video that helps
students relive and re-imagine
the people, places, and events
they are discovering through
reading. Look for selections
with the HISTORY icon.
Carol Jago
19F
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unit
1
RL 9 Demonstrate knowledge of foundational
works of literature, including how two or more
texts from the same period treat similar themes or
topics. RI 9 Analyze documents of historical and
literary significance for their themes, purposes, and
rhetorical features.
Questions of the Times

Read aloud the questions on pages 20 and 21
and the paragraphs that follow them. Open
the discussion of each idea by having students
respond to the questions that conclude each
paragraph. Use these notes to prompt further
exploration of the ideas.
Questions of the Times

DISCUSS Read and discuss these questions with a partner, and share your
thoughts with the class. Then read on to explore the ways in which these
issues affected the literature of the Anglo-Saxon and medieval periods.
What makes a
true HE RO ?
Who really shapes

S O C IET Y?
From the fierce, doomed Anglo-Saxon warrior Beowulf to

King Arthur and his loyal knights, bound by their code of
chivalry, early British literature shows a deep fascination
with the hero as the embodiment of societys highest
ideals. As these ideals have shifted, the image of the hero
has changed too. What do you believe are the qualities of
a true hero?
The medieval period in British history conjures up images

of kings, queens, and knights in shining armor, but in reality
most of the people were simple peasants. The feudal system
ensured that peasants, despite their large numbers, had very
little political power. Yet their struggles and contributions
helped build a great nation. What do you think truly shapes
society? Is it the power of the few or the struggles of many?
What makes
a true HERO?
Encourage students to share the qualities they
believe make a true hero. Challenge them to
compare actual heroes with the larger-thanlife protagonists of books and movies. Extend
the discussion by asking students what type of
heroreal or fictionalhas a greater impact
on todays society.
Who really shapes

SOCIETY?
Invite students to consider the people who
have shaped modern American society. Discuss
whether a powerful few or the many have
been more influential. Have students offer
specific examples drawn from historical and
contemporary events and support their views.
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unit 1: the anglo-saxon and medieval periods
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RL 9 Demonstrate knowledge of foundational works of literature, including how

two or more texts from the same period treat similar themes or topics.
RI 9 Analyze documents of historical and literary significance for their themes,
purposes, and rhetorical features.
Does FATE
control our lives?
Invite students to offer their views regarding the role of fate in daily life. Point out that
people are sometimes referred to as being
naturally lucky or unlucky. Discuss whether
there is any sense to this, or whether people
make their own luck.
Does FAT E
control our lives?
Can people live up

to high ID E A L S ?
The seafaring Anglo-Saxons led harsh, brutal lives, often cut

short by violence, disease, or the unpredictable tempests
of the icy North Sea. They admired strength and courage
but ultimately saw humans as helpless victims of a grim,
implacable fate they called wyrd. Do you believe people
can determine their own futures, or does chance or fate
play a part?
During the medieval period, there were elaborate rules of

conduct to guide behavior in battle as well as in romance.
This code of chivalry assumed that knights were uniformly
gallant and loyal, ladies fair and devout, manners impeccable,
and jousting the way to prove bravery and win favor. Is it
possible to live up to such high ideals? Is it worth trying?
Can people live up

to high IDEALS?
Encourage students to express their views
concerning the desirability and value of codes
of conduct. Discuss whether high ideals serve
as inspiration or whether they mainly cause
frustration for people who try to achieve them
and cannot.
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questions of the times
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Essential Course of Study
ecos
The Anglo-Saxon and

Medieval Periods
4491485

works of literature, including how two or more
texts from the same period treat similar themes or
topics. RI 9 Analyze documents of historical and
literary significance for their themes, purposes, and
rhetorical features. L 1a Apply the understanding
that usage is a matter of convention, can change
over time, and is sometimes contested.
The Origins of a Nation
The following essay provides students with a

historical context for the Unit 1 reading selections. It presents a brief overview of significant events occurring during the time period,
4491485, and discusses key people and ideas
of the times.
To get started, read and discuss the opening
paragraph on this page. Ask students what
names come to mind when they think of early
English history and literature. Students may
mention such familiar names as Richard the
Lion-Hearted and King Arthur, both of whom
are discussed in the essay.
A towering circle of ancient stones, draped in the mist

of centuries. The clatter of horses hooves, the clash of
swords and spears. A tiny island whose motley tongue
would become the language of the world, and whose
laws, customs, and literature would help form Western
civilization. This is England, and the story begins here.
R E A D I N G STR ATEG Y
preview
Have students preview the historical essay
by reading the INDEX IDEAS and skimming the heads, boldfaced terms, and
Taking Notes side-column features. Ask
volunteers to summarize what the essay
is about.
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About the Photo The photo shows Stonehenge, a circular arrangement of large prehistoric stones on Salisbury Plain, in southern
England. The exact purpose of Stonehenge
has not been definitively established, but
many scholars believe it may have been used
for religious ceremonies.
11/22/10
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for struggling readers

Vocabulary Support To help students understand the essay, review these words
barbarism, uncivilized or primitive
behavior
province, a region or country controlled by
the ancient Roman government
urban, relating to a city
chieftain, chief or leader
genesis, origin or beginning
22
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The Anglo-Saxon Period:

Historical Context
Britains early years were dominated by successive waves of
invaders. Among them were the Anglo-Saxonsa people who
gave us the first masterpieces of English literature.
Centuries of Invasion
The Dark Ages, as the Anglo-Saxon period is often called, was a time
of bloody conflicts, ignorance, violence, and barbarism. Life was difficult,
and the literature of the period reflects that reality. Little imagery of the
brief English summers appears in this literature; winter prevails, and spring
comes slowly, if at all. The people were serious minded, and the reader finds
scarce humor in their literature. Indeed, many of the stories and poems
present heroic struggles in which only the strong survive. And no wonder.
early britain The first person ever to write about England may have
been the Roman general Julius Caesar, who in 55 b.c. attempted to
conquer the British Isles. Put off by fierce Celtic warriors, Caesar hastily
claimed victory for Rome and returned to Europe, leaving the Britons
(as the people were known) and their neighbors to the north and west,
the Picts and Gaels, in peace.
A century later, however, the Roman army returned in force and
made good Caesars claim. Britain became a province of the great Roman
Empire, and the Romans introduced cities, roads, written scholarship,
and eventually Christianity to the island. Their rule lasted more than three
hundred years. Romanized Britons adapted to an urban lifestyle, living
in villas and frequenting public baths, and came to depend on the Roman
military for protection. Then, early in the fifth century, the Romans pulled
out of Britain, called home to help defend their beleaguered empire against
hordes of invaders. With no central government or army, it was not long
before Britain, too, became a target for invasion.
RL 9 Demonstrate knowledge of
foundational works of literature,
including how two or more texts
from the same period treat similar
themes or topics. RI 9 Analyze
documents of historical and
literary significance for their
themes, purposes, and rhetorical
features. L 1a Apply the
understanding that usage is a
matter of convention, can change
over time, and is sometimes
contested.
taking notes
Outlining As you read this
introduction, use an outline
to record main ideas about
the historical events and
literature of each period.
You can use headings,
boldfaced terms, and
the information in boxes
like this one as starting
points. (See page R49 in
the Research Handbook for
more help with outlining.)
I. Historical Context
A. Centuries of Invasion
1. Early Britain
2. Anglo-Saxons
3. Vikings
B. The Norman Conquest
This section of the essay (pages 2324) summarizes Britains early history: the Roman armys
conquest of the region; subsequent invasions
first by Angles, Saxons, and other Germanic
tribes, then by Vikings; and the Norman Conquest of 1066. The text also discusses how
Anglo-Saxon culture became the basis for
English culture.
tiered discussion prompts

Use these prompts to help students understand the ideas in Centuries of Invasion:
Interpret The opening paragraph concludes
with, And no wonder. What does the writer mean by this? Possible answer: The writer
is alluding to the preceding sentence, making
the point that its no wonder that only the
strong survive, because life in the Dark Ages
was so difficult.
Analyze In what ways did the Roman
conquest of Britain benefit Britons? Possible
answer: The Romans introduced cities, roads,
and written scholarship to the Britons. In
addition, the Roman army provided military
protection.
anglo-saxons The Angles and Saxons, along with other Germanic tribes,
began arriving from northern Europe around a.d. 449. The Britons
perhaps led by a Celtic chieftain named Arthur (likely the genesis of the
legendary King Arthur of myth and folklore)fought a series of battles
against the invaders. Eventually, however, the Britons were driven to the
west (Cornwall and Wales), the north (Scotland), and across the English
Channel to an area of France that became known as Brittany.
Settled by the Anglo-Saxons, the main part of Britain took on a new
name: Angle-land, or England. Anglo-Saxon culture became the basis for
English culture, and their gutteral, vigorous language became the spoken
language of the people, the language now known as Old English.
Stonehenge, an ancient monument located in Wiltshire, England
The Anglo-Saxon Period:

Historical Context
Synthesize In what ways does the influence

of the Anglo-Saxons persist to this day?
Possible answer: The Anglo-Saxon language,
Old English, is the basis of numerous words in
modern-day English.
unit introduction
11:58:42
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Set a Purpose After introducing Britains

early history, ask students to look for the
sequence of invaders and conquerors who
took control of the region during that time.
Vocabulary Support The Germanic tribes,

which included the Angles and Saxons, were
peoples joined through shared language
and custom, who took control of parts of
Europe in the fifth century A.D. Millions of
people in Europe, North America, and other
parts of the world still speak Germanic
languages today.
unit introduction
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vikings The 790s brought the next wave of invaders, a fearsome group
of seafaring marauders from the rocky, windswept coasts of Denmark and
Norway: the Vikings. Shrieking wildly and waving giant battle-axes, Viking
raiders looted, killed, and burned down entire villages. At first, they hit and
ran; later, finding England a more pleasant spot to spend the winter than
their icy homeland, the Danish invaders set up camps and gradually gained
control of much of the north and east of the country.
In the south, the Danes finally met defeat at the hands of a powerful
Anglo-Saxon king known as Alfred the Great. Alfred unified the English,
and under his rule, learning and culture flourished. The Anglo-Saxon
Chronicle, a record of English history, was initiated at his bidding.
check understanding
Have students explain the significance of each
of the following:
Vikings
Alfred the Great
Anglo-Saxon Chronicle
The Norman Conquest
Use these prompts to help students understand the ideas in The Norman Conquest:
In 1042, a descendant of Alfreds took the throne, the deeply religious

Edward the Confessor. Edward, who had no children, had once sworn
an oath making his French cousin William, duke of Normandy, his
heiror so William claimed. When Edward died, however, a council
of nobles and church officials chose an English earl named Harold
to succeed him. Incensed, William led his Norman army in what was
to be the last successful invasion of the island of Britain: the Norman
Conquest. Harold was killed at the Battle of Hastings in 1066, and
on Christmas Day of that year, William the Conqueror was crowned
king of England.
The Norman Conquest ended Anglo-Saxon dominance in England.
Losing their land to the conquerors, noble families sank into the
peasantry, and a new class of privileged Normans took their place.
Summarize What caused William to invade

England? Possible answer: William had expected to be heir to the throne after Edward.
However, the English council chose Harold
instead, which infuriated William.
Analyze What were the effects of the
Norman Conquest? Possible answer: The
Norman Conquest put an end to Anglo-Saxon
dominance in England, relegated English
noble families to peasantry, and created a
new class of privileged Normans.
A Voice from the Times

William returned to Hastings,
and waited there to know
whether the people would submit
to him. But when he found that
they would not come to him, he
went up with all his force that
was left and that came since to
him from over sea, and ravaged
all the country. . . .
Anglo-Saxon Chronicle
Scale model of the Battle of Hastings
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for advanced learners/ap*
The Fearsome Vikings The Vikings were
notorious for their ferocity, but there is much
more to their history than just raiding and
killing. Have students research the Vikings:
who they were, where they settled, what
their society was like and how it changed
over time. Ask students to summarize their
findings in an essay and share their essays
with the class.
24
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The Anglo-Saxon Chronicle Have students

learn more about the Anglo-Saxon Chronicle:
how long it was kept, what it contains, and
why it is historically significant. Ask students
to share their findings with the class in informal oral presentations.
* AP is a registered trademark of the College

Entrance Examination Board. Use of the trademark
does not constitute production, participation, sponsorship, or endorsement by the College Board.
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Early Anglo-Saxon literature reflected a fatalistic worldview, while

later works were influenced by rapidly spreading Christianity.
Cultural Influences
The Spread of Christianity

Like all cultures, that of the Anglo-Saxons changed over time. The early
invaders were seafaring wanderers whose lives were bleak, violent, and short.
Their pagan religion was marked by a strong belief in wyrd, or fate, and
they saved their admiration for heroic warriors whose fate it was to prevail
in battle. As the Anglo-Saxons settled into their new
land, however, they became an agricultural people
less violent, more secure, more civilized.
ianity in the Roman World A.D. 500
Christ
The bleak fatalism of the Anglo-Saxons early beliefs
may have reflected the reality of their lives, but it offered
little hope. Life was harsh, it taught, and the only certainty
was that it would end in death. Christianity opened up a
North
bright new possibility: that the suffering of this world was
Sea
BRITAIN
merely a prelude to the eternal happiness of heaven.
R
Christian areas, 500
This section of the essay describes how the

Anglo-Saxons pagan religion gradually gave
way to Christianity, which spread across Britain
and became a dominant cultural force.

Use these prompts to help students understand the ideas in The Spread of Christianity:
Summarize What important role did monasteries play? Possible answer: Monasteries
were focal points of intellectual, literary,
artistic, and social activity. Since there were
no schools or libraries, monasteries provided
the only educational opportunities.
hin
christianity takes hold No one knows exactly

when the first Christian missionaries arrived in Britain,
GAUL
ATLANTIC
but by a.d. 300 the number of Christians on the island
OCEAN
was significant. Over the next two centuries, Christianity
spread to Ireland and Scotland, including the Picts
and Angles in the north. In 597, a Roman missionary
SPAIN
named Augustine arrived in the kingdom of Kent, where
he established a monastery at Canterbury. From there,
Christianity spread so rapidly that by 690 all of Britain
was at least nominally Christian, though many held on
to some pagan traditions and beliefs.
Monasteries became centers of intellectual, literary,
artistic, and social activity. At a time when schools and
libraries were completely unknown, monasteries offered
the only opportunity for education. Monastic scholars imported books from
the Continent, which were then painstakingly copied. In addition, original
works were written, mostly in scholarly Latin, but later in Old English. The
earliest recorded history of the English people came from the clergy at the
monasteries. The greatest of these monks was the Venerable Bede
(c. 673735), author of A History of the English Church and People.
When Vikings invaded in the late eighth and ninth centuries, they
plundered monasteries and threatened to obliterate all traces of cultural
refinement. Yet Christianity continued as a dominant cultural force for
more than a thousand years to come.
e R.
2/10
Cultural Influences
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ITALY
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unit introduction
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Vocabulary Support
descendant, a person born of a certain
family; offspring
dominance, control; supremacy
privileged, having certain advantages or
special rights
pagan, of or relating to people who worship
many gods or no gods, especially people who
lived before the spread of monotheism
Evaluate Why would Christianity appeal to

the early Anglo-Saxons? Possible answer:
The Anglo-Saxons pagan religion was bleakly
fatalistic, offering people little hope for
better lives. By contrast, Christianity raised
the possibility that people would leave their
harsh world and go on to heavens eternal
happiness.
fatalism, the idea that events are determined in advance and human beings have
no power to change them
monastery, a house or other residence for a
community of persons living under religious
vows, especially a residence for monks
7:27:12 PM

Set a Purpose After describing how the
Anglo-Saxons religion gradually changed, ask
students to look for the impact of Christianity
on Britain as they read.
monastic, of or relating to a monastery or

the persons living there
unit introduction
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Literature of the Times

This section of the essay (pages 2627) focuses
on early Anglo-Saxon literature. The text
describes
Anglo-Saxon literature often focused on great heroes such as Beowulf,

though sometimes it addressed everyday concerns.
For Your Outline
the epic tradition

Epic poems praised deeds
of heroic warriors.
The Epic Tradition

The early literature of the Anglo-Saxon period mostly took the form of
lengthy epic poems praising the deeds of heroic warriors. These poems
reflected the reality of life at this time, which was often brutal. However,
the context in which these poems were delivered was certainly not grim.
In the great mead halls of kings and nobles, Anglo-Saxons would gather
on special occasions to celebrate in style. They feasted on pies and roasted
meats heaped high on platters, warmed themselves before a roaring fire,
and listened to scopsprofessional poetsbring the epic poems to life.
Strumming a harp, the scop would chant in a clear voice that carried over
the shouts and laughter of the crowd, captivating them for hours on end
with tales of courage, high drama, and tragedy.
To the Anglo-Saxons, these epic poems were far more than simple
entertainment. The scops performance was a history lesson, moral sermon,
and pep talk rolled into one, instilling cultural pride and teaching how a
true hero should behave. At the same time, in true Anglo-Saxon fashion, the
scop reminded his listeners that they were helpless in the hands of fate and
that all human ambition would end in death. With no hope for an afterlife,
only an epic poem could provide a measure of immortality.
epic poems presented orally in mead halls,

including Beowulf
lyric poems, such as The Seafarer
the works of Margery Kempe and Margaret
Paston

Use these prompts to help students understand the ideas in The Epic Tradition:
Restate Under what circumstances were
epic poems presented? Possible answer:
Inside mead halls, professional poets chanted
the poems to the accompaniment of a
harp, while listeners feasted and enjoyed
themselves.
Poems were recited by

scops in mead halls.
Poems instilled cultural
pride.
common life
Lyric poems reflected
everyday reality.
Exeter Book contains
surviving lyrics.
Writing moved from Latin
to English.
Medieval literature
also explored everyday
concerns.
Cover and illustration from a contemporary graphic work

by Gareth Hinds, based on the epic poem Beowulf
Interpret The essay writer explains that

these epic poems were far more than simple
entertainment to the Anglo-Saxons. What
does the writer mean by this statement?
Possible answer: The scops performance of
epic poems combined elements of AngloSaxon history, morality, and culture. It also
reminded listeners of the power of fate and
the inevitability of death.
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Vocabulary Support
epic poem, a long narrative poem written
in formal style, recounting the adventures
and accomplishments of a legendary or
historical hero
Set a Purpose After describing different

types of Anglo-Saxon literature, ask students
to look for the characteristics of early AngloSaxon literature as they read.
11:59:03
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literacy, the ability to read and write

scribe, a person whose profession is writing
down or copying manuscripts
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lyric poem, a short poem with a songlike

quality that expresses the poets thoughts
and feelings
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These epic poems were an oral art form: memorized and

performed, not written down. Later, as Christianity spread
through Britain, literacy spread too, and poems were more likely
to be recorded. In this age before printing presses, however,
manuscripts had to be written out by hand, copied slowly and
laboriously by scribes. Thus, only a fraction of Anglo-Saxon poetry
has survived, in manuscripts produced centuries after the poems
were originally composed. The most famous survivor is the epic
Beowulf, about a legendary hero of the northern European
past. In more than 3,000 lines, Beowulf relates the tale of a heroic
warrior who battles monsters and dragons to protect the people.
Yet Beowulf, while performing superhuman deeds, is not immortal.
His death comes from wounds incurred in his final, great fight.

While epics such as Beowulf gave Anglo-Saxons a taste of glory,
scops also sang shorter, lyric poems, such as The Seafarer, that
reflected a more everyday reality: the wretchedness of a cold, wet
sailor clinging to his storm-tossed boat; the misery and resentment
of his wife, left alone for months or years, not knowing if her
husband would ever return.
Some of these poems mourn loss and death in the mood of
grim fatalism typical of early Anglo-Saxon times; others, written
after the advent of Christianity, express religious faith or offer
moral instruction. A manuscript known as the Exeter Book
contains many of the surviving Anglo-Saxon lyrics, including
more than 90 riddles, such as this one: Wonder was on the wave,
when water became bone. Answer: an iceberg.
a changing language
Old English
a changing language
Just as Britains fifth-century invaders

eventually united into a nation called
England, their closely related Germanic
dialects evolved over time into a
distinct language called English
today called Old English to distinguish
it from later forms of the language.
Old English Historians generally view the

English language as having three main stages
of development. Old English, which was
formerly called Anglo-Saxon, was the earliest
stage, extending from approximately 450 to
1100. It was followed by Middle English and
then Modern English. While Old English words
are generally not recognizable to modern readers, some are similar to present-day English
words. For example, heofon and sawol are the
Old English words for heaven and soul.
A Different Language Old English

was very different from the language
we know today. Though about half
of our basic vocabulary comes from
the Anglo-Saxon language, a modern
English speaker would find the harsh
sounds impossible to understand.
Some words can still be recognized
in writing, though the spelling is a little
unfamiliar: for instance, scoh (shoe),
hunig (honey), milc (milk), and faeder
(father). Other words have disappeared
entirely, such as hatheart (angry) and
gleowian (joke).
Grammatically, the language was
more complex than modern English,
with words changing form to indicate
different functions, so that word order
was more flexible than it is now.
Activity Have students use a dictionary to

compile a list of familiar words that derive
from Old English. Possible answer: Many words
for parts of the body, such as arm and hand, can
be traced back to Old English.
check understanding
Ask students why so little Anglo-Saxon poetry
has survived to the present day.
The Growth of English The most

valuable characteristic of Old English,
however, was its ability to change and
grow, to adopt new words as the need
arose. While Christianity brought Latin
words such as cloister, priest, and candle
into the Anglo-Saxon vocabulary,
encounters with the Vikings brought
skull, die, crawl, and rotten. The arrival
of the Normans in 1066 would stretch
the language even farther, with
thousands of words from the French.
early authors Most Old English poems are anonymous. One

of the few poets known by name was a monk called Caedmon,
described by the Venerable Bede in his famous history of
England. Like most scholars of his day, Bede wrote in Latin, the
language of the church. It was not until the reign of Alfred the
Great that writing in English began to be widespread; in addition
to the Anglo-Saxon Chronicle, which was written in the language
of the people, Alfred encouraged English translations of the Bible
and other Latin works.
As England moved into the Middle Ages, its literature continued to
capture the rhythms of everyday life. The medieval period was one of social
turbulence and unrest, and several works give modern readers a glimpse of
the individual hopes and fears of people of the time. Margery Kempe, for
example, describes a crisis of faith brought on by childbirth; the letters of
Margaret Paston and her family mainly deal with issues of marriage and
managing the family estate.
unit introduction
11:59:03
AM
27

Use these prompts to help students understand the ideas in Reflections of Common Life:
Summarize What was Anglo-Saxon lyric
poetry like? Possible answer: Anglo-Saxon
lyric poetry reflected the challenging circumstances of the times. Early poems were
characterized by a grim fatalism, while later
poems expressed religious faith or provided
moral instruction.
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for advanced learners/ap

Research Oral Art Forms Call attention to the
fact that epic poetry is an oral art form that
has played a key role in the history of English
literature. Ask students to research other
forms of oral literature, such as the stories
and folk tales of Native American, African,
and Indian literature. Encourage them to
identify similarities and differences. Have
students make presentations to the class,
sharing their findings and explaining why
Evaluate Why might the works of such

writers as Margery Kempe and Margaret
Paston be of interest to modern readers?
Possible answer: Because Kempe and Paston wrote about such universal subjects as
childbirth and marriage, their works would
probably still interest readers today.
11:59:12 AM
the oral tradition has been so important to

the development and preservation of the
early literature of cultures around the world.
unit introduction
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The Medieval Period: Historical

Context
This section of the essay on these two pages
presents an overview of Englands rulers from
the time of the Norman Conquest through
1485, when Henry VII took the throne, traditionally marking the end of the Middle Ages in
England. The text also describes the signing
of the Magna Carta, the Hundred Years War
between England and France, and the devastating Black Death.
check understanding
Ask students to summarize the reign of
William the Conqueror.

Historical Context
With the Norman Conquest, England entered the medieval period,
a time of innovation in the midst of war.
The Monarchy
After his victory at Hastings, William the Conqueror lost no time taking full
control of England. He was a new kind of kingpowerful, well-organized,
determined to exert his authority down to the smallest detail. Many people
resented innovations such as the Domesday Book, an extraordinary tax
record of every bit of property owned, from fish ponds to litters of pigs.
Still, no one could deny that William brought law and order to the land,
so that, as one scribe wrote shortly after Williams death, any honest man
could travel over his kingdom without injury with his bosom full of gold.
Power struggles in the decades after Williams death left England in a state
of near-anarchy until 1154, when his great-grandson Henry Plantagenet took
For Your Outline

The Medieval Period
I. Historical Context
A. The Monarchy
1. William the Conqueror
View of London with London Bridge in far distance, Royal Manuscript. From The Poems of
Charles, Duke of Orleans. British Museum/Harper Collins Publishers/The Art Archive.
Analyze Visuals
This illustration from an
illuminated manuscript of
his poems depicts Charles,
the French Duke of Orleans,
imprisoned in the Tower of
London. Charles was captured
at the Battle of Agincourt
during the Hundred Years
War and imprisoned for
the next 25 years. Yet like
most captured nobles,
his confinement was not
strict: he was allowed to
live in a style similar to
that which he had known
as a free man. What details
show how Charles lived?
Does the Tower look as
you imagined it? Explain.
Analyze Visuals
Possible answer: Charles is richly dressed and
the room is well furnished. There appears to be
a ceremony taking place with many visitors or
jailors in attendance. Charles is able to view his
surroundings from a window. The Tower does
not look as I had imagined it. It looks more like
a castle (with a courtyard and several other
buildings) than a prison tower to me.
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Vocabulary Support
medieval, of or relating to the Middle Ages
Set a Purpose After telling students that

the medieval period began with the Norman
Conquest and lasted through 1485, ask students to look for important historical developments that took place during the Middle
Ages in England as they read.
anarchy, lawlessness or political disorder

judicial, of or relating to courts of law or
the administration of justice
plague, epidemic, often fatal, disease
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the throne as Henry II. One of medieval Englands most memorable rulers,
Henry reformed the judicial system by setting up royal courts throughout
the country, establishing a system of juries, and beginning to form English
common law out of a patchwork of centuries-old practices.
Henrys son Richard I, known as Richard the Lion-Hearted, spent most
of his ten-year reign fighting wars abroad. During his absence, his younger
brother, John, plotted against him. The villain of Robin Hood legends,
King John was treacherous and bad-tempered, quarreling with nobles and
raising their taxes until they threatened to rebel. In 1215 he was forced to
sign the Magna Carta (Great Charter), which limited royal authority by
granting more power to the baronsan early step on the road to democracy.
check understanding
Ask students to summarize each of the
following:
how Henry II changed Englands judicial
system
what the Magna Carta was and why it
was significant
War and Plague

As the medieval period drew to a close, war was a near-constant fact of
life. The Hundred Years War between England and France began in
1337, during the reign of Edward III. As the war continued on and off
for more than a century, England also had to weather several domestic
crises, including a terrible plague known as the Black Death, which
killed a third of Englands population.
When the war finally ended in 1453, England had lost nearly all of its
French possessions. Two rival families claimed the thronethe house of
York, whose symbol was a white rose, and the house of Lancaster, whose
symbol was a red rose. The fighting that ensued, known as the Wars of
the Roses, ended in 1485 when the Lancastrian Henry Tudor killed the
Yorkist king Richard III at Bosworth Field and took the throne as Henry
VII. This event marked the end of the Middle Ages in England.
Have students describe the significance of

each of the following terms:

No freeman shall be taken, or
imprisoned, or outlawed, or
exiled, or in any way harmed,
nor will we go upon him nor
will we send upon him, except
by the legal judgment of his
peers or by the law of the land.
Hundred Years War

Black Death
Wars of the Roses
Cultural Influences
This section of the essay (pages 2930)
describes three social forces that shaped
England during the Middle Ages: the political
and economic system known as feudalism; the
powerful church, headed by the Pope; and the
chivalric code that typified the values and ideals of conduct for knights.
Magna Carta
Cultural Influences
Medieval literature is best understood in the context of three
powerful influences on medieval society: feudalism, the church, and
a code of conduct called chivalry.
check understanding
Ask students to explain the concept of
feudalism in their own words.
Three Social Forces

the feudal system Feudalism was a political and economic system
that William the Conquerer introduced into England after the Norman
Conquest. Based on the premise that the king owns all the land in the
kingdom, William kept a fourth of the land for himself, granted a fourth to
the church, and parceled out the rest to loyal barons, who, in return, either
paid him or supplied him with warriors called knights. The barons swore
allegiance to the king, the knights to the barons, and so on down the social
ladder. At the bottom of the ladder were the conquered Anglo-Saxons, many
of whom were serfspeasants bound to land they could not own.
unit introduction
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Set a Purpose After briefly describing feudalism, the church, and chivalry, ask students
to consider how feudalism, the power of the
church, and chivalry each had a strong influence on medieval life.
Research the Magna Carta Call attention to

the quotation in A Voice from the Times,
which comes from the Magna Carta. Invite
students to learn more about the history and
significance of the Magna Cartathe great
charter. Ask them to research and prepare a
brief report summarizing its provisions and
explaining why the document had lasting
importance. Students should also trace the
history of the Magna Carta, including its nullification and subsequent revivals.
11:59:18 AM
unit introduction
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the power of the church There was one grand exception to the
feudal systems hierarchy: the church. Led by the pope in Rome, the
medieval church wielded tremendous powerlevying taxes, making its
own laws, running its own courts, and keeping kings and noblemen in
line with the threat of excommunication. The church owned more land
than anyone in Europe, and its soaring stone cathedrals and great abbeys
were as impressive as any castle. The churchs power did lead to conflicts
with the monarchy. When Henry IIs archbishop and friend Thomas
Becket began favoring church interests over those of the crown, four
knights loyal to the king murdered him. Becket was declared a saint, and
his shrine at Canterbury became a popular destination for pilgrims, such
as those described in Geoffrey Chaucers The Canterbury Tales.

Use these prompts to help students understand the ideas in Three Social Forces:
Analyze What factors would be likely to
contribute to conflict between the monarchy
and the church? Possible answer: The king
was supreme ruler of England, and under
feudalism, he owned all the land in the kingdom. The Pope and the church, however, had
great power, owned more land than anyone
in Europe, and in many ways functioned
independently. Thus, the monarchy and the
church were two powerful forces with sometimes conflicting interests.
chivalry and courtly love Medieval literature, including the

famous stories of King Arthur, was influenced by another social force as
wellthe ideals of chivalry and courtly love made popular during Henry
IIs reign. Henrys wife, Eleanor of Aquitaine, brought from French
court circles the concept of chivalry, a code of honor intended to govern
knightly behavior. The code encouraged knights to be generous, brave,
honest, pious, and honorable, to defend the weak and to battle evil and
uphold good. It also encouraged knights to go on holy quests such as
the Crusades, the military expeditions in which European Christians
attempted to wrest the holy city of Jerusalem from Muslim control.
Eleanor and her daughter Marie applied chivalric ideals to the
relationships between men and women as well. They presided over a
court of love, where lords and ladies would come to be entertained
by music and tales of King Arthur and other romantic heroes and argue
about the proper conduct of a love affair. Courtly love and the concept
of chivalry represented ideals rarely met in real life. Yet they served as
inspiration for some of the finest literature of the time.
Evaluate It has sometimes been said that

in todays world chivalry is dead. Do you
agree or disagree with this statement? Explain why. Answers will vary. Encourage students to support their opinions with examples
from everyday life.

Marriage is no real excuse
for not loving.
He who is jealous cannot
love.
When made public, love
rarely endures.
A new love puts an old one
to flight.
Every lover regularly turns
pale in the presence of his
beloved.
rules from the 12th-century
book The Art of Courtly Love
La Belle Dame Sans Merci, Walter Crane. Private collection. Bridgeman Art Library.
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Main Ideas and Supporting Details Help
students use a Main Idea and Details chart
to identify important ideas and details in
Cultural Influences.
BEST PRACTICES TOOLKITTransparency
Main Idea and Details p. B6
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Vocabulary Support
hierarchy, organization by rank or class, one
above the other, of persons or things
excommunication, depriving a church
member of the benefits and privileges of
membership; expulsion from the church
shrine, a place set aside as sacred for a
saint or deity
courtly love, medieval code of conduct
prescribed for lovers
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Medieval works, such as The Canterbury Tales and Arthurian
romances, drew from many sources, historical and contemporary,
while reflecting the society and ideals of their time.
The Age of Chaucer

The most famous writer of medieval times, the father of English
literature, was Geoffrey Chaucer, a poet who demonstrated the potential
of English as a literary language. Drawing on sources as diverse as French
poetry, English songs, Greek classics, contemporary Italian tales, and Aesops
fables, Chaucer masterfully blended old with new, all in the natural rhythms
of Middle English, the spoken language of the time.
an english masterpiece The Canterbury Tales, Chaucers best-known
work, displays his ability as a storyteller, his keen sense of humor, and
his sharp eye for detail. A collection of tales ranging from irreverent to
inspirational, it is held together by a frame story about a group of pilgrims
who pass time on their journey to the shrine of Thomas Becket by telling
stories. The pilgrims characters are revealed through the stories they tell
and their reactions to one anothers tales. Though Chaucer apparently
intended to have each of the 30 pilgrims tell 4 stories apiece,
he died having completed only 24 of the tales.
Chaucer lived during a time of change and
turmoil in England. He was born just a few
years after the outbreak of the Hundred
Years War and was still a small child when
the bubonic plague hit Europe. The Black
Death, as it was known, greatly reduced
the population, which led to a shortage
of laborers. In turn, serfs realized their new
value and left the land to work in towns
and on neighboring estates. This shift led to
the decline of feudalism and the growth of a
new middle class, to which Chaucers family
belonged. In addition, the war with France had
spurred the re-emergence of the English language
among the ruling class. With its cast of characters
ranging across British society, from the perfect gentle Knight to a common
miller, and its use of everyday English rather than elevated Latin or French,
The Canterbury Tales reflected all of these developments.
For Your Outline
the age of chaucer

Geoffrey Chaucer is
the father of English
literature.
Chaucers The Canterbury
Tales reflected his society
and led to an appreciation
for English as a literary
language.
Ballads are narrative
songs relating the lives
of common folk.
This section of the essay (pages 3133) discusses the significance of Geoffrey Chaucer and The
Canterbury Tales. The text also describes other
important works of the Middle Ages, including William Langlands Piers Plowman and the
romances Sir Gawain and the Green Knight and
Sir Thomas Malorys Le Morte dArthur.

Use these prompts to help students understand the ideas in The Age of Chaucer:
Interpret The essay writer notes that Chaucer
demonstrated the potential of English as
a literary language. What does the writer
mean? Possible answer: Chaucer wrote The
Canterbury Tales in everyday Middle English
instead of elevated Latin or French; he effectively blended diverse elements from various
sources, such as French poetry, English songs,
and Greek classics, to create a literary work.
Analyze In what way did the Black Death
contribute to the decline of feudalism?
Possible answer: The Black Death significantly
reduced the population, causing a shortage of
laborers. The serfs, realizing their new value,
went to work in towns and on neighboring
estates, weakening the feudal system.
Detail of Lydgate and the Canterbury

Pilgrims leaving Canterbury (1520). From
John Lydgates Troy Book and Story of
Thebes. (Roy.18.D.II. Folio No: 148).
British Library, London. HIP/Art
Resource, New York.
other works Chaucer was not the only poet of his time to compose in
English or to write about ordinary people; William Langland did both in
his masterpiece Piers Plowman (see page 124), as did writers of the popular
ballads of the daynarrative songs telling of the lives of common folks
unit introduction
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Concept Support: Frame Story Explain to students that a frame story is a story that is used
as a structure or narrative setting to frame
one or a number of other stories. It can be a
way for the author to tell several stories. The
stories can be made up by the author or else
adapted to suit the overall frame.
Set a Purpose After telling students that

medieval works reflected the society and
ideals of their time and drew from many
sources, ask students to look for important
medieval literary works as they read.
Research Frame Stories Aside from The

Canterbury Tales, other famous works that
use the device of the frame story include The
Thousand and One Nights collectionwhich
includes the well-known tales of Ali Baba and
Aladdinthe Heptameron of Marguerite de
Navarre, and The Decameron by Boccaccio.
Have students research these or other frame
stories and present their findings to the class.
unit introduction
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or of characters and events from folklore (see page 216). The

combination of Chaucers literary gifts and social status, however,
led to a new appreciation of English as a language that, while useful
in everyday life, was elegant and poetic as well.
a changing language
chaucers legacy The Canterbury Tales and Chaucers other

works were wildly popular in his own time and inspired a
generation of English poets. One admirer sent him a ballad,
addressed to noble Geoffrey Chaucer, that described him as the
ancient thinkers Socrates, Seneca, and Ovid all rolled into one.
Another poet, John Lydgate, wrote after Chaucers death, We
may try to counterfeit his style, but it will not be; the well is dry.
Three-quarters of a century later, The Canterbury Tales was still so
widely enjoyed that it was among the earliest books chosen to be
published by William Caxton, the first English printer.
Middle English Following Old English, the

second stage of development of the English
language was Middle English, which dated
from approximately 1100 to the end of the 15th
century. It was followed by Modern English,
which continues into the present. Many more
Middle English words than Old English words
are recognizable to modern readers.
Activity Have students use a dictionary to
trace the etymology of familiar words (for
example, father, bread) back through Middle
English and Old English. Discuss how the
words changed.
Medieval Romance
Medieval romances, stories of adventure, gallant love, chivalry, and
heroism, represent for many readers the social order and ideals of
the Middle Ages. Yet tales such as those of the good King Arthur
and his sword Excalibur, Merlin the magician, Queen Guinevere,
and Sir Lancelot and the Knights of the Round Table were set in
an idealized world quite unlike the real medieval England, with its
plagues, political battles, and civil unrest. In fact, while it is true
that chivalry and courtly love were ideals made popular during
the medieval period, the real Arthur was not of this age.

Use these prompts to help students understand the ideas in The Age of Chaucer:
Interpret What did John Lydgate mean when
he wrote that . . . the well is dry? Possible
answer: Chaucers contribution was unique,
and other writers lacked his remarkable
literary skills.
a legendary hero From what little is known of him, Arthur

was a Briton, a Romanized descendant of the long-haired, bluedyed warriors who fought Caesars army. A Latin history written
around a.d. 800, two hundred years or more after Arthurs death,
first mentions Artorius as a leader in the sixth-century battles
against Anglo-Saxon invaders.
For centuries, oral poets in Wales celebrated their legendary
hero Arthur just as Anglo-Saxon scops celebrated Beowulf. Then,
about 1135, the monk Geoffrey of Monmouth produced a Latin
history based on old Welsh legends. Geoffreys book caught
the fancy of French, German, and English writers, who soon
created their own versions of the legends, updating them to reflect
then-current notions of chivalry. While the traditional tales focused
on Arthur himself and on his courage and success in battle, these
new romances used Arthur and his court as a backdrop for stories
about knights who go through trials and perform great featsoften
(influenced by the idea of courtly love) in the service of a lady.
Evaluate The essay writer began this section

on page 31 by referring to Chaucer as the
Father of English literature. On the basis
of what you have read about Chaucer and
his legacy, do you think that is an appropriate description? Why or why not? Possible
answer: Yes, because in addition to being
extremely popular and inspiring a generation of English poets, Chaucers work fostered
peoples recognition of English as an elegant
and poetic language.
a changing language
Middle English
Along with political and cultural
upheaval, the Norman Conquest led to
great changes in the English language.
Despite their Viking origins, by 1066
the Normans spoke a dialect of Old
French, which they brought to England.
Status Talk Norman French became
the language of the English court,
of government business, of the new
nobility, and of the scholars, cooks, and
craftspeople that the Norman barons
brought with them to serve their more
refined needs. The use of English
became confined to the conquered,
mostly peasant population.
Hints of this class division still
survive in modern English. For
instance, Anglo-Saxons tending cattle
in the field called the animal a cu, or
cow, while the Norman aristocrats who
dined on the product of their labors
used the Old French word buef, or beef.
Ever adaptable, English soon
incorporated thousands of words and
many grammatical conventions from
Norman French. These changes led to
the development of Middle English, a
form much closer than Old English to
the language we speak today.
English Makes a Comeback During the
long war with France, it came to seem
unpatriotic among the upper class
to use the language of the nations
number-one enemy, especially since
Anglo-Norman French was ridiculed
by the real French speakers across
the English Channel. By the end of the
Hundred Years War, English had once
again become the first language of
most of the English nobility.
check understanding
Ask students to explain why popular tales of
King Arthur are not an accurate portrayal of
the man and his times.
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Vocabulary Support
folklore, traditional tales, beliefs, and
customs of a people, passed down from one
generation to the next
idealized, existing only in the mind or
imagination; not realistic
backdrop, background or setting
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troubadour, one of the many lyric poets

popular from the 11th to the 13th centuries
in parts of Europe, who wrote and sang
poems and songs about courtly love and
chivalry
precursor, something that precedes and
suggests the approach of another;
forerunner
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About the Art This painting by John Mulcaster

Carrick (18331896) shows Sir Bedivere holding
a mortally wounded King Arthur as they wait
for the barge from Avalon. The meticulous detail of the painting is characteristic of Carricks
work.
Morte dArthur (1862), John Mulcaster Carrick. Private collection. Fine Art Photographic
Library, London/Art Resource, New York.
two favorites About 1375, an anonymous English poet wrote Sir

Gawain and the Green Knight, recounting the marvelous adventures of
a knight of Arthurs court who faces a series of extraordinary challenges.
Exciting, suspenseful, and peopled by an array of memorable characters,
from the mysterious green giant who survives beheading to the all-toohuman Sir Gawain, the 2,500-line poem is easy to imagine as a favorite
of troubadors and their audiences.
A century later, in Le Morte dArthur, Sir Thomas Malory retold a
number of the French Arthurian tales in Middle English. Despite its title,
which means The Death of Arthur, Malorys book includes many episodes
in the life of the legendary king and is considered a precursor to the modern
novel. Oddly enough, it was printed just weeks before the final battle in the
Wars of the Roses, the last English battle ever fought by knights in armor.
Fittingly then, the literary fall of Camelot coincided with the real-life end
of chivalryand the end of the Middle Ages as well.
For Your Outline
check understanding
medieval romance
Ask students to explain what a medieval

romance is and identify two examples.
Romances are stories of

adventure, love, heroism,
and chivalry.
They are set in an
idealized world unlike
medieval England.
The real Arthur was a 6thcentury warrior.
Sir Gawain and the Green
Knight and Le Morte
dArthur are two medieval
romances.
unit introduction
11:59:23
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Romance Remind students that the meaning of the term romance has changed over
time. The term originally referred to a
medieval narrative in prose or verse about
knights and heroic deeds. However, today
the term is used to describe a broader range
of works, from love stories to imaginative
adventure novels.
Heroes in Fact and Fiction Countless stories,

books, and movies have been based on the
legendary King Arthur. Challenge students to
identify other such heroes who have similarly
inspired writers. Which heroes are purely
fictional? Which may be based on actual
people? To get students started, mention
such familiar names as Robin Hood, Wyatt
Earp, and Joan of Arc. Have students share
their findings with the class.
11:59:24 AM
unit introduction
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Connecting Literature, History, and Culture

Use this timeline and the questions on the next page to gain insight into the Anglo-Saxon and
medieval periods.
RI 7 Integrate and evaluate multiple sources

of information presented in different media or
formats as well as in words in order to address a
question or solve a problem.
british literary milestones

400
600
CIRCA
673
CIRCA
Connecting Literature,
History, and Culture
750
The Venerable
Bede is born.
The surviving
version of
Beowulf is
likely composed.
800
892
CIRCA
975
Authors begin compiling

data for the Anglo-Saxon
Chronicle, a year-by-year diary
of important world events.
Anglo-Saxon verse is
collected in the Exeter Book.
historical context
400
READING SKILL
read a timeline
449 The Anglo-Saxon invasion of

Britain begins.
RI 7
597
Elicit or explain that each of the three horizontal sections of the timelineBritish
Literary Milestones, Historical Context,
and World Culture and Eventsdisplays a
sequence of events that occurred between
400 and 1600. By looking at the vertical
columns on the timeline, students can see
which events were occurring at approximately the same time.
Christian missionaries
land in Kent; Christianity
begins to spread among
Anglo-Saxons.
600
664
The British Christian Church

unites with the Roman
Catholic Church.
793
Vikings begin the first of many

raids on the Anglo-Saxon
kingdom.
800
871
Alfred the Great becomes king

of Wessex (to 899).
886
Alfred wins important victory

over Danes; Danes accept
Christianity.
world culture and events

400
For practice, have students locate each of

these events on the timeline, by reviewing
the column labeled 1000:
1054 The Christian Church divides into
east and west branches. (See World
Culture and Events.)
500
A mathematician in India
calculates the value of pi.
527
Justinian I becomes Byzantine

emperor.
600
800
800 Charlemagne, who unites
much of Europe, is crowned
emperor of the Holy
Roman Empire.
The Chinese invent
800 gunpowder.
CIRCA
CIRCA
1086 The Domesday Book records the

findings of a property survey ordered
by William the Conqueror. (See British
Literary Milestones.)
1170 Thomas Becket is murdered. (See
Historical Context.)
Ask students what events occurred between
1337 and 1375. Answer: The Hundred Years
War began in 1337. The bubonic plague killed
millions in Europe in 1347. Sir Gawain and
the Green Knight was composed about 1375.
600S Block printing is developed in

China and Korea.
630
34
880
Mayan culture
begins decline.
The prophet Muhammad

conquers Mecca, which
becomes the holiest city
of Islam.
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Understanding a Timeline Explain that the
timeline runs chronologically (in time order)
from left to right across the page. Each of
the six columns represents a 200-year period
between 400 and 1600. The three parallel
rows of the timeline represent events occurring simultaneously. By comparing the three
rows, readers can better understand what
events in literature, history, and culture were
taking place at about the same time.
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making connections
Though William Caxton established the first British printing press, in what
countries was printing first developed? When?
Based on what youve learned in the introductory essay, why are there so few
literary milestones recorded for the early years in Britain?
1000
The surviving version of
1000 Beowulf is recorded by monks.
CIRCA
1086 The Domesday Book records

results of a property survey
ordered by William the
Conquerer.
1200
Chaucer begins
1387 The Canterbury
Tales.
1485 William Caxton prints Sir

Thomas Malorys Le Morte
dArthur.
CIRCA
1200
1400
Wiliam Caxton establishes

1476 first printing press in Britain;
prints first dated book in the
English language (1477).
CIRCA
1192 The Japanese emperor takes

the title of shogun.
additional questions
1. Nearly 400 years before the Christian
Church divided into east and west branches,
what event brought two churches together?
Answer: The British Christian church united
with the Roman Catholic church in 664.
King John signs the Magna

Carta.
1282 England conquers Wales.

1295 A model Parliament is
assembled under Edward I.
1337 The Hundred Years War with
France begins (to 1453).
1000
1095 The first of centuries of holy

wars called Crusades begins
(to 1272).
Early Anglo-Saxon literature mainly took the

form of epic poems that were recited aloud
rather than written down. Moreover, even as
literacy spread and poems were more likely
to be recorded, they had to be written out by
hand, because the printing press hadnt yet
been invented. As a result, very little AngloSaxon writing has survived.
Modern English develops

1430 from Middle English.
1215
1054 The Christian Church divides

into east and west branches.
William Caxton did not invent printing. Printing was developed in China and Korea in the
600s. However, Caxton did establish the first
printing press in Britain in about 1476. People
were printing books in China and Germany
during this time period.
CIRCA
1066 In what will become known

as the Norman Conquest,
William the Conqueror
defeats Harold and becomes
king of England.
Henry II declares himself

lord of Ireland, beginning
centuries of English-Irish
conflict.
Possible answers:
The earliest surviving Paston

1420 letter is written.
CIRCA
1016 Canute, a Dane, becomes

king of England (to 1035).
1171
making connections
1400

1375 Knight is composed.
CIRCA
1000
1170 Thomas Becket is

murdered.
RI 7 Integrate and evaluate

multiple sources of information
presented in different media or
formats as well as in words in
order to address a question or
solve a problem.
1200
2. In 527, Justinian I became Byzantine emperor. Almost 650 years later, a British king
declared himself lord of Ireland. Who was
the king? What was the consequence of his
action? Answer: The king was Henry II. His
action (1171) began centuries of English-Irish
conflict.
1400
1206 Genghis Khan

begins Mongol
conquest of
much of Asia
(to 1227).
1431 Joan of Arc is burned at

the stake.
1453 Ottomans conquer
Constantinople.
The Renaissance
1300 begins in northern
Italy.
CIRCA
In Germany, the Gutenberg

1455 Bible is produced on a
printing press.
CIRCA
1347 Bubonic plague reaches

Europe, killing millions.
timeline
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Making Additional Connections Have
students choose one of the six time periods
shown in the timeline and research other
events that occurred during the 200-year
time span using conventional or electronic
resources. Challenge students to identify
events for each category: British Literary Milestones, Historical Context, and World Culture
and Events. Have students prepare and
present brief oral reports, summarizing
12:00:47 PM
important events and discussing their connection to events shown in the timeline or
discussed in class.
timeline
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unit
1
W 7 Conduct short research projects to answer a
question; narrow the inquiry; synthesize multiple
sources, demonstrating understanding of the
subject. W 8 Gather relevant information from
multiple digital sources, using advanced searches
effectively. SL 1 Initiate and participate effectively
in collaborative discussions, building on others ideas
and expressing their own clearly and persuasively.
Arthur Lives
W 7 Conduct short research
projects to answer a question;
narrow the inquiry; synthesize
multiple sources, demonstrating
understanding of the subject.
W 8 Gather relevant information
from multiple digital sources,
using advanced searches
effectively. SL 1 Initiate and
participate effectively in
collaborative discussions, building
on others ideas and expressing
their own clearly and persuasively.
Arthur Lives
Have students read the paragraph. Explain
that stories of Arthur have long been popular.
Ask students to name any books, movies, TV
shows, characters, or scenes based on King
Arthur and his knights with which they are
familiar. Ask students why they think this is
such an enduring story. Possible answer: Arthur
is powerful and admirable, but has human
qualities as well. His knights seem perhaps even
more human. Also, the tales of their quests are
entertaining.
Stories of King Arthur and his loyal knights have never lost their
appeal. From Alfred, Lord Tennysons 19th-century epic Idylls of
the King, to Mark Twains satiric novel A Connecticut Yankee in King
Arthurs Court, to the Star Wars movies, in which Jedi knights battle
evil in outer space, each generation continues to create its own
interpretations of the Arthurian romance.
CREATE With a partner, search online for other incarnations of the
Arthurian legend. Use keywords such as King Arthur, Camelot,
Knights of the Round Table, Guinevere, and Lancelot to begin your
search. From your results, create a collage of images and words to
show the prevalence of the Arthurian legend over the years.
Keira Knightley and Clive Owen

in the 2004 film King Arthur
CREATE As students begin their research,

encourage them to brainstorm other keywords,
such as Gawain. Suggest that they either do
an overview or else focus on treatments of
one aspect of the story or one character over
the years. After students share their collages,
ask them to consider common themes in the
different incarnations of the Arthurian legend.
Ask them which incarnations surprised them
most. Extend the discussion by asking what
students find most interesting or appealing
about the stories of King Arthur.
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Vocabulary Support
epic, long narrative poem
Research Real Legends [paired option] Have

students research online to identify actual
people or situations that were commonly
compared to or described in Arthurian terms,
such as John F. Kennedys Camelot. Ask them
to think of any other contemporary books,
movies, or people that could be described as
Arthurian. Have students share their findings
with the class.
idylls, short poems idealizing rural life

satiric, ironic or harshly witty
incarnations, versions, forms
prevalence, common occurrence
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Modern Monarchy
In the early days of England, kings ruled the land with absolute
authority. In 1215, the Magna Carta transferred some of that power
to the noblemen. Today, the monarchy plays a less active role in
government, yet to many the royal family is still the public face
of Great Britain and the embodiment of a beloved and romantic
tradition.
Modern Monarchy
Review with students the concept of monarchy
a government headed by a hereditary ruler.
Then have students read and discuss the paragraph. In particular, consider why the monarchy might still be the public face of England,
even though the government has changed.
RESEARCH Go online to research todays royal family. How

involved in creating legislation is todays monarch? What role
does the royalty play in international affairs? What philanthropies
or organizations have members of the royal family founded?
Report your ndings to the class in a brief oral report.
Stories in Song
Princes William and Harry supporting the charity

Sport Relief
Though clubs, music channels, and MP3 players have taken the place of banquet
halls, the spirit of the scops and troubadors survives in modern balladspopular
songs that tell a story. Like the original oral literature, these contemporary verses
combine words and music in an appealing, memorable way. They also reveal the
values of our modern culture as surely as the ancient ballads did theirs.
RESEARCH Have students also research the

role of Parliament in creating legislation and
in international affairs. Encourage students
to hold an informal debate on whether the
monarchy is still necessary.
Stories in Song
Before students read the paragraph, ask them
what comes to mind when they think of
stories in song. As you discuss the paragraph,
ask students to consider the experience of
listening to music today as compared to how
people listened to songs in the days of scops
and troubadours. What is the same about the
experience? What is different?
DISCUSS With a small group, brainstorm examples of current songs that tell a story.
Choose one or two and discuss what they reveal about the worldviews of those who
sing and listen to them.
Musician and singer Tori Amos
DISCUSS Have students think of contemporary

songwriters or musicians who tell stories in
song, including rock bands, folk singers, and
other artists. Invite volunteers to share lyrics
that show the perspective of the songwriter
or singer. Discuss what the songs have in
common.
legacy
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Vocabulary Support
monarchy, government by a hereditary
sovereign
Songwriting Challenge students to try their

hand at writing a song that tells a story.
The song need not be personal or autobiographical; encourage students to think about
contemporary events. Ask them to consider
what makes a song enduring and widely
appealing. Invite volunteers to share their
finished work with the class.
legislation, the act of making laws

philanthropies, charitable institutions
contemporary, current; modern
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legacy
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Focus and Motivate
RL 2 Provide an objective summary of the text.

RL 3 Analyze the impact of the authors choices
regarding how to develop and relate elements of
a story. RL 4 Determine the meaning of words
and phrases as they are used in the text, including
figurative meanings.
The Epic Tradition
Text
Analysis
Workshop
Included in this workshop:

RL 2 Provide an objective summary
of the text. RL 3 Analyze the impact
of the authors choices regarding
how to develop and relate elements
of a story. RL 4 Determine the
meaning of words and phrases as
they are used in the text, including
figurative meanings.
Poetic Devices Point out that in times past,

epics were told from memory, before an
audience. Poets used sound devices, such as
rhyme and stock epithets, to help remember
the poem. Ask students to think about how
they would tell or perform a story, if they
had to do it repeatedly. Also, ask them to
think about telling a story of a heros deeds
in a vivid way that can be remembered and
repeated. Remind students that epics not only
entertained but also told a certain amount of
history. Explain that for the sake of rhythm
and entertainment, poets embellished the
tales so that the heroes became legendary.
rosy-fingered
dawn
Essential Course
of Study
ecos
What do you do to celebrate the heroes of your day? Hold a parade? Have a party?
Attend a banquet where speakers chronicle the heros deeds? As far back as the
third millenium b.c., heroes have been celebrated in a variety of ways. One type
of celebration common to many cultures throughout history is to honor the heros
story in an epic.
The Epic Tradition

An epic is a long narrative poem
that celebrates a heros deeds.
The earliest epic tales survived for
centuries as oral traditions before
they were finally written down.
They came into existence as spoken
words and were retold by poets
from one generation to the next.
Most orally composed epics date
back to preliterate periodsbefore
the cultures that produced them
had developed written forms.
Detail of Bayeux Tapestry (11th century)
Since many epics were based on historical fact, their public performance
provided both entertainment and education for the audience. The oral poets
(known in different cultures as scops or bards) drew upon existing songs and
legends, which they embellished or combined with original material. The
poets had to be master improvisers, able to compose verse in their heads
while simultaneously singing or chanting it. One characteristic feature of oral
poetry is the repetition of certain words, phrases, or even lines. Two of the most
notable examples of repeated elements are stock epithets and kennings.
Stock epithets are adjectives that point out special traits of particular persons
or things. In Homer, stock epithets are often compound adjectives, such as the
swift-footed used to describe Achilles in the Iliad (page 78).
Use a Two-Column Chart to list some examples of stock epithets and kennings. Invite
students to suggest examples of both, either
from epics they have read or examples that
they themselves make up.
Stock Epithet
Resourceful
Odysseus
The Epic
Kennings are poetic synonyms found in Germanic poems, such as the AngloSaxon epic Beowulf (page 42). Rather than being an adjective, like an epithet,
a kenning is a descriptive phrase or compound word that substitutes for
a noun. For example, in Beowulf the Almightys enemy and sin-stained
demon are two kennings that are used in place of Grendels name.
Kenning
image catcher
to describe a
camera
silver song sun
to describe a
music CD
Stock epithets and kennings were building blocks that a poet could recite
while mentally preparing for the next line or stanza. Epithets had an added
advantagethey were designed to fit metrically into specific parts of the
lines of verse. In skillful hands, these formulas helped to establish tone
and reinforce character traits and setting.
38
Two-Column Chart p. A25
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RESOURCE MANAGERCopy Master
Note Taking For students who are unfamiliar

with epics or need help with note taking,
hand out the copy master before discussing
this page.
Note Taking p. 9
Explain that they will be learning many terms

relating to epics in this workshop. Discuss
the major terms on this spread (epic, stock
epithet, kenning) as students record notes on
the copy master.
38
unit
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strategies for
reading an epic
Epic Proportions
Epics from different languages and time periods do not always have the
same characteristics. Kennings, for example, are not found in Homers epics.
All epics, however, concern the actions of a hero, who can be described as
being of noble birth or high position, and often of great historical or
legendary importance
exhibiting character traits, or qualities, that reflect important ideals
of society
performing courageous, sometimes superhuman, deeds that reflect
the values of the era
performing actions that often determine the fate of a nation or group
of people
When reading an epic, use the

following strategies:
Decide what virtues the
hero embodies.
Determine the heros role in
bringing about any changes
in fortune for the characters, the nation, or the
group of people depicted
in the story.
If a passage confuses you,
go back and summarize the
main idea of the passage.
In addition, most epics share certain conventions, which reflect the largerthan-life events that a hero might experience.
The setting is vast in scope, often involving more than one nation.
The plot is complicated by supernatural beings or events and may involve
a long and dangerous journey through foreign lands.
Dialogue often includes long, formal speeches delivered by the major
characters.
Epic Proportions
Epic Heroes and Conventions Before they read
this section, tell students that all traditional
epics feature a hero. Ask students to name
epic heroes they can think of; then ask them
what these heroes have in common. Point
out the qualities listed on this page and have
students give pertinent details about the
heroes they have named.
Have students read about the conventions
of epics. Encourage them to suggest a book,
movie, or television show that can be considered an epic. Possible answer: Braveheart. Suggest that students use the conventions of an
epic to evaluate the example. Possible answer:
The hero is courageous; he leads his Scottish
countrymen in a revolt against the ruling
English. Good and evil are clearly defined.
Close Read
Student responses should include a setting that
is vast in scope and universal ideas involving
good and evil.
The theme reflects timeless values, such as courage and honor, and
encompasses universal ideas, such as good and evil or life and death.
The style includes formal diction (the writers choice of words and
sentence structure) and a serious tone (the expression of the writers
attitude toward the subject).
Close Read
A powerful monster, living down

In the darkness, growled in pain, impatient
As day after day the music rang
Loud in that hall, the harps rejoicing
Call and the poets clear songs, sung
Of the ancient beginnings of us all, recalling
The Almighty making the earth, shaping
These beautiful plains marked off by oceans,
Then proudly setting the sun and moon
To glow across the land and light it;
What characteristics of the

epic do you recognize in this
passage?
from Beowulf
text analysis workshop
10 10:23:00 AM NA_L12PE-u01s10-law.indd
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39
11/22/10
Language: Skill Words Help students understand these words by listing them on the
board and asking students to give examples
or definitions:
Research and Analyze Form Ask students

to research an epic. Students should try to
learn such things as when the epic was first
recorded, what actual person and events
the epic may be based on, and to whom
the poem is attributed. Students should
also analyze the epics for stock epithets,
kennings, and other common epic conventions. Invite students to share their findings
with the class.
characteristics: distinctive qualities

traits: qualities
ideals: honorable principles
conventions: accepted practices
vast: large, wide
12:01:00 PM
diction: choice of words
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The Anglo-Saxon Epic
Focus and Motivate
RL 2 Determine two or more themes or central

ideas of a text. RL 3 Analyze the impact of the
authors choices regarding how to develop and
relate elements of a story. RL 4 Determine the
meaning of words and phrases as they are used in
the text, including figurative meanings; analyze
the impact of specific word choices on meaning
and tone, including words with multiple meanings
or language that is particularly fresh, engaging,
or beautiful. W 2 Write informative/explanatory
texts to examine and convey complex ideas,
concepts, and information clearly and accurately
through the effective selection, organization,
and analysis of content. W 9a (RL 3) Analyze the
impact of specific word choices on meaning and
tone. L 1a Apply the understanding that usage is a
matter of convention and can change over time.
L 3 Apply knowledge of language to make effective
choices for meaning or style. L 4a Use context as a
clue to the meaning of a word. L 4b Identify
and correctly use patterns of word changes that
indicate different meanings or parts of speech.
L 5a Interpret figures of speech in context and
analyze their role in the text. L 5b Analyze nuances
in the meaning of words with similar denotations.
RL 3 Analyze the impact of the

authors choices regarding how
to develop and relate elements
meaning of words and phrases as
they are used in the text, including
figurative meanings; analyze the
impact of specific word choices
on meaning and tone, including
words with multiple meanings or
language that is particularly fresh,
engaging, or beautiful. L 4a Use
context as a clue to the meaning
of a word. L 5a Interpret figures
of speech in context and analyze
their role in the text. L 5b Analyze
nuances in the meaning of words
with similar denotations.
did you know?

The original Beowulf
manuscript . . .
exists in only one copy.
was damaged and
nearly destroyed in a fire
in the 18th century.
has now been preserved
through digitization.
from Beowulf
Epic Poem by the Beowulf Poet Translated by Burton Raffel
VIDEO TRAILER
ecos
Meet the Author
The Beowulf Poet
about 750?
Old English bears little resemblance to

Modern English and so must be translated
for readers today. By the time Beowulf
was written, the Anglo-Saxons had also
converted to Christianity. This Christian
influence is evident in the poem.
Hear me! So begins Beowulf, the oldest

surviving epic poem in English. The
command was intended to capture the
listening audiences attention, for Beowulf
was originally chanted or sung aloud.
Centuries of poet-singers, called scops
(shIps), recited the adventures of Beowulf.
It is our great fortune that eventually a
gifted poet unified the heroic accounts
and produced an enduring work of art.
By Anonymous Unfortunately, we dont
know who that poet was or when Beowulf

was composed. Scholars contend that the
poet may have lived anytime between the
middle of the seventh century a.d. and the
end of the tenth century. However, we do
know where the poem was written. In the
fifth century, bloody warfare in northern
Europe had driven many Germanicspeaking tribes, including groups of
Angles, Saxons, and Jutes, to abandon
their homes. Many of these groups settled
in England, where they established what is
now called Anglo-Saxon civilization.
about the author

Have students read this page and summarize
key points about the history of Beowulf. Point
out that Beowulf, as recorded by the monks, is
the most famous surviving epic of its time.
Essential Course
of Study
KEYWORD: HML12-40A
The people of the Anglo-Saxon period

spoke a language known as Old English, the
language in which Beowulf was composed.
Long Ago and Far Away Although

Beowulf was composed in England, the
poem describes events that take place
in Scandinavia around the 500s among
two groups: the Danes of what is now
Denmark and the Geats (gCts) of what is
now Sweden. Beowulf is a Geat warrior
who crosses the sea to defeat Grendel, a
monster who is terrorizing the Danes. He
later returns to his homeland to succeed
his uncle as king of the Geats.
Beowulf celebrates warrior culture

and deeds requiring great strength and
courage. Scops recited the poem and
other tales in mead halls, large wooden
buildings that provided a safe haven for
warriors returning from battle. During
the performances, audiences feasted and
drank mead, an alcoholic beverage.
Survivor The sole surviving copy of Beowulf
dates from about the year 1000. It is the

work of Christian monks who preserved
the literature of the past by copying
manuscripts. After suffering mistreatment
and several near-disasters, the Beowulf
manuscript is now safely housed in the
British Library in London.
Author Online
Go to thinkcentral.com. KEYWORD: HML12-40B
40
Selection Resources
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Plan and Teach, pp. 1118

Summary, pp. 1920*
Text Analysis and Reading
Skill, pp. 2124*
Vocabulary, pp. 2527*
Grammar and Style, p. 30
Definition Mapping, p. E6
Jigsaw Reading, p. A1
Comparison Matrix, p. A24
Cluster Diagram, p. B18
INTERACTIVE READER
DIAGNOSTIC AND SELECTION

TESTS
Selection Tests, pp. 2528
* Resources for Differentiation
NA_L12TE-u01-br.indd
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ELL ADAPTED INTERACTIVE

READER
Also in Spanish
12/15/10
Video Trailer
TECHNOLOGY
PowerNotes DVD-ROM
Audio Anthology CD
7:27:43
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Go to thinkcentral.com to preview
the Video Trailer introducing this
selection. Other features that support
the selection include
PowerNotes presentation
ThinkAloud models to enhance
comprehension
interactive writing and grammar
instruction
In Haitian Creole and Vietnamese
1/13/11
11:50:17 AM
15/10
Teach
text analysis: characteristics of an epic

An epic, a long narrative poem that traces the adventures of
a great hero, has the power to transport you to another time
and place. Beowulf takes you to the Anglo-Saxon period and
the land of the Danes and the Geats, where a mighty warrior
battles fantastic monsters. As you read the poem, note some
of the following characteristics of epic poetry:
Where do
monsters
The hero is a legendary figure who performs deeds requiring

incredible courage and strength.
The hero embodies character traits that reflect lofty ideals.
The poet uses formal diction and a serious tone.
The poem reflects timeless values and universal themes.
reading strategy: reading old english poetry

Old English poetry is marked by a strong rhythm that is easy to
chant or sing. Here are some of the techniques used in an Old
English poem:
alliteration, or the repetition of consonant sounds at the
beginning of words, which helps unify the lines
Where do
MONSTERS lurk?
lurk?
Unlike the monsters in Beowulf, those

in our world are not always easy to
identify. Evil can hide in the most
unexpected places: behind a smiling
face, between the lines of a law, in
otherwise noble-sounding words. Even
when evil is clearly exposed, people may
disagree on how to confront it.
Explore with students the various forms that

evil may take, from literary and cinematic
villains to people or events in the news. Then
have them do the QUICKWRITE.
T E X T A N A LY S I S
RL 3
Model the Skill:
QUICKWRITE What does evil mean to

you? Write your own definition of the
word, and provide some examples of
real-life monsters.
characteristics
of an epic
To model how to analyze the characters
in an epic, conduct the following activity:
On the board, list some famous epics, such
as Homers Iliad and Odyssey, the Spanish
Poema del Cid, and Miltons Paradise Lost.
Ask students which ones they are familiar
with, and have students identify some of
the characteristics the epics share, such
as legendary heroes or universal themes.
Ask students why they think epic poems
remain popular over time. Point out that
these epics are all exciting to read and capture a historical time and place. Also, most
readers can relate to the universal themes.
So mankinds enemy continued his crimes

caesura (sG-zhMrPE), or a pause dividing each line, with each
part having two accented syllables to help maintain the
rhythm of the lines
He took what he wanted, // all the treasures
kenning, a metaphorical compound word or phrase
substituted for a noun or name, which enhances meaning
for example, mankinds enemy used in place of Grendel
As you read Beowulf, note examples of these techniques and
consider their effect on rhythm and meaning in the poem.
vocabulary in context
The words shown here help convey the monstrous forces
Beowulf faces in the epic. Choose a word from the list that
has the same definition as each numbered item.
word
list
1. claw
affliction
lair
purge
gorge
livid
talon
infamous
loathsome
2. burden
3. notorious
GUIDED PRACTICE Ask students to describe

how an epic poem is similar to a historical
novel and how it is different.
4. cram
Complete the activities in your Reader/Writer Notebook.
Model the Skill: reading

beowulf
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DIAGNOSE WORD KNOWLEDGE Have all
students complete Vocabulary in Context.
Check their words and phrases against the
following:
affliction (E-flGkPshEn) n. a force that oppresses
or causes suffering
gorge (grj) v. to stuff with food; glut
infamous (GnPfE-mEs) adj. having a very bad
reputation
old english poetry
41
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VOCABULARY SKILL
L4
lair (ler) n. the den or resting place of

a wild animal
livid (lGvPGd) adj. discolored from being bruised
loathsome (lIthPsEm) adj. disgusting
purge (prj) v. to cleanse or rid of something
undesirable
talon (tBlPEn) n. a claw
11:59:41 AM
To model how alliteration and kenning are

used in Old English, write the following
lines on the board, and identify examples
of each:
In darkness dwells the dragon,
Mankinds foe amidst the shadows.
Point out that darkness, dwells, dragon are
alliteration; mankinds foe is an example of
kenning.
Vocabulary Study p. 25
Reading Old English Poetry p. 23

(for student use while reading the
selection)
beowulf
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RL 4
L 5a
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Practice and Apply

summary
The monster Grendel has been terrorizing the
Danes. Beowulf, a young prince of the Geats,
sails to the Danish shore and offers to kill
Grendel. The Danish king Hrothgar gratefully
accepts. A fierce battle between Beowulf and
the monster ends with Grendels death. When
Grendels mother seeks revenge, Beowulf
battles with her and kills her. Years later,
when Beowulf is the aged king of the Geats,
he fights a dragon. Beowulf defeats the beast
but is mortally wounded. The Geats build a
tower in memory of their beloved leader.
read with a purpose

Help students set a purpose for reading. As
they read Beowulf, tell students to look for
contemporary aspects of the epic.
Hrothgar (hrthPgrQ), king of the Danes, has built a wonderful mead hall called
Herot (hDrQEt), where his subjects congregate and make merry. As this selection
opens, a fierce and powerful monster named Grendel invades the mead hall,
bringing death and destruction.
grendel
old english poetry
RL 4
L 5a
Possible answer: The alliteration conveys a

menacing mood, a mood of evil.
Extend the Discussion How might the

idea that the monster is impatient foreshadow future events in the poem?
10
42
A powerful monster, living down

In the darkness, growled in pain, impatient a
As day after day the music rang
Loud in that hall, the harps rejoicing
Call and the poets clear songs, sung
Of the ancient beginnings of us all, recalling
The Almighty making the earth, shaping
These beautiful plains marked off by oceans,
Then proudly setting the sun and moon
To glow across the land and light it;
The corners of the earth were made lovely with trees
And leaves, made quick with life, with each
Of the nations who now move on its face. And then
As now warriors sang of their pleasure:
a OLD ENGLISH POETRY
Reread lines 12 aloud. Notice

the use of alliteration with the
repetition of the letters p and d.
What mood, or feeling, does the
alliteration convey?
Analyze Visuals
Examine the composition, or
arrangement of shapes, in this
photograph. How does the
angle of the photo contribute to
its impact?
NA_L12PE-u01s11-Beowul.indd
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42
unit
Word Associations Instruct students to

prepare a visual representation of a scene
from Beowulf. Tell them to carefully reread
the lines describing their chosen scene. Have
students create a list of any descriptive words
they encounter. They should then use these
words to help them create their visual representation.
The Audio Anthology CD provides extra support for students with reading difficulties.
It is also recommended for use with English
language learners.
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Reading Support
This selection on thinkcentral.com includes
embedded ThinkAloud modelsstudents
thinking aloud about the story to model the
kinds of questions a good reader would ask
about a selection.
Analyze Visuals
Possible answer: The low angle makes the
dead tree seem more ominous because it looms
overhead and is silhouetted against the moon.
cultural connection
Oral Poets Explain that oral poet-singers
were not unique to Anglo-Saxon civilization.
Other cultures had them as well. For example,
the Celtic peoples of Britain and Ireland had
oral poets known as bards, who sang of the
deeds of great heroes, such as King Arthur.
The people of West Africa had oral historians
known as griots, who preserved and passed on
accounts of heroic deeds and events. The most
famous of the tales told by the griots is probably the African epic Sundiata.
beowulf
12:01:06
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Vocabulary Support Use Definition Mapping

to teach these words: grant (line 160), final
(line 281), survive (line 625), brief (line 686).
Analyze Tone Instruct students to refer to

the first passage in Beowulf. Ask them to
describe the mood of the monster. Have
students discuss how this description might
serve as a foreshadowing of events to come.
Definition Mapping p. E6
12:01:25 PM
Possible answer: Grendel is described as living

in darkness and being in pain and impatient,
negative characteristics that foreshadow the
difficult and violent times to come.
beowulf
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8:26:53 AM
15
revisit the big question
Where do MONSTERS lurk?

In lines 1929, Grendel is said to have descended from Cain. How does this indicate
that Grendel is evil? Possible answer: In the
biblical book of Genesis, Cain intentionally kills
his brother Abel, becoming historys first murderer. The Beowulf poet portrays Grendel as a
descendent of Cain to emphasize the monsters
inherent evil.
20
25
30
RL 3
epic
Possible answer: The lines might suggest

the idea of good triumphing over evil or
God triumphing over the Devil.
35
40
45
RL 3
epic
Possible answer: The tone of this passage

is one of great sorrow. The words joyless,
mourning, and wept all strongly convey
Hrothgars despair at seeing the brutalized
bodies of his warriors.
50
55
Extend the Discussion What is the

meaning of lines 4849: . . . fearing / The
beginning might not be the end?
44
So Hrothgars men lived happy in his hall

Till the monster stirred, that demon, that fiend,
Grendel, who haunted the moors, the wild
Marshes, and made his home in a hell
Not hell but earth. He was spawned in that slime,
Conceived by a pair of those monsters born
Of Cain, murderous creatures banished
By God, punished forever for the crime
Of Abels death. The Almighty drove
Those demons out, and their exile was bitter,
Shut away from men; they split
Into a thousand forms of evilspirits
And fiends, goblins, monsters, giants,
A brood forever opposing the Lords
Will, and again and again defeated. b
17 moors (mMrz): broad, open

regions with patches of bog.
19 spawned: given birth to.
21 Cain: the eldest son of Adam and
Eve. According to the Bible (Genesis 4),
he murdered his younger brother Abel.
b EPIC
Then, when darkness had dropped, Grendel

Went up to Herot, wondering what the warriors
Would do in that hall when their drinking was done.
He found them sprawled in sleep, suspecting
Nothing, their dreams undisturbed. The monsters
Thoughts were as quick as his greed or his claws:
He slipped through the door and there in the silence
Snatched up thirty men, smashed them
Unknowing in their beds and ran out with their bodies,
The blood dripping behind him, back
To his lair, delighted with his nights slaughter.
At daybreak, with the suns first light, they saw
How well he had worked, and in that gray morning
Broke their long feast with tears and laments
For the dead. Hrothgar, their lord, sat joyless
In Herot, a mighty prince mourning
The fate of his lost friends and companions,
Knowing by its tracks that some demon had torn
His followers apart. He wept, fearing
The beginning might not be the end. And that night c
Grendel came again, so set
On murder that no crime could ever be enough,
No savage assault quench his lust
For evil. Then each warrior tried
To escape him, searched for rest in different
Beds, as far from Herot as they could find,
Seeing how Grendel hunted when they slept.
Distance was safety; the only survivors
Were those who fled him. Hate had triumphed.
Note the description in lines

2329 of supernatural creatures
that are again and again
defeated. What universal
theme might these lines
suggest?
lair (lr) n. the den or resting

place of a wild animal
EPIC
What is the tone of lines 4449?
What words and details convey
this tone?
VOCABULARY
own the word
L4
lair: Have students create a semantic map

for lair. Write the word in a center circle and
add the definition given, the den or resting
place of a wild animal. Draw spider legs
from the center circle and have students add
synonyms to complete the map. Possible
answers: nest, hideaway, haunt, hole, burrow
44
unit
44
11/22/10
Vocabulary: Multiple-Meaning Words
[small-group option] Explain that the verb
stir as it is used in line 16 means to become
active. However, stir also has other meanings, such as to mix with a circular motion.
Discuss how students can use context clues
to figure out the appropriate meaning of a
multiple-meaning word. Then have mixedlanguage-ability Jigsaw groups investigate
these other multiple-meaning words and
12:01:31
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share their findings: moors (line 17); drove

(line 23); bitter (line 24); brood (line 28); will
(line 29); broke (line 43); rest (line 54); bent
(line 86).
Jigsaw Reading p. A1
44
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60
65
70
75
80
85
90
95
100
So Grendel ruled, fought with the righteous,

One against many, and won; so Herot
Stood empty, and stayed deserted for years,
Twelve winters of grief for Hrothgar, king
Of the Danes, sorrow heaped at his door
By hell-forged hands. His misery leaped d
The seas, was told and sung in all
Mens ears: how Grendels hatred began,
How the monster relished his savage war
On the Danes, keeping the bloody feud
Alive, seeking no peace, offering
No truce, accepting no settlement, no price
In gold or land, and paying the living
For one crime only with another. No one
Waited for reparation from his plundering claws:
That shadow of death hunted in the darkness,
Stalked Hrothgars warriors, old
And young, lying in waiting, hidden
In mist, invisibly following them from the edge
Of the marsh, always there, unseen.
So mankinds enemy continued his crimes,
Killing as often as he could, coming
Alone, bloodthirsty and horrible. Though he lived
In Herot, when the night hid him, he never
Dared to touch king Hrothgars glorious
Throne, protected by GodGod,
Whose love Grendel could not know. But Hrothgars
Heart was bent. The best and most noble
Of his council debated remedies, sat
In secret sessions, talking of terror
And wondering what the bravest of warriors could do.
And sometimes they sacrificed to the old stone gods,
Made heathen vows, hoping for Hells
Support, the Devils guidance in driving
Their affliction off. That was their way,
And the heathens only hope, Hell
Always in their hearts, knowing neither God
Nor His passing as He walks through our world, the Lord
Of Heaven and earth; their ears could not hear
His praise nor know His glory. Let them
Beware, those who are thrust into danger,
Clutched at by trouble, yet can carry no solace
In their hearts, cannot hope to be better! Hail
To those who will rise to God, drop off
Their dead bodies and seek our Fathers peace!
d OLD ENGLISH POETRY
What does the kenning hellforged hands in line 64 suggest

about Grendel?
Possible answer: Hell-forged hands

suggests that Grendel is a creature of hell,
in league with the Devil.

73 reparation: something done to
make amends for loss or suffering.
In Germanic society, someone who
killed another person was generally
expected to make a payment to the
victims family as a way of restoring
peace.
84 The reference to God shows

the influence of Christianity on the
Beowulf Poet.

Discuss Have students reread lines 7985.
Besides reflecting Christian influence on the
original Anglo-Saxon poem, in what way do
these lines establish the theme of conflict between good and evil? Possible answer: These
lines associate Grendel with Satan (mankinds
enemy, line 79) and Hrothgar with God (glorious / Throne, protected by GodGod, / Whose
love Grendel could not know, lines 8385).

91 heathen (hCPthEn): pagan; nonChristian. Though the Beowulf Poet
was a Christian, he recognized that
the characters in the poem lived
before the Germanic tribes were
converted to Christianity, when they
still worshiped the old stone gods.
In lines 6481, use these prompts to help

students understand Grendels merciless war
against the Danes:
Summarize What does this passage describe? Possible answer: how the evil and implacable Grendel relentlessly wages a bloody
war against the Danes
affliction (E-flGkPshEn) n. a
force that oppresses or causes
suffering
beowulf
12:01:31
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RL 4
L 5a
old english poetry
45
Analyze What words and phrases does the

poet use to establish Grendel as a fearsome creature? Possible answer: The poet
uses strongly negative expressions, such as
hatred, monster, bloody, stalked,
bloodthirsty, and horrible and describes
how Grendel relished his savage war and
refused to accept any settlement or truce.
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Evaluate How effective is the poet in

conveying Grendels assault on the Danes?
Explain. Accept all thoughtful responses.
lines 5960: what Grendel did
Comprehension Support The poems long,

complicated sentences often consist of
groups of related phrases or clauses punctuated with commas and sometimes with
colons or semicolons. Model how to break
down these sentences by reducing them to
smaller units. For example, the sentence
that spans lines 5964 can be reduced to
these parts:
lines 6061: how Herot was affected
VOCABULARY
lines 6264: how Hrothgar was affected
own the word
Have student pairs apply this strategy to

the long sentence that spans lines 6472.
affliction: Tell students that the Latin word

affligere means to strike down. Have students explain the relationship between the
meaning of the Latin word and affliction.
L4
beowulf
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Review lines 104123. Use these prompts to
encourage students to discuss the lines on this
page:
Comprehend In lines 104108, how does
the poet describe Healfdanes son? Possible
answer: sorrowful, bitter, unable to let go of
grief
Speculate From reading lines 120123, what
characteristics do you think the fourteen
men that Beowulf chose to accompany him
had in common? Possible answer: proven
warriors, skilled in battle, courageous
beowulf
105
110
115
120
46
So the living sorrow of Healfdanes son

Simmered, bitter and fresh, and no wisdom
Or strength could break it: that agony hung
On king and people alike, harsh
And unending, violent and cruel, and evil.
In his far-off home Beowulf, Higlacs
Follower and the strongest of the Geatsgreater
And stronger than anyone anywhere in this world
Heard how Grendel filled nights with horror
And quickly commanded a boat fitted out,
Proclaiming that hed go to that famous king,
Would sail across the sea to Hrothgar,
Now when help was needed. None
Of the wise ones regretted his going, much
As he was loved by the Geats: the omens were good,
And they urged the adventure on. So Beowulf
Chose the mightiest men he could find,
The bravest and best of the Geats, fourteen
In all, and led them down to their boat;
Targeted Passage
The Oseberg Ship (850), Viking. Viking Ship Museum, Bygdoy,

Norway. Werner Forman/Art Resource, New York.
104 Healfdanes son: Hrothgar.
109110 Higlacs follower: a warrior

loyal to Higlac (hGgPlBkQ), king of the
Geats (and Beowulfs uncle).
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for reluctant readers
Analyze Technique Ask students to study

lines 104108. Then have them discuss
the poets technique, especially his use of
imagery (the living sorrow . . . Simmered);
sentence structure; and adjectives (harsh /
And unending, violent and cruel, and evil) to
convey meaning and create a mood. Challenge students to write a concise paragraph
conveying the same information in a similarly
imaginative way. Have them share their
paragraph with a small group.
Connect to the Text Have students reread

lines 120122. Ask students if they were going to fight Grendel, who they would choose
to go with them. What characteristics would
they look for in these warriors? Possible
answer: The warriors should be loyal to their
leader, brave, and strong.
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RL 3
He knew the sea, would point the prow

Straight to that distant Danish shore. . . . e
Beowulf and his men sail over the sea to the land of the Danes to offer
help to Hrothgar. They are escorted by a Danish guard to Herot, where
Wulfgar, one of Hrothgars soldiers, tells the king of their arrival. Hrothgar
knows of Beowulf and is ready to welcome the young prince and his men.
125
130
135
140
145
150
155
Then Wulfgar went to the door and addressed

The waiting seafarers with soldiers words:
My lord, the great king of the Danes, commands me
To tell you that he knows of your noble birth
And that having come to him from over the open
Sea you have come bravely and are welcome.
Now go to him as you are, in your armor and helmets,
But leave your battle-shields here, and your spears,
Let them lie waiting for the promises your words
May make.
Beowulf arose, with his men
Around him, ordering a few to remain
With their weapons, leading the others quickly
Along under Herots steep roof into Hrothgars
Presence. Standing on that princes own hearth,
Helmeted, the silvery metal of his mail shirt
Gleaming with a smiths high art, he greeted
The Danes great lord:
Hail, Hrothgar!
Higlac is my cousin and my king; the days
Of my youth have been filled with glory. Now Grendels
Name has echoed in our land: sailors
Have brought us stories of Herot, the best
Of all mead-halls, deserted and useless when the moon
Hangs in skies the sun had lit,
Light and life fleeing together.
My people have said, the wisest, most knowing
And best of them, that my duty was to go to the Danes
Great king. They have seen my strength for themselves,
Have watched me rise from the darkness of war,
Dripping with my enemies blood. I drove
Five great giants into chains, chased
All of that race from the earth. I swam
In the blackness of night, hunting monsters
Out of the ocean, and killing them one
EPIC
An epic is a long narrative poem
that traces the adventures of a
great hero. Almost all national
cultures have their own epics,
whose stories and heroes play
a role in defining the national
character. An epic may describe
how a nation was established
or highlight specific traits
associated with its people. Read
lines 109124. At what point in
the story is Beowulf introduced?
What traits of an epic hero does
he appear to possess? Which
traits of Beowulfs might also
be used to describe the British
people and their origins?
47
142 cousin: here, a general term for a

relative. Beowulf is actually Higlacs
nephew.
Comprehension Support Call students attention to the lengthy sentence that spans
lines 143148 (Now Grendels / Name has
echoed . . .). Suggest that students approach
such long sentences by breaking them up
into parts. For example, to facilitate comprehension, the sentence might be broken
up into three sections: lines 143144, lines
144147 (sailors . . . lit), and line 148. Help
students paraphrase each of these parts.
Model the Skill:
epic
To model how to identify the characteristics of an epic hero, create an initial list of
epic hero traits for students. For example,
an epic hero is of noble birth or high
position and is of historical or legendary
importance. Then have students finish the
list with the traits that Beowulf has shown
thus far.
Possible answer: Beowulf is introduced
when he learns of Grendel terrorizing the
Danes and how the monster filled nights
with horror. He sets sail to offer help to
Hrothgar. Beowulf is very strong, courageous, and has a great sense of duty, traits
an epic hero possesses. His sense of duty
and loyalty could also be used to describe
the British people.
140 smiths high art: the skilled

craft of a blacksmith (a person who
fashions objects from iron).

Use these prompts to help students understand Beowulf as an epic hero in lines 141160:
Summarize Why does Beowulf come to see
Hrothgar? Possible answer: Beowulf is volunteering his services, suggesting that it is his
duty to do so because of his many previous
heroic accomplishments.
Interpret What impression of Beowulf does
the poet convey through Beowulfs opening remarks to Hrothgar? Possible answer:
Beowulfs opening remarks suggest an epic
heroa warrior who is bold and confident
and has performed many heroic deeds.
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RL 3
e
139 mail shirt: flexible body armor

made of metal links or overlapping
metal scales.
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Point out that lines 145147 describe Herot.

Elicit or explain that the phrase life fleeing
in line 148 refers to people leaving Herot in
fear of Grendels deadly attacks.
12:01:38 PM
Evaluate What is the effect of having

Beowulf describe his own great deeds?
Possible answer: Beowulf sounds confident
and matter-of-fact about his accomplishments. Some readers might think he sounds
boastful. However, had someone else described his deeds, Beowulf might sound even
more impressive.
beowulf
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160
RL 3
epic
Possible answer: The people of Beowulfs

time might have valued great strength and
courage because they were frequently
attacked by enemies.
165
170

Use these prompts to help students understand Beowulfs offer to fight Grendel, which
is discussed in lines 160189:
Summarize What is Beowulf asking of
Hrothgar? Possible answer: Beowulf is asking Hrothgar to let him and his men fight
Grendel.
Interpret Why does Beowulf insist that my
hands alone shall fight for me? Possible
answer: Because Grendel needs no weapons, Beowulf feels that fighting him with
hands alone gives Beowulf no advantage
and thus makes the fight fair.
Evaluate What is the significance of
Beowulfs statement, Fate will unwind as
it must? Possible answer: As discussed in
the historical essay, such fatalism was part of
the Anglo-Saxons pagan religion.
175
180
185
190
195
VOCABULARY
own the word
L4
purge: Tell students that the connotation

of purge in this sentence is to purify.
Then have them explain why Beowulf is
calling for the hall to be purged. Possible
answer: The hall is to be purified, rid of evil.
gorge: Tell students that the Latin root for
gorge is gurga, throat. Remind students
that in this instance gorge is used as a
verb, and review the definition with them.
Then have them identify the meaning of
gorge when it is used as a noun. Possible
answer: A gorge is a deep narrow passage
with steep sides.
48
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48
By one; death was my errand and the fate

They had earned. Now Grendel and I are called f
Together, and Ive come. Grant me, then,
Lord and protector of this noble place,
A single request! I have come so far,
Oh shelterer of warriors and your peoples loved friend,
That this one favor you should not refuse me
That I, alone and with the help of my men,
May purge all evil from this hall. I have heard,
Too, that the monsters scorn of men
Is so great that he needs no weapons and fears none.
Nor will I. My lord Higlac
Might think less of me if I let my sword
Go where my feet were afraid to, if I hid
Behind some broad linden shield: my hands
Alone shall fight for me, struggle for life
Against the monster. God must decide
Who will be given to deaths cold grip.
Grendels plan, I think, will be
What it has been before, to invade this hall
And gorge his belly with our bodies. If he can,
If he can. And I think, if my time will have come,
Therell be nothing to mourn over, no corpse to prepare
For its grave: Grendel will carry our bloody
Flesh to the moors, crunch on our bones
And smear torn scraps of our skin on the walls
Of his den. No, I expect no Danes
Will fret about sewing our shrouds, if he wins.
And if death does take me, send the hammered
Mail of my armor to Higlac, return
The inheritance I had from Hrethel, and he
From Wayland. Fate will unwind as it must!
EPIC
Notice that in lines 153159,
Beowulf boasts about past
victories that required
superhuman strength and
courage. Why might the people
of Beowulfs time have valued
such traits?
purge (prj) v. to cleanse or rid of
something undesirable
172 linden shield: a shield made

from the wood of a linden tree.
172174 Beowulf insists on fighting
Grendel without weapons.
gorge (grj) v. to stuff with

food; glut
Targeted Passage
185 shrouds: cloths in which dead

bodies are wrapped.
188 Hrethel (hrDthPEl): a former king

of the GeatsHiglacs father and
Beowulfs grandfather.
Hrothgar replied, protector of the Danes:

Beowulf, youve come to us in friendship, and because
Of the reception your father found at our court.
Edgetho had begun a bitter feud,
Killing Hathlaf, a Wulfing warrior:
Your fathers countrymen were afraid of war,
If he returned to his home, and they turned him away.
Then he traveled across the curving waves
To the land of the Danes. I was new to the throne,
Then, a young man ruling this wide
189 Wayland: a famous blacksmith

and magician.
193 Edgetho (DjPthI): Beowulfs father.

194 Wulfing: a member of another
Germanic tribe.
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Analyze Tone and Characterization As students read Beowulf, ask them to reflect on
the poets tone and characterization. What
can students infer about the poets feelings
toward Beowulf? toward Hrothgar? toward
the poems other characters? Does the poet
depict all of the characters in a black-andwhite way, as either good or bad, or are there
shades of gray? Does the poet imply any
opinions? Direct students to write a brief
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essay summarizing and supporting their

conclusions. Then ask students to compare
their observations.
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200
205
210
215
220
225
230
Kingdom and its golden city: Hergar,

My older brother, a far better man
Than I, had died and dying made me,
Second among Healfdanes sons, first
In this nation. I bought the end of Edgethos
Quarrel, sent ancient treasures through the oceans
Furrows to the Wulfings; your father swore
Hed keep that peace. My tongue grows heavy,
And my heart, when I try to tell you what Grendel
Has brought us, the damage hes done, here
In this hall. You see for yourself how much smaller g
Our ranks have become, and can guess what weve lost
To his terror. Surely the Lord Almighty
Could stop his madness, smother his lust!
How many times have my men, glowing
With courage drawn from too many cups
Of ale, sworn to stay after dark
And stem that horror with a sweep of their swords.
And then, in the morning, this mead-hall glittering
With new light would be drenched with blood, the benches
Stained red, the floors, all wet from that fiends
Savage assaultand my soldiers would be fewer
Still, death taking more and more.
But to table, Beowulf, a banquet in your honor:
Let us toast your victories, and talk of the future. h
Then Hrothgars men gave places to the Geats,
Yielded benches to the brave visitors
And led them to the feast. The keeper of the mead
Came carrying out the carved flasks,
And poured that bright sweetness. A poet
Sang, from time to time, in a clear
Pure voice. Danes and visiting Geats
Celebrated as one, drank and rejoiced. . . .
g OLD ENGLISH POETRY
Observe that as Hrothgar begins

to speak about Grendel in lines
207210, his tone, or his attitude
toward his subject, becomes
bleak and despairing. What
repeated sounds does the poet
use to suggest this tone?
old english poetry
RL 4
L 5a
Possible answer: The poet repeats hs,

ts, and ds.
h EPIC
Note that Hrothgar delivers

a long speech to Beowulf in
lines 190224. What values are
reflected in the speech?
RL 3
epic
Possible answer: Hrothgars long speech

reflects the values of friendship, loyalty,
and courage. In lines 190207, Hrothgar
describes how he helped Beowulfs father,
Edgetho, appease the anger of the Wulfings. He concludes his speech by describing
his great need to end Grendels reign of
terror.
IF STUDENTS NEED HELP . . .
Have them reread lines 190198. Discuss
who Edgetho was, what he did, and what
happened to him as a consequence of his
actions.
Have them reread lines 204206. Discuss
how Hrothgar helped Edgetho.
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Comprehension Support To make sure
students understand Hrothgars account
in lines 191207, help them summarize the
events described. Possible answer: Edgetho,
Beowulfs father, started a feud with the Wulfing tribe by killing Hathlaf, one of their warriors. Edgethos people turned him away from
his homeland, fearing that his presence could
cause a war to break out. So Edgetho sailed
to the land of the Danes. Hrothgar helped
12:01:40 PM
Edgetho by sending treasures to Edgethos

enemies, the Wulfings, thus buying peace
between the tribes.
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Targeted Passage
the battle with grendel

After the banquet, Hrothgar and his followers leave Herot, and Beowulf and his
warriors remain to spend the night. Beowulf reiterates his intent to fight Grendel
without a sword and, while his followers sleep, lies waiting, eager for Grendel
to appear.
Model the Skill:
RL 4
L 5a
235
old english poetry

To model how caesuras can affect the
rhythm of poetry, read to the class lines
233235. Then have students work in pairs
to practice reading aloud these lines. Encourage them to analyze the effectiveness
of one anothers reading.
Possible answer: The rhythm of the lines
reflects the relentless, ominous approach of
Grendel as he advances on Herot.
240
245
50
Out from the marsh, from the foot of misty

Hills and bogs, bearing Gods hatred,
Grendel came, hoping to kill i
Anyone he could trap on this trip to high Herot.
He moved quickly through the cloudy night,
Up from his swampland, sliding silently
Toward that gold-shining hall. He had visited Hrothgars
Home before, knew the way
But never, before nor after that night,
Found Herot defended so firmly, his reception
So harsh. He journeyed, forever joyless,
Straight to the door, then snapped it open,
Tore its iron fasteners with a touch
OLD ENGLISH POETRY

Reread lines 233235. Notice
that the translator uses
punctuation to convey the
effect of the midline pauses, or
caesuras, in the lines. In what
way does the rhythm created by
the pauses reinforce the action
recounted here?
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Analyze Symbolism As students read, have
them explore the symbolism in Beowulf. For
example, ask what Grendel (and later, Grendels mother and the dragon) might symbolize. Possible answer: the universal idea of
evil; death; revenge. Remind students that
setting, too, has symbolic significance. Ask
them to consider the location and description of Grendels marsh, the lake, and Herot.
What might the places symbolize?
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Possible answer: marsh, lake: hell; Herot:

heaven. Extend the discussion by asking
students to recall other poems, short stories, or novels they may have read in which
characters or settings symbolized similar
ideas. Have students compare the writing
techniques used and discuss which ones
were most effective.
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250
255
260
265
270
275
280
285
And rushed angrily over the threshold.

He strode quickly across the inlaid
Floor, snarling and fierce: his eyes
Gleamed in the darkness, burned with a gruesome
Light. Then he stopped, seeing the hall
Crowded with sleeping warriors, stuffed
With rows of young soldiers resting together.
And his heart laughed, he relished the sight,
Intended to tear the life from those bodies
By morning; the monsters mind was hot
With the thought of food and the feasting his belly
Would soon know. But fate, that night, intended
Grendel to gnaw the broken bones
Of his last human supper. Human
Eyes were watching his evil steps,
Waiting to see his swift hard claws.
Grendel snatched at the first Geat
He came to, ripped him apart, cut
His body to bits with powerful jaws,
Drank the blood from his veins and bolted
Him down, hands and feet; death
And Grendels great teeth came together,
Snapping life shut. Then he stepped to another
Still body, clutched at Beowulf with his claws,
Grasped at a strong-hearted wakeful sleeper
And was instantly seized himself, claws
Bent back as Beowulf leaned up on one arm.
That shepherd of evil, guardian of crime,
Knew at once that nowhere on earth
Had he met a man whose hands were harder;
His mind was flooded with fearbut nothing
Could take his talons and himself from that tight
Hard grip. Grendels one thought was to run
From Beowulf, flee back to his marsh and hide there:
This was a different Herot than the hall he had emptied.
But Higlacs follower remembered his final
Boast and, standing erect, stopped
The monsters flight, fastened those claws
In his fists till they cracked, clutched Grendel
Closer. The infamous killer fought
For his freedom, wanting no flesh but retreat,
Desiring nothing but escape; his claws
Had been caught, he was trapped. That trip to Herot
Was a miserable journey for the writhing monster!
246 threshold: the strip of wood or

stone at the bottom of a doorway.

Discuss In lines 247257, what specific details
suggest that Grendel is a creature of pure
evil? Possible answer: The poet describes him
in frightening terms: snarling and fierce: his
eyes . . . burned with a gruesome / Light (lines
248250). He tells how Grendel laughs cruelly,
relishing the idea of tearing the young soldiers
apart and devouring them.

Use these prompts to help students understand the battle between Beowulf and
Grendel in lines 268288:
Connect In what ways is Beowulfs encounter with Grendel similar to other manmonster clashes youve read about or seen
on television or in the movies? How is it
different? Accept all thoughtful responses.
Analyze What character traits of an epic
hero does Beowulf display in this passage?
Possible answer: Beowulf shows incredible
courage and superhuman strength, facing
Grendel without a weapon, seizing Grendels
claws, and preventing the monster from
escaping.
talon (tBlPEn) n. a claw

278289 Up to this point Grendel
has killed his human victims easily.
Synthesize How do you predict the battle

between Beowulf and Grendel will end?
Accept all reasonable responses.
infamous (GnPfE-mEs) adj. having

a very bad reputation
VOCABULARY
L4
own the word

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Comprehension: Text Structure Point out

the sudden narrative shift in line 271. Discuss how the poet first establishes a strong
forward flow in lines 262270, conveying
Grendels seemingly unstoppable advance.
Then, abruptly, the poet inserts a dash at
the beginning of line 271, and the forward
flow is reversed in lines 271272: [Grendel]
was instantly seized himself, claws / Bent
back. Discuss how this shift adds drama to
the narrative.
Hypothesize Have students reread Grendels attack on these two pages. Point out
that Beowulf does not spring into action
until after Grendel kills one of the sleeping Geats (lines 262268). Have students
reflect on the possible reasons for Beowulfs
delay. That is, why does Beowulf not act
immediately, so as to spare the Geats life?
Have students summarize their conclusions
in a well-written paragraph, and then share
their conclusions with the class.
12:01:47 PM
talon: Have students name birds of prey

that are known for their sharp talons and
explain how the talons are used. Possible
answers: eagles, hawks, osprey, falcons; to
catch prey
infamous: Have students name famous
people from various walks of life, including presidents and other elected officials,
business people, actors, and athletes.
Then have students name some infamous
people from the same categories. Make
a class list and discuss the differences
in achievements, why some people are
famous and why some are infamous.
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290
295
old english poetry
RL 4
L 5a
300
Possible answer: The repeated hard-letter

b and g sounds convey the impression of the
blows and impacts of a hard-fought battle.
IF STUDENTS NEED HELP . . . Call their attention to such alliterative combinations as
bodies beating at its beautiful walls (line
295) and gold-covered boards grating / As
Grendel (lines 299300).
305
310
Extend the Discussion What sensory

details does the poet include to help the
reader imagine the sounds of the battle?
315
320

Discuss In lines 319322, why might the poet
have used the figurative phrase open a path
for his evil soul rather than simply write slay
or wound? Possible answer: Evil soul reinforces the idea that Grendel is a creature of evil,
a monster from hell (note that the poet has just
referred to him as hells captive in line 311).
325
330
52
The high hall rang, its roof boards swayed,

And Danes shook with terror. Down
The aisles the battle swept, angry
And wild. Herot trembled, wonderfully
Built to withstand the blows, the struggling
Great bodies beating at its beautiful walls;
Shaped and fastened with iron, inside
And out, artfully worked, the building
Stood firm. Its benches rattled, fell
To the floor, gold-covered boards grating
As Grendel and Beowulf battled across them. j
Hrothgars wise men had fashioned Herot
To stand forever; only fire,
They had planned, could shatter what such skill had put
Together, swallow in hot flames such splendor
Of ivory and iron and wood. Suddenly
The sounds changed, the Danes started
In new terror, cowering in their beds as the terrible
Screams of the Almightys enemy sang
In the darkness, the horrible shrieks of pain
And defeat, the tears torn out of Grendels
Taut throat, hells captive caught in the arms
Of him who of all the men on earth
Was the strongest.
That mighty protector of men
Meant to hold the monster till its life
Leaped out, knowing the fiend was no use
To anyone in Denmark. All of Beowulf s
Band had jumped from their beds, ancestral
Swords raised and ready, determined
To protect their prince if they could. Their courage
Was great but all wasted: they could hack at Grendel
From every side, trying to open
A path for his evil soul, but their points
Could not hurt him, the sharpest and hardest iron
Could not scratch at his skin, for that sin-stained demon
Had bewitched all mens weapons, laid spells
That blunted every mortal mans blade.
And yet his time had come, his days
Were over, his death near; down
To hell he would go, swept groaning and helpless
To the waiting hands of still worse fiends.
OLD ENGLISH POETRY

Reread lines 293300. What
impression of the battle does the
alliteration help convey?
TargetedL 4a
Passage
Language Coach
Homophones Many word pairs
sound alike but have different
spellings and meanings. For
example, taught is the past tense
of teach. Which word in line 311 is
a homophone for taught? Guess
the words meaning using the
surrounding text.
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Vocabulary Support Call attention to the
way the poet integrates a description of
Herot into the battle. Discuss these interrelated phrases:
wonderfully / Built to withstand the blows
(lines 293294)
artfully worked (line 297)
fashioned . . . To stand forever (lines 301302)
splendor / Of ivory and iron and wood (lines

304305)
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Language Coach
L 4a
Homophones Possible answer:

Taut is the homophone. It might mean
tight, because thats how your throat feels
when youre in trouble. Remind students
to look at the spelling of new words, especially homophones. Then have students
write four sentences, two that show an
understanding of taut and two that show
an understanding of taught.
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335
340
345
350
355
360
365
370
Now he discoveredonce the afflictor

Of men, tormentor of their dayswhat it meant
To feud with Almighty God: Grendel
Saw that his strength was deserting him, his claws
Bound fast, Higlacs brave follower tearing at
His hands. The monsters hatred rose higher,
But his power had gone. He twisted in pain,
And the bleeding sinews deep in his shoulder
Snapped, muscle and bone split
And broke. The battle was over, Beowulf
Had been granted new glory: Grendel escaped,
But wounded as he was could flee to his den,
His miserable hole at the bottom of the marsh,
Only to die, to wait for the end
Of all his days. And after that bloody
Combat the Danes laughed with delight.
He who had come to them from across the sea,
Bold and strong-minded, had driven affliction
Off, purged Herot clean. He was happy,
Now, with that nights fierce work; the Danes
Had been served as hed boasted hed serve them; Beowulf,
A prince of the Geats, had killed Grendel,
Ended the grief, the sorrow, the suffering
Forced on Hrothgars helpless people
By a bloodthirsty fiend. No Dane doubted
The victory, for the proof, hanging high
From the rafters where Beowulf had hung it, was the monsters
Arm, claw and shoulder and all.

338 sinews (sGnPyLz): the tendons
that connect muscles to bones.
Discuss In lines 314333, in what ways does

the poet make the audience aware that Grendel is truly evil? Possible answer: Beowulfs
men try to cut Grendel to release his evil soul
(line 322). Grendel himself is described as sinstained (line 324). He is destined to be sent to
hell upon his death (line 329).

Use these prompts to help students understand the poets portrayal of Beowulfs victory
over Grendel in lines 337358:
Recall What happens to Grendel? Possible
answer: Grendel finally tears loose from
Beowulfs grip, but he loses his arm, claw,
and shoulder in the process. He returns to
his den to die.
Analyze What striking images does the
poet use to bring the narrative to life? Possible answer: The poet describes in detail how
Grendel twisted in pain / And the bleeding
sinews deep in his shoulder / Snapped, muscle
and bone split / And broke (lines 337340).
He goes on to tell how the monster retreated
to his miserable hole at the bottom of the
marsh (line 343). Finally, he concludes the
passage with the dramatic image of Grendels arm, claw, and shoulder hanging from
the rafters (line 358).
And then, in the morning, crowds surrounded

Herot, warriors coming to that hall
From faraway lands, princes and leaders
Of men hurrying to behold the monsters
Great staggering tracks. They gaped with no sense
Of sorrow, felt no regret for his suffering,
Went tracing his bloody footprints, his beaten
And lonely flight, to the edge of the lake
Where hed dragged his corpselike way, doomed
And already weary of his vanishing life.
The water was bloody, steaming and boiling
In horrible pounding waves, heat
Sucked from his magic veins; but the swirling
Surf had covered his death, hidden
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Vocabulary Support
afflictor (line 331), someone who causes
suffering or injury
Related Vocabulary Point out the poets use

of descriptive language to characterize the
defeated and mortally wounded Grendel.
Discuss these interrelated phrases:
sinews (lines 338), tendons

purged (line 349), freed from something
bad
Great staggering tracks (line 363)
Surf (line 372), the foam and splash of

breaking waves
beaten / And lonely flight (lines 365366)
12:01:49 PM
Evaluate How important is Beowulf to

the fate of Denmark? Possible answer: In
defeating Grendel, Beowulf has driven affliction / Off (lines 348349) and saved the
Danes from the monster. He has Ended the
grief, the sorrow, the suffering / Forced on
the Danes (lines 353354). Like a typical epic
hero, Beowulf has been Bold and strongminded (line 348) and killed the terrible,
seemingly invincible monster.
no regret for his suffering (line 364)

dragged his corpselike way, doomed / And
already weary of his vanishing life (lines
367368)
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375
grammar
and style
L3
Analyze Imagery Point out that the

poet also uses alliteration to heighten
the descriptive effect in these lines, as in
swirling surf and deep in murky darkness. Ask students to find other vivid
images in the poem, such as those in lines
181184 and 262268, and think about how
the poet combines adjectives and verbs to
make an impact.
380
385
390
old english poetry
RL 4
L 5a
395
Deep in murky darkness his miserable

End, as hell opened to receive him. k
Then old and young rejoiced, turned back
From that happy pilgrimage, mounted their hard-hooved
Horses, high-spirited stallions, and rode them
Slowly toward Herot again, retelling
Beowulf s bravery as they jogged along.
And over and over they swore that nowhere
On earth or under the spreading sky
Or between the seas, neither south nor north,
Was there a warrior worthier to rule over men.
(But no one meant Beowulf s praise to belittle
Hrothgar, their kind and gracious king!)
And sometimes, when the path ran straight and clear,
They would let their horses race, red
And brown and pale yellow backs streaming
Down the road. And sometimes a proud old soldier
Who had heard songs of the ancient heroes
And could sing them all through, story after story,
Would weave a net of words for Beowulf s
Victory, tying the knot of his verses
Smoothly, swiftly, into place with a poets
Quick skill, singing his new song aloud
While he shaped it, and the old songs as well. . . . l
k GRAMMAR AND STYLE
To capture a scene, the poet

often uses vivid imagery. Notice
the use in lines 369374, for
example, of adjectives such as
bloody, steaming, pounding, and
swirling to help readers see and
feel the violent, churning water.
OLD ENGLISH POETRY

Reread lines 389396. In what
Targeted Passage
ways does this description
reflect the techniques used by
Anglo-Saxon poets? Cite details.
Possible answer: Anglo-Saxon poets used

alliteration and rhythmic lines of stressed
syllables to weave a net of words and tie
verses smoothly, swiftly, into place with a
poets quick skill.
answers
1. Beowulf hears about Grendels attacks on
the Danes and travels to Denmark to help
battle the monster.
Text Analysis
1. Clarify Why does Beowulf journey across the sea to the land of
the Danes?
2. Beowulf lies in wait for Grendel at Herot,

then seizes the monster when he attacks.
Grendel manages to tear himself loose,
but he is severely injured and returns to
the marsh to die.
3. Grendel kills at least partly out of hunger
(lines 255256). He may also feel excluded
from the mens celebrations and be jealous
of their merrymaking. On a more symbolic
level, perhaps this creature of hell rages at
the men because he has been denied Gods
grace and love.
4. Grendels arm serves as a symbol of Beowulfs
great victoryin effect, a trophy of battle.
2. Summarize How does Beowulf trap and kill Grendel?

3. Analyze Motivation What drives Grendel to attack so many
men at Herot, the mead hall?
4. Make Inferences Why does Beowulf hang Grendels arm from
the rafters of Herot?
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Vocabulary Support
murky (line 373), thick and heavy; gloomy
pilgrimage (line 376), journey
54
unit
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2/10

For lines 397417, use these prompts to help
students understand the poets descriptive
comparison:
Recall Who has reversed / The bright vane
of [the Danes] luck? Answer: Grendels
mother
Interpret Why does Grendels mother
take and kill one of the Danes? Explain the
significance of the single victim (line 411)
that she chooses. Possible answer: Grendels
mother takes and kills a soldier to avenge her
sons death. The victim she chooses is Hrothgars closest friend, / The man he most loved
of all men on earth (lines 414415).
grendels mother
Although one monster has died, another still lives. From her lair in a
cold and murky lake, where she has been brooding over her loss, Grendels
mother emerges, bent on revenge.
400
405
410
415
So she reached Herot,

Where the Danes slept as though already dead;
Her visit ended their good fortune, reversed
The bright vane of their luck. No female, no matter
How fierce, could have come with a mans strength,
Fought with the power and courage men fight with,
Smashing their shining swords, their bloody,
Hammer-forged blades onto boar-headed helmets,
Slashing and stabbing with the sharpest of points.
The soldiers raised their shields and drew
Those gleaming swords, swung them above
The piled-up benches, leaving their mail shirts
And their helmets where theyd lain when the terror took hold of them.
To save her life she moved still faster,
Took a single victim and fled from the hall,
Running to the moors, discovered, but her supper
Assured, sheltered in her dripping claws.
Shed taken Hrothgars closest friend,
The man he most loved of all men on earth;
Shed killed a glorious soldier, cut
A noble life short. No Geat could have stopped her:
Beowulf and his band had been given better
What mood is conveyed by this

photograph? Which elements
help create that mood?
400 vane: a device that turns

to show the direction the wind
is blowinghere associated
metaphorically with luck, which is as
changeable as the wind.
404 boar-headed helmets:
Germanic warriors often wore
helmets bearing the images of wild
pigs or other fierce creatures in the
hope that the images would increase
their ferocity and protect them
against their enemies.
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55
Evaluate In your opinion, does the poets

description capture the ferocity of battle?
Explain. Possible answer: Yes; the poets vivid
verbs (Smashing, Slashing, stabbing)
and adjectives (shining, bloody, Hammer-forged, boar-headed) strongly convey
the brutality of war.
Analyze Visuals
Possible answer: The very dark storm clouds
behind the structures and the light shining
through the open door create a mood of danger
and mystery.
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Vocabulary: Idioms Help students use context clues to determine the meaning of these
idioms in the story:
bent on revenge (section introduction), determined to cause harm in return for harm
sustained
took hold of (line 409), affected
cut . . . short (lines 416417), ended too
soon
beowulf
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420

students understand the poets technique:
Summarize In what sort of place does
Grendels mother live? Possible answer:
She lives in a dark and dank laira cold and
gloomy lake, with storm-tossed black waves.
Analyze What details of setting help to
create an ominous mood? Possible answer:
Details such as thesewhich describe the
lake as dangerous, gloomy, and eerie
create an ominous mood: secret places,
windy / Cliffs, wolf-dens (lines 425426);
mist / Steams like black clouds (lines
427428); [trees] are all covered / With frozen spray, and wind down snakelike / Roots
(lines 429431); keep it dark (line 432). The
lake is so ominous that a deer would rather
be killed by hounds than jump in the water.
Beds; sleep had come to them in a different

Hall. Then all Herot burst into shouts:
She had carried off Grendels claw. Sorrow
Had returned to Denmark. Theyd traded deaths,
Danes and monsters, and no one had won,
Both had lost! . . .
Devastated by the loss of his friend, Hrothgar sends for Beowulf and
recounts what Grendels mother has done. Then Hrothgar describes
the dark lake where Grendels mother has dwelt with her son.
425
430
435
440
Synthesize What do you predict will happen

if Beowulf seeks out Grendels mother?
Accept all thoughtful responses.
445
56
They live in secret places, windy

Cliffs, wolf-dens where water pours
From the rocks, then runs underground, where mist
Steams like black clouds, and the groves of trees
Growing out over their lake are all covered
With frozen spray, and wind down snakelike
Roots that reach as far as the water
And help keep it dark. At night that lake
Burns like a torch. No one knows its bottom,
No wisdom reaches such depths. A deer,
Hunted through the woods by packs of hounds,
A stag with great horns, though driven through the forest
From faraway places, prefers to die
On those shores, refuses to save its life
In that water. It isnt far, nor is it
A pleasant spot! When the wind stirs
And storms, waves splash toward the sky,
As dark as the air, as black as the rain
That the heavens weep. Our only help,
Again, lies with you. Grendels mother
Is hidden in her terrible home, in a place
Youve not seen. Seek it, if you dare! Save us,
Once more, and again twisted gold,
Heaped-up ancient treasure, will reward you
For the battle you win! . . .
L 4a
Language Coach
Homographs Words with the
same spelling but different
meanings, pronunciations, or
Targeted
Passage
both are
homographs.
The word
wind, for example, can rhyme
with sinned or kind. What is the
pronunciation and meaning
of wind in line 430? How can
you tell?
447449 Germanic warriors placed

great importance on amassing
treasure as a way of acquiring fame
and temporarily defeating fate.
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Language Coach
L 4a
Homophones Answer: Wind rhymes

with kind in this line. You can say that
roots wind (wFnd) but not that they wind
(wGnd). Ask students to identify the parts
of speech that wind can have. Ask them
to pronounce it as a noun and to pronounce it as a verb. Then have students
write a pair of sentences, one using wind
as a noun and the other using it as a verb.
56
unit
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that lines 425449 have a problem-solution
structure. Work with small groups of students
to read lines 425443 and summarize the
problem. Then work with the students to read
lines 443449 and summarize the solution.
Possible answer: The problem is that Grendels
mother, who has killed Hrothgars friend, lives
at the bottom of a burning lake. The proposed
solution is that Beowulf fight her.
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Discuss What specific details in lines 450458
suggest that the underwater lair of Grendels
mother is an evil place? Possible answer: Evil is
associated with darkness. In addition, Beowulf
sinks for hours . . . through the waves until he
finally reaches the bottom. This long downward movement suggests a descent into hell.
the battle with

grendels mother
Beowulf accepts Hrothgars challenge, and the king and his men accompany the
hero to the dreadful lair of Grendels mother. Fearlessly, Beowulf prepares
to battle the terrible creature.
450
455
460
He leaped into the lake, would not wait for anyones

Answer; the heaving water covered him
Over. For hours he sank through the waves;
At last he saw the mud of the bottom.
And all at once the greedy she-wolf
Whod ruled those waters for half a hundred
Years discovered him, saw that a creature
From above had come to explore the bottom
Of her wet world. She welcomed him in her claws,
Clutched at him savagely but could not harm him,
Tried to work her fingers through the tight
Ring-woven mail on his breast, but tore
beowulf
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12:01:56 PM

Use Descriptive Details Have students reread
lines 425443. Then ask students to write
a prose description of the dwelling place of
Grendels mother, using sensory images and
descriptive details. Challenge students to
create vivid images and establish a definite
mood. Encourage them to use their imagination to develop their description. Have
students share their work with the class.
beowulf
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465
RL 3
epic
Possible answer: The setting is on a grand

scalean underwater battle-hall with a
high-arching roof, a fiery lakeand the
battle pits a fearless hero against powerful, supernatural creatures (a host of sea
beasts). Beowulf performs in remarkable
heroic fashion, holding off the monsters
and remaining alive underwater without
air for hours.
Have them discuss the specific surroundings in which the battle occurs, as
described in lines 469 and 472474.
470
475
480
485
Ask them to identify aspects of the

battle and Beowulfs actions that are
larger than life.
490
495
500
58
And scratched in vain. Then she carried him, armor

And sword and all, to her home; he struggled
To free his weapon, and failed. The fight
Brought other monsters swimming to see
Her catch, a host of sea beasts who beat at
His mail shirt, stabbing with tusks and teeth
As they followed along. Then he realized, suddenly,
That shed brought him into someones battle-hall,
And there the waters heat could not hurt him,
Nor anything in the lake attack him through
The buildings high-arching roof. A brilliant
Light burned all around him, the lake
Itself like a fiery flame. m
Then he saw
The mighty water witch, and swung his sword,
His ring-marked blade, straight at her head;
The iron sang its fierce song,
Sang Beowulf s strength. But her guest
Discovered that no sword could slice her evil
Skin, that Hrunting could not hurt her, was useless
Now when he needed it. They wrestled, she ripped
And tore and clawed at him, bit holes in his helmet,
And that too failed him; for the first time in years
Of being worn to war it would earn no glory;
It was the last time anyone would wear it. But Beowulf
Longed only for fame, leaped back
Into battle. He tossed his sword aside,
Angry; the steel-edged blade lay where
Hed dropped it. If weapons were useless hed use
His hands, the strength in his fingers. So fame
Comes to the men who mean to win it
And care about nothing else! He raised
His arms and seized her by the shoulder; anger
Doubled his strength, he threw her to the floor.
She fell, Grendels fierce mother, and the Geats
Proud prince was ready to leap on her. But she rose
At once and repaid him with her clutching claws,
Wildly tearing at him. He was weary, that best
And strongest of soldiers; his feet stumbled
And in an instant she had him down, held helpless.
Squatting with her weight on his stomach, she drew
A dagger, brown with dried blood, and prepared
To avenge her only son. But he was stretched
m EPIC

details of the battle and its
setting are characteristic of
an epic?
476 his ring-marked blade: For the

battle with Grendels mother, Beowulf
has been given an heirloom sword
with an intricately etched blade.
480 Hrunting (hrOnPtGng): the name
of Beowulfs sword. (Germanic
warriors swords were possessions
Passage
of suchTargeted
value that they
were often
given names.)
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Related Vocabulary Point out the poets

use of strong verbs to convey the furious
action of the battle between Beowulf and
Grendels mother. Discuss these related
fighting words:
Analyze Technique [small-group option] As

students read the account of Beowulfs battle
with Grendels mother, have them reflect on
the poets technique. How does the poet use
language to add tension and excitement to
the struggle? Have pairs or small groups of
students share and compare their observations.
58
unit
wrestled, ripped (line 481)

tore, clawed (line 482)
leaped (line 486)
clutching (line 497)
tearing (line 498)
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505
510
515
520
525
530
535
540
545
On his back, and her stabbing blade was blunted

By the woven mail shirt he wore on his chest.
The hammered links held; the point
Could not touch him. Hed have traveled to the bottom of the earth,
Edgethos son, and died there, if that shining
Woven metal had not helpedand Holy
God, who sent him victory, gave judgment
For truth and right, Ruler of the Heavens,
Once Beowulf was back on his feet and fighting.
Then he saw, hanging on the wall, a heavy
Sword, hammered by giants, strong
And blessed with their magic, the best of all weapons
But so massive that no ordinary man could lift
Its carved and decorated length. He drew it
From its scabbard, broke the chain on its hilt,
And then, savage, now, angry
And desperate, lifted it high over his head
And struck with all the strength he had left,
Caught her in the neck and cut it through,
Broke bones and all. Her body fell
To the floor, lifeless, the sword was wet
With her blood, and Beowulf rejoiced at the sight.
The brilliant light shone, suddenly,
As though burning in that hall, and as bright as Heavens
Own candle, lit in the sky. He looked n
At her home, then following along the wall
Went walking, his hands tight on the sword,
His heart still angry. He was hunting another
Dead monster, and took his weapon with him
For final revenge against Grendels vicious
Attacks, his nighttime raids, over
And over, coming to Herot when Hrothgars
Men slept, killing them in their beds,
Eating some on the spot, fifteen
Or more, and running to his loathsome moor
With another such sickening meal waiting
In his pouch. But Beowulf repaid him for those visits,
Found him lying dead in his corner,
Armless, exactly as that fierce fighter
Had sent him out from Herot, then struck off
His head with a single swift blow. The body
Jerked for the last time, then lay still.

Use these prompts to help students understand the battle between Beowulf and
Grendels mother (lines 458512):
Recall Where does the battle take place?
Possible answer: The battle takes place inside
a battle-hall, at the bottom of the lake in
which Grendels mother resides.
Analyze How does the poet create suspense
in the narrative? Possible answer: The poet
shows Beowulf in a vulnerable position for
the first time. Beowulfs sword proves ineffective against Grendels mother, and his
protective helmet fails him. Then, just when
the reader thinks that Beowulf has gained
the upper hand by throwing the monster to
the floor, she turns the tables and takes him
down, drawing a dagger with which to kill
him. Only his mail shirt saves him.
n EPIC
What does the light described

in lines 526528 suggest about
Beowulfs victory?
Synthesize In what ways is the account

of the struggle between Beowulf and
Grendels mother very contemporary?
Possible answer: This kind of fierce, seesawing struggle between a fearless hero and
a super-powerful enemy occurs in many
modern-day novels and movies, such as in
the Superman and Spider-Man movies and
the comics they are based on.
loathsome (lIthPsEm) adj.

disgusting
RL 3
epic
Possible answer: The light suggests that

good has triumphed over evil, and heaven
has triumphed over hell.
beowulf
59
VOCABULARY
12:01:59
PM
59
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Analyze Symbolism Call attention to lines
526528. Point out that this is one of a number of places where the poet contrasts light
and dark. Ask students to identify other such
instances (for example, Herots brightness
against the swamps darkness). Then have
them analyze the symbolism of light and
dark in the poem, and present their analyses
to the class for discussion.
12:02:00 PM
L4
own the word
loathsome: Reread the definition of loathsome to students. Then have them name
words with similar meanings, but that carry
less intensity. Possible answers: unlikeable,
distasteful, disliked, offensive
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550
RL 3
epic
555
Possible answer: The lines suggest that

people judged a mans life by his actions
and that fame was of paramount
importance.
560

Use these prompts to help students understand the poets narrative technique in lines
540583:
Recall What are the Danes and the Geats
doing while Beowulf is battling Grendels
mother? Possible answer: They are waiting
at the edge of the lake, staring down into
the water.
Analyze What shifts in setting occur in this
passage? How do they heighten the narrative tension? Possible answer: The action
moves from the bottom of the lake, where
Beowulf battles Grendels mother and cuts
off Grendels head, to the edge of the lake,
where Hrothgar, the Danes, and the Geats
are waiting to see if Beowulf will return.
Then the setting shifts back to Beowulf, who
swims back up to land. These shifts heighten
the tension, because readers know that
Beowulf has survived. Readers are eager for
the skeptical onlookers to learn that they
have drawn the wrong conclusion regarding the waves surging and blood / Spurting
through (lines 548549).
Evaluate Is the poet effective in holding
the readers interest? Explain. Accept all
thoughtful responses.
565
570
575
580
585
60
The wise old warriors who surrounded Hrothgar,

Like him staring into the monsters lake,
Saw the waves surging and blood
Spurting through. They spoke about Beowulf,
All the graybeards, whispered together
And said that hope was gone, that the hero
Had lost fame and his life at once, and would never
Return to the living, come back as triumphant
As he had left; almost all agreed that Grendels
Mighty mother, the she-wolf, had killed him. o
The sun slid over past noon, went further
Down. The Danes gave up, left
The lake and went home, Hrothgar with them.
The Geats stayed, sat sadly, watching,
Imagining they saw their lord but not believing
They would ever see him again.
Then the sword
Melted, blood-soaked, dripping down
Like water, disappearing like ice when the worlds
Eternal Lord loosens invisible
Fetters and unwinds icicles and frost
As only He can, He who rules
Time and seasons, He who is truly
God. The monsters hall was full of
Rich treasures, but all that Beowulf took
Was Grendels head and the hilt of the giants
Jeweled sword; the rest of that ring-marked
Blade had dissolved in Grendels steaming
Blood, boiling even after his death.
And then the battles only survivor
Swam up and away from those silent corpses;
The water was calm and clean, the whole
Huge lake peaceful once the demons whod lived in it
Were dead.
Then that noble protector of all seamen
Swam to land, rejoicing in the heavy
Burdens he was bringing with him. He
And all his glorious band of Geats
Thanked God that their leader had come back unharmed;
They left the lake together. The Geats
Carried Beowulf s helmet, and his mail shirt.
Behind them the water slowly thickened
As the monsters blood came seeping up.
What do lines 549555 suggest

about attitudes toward fame in
the Anglo-Saxon period?
Targeted Passage
578 that noble protector of all

seamen: Beowulf, who will be
buried in a tower that will serve as a
navigational aid to sailors.
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Vocabulary Support
triumphant (line 553), victorious
Fetters (line 565), chains; restraints
hilt (line 570), handle
unit
o EPIC
60
550 graybeards: old men.
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Concept Support Ask students to identify

the alliteration in lines 546549 (wise . . .
warriors; surrounded . . . staring . . . Saw . . .
surging . . . Spurting) and the kenning in line
578 (noble protector of all seamen). You may
also want to point out the figurative language in lines 561568: similes making comparisons to water and ice and a metaphor
describing God loosening invisible / Fetters.
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590
595
600
605
They walked quickly, happily, across

Roads all of them remembered, left
The lake and the cliffs alongside it, brave men
Staggering under the weight of Grendels skull,
Too heavy for fewer than four of them to handle
Two on each side of the spear jammed through it
Yet proud of their ugly load and determined
That the Danes, seated in Herot, should see it. p
Soon, fourteen Geats arrived
At the hall, bold and warlike, and with Beowulf,
Their lord and leader, they walked on the mead-hall
Green. Then the Geats brave prince entered
Herot, covered with glory for the daring
Battles he had fought; he sought Hrothgar
To salute him and show Grendels head.
He carried that terrible trophy by the hair,
Brought it straight to where the Danes sat,
Drinking, the queen among them. It was a weird
And wonderful sight, and the warriors stared. . . .
p EPIC
Reread lines 587594. Why do

you think the Geats want the
Danes to see Grendels skull?
RL 3
epic
Possible answer: The Geats, taking great

pride in Beowulfs victory, want to share in
his glory and brag about his heroism.
answers
1. Grendels mother killed Hrothgars closest friend, and Hrothgar believes that only
Beowulf can slay her.
604 queen: Welthow, wife of

Hrothgar.
2. Beowulf finds Grendels body, cuts off his

head, and carries the head and the hilt of
the giants / Jeweled sword (lines 570571)
back up to the surface.
3. The behavior of Grendels mother is more
understandable, because she is motivated
by a desire for revenge for her sons death,
not just by a lust for killing.
Text Analysis
1. Clarify Why does Hrothgar ask Beowulf to battle Grendels
mother?
2. Summarize What does Beowulf do after he kills Grendels
mother?
3. Compare and Contrast Compare the two monsters. Does the
behavior of Grendels mother seem as wicked or unreasonable
as Grendels behavior? Support your opinion with evidence
from the text.
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Concept Support Point out that Beowulf
single-handedly carries Grendels head by
the hair (line 602), but in lines 589592 the
poet describes how four men were staggering under the heads weight. Ask what this
contrast suggests about Beowulf as an epic
hero (Beowulf has remarkable, perhaps superhuman, strength).
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Connect What are your thoughts about
Beowulfs actions at this point in the
narrative? Accept all responses.
Interpret What do these lines foreshadow
about the outcome of Beowulfs last battle?
Explain. Possible answer: The phrases final
boast (line 606) and for the last time
(line 612) foreshadow Beowulfs death.
Evaluate Why might the poet want to foreshadow the battles outcome? Possible answer: Foreshadowing builds suspense while
preparing the reader for what is to come.
Targeted Passage
beowulfs last battle

With Grendels mother destroyed, peace is restored to the land of the Danes, and
Beowulf, laden with Hrothgars gifts, returns to the land of his own people, the
Geats. After his uncle and cousin die, Beowulf becomes king of the Geats and rules
in peace and prosperity for 50 years. One day, however, a fire-breathing dragon
that has been guarding a treasure for hundreds of years is disturbed by a thief,
who enters the treasure tower and steals a cup. The dragon begins terrorizing the
Geats, and Beowulf, now an old man, takes on the challenge of fighting it.
610
And Beowulf uttered his final boast:

Ive never known fear, as a youth I fought
In endless battles. I am old, now,
But I will fight again, seek fame still,
If the dragon hiding in his tower dares
To face me.
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615
620
625
630
635
640
645
650
Then he said farewell to his followers, q

Each in his turn, for the last time:
Id use no sword, no weapon, if this beast
Could be killed without it, crushed to death
Like Grendel, gripped in my hands and torn
Limb from limb. But his breath will be burning
Hot, poison will pour from his tongue.
I feel no shame, with shield and sword
And armor, against this monster: when he comes to me
I mean to stand, not run from his shooting
Flames, stand till fate decides
Which of us wins. My heart is firm,
My hands calm: I need no hot
Words. Wait for me close by, my friends.
We shall see, soon, who will survive
This bloody battle, stand when the fighting
Is done. No one else could do
What I mean to, here, no man but me
Could hope to defeat this monster. No one
Could try. And this dragons treasure, his gold
And everything hidden in that tower, will be mine
Or war will sweep me to a bitter death!
Then Beowulf rose, still brave, still strong,
And with his shield at his side, and a mail shirt on his breast,
Strode calmly, confidently, toward the tower, under
The rocky cliffs: no coward could have walked there!
And then he whod endured dozens of desperate
Battles, whod stood boldly while swords and shields
Clashed, the best of kings, saw
Huge stone arches and felt the heat
Of the dragons breath, flooding down
Through the hidden entrance, too hot for anyone
To stand, a streaming current of fire
And smoke that blocked all passage. And the Geats
Lord and leader, angry, lowered
His sword and roared out a battle cry,
A call so loud and clear that it reached through
The hoary rock, hung in the dragons
Ear. The beast rose, angry,
Knowing a man had comeand then nothing
But war could have followed. Its breath came first,
A steaming cloud pouring from the stone,
Then the earth itself shook. Beowulf
q OLD ENGLISH POETRY
Notice the repeated use of the

letter f in lines 606611. What
tone does the alliteration help
convey?
RL 4
L 5a

Connect What stories have you read, and
what films have you seen, that end with a
final battle between good and evil characters? How do those stories and films help
you appreciate this passage? Accept all
reasonable responses.
Analyze What imagery does the poet use to
set the stage for Beowulfs climactic battle
with the dragon? Possible answer: The poet
uses strong imagery to establish the dragon
as a fearsome creature: his breath will be
burning / Hot, poison will pour from his
tongue (lines 616617); a streaming current
of fire / And smoke that blocked all passage
(lines 643644). The poet simultaneously
establishes Beowulfs fearless readiness for
battle: when he comes to me / I mean to
stand, not run from his shooting / Flames
(lines 619621); my heart is firm / My hands
calm (lines 622623).
648 hoary (hrPC): gray with age.
Evaluate Do you think the poet wants to

depict the battle as a contest of equals, or
does he view Beowulf as the underdog?
Explain your answer. Accept all thoughtful
responses.
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Age
Characteristics
Beowulf of
Beowulf
the past
during his
last battle
young
old
Weapons
bare hands
Attitude
eager to
fight

Compare and Contrast Use a Comparison
Matrix to help students compare the
Beowulf of the past with Beowulf at the
time of his last battle. Encourage students
to think in terms of Beowulfs abilities, his
attitude, and his vision of the battles outcome. Here are some examples:
old english poetry
Possible answer: The alliteration helps

convey a defiant tone.
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sword and
shield
resigned to
battle
Comparison Matrix p. A24
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655
660
665
RL 3
epic

an epic hero never gives up. He fights on,
even when he knows that fate has turned
against him. He faces death courageously,
just as he has always faced danger.
670
675
680
685
RL 3
epic
Possible answer: The lines imply the importance of loyalty, courage, and kinship, and
suggest that too many people have forgotten what these values mean and why they
must be preserved.
690
695
Extend the Discussion Why do you think

None of his comrades / Came to him,
helped him (lines 691692)?
64
Swung his shield into place, held it

In front of him, facing the entrance. The dragon
Coiled and uncoiled, its heart urging it
Into battle. Beowulf s ancient sword
Was waiting, unsheathed, his sharp and gleaming
Blade. The beast came closer; both of them
Were ready, each set on slaughter. The Geats
Great prince stood firm, unmoving, prepared
Behind his high shield, waiting in his shining
Armor. The monster came quickly toward him,
Pouring out fire and smoke, hurrying
To its fate. Flames beat at the iron
Shield, and for a time it held, protected
Beowulf as hed planned; then it began to melt,
And for the first time in his life that famous prince
Fought with fate against him, with glory
Denied him. He knew it, but he raised his sword
And struck at the dragons scaly hide. r
The ancient blade broke, bit into
The monsters skin, drew blood, but cracked
And failed him before it went deep enough, helped him
Less than he needed. The dragon leaped
With pain, thrashed and beat at him, spouting
Murderous flames, spreading them everywhere.
And the Geats ring-giver did not boast of glorious
Victories in other wars: his weapon
Had failed him, deserted him, now when he needed it
Most, that excellent sword. Edgethos
Famous son stared at death,
Unwilling to leave this world, to exchange it
For a dwelling in some distant placea journey
Into darkness that all men must make, as death
Ends their few brief hours on earth.
Quickly, the dragon came at him, encouraged
As Beowulf fell back; its breath flared,
And he suffered, wrapped around in swirling
Flamesa king, before, but now
A beaten warrior. None of his comrades
Came to him, helped him, his brave and noble
Followers; they ran for their lives, fled
Deep in a wood. And only one of them
Remained, stood there, miserable, remembering,
As a good man must, what kinship should mean. s
r EPIC

do these lines reveal about the
qualities of an epic hero?
Targeted Passage
678 ring-giver: king; lord. When a

man swore allegiance to a Germanic
lord in return for his protection, the
lord typically bestowed a ring on his
follower to symbolize the bond.
EPIC
What values are implied in lines
691696? What message about
these values do the lines convey?
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Vocabulary: Idioms and Phrasal Verbs

[mixed-readiness pairs] Discuss the meaning
of these expressions, and then help students
use them in original sentences:
Anglo-Saxon Fatalism Lines 681686 reflect

the fatalistic Anglo-Saxon view that life is
short and fragile (discussed in the historical
essay). Ask students to consider whether
contemporary literature generally reflects a
similar philosophy. Have them express their
opinion in a brief essay, supporting their
viewpoint with specific details and examples
from contemporary works they have read.
set on (line 660), intending to do

came at (line 687), attacked
Mind was made up (line 704), had made a
decision
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over and gone (line 721), ended
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700
701
702
703
705
710
715
720
725
730
735
His name was Wiglaf, he was Wexstans son

And a good soldier; his family had been Swedish,
Once. Watching Beowulf, he could see
How his king was suffering, burning. Remembering
Everything his lord and cousin had given him,
Armor and gold and the great estates
Wexstans family enjoyed, Wiglaf s
Mind was made up; he raised his yellow
Shield and drew his sword. . . .
And Wiglaf, his heart heavy, uttered
The kind of words his comrades deserved:
I remember how we sat in the mead-hall, drinking
And boasting of how brave wed be when Beowulf
Needed us, he who gave us these swords
And armor: all of us swore to repay him,
When the time came, kindness for kindness
With our lives, if he needed them. He allowed us to join him,
Chose us from all his great army, thinking
Our boasting words had some weight, believing
Our promises, trusting our swords. He took us
For soldiers, for men. He meant to kill
This monster himself, our mighty king,
Fight this battle alone and unaided,
As in the days when his strength and daring dazzled
Mens eyes. But those days are over and gone
And now our lord must lean on younger
Arms. And we must go to him, while angry
Flames burn at his flesh, help
Our glorious king! By almighty God,
Id rather burn myself than see
Flames swirling around my lord.
And who are we to carry home
Our shields before weve slain his enemy
And ours, to run back to our homes with Beowulf
So hard-pressed here? I swear that nothing
He ever did deserved an end
Like this, dying miserably and alone,
Butchered by this savage beast: we swore
That these swords and armor were each for us all! . . .

students understand the character of Wiglaf:
Connect Have you ever chosen to do what
was right, even though you were afraid?
Analyze How does Wiglafs speech show
that he is different from his comrades?
Possible answer: Unlike his comrades, who
have abandoned Beowulf and fled for their
lives, Wiglaf places high value on honor
and loyalty. He makes the point that this is
the time for them to prove that their earlier
promises of bravery were more than just
idle boasts. Wiglaf recognizes their debt to
Beowulf and intends to repay it by coming to
his aid, even at his own peril.
L 5b
Language Coach
Connotation The images or
feelings connected to a word
are its connotations. Killed has
many synonyms with different
connotations. Slain (line 729)
means killed violently or in
large numbers. Butchered (line
734) means killed viciously.
Why are these connotations
important in lines 728735?
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Language Coach
L 5b
Connotation Answer: When

Wiglaf speaks of slaying the dragon that
wounded Beowulf, it is a matter of honor.
When he speaks of the dragons attack on
Beowulf, he uses the more negative word
butchered. Discuss the difference in connotation between the words killed, slain,
and butchered.
Evaluate Does Wiglaf qualify as an epic

hero? Why or why not? Possible answer:
Wiglaf displays courage and loyalty, two
admirable traits associated with epic heroes.
However, readers cannot yet judge whether
he qualifies as an epic hero, because they
have not seen him in action.
7:27:56 PM

Interpret a Speech Elicit or explain to students that an exhortation is a speech intended to motivate or encourage someone to take
action. Have students prepare and present
a dramatic reading of Wiglafs exhortation
(lines 708735). Ask students to consider
these questions as they prepare their reading.
What words and phrases do they want to
emphasize?
Where will they pause for effect?
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Recall What has happened to Beowulf?
Possible answer: He has been mortally
wounded in his battle with the dragon.
Interpret The poet writes that Beowulf
knew hed unwound / His string of days on
earth (lines 737738). What view of fate
does this image suggest? Possible answer:
The image suggests that life is of a certain
length and no longer. Once the string of
life is unwound, it cannot be rewound.
Evaluate Why does the poet use the string
of days image rather than simply say that
Beowulf knew his life was coming to an
end? Possible answer: The poet chose to use
figurative language because it is more moving and memorable.
the death of beowulf

Wiglaf joins Beowulf, who again attacks the dragon single-handed; but the
remnant of his sword shatters, and the monster wounds him in the neck. Wiglaf
then strikes the dragon, and he and Beowulf together finally succeed in killing
the beast. Their triumph is short-lived, however, because Beowulf s wound proves
to be mortal.
VOCABULARY
own the word
L4
livid: Have students reread the description

of Beowulfs wound and then describe in
their own words what a livid wound would
look like. Possible answers: The wound
would look discolored, black and blue,
although in the case of Beowulf, the wound
would probably be bloody and red colored.
Iron helmet covered with

decorative panels of tinned bronze
(early 600s). Anglo-Saxon. From
Targeted
Mound
1, SuttonPassage
Hoo, Suffolk,
England. The British Museum.
740
745
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Beowulf spoke, in spite of the swollen,

Livid wound, knowing hed unwound
His string of days on earth, seen
As much as God would grant him; all worldly
Pleasure was gone, as life would go,
Soon:
Id leave my armor to my son,
Now, if God had given me an heir,
A child born of my body, his life
Created from mine. Ive worn this crown
For fifty winters: no neighboring people
Have tried to threaten the Geats, sent soldiers
livid (lGvPGd) adj. discolored from

being bruised
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Develop Reading Fluency Point out that
lines 736740 show good examples of the
caesuras (pauses dividing lines) typical of Old
English poetry. Read the lines aloud for students, or have a volunteer do so. Discuss how
the caesuras help to maintain the rhythm.
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750
755
760
765
770
775
780
785
Against us or talked of terror. My days

Have gone by as fate willed, waiting
For its word to be spoken, ruling as well
As I knew how, swearing no unholy oaths,
Seeking no lying wars. I can leave
This life happy; I can die, here,
Knowing the Lord of all life has never
Watched me wash my sword in blood
Born of my own family. Belovd t
Wiglaf, go, quickly, find
The dragons treasure: weve taken its life,
But its gold is ours, too. Hurry,
Bring me ancient silver, precious
Jewels, shining armor and gems,
Before I die. Death will be softer,
Leaving life and this people Ive ruled
So long, if I look at this last of all prizes.
Then Wexstans son went in, as quickly
As he could, did as the dying Beowulf
Asked, entered the inner darkness
Of the tower, went with his mail shirt and his sword.
Flushed with victory he groped his way,
A brave young warrior, and suddenly saw
Piles of gleaming gold, precious
Gems, scattered on the floor, cups
And bracelets, rusty old helmets, beautifully
Made but rotting with no hands to rub
And polish them. They lay where the dragon left them;
It had flown in the darkness, once, before fighting
Its final battle. (So gold can easily
Triumph, defeat the strongest of men,
No matter how deep it is hidden!) And he saw, u
Hanging high above, a golden
Banner, woven by the best of weavers
And beautiful. And over everything he saw
A strange light, shining everywhere,
On walls and floor and treasure. Nothing
Moved, no other monsters appeared;
He took what he wanted, all the treasures
That pleased his eye, heavy plates
And golden cups and the glorious banner,
Loaded his arms with all they could hold.
t
67
Analyze Although Beowulf is rooted in the

pagan spirit of Anglo-Saxon times, by the
time the poem was recorded as literature,
Christianity had taken firm hold. Have small
groups of students explore the resulting
conflict between Christian and pagan beliefs,
discussing such questions as these:
Possible answer: Beowulfs speech reflects

such ideals as peace, justice, family loyalty,
honesty, and honor.
Seeking no lying wars (line 751), not

starting any wars on the basis of lies or
deceit
wash my sword in blood / Born of my
own family (lines 754755), kill or injure
any person related to me
u EPIC

theme do the lines suggest?
RL 3
epic

gold has only transitory value and represents nothing more than material wealth.
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RL 3
epic
IF STUDENTS NEED HELP . . . Discuss with

them the meaning of these difficult
phrases:
swearing no unholy oaths (line 750),
making no promises to do evil deeds
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EPIC
Note that Beowulf summarizes
his 50-year reign in lines
744755. What ideals are
reflected in Beowulfs speech?
12:02:13 PM
In what ways is it reflected in the poets

narrative descriptions?
Is the conflict successfully resolved in the
selection? Explain.
Have students share their observations with
the class, supporting their conclusions with
specific examples.
In what ways is this conflict reflected in the

actions of the characters?
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830
Beowulf s dagger, his iron blade,

Had finished the fire-spitting terror
That once protected tower and treasures
Alike; the gray-bearded lord of the Geats
Had ended those flying, burning raids
Forever. v
Then Wiglaf went back, anxious
To return while Beowulf was alive, to bring him
Treasure theyd won together. He ran,
Hoping his wounded king, weak
And dying, had not left the world too soon.
Then he brought their treasure to Beowulf, and found
His famous king bloody, gasping
For breath. But Wiglaf sprinkled water
Over his lord, until the words
Deep in his breast broke through and were heard.
Beholding the treasure he spoke, haltingly:
For this, this gold, these jewels, I thank
Our Father in Heaven, Ruler of the Earth
For all of this, that His grace has given me,
Allowed me to bring to my people while breath
Still came to my lips. I sold my life
For this treasure, and I sold it well. Take
What I leave, Wiglaf, lead my people,
Help them; my time is gone. Have
The brave Geats build me a tomb,
When the funeral flames have burned me, and build it
Here, at the waters edge, high
On this spit of land, so sailors can see
This tower, and remember my name, and call it
Beowulf s tower, and boats in the darkness
And mist, crossing the sea, will know it. w
Then that brave king gave the golden
Necklace from around his throat to Wiglaf,
Gave him his gold-covered helmet, and his rings,
And his mail shirt, and ordered him to use them well:
Youre the last of all our far-flung family.
Fate has swept our race away,
Taken warriors in their strength and led them
To the death that was waiting. And now I follow them.
The old mans mouth was silent, spoke
No more, had said as much as it could;
He would sleep in the fire, soon. His soul
68
790
old english poetry
RL 4
L 5a
Possible answer: The kenning for the

dragon is fire-spitting terror; for Beowulf,
it is gray-bearded lord of the Geats. The
phrase used to describe Beowulf emphasizes
how the warrior has aged.
795
800
805
810
815
RL 3
epic
Possible answer: It is important to Beowulf

to leave a legacy because he wants future
generations to remember him as a legendary hero. In this way, his life and death will
have had meaning.
820
825
v OLD ENGLISH POETRY
Identify the kennings used in

lines 789794 to refer to the
dragon and to Beowulf. What
does the phrase used to describe
Beowulf emphasize about the
warrior?
Targeted Passage
816 spit: a narrow point of land

extending into a body of water.
w EPIC
Reread lines 812819. Why is it

important to Beowulf that he
leave a legacy behind?
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Evaluate Beowulfs Decision [small-group
option] Direct students attention to lines
805810. Invite students to write a paragraph or two explaining whether they agree
or disagree with Beowulf when he says that
he sold his life well. Have students support their viewpoint with specific reasons.
Encourage them to consider whether or not
Beowulf was fulfilling his responsibilities as a
leader and whether the price he paid to gain
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the treasure was too high. Also ask students

to reflect on what part, if any, Beowulfs age
may have played in his decision. Have students share their work with a small group.
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835
840
845
850
855
860
865
870
Left his flesh, flew to glory. . . .

And when the battle was over Beowulf s followers
Came out of the wood, cowards and traitors,
Knowing the dragon was dead. Afraid,
While it spit its fires, to fight in their lords
Defense, to throw their javelins and spears,
They came like shamefaced jackals, their shields
In their hands, to the place where the prince lay dead,
And waited for Wiglaf to speak. He was sitting
Near Beowulf s body, wearily sprinkling
Water in the dead mans face, trying
To stir him. He could not. No one could have kept
Life in their lords body, or turned
Aside the Lords will: world
And men and all move as He orders,
And always have, and always will.
Then Wiglaf turned and angrily told them
What men without courage must hear.
Wexstans brave son stared at the traitors,
His heart sorrowful, and said what he had to:
I say what anyone who speaks the truth
Must say. . . .
Too few of his warriors remembered
To come, when our lord faced death, alone.
And now the giving of swords, of golden
Rings and rich estates, is over,
Ended for you and everyone who shares
Your blood: when the brave Geats hear
How you bolted and ran none of your race
Will have anything left but their lives. And death
Would be better for them all, and for you, than the kind
Of life you can lead, branded with disgrace!. . . x
Then the warriors rose,
Walked slowly down from the cliff, stared
At those wonderful sights, stood weeping as they saw
Beowulf dead on the sand, their bold
Ring-giver resting in his last bed;
Hed reached the end of his days, their mighty
War-king, the great lord of the Geats,
Gone to a glorious death. . . .

836 javelins (jBvPlGnz): light spears
used as weapons.
837 jackals (jBkPElz): doglike animals
that sometimes feed on the flesh of
dead beasts.
Synthesize Would the actions of Beowulfs

followers have been interpreted the same
way by modern-day standards? Why or why
not? Possible answer: Yes; their actions were
cowardly and disloyal.
859 bolted: ran away; fled.
x EPIC
What does Wiglafs speech in

lines 851862 tell you about the
importance of honor and the
consequences of dishonorable
behavior in Beowulfs time?
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Related Vocabulary Make sure students

understand that Wiglaf is berating his
comradesmen without courage (line
848)for having betrayed Beowulf at his
time of need. Discuss these interrelated
words and phrases:
Synthesize The Beowulf poet chose to tell

the story through a third-person omniscient
narrator. Ask students why the poet may
have used this approach. Discuss how the
narrative might have been different in tone
and content if narrated in the first person,
perhaps by Hrothgar or Wiglaf. Have students support their responses with thoughtful reasons.
shamefaced jackals (line 837)

bolted (line 859)
RL 3
epic

gold has only transitory value and represents nothing more than material wealth.
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cowards and traitors (line 833)
Summarize What has just happened?

Answer: Beowulf has died.
Interpret Why are Beowulfs followers
referred to as cowards and traitors (line
833) and shamefaced jackals (line 837)?
Possible answer: They abandoned Beowulf
when he needed them most, leaving him to
fight the dragon alone.
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students understand the reason for Wiglafs
angry words:
12:02:15 PM
branded with disgrace (line 862)
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Analyze Visuals
Possible answer: A mood of dejection and
gloominess is suggested by the cloudy sky,
stooped posture of the man on horseback, and
his grasp of a sword that is pointing down.
old english poetry
mourning beowulf
RL 4
L 5a
Possible answer: These lines have a reverential tone.
selection wrapup
READ WITH A PURPOSE Now that students
have read Beowulf, ask them to think about
the fact that Beowulf is more than 1,200 years
old. Do they find this surprising? Why or why
not? What aspects of the poem have a more
contemporary feel than might be expected?
What might a modern-day Beowulf look like?
Where do characteristics of Beowulf appear in
corporate America? on a college campus?
CRITIQUE
Ask students whether or not they enjoyed
reading the poem, and why. Which parts did
they like most? Which did they like least?
After completing the After Reading questions on page 71, have students revisit
their responses and tell whether they have
changed their opinions.
INDEPENDENT READING
Students may enjoy reading The Collected
Beowulf by Gareth Hinds, a graphic novel
version of the epic poem.
875
880
885
890
895
70
Then the Geats built the tower, as Beowulf

Had asked, strong and tall, so sailors
Could find it from far and wide; working
For ten long days they made his monument,
Sealed his ashes in walls as straight
And high as wise and willing hands
Could raise them. And the riches he and Wiglaf
Had won from the dragon, rings, necklaces,
Ancient, hammered armorall
The treasures theyd taken were left there, too,
Silver and jewels buried in the sandy
Ground, back in the earth, again
And forever hidden and useless to men.
And then twelve of the bravest Geats
Rode their horses around the tower,
Telling their sorrow, telling stories
Of their dead king and his greatness, his glory,
Praising him for heroic deeds, for a life
As noble as his name. So should all men
Raise up words for their lords, warm
With love, when their shield and protector leaves
His body behind, sends his soul
On high. And so Beowulf s followers y
Rode, mourning their belovd leader,
Crying that no better king had ever
Lived, no prince so mild, no man
So open to his people, so deserving of praise.
Analyze Visuals
What details in this photograph
suggest the mourning for
Beowulf? Explain.
y OLD ENGLISH POETRY
Reread lines 889893 aloud.

Notice the alliteration in the
phrases words for their lords
and warm with love. How
would you describe the tone of
these lines?
896 mild: gentle or kindly.
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unit
Comprehension Support Call students attention to the long, complex sentence that
spans lines 871877. Suggest that students
can more easily understand this sentence
by dividing it into two parts at the semicolon (line 873) and focusing on one part at
a time. Elicit or explain that strong and
tall (line 872) refers back to tower (line
871) and that far and wide (line 873) is an
idiom here meaning every direction.
Analyze and Evaluate Structure The

Beowulf selection has a generally straightforward, chronological narrative flow. Ask
students to consider what effect a different
structure might have had on the story. Have
small groups of students discuss how such
changes might have added to, or detracted
from, the story, and why. Encourage students to support their answer with specific
reasons and examples.
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After Reading
Practice and Apply
Comprehension
1. Recall In what way does Beowulfs sword fail him?
2. Summarize How do the Geats honor Beowulf after he dies?
Text Analysis
3. Examine Epic Characteristics Review the discussion
of the characteristics of an epic in the Text Analysis Workshop on pages
3839. Then use a chart like the one shown to list
Beowulfs traits as an epic hero and the deeds that
Traits
reveal these traits. Is he a typical epic hero?
For preliminary support of post-reading

questions, use these copy masters:
RL 2 Determine two or more

themes or central ideas of a text.
authors choices regarding how to
develop and relate elements of a
story. RL 4 Analyze the impact of
specific word choices on meaning
and tone. L 5a Interpret figures of
speech in context and analyze their
role in the text.
Reading Check p. 28
Characteristics of an Epic p. 21
Question Support p. 29
Additional selection questions are
provided for teachers on page 15.
Deeds
4. Analyze Old English Poetry Review the list you

created as you read. In what ways might the
alliteration, caesuras, and kennings in Beowulf have
helped Anglo-Saxon poets chant or sing the poem and convey its meaning?
answers
1. Beowulfs sword breaks against the

dragons scaly hide, allowing the dragon to
attack him.
5. Analyze Theme Beowulf is able to defeat Grendel and Grendels mother, yet
he loses his life when he battles the dragon. What themes does this suggest
about the struggle between good and evil?
2. The Geats build a tower, a monument to

Beowulf that will help guide sailors. They
bury the dragons treasure around the
tower, and the bravest Geats circle the
tower, proclaiming Beowulfs heroism.
6. Compare and Contrast Compare and contrast the portrayals of Beowulf as a

young and old man. Also compare Hrothgars recollections of his early deeds
with his limitations as an aged king. What view of youth and age do these
comparisons convey? Support your conclusions with specific evidence.
Possible answers:
3. common core focus Characteristics
of an Epic
7. Draw Conclusions Describe Beowulfs attitude toward death or mortality

in each of the following passages: lines 179189, lines 481492, and lines
665691. How does his attitude change over time?
8. Evaluate Authors Purpose Reread lines 8185, which reveal the influence
of Christianity on the Beowulf Poet. Why might the poet have chosen to
describe Hrothgar and Grendel in terms of their relationship to God?
Traits
of noble birth or
high position
has qualities
that reflect
societal ideals
does deeds
requiring great
courage and
strength
performs actions
that determine
fate of nation or
group
Text Criticism
9. Different Perspectives In his 20th-century novel Grendel, writer John Gardner
tells the story of Grendels attacks against the Danes from the monsters
point of view. Consider the selection you have read from the perspectives
of Grendel, Grendels mother, and the dragon. What reasons might each of
them have to hate Beowulf and other men?
Where do
monsters lurk?
Monsters like Grendel often combine human and animal features. Think
of other monsters from literature, television, or film that combine these
features. Why are such monsters particularly disturbing?
beowulf
71
7. Lines 179189: Beowulf has a fatalistic attitude toward death; lines 481492: Driven
by his desire for fame, Beowulf faces death
fearlessly; lines 665691: Beowulf resists
death, though he realizes it is inevitable.
Over time, Beowulf becomes more resigned
to his fate.
8. The poet wanted to glorify God while

drawing a comparison between the good
Hrothgar and the evil Grendel.
1/8/11
12:04:10 PM
9. Grendel might feel excluded from the mens

celebrations and be jealous of their merrymaking; Grendels mother wants to avenge
her sons death; the dragon may be angry
because men steal from his treasure.

Deeds
is born the
nephew of king
fights with
honor
battles monsters
saves the Danes
Students should support their opinion

about Beowulf as an epic hero with
examples from the text.
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4.
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RL 2, RL 3, RL 4, L 5a
common core focus Analyze Old

English Poetry These techniques help to
create a strong rhythm and unified sound,
as well as a vivid and compelling narrative.
5. Good and evil are engaged in an ongoing

battle, and sometimes evil wins.
6. Youth is a time for brave and daring deeds,
as evidenced by Beowulfs defeat of Grendel
and Grendels mother. Old age is a time of
honor and dignity, but also a time when
diminishing strength may necessitate dependence on others, as evidenced by Hrothgars dependence on Beowulf and Beowulfs
need for Wiglafs help.
beowulf
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Vocabulary in Context
vocabulary practice
answers
word list
Decide whether the words in each pair are synonyms or antonyms.
vocabulary practice
affliction
1. affliction/blessing
5. livid/bruised
gorge
2. gorge/empty
6. loathsome/delightful
infamous
lair
1. antonyms
5. synonyms
3. infamous/respected
7. purge/remove
2. antonyms
6. antonyms
4. lair/hideout
8. talon/claw
3. antonyms
7. synonyms
4. synonyms
8. synonyms
livid
loathsome
purge
academic vocabulary in writing

concept
culture
parallel
section
talon
structure

How has the concept of a hero changed since Beowulfs time? Write a paragraph
about how the hero is represented in movies or TV in todays culture. Refer
to at least one section of Beowulf for comparison. Use at least one additional
Academic Vocabulary word in your response.
Vocabulary Practice p. 26

Possible answer: Many of todays heroes are
seen as outsiders and work alone, unlike the
culture of Beowulf, who was respected and had
many loyal followers. Lines 120122 tell how Beowulf took great care in choosing the bravest
and best of the Geats, indicating the importance he placed on forming a cohesive group.
vocabulary strategy:
the anglo-saxon suffix
-some
vocabulary strategy: the anglo-saxon suffix -some

Many English words with Anglo-Saxon word parts were born whole into Old
English, changing slightly over time. Others developed from the combination
of Old English word parts during the time when people spoke Middle English.
The adjective-forming suffix -some, which means like or tending to cause,
appears in both types of words. In Old English, -sum occurred in the word
wynsum (todays winsome). Later, the Middle English word loth (to feel
disgust) combined with the Old English -sum to make lothsum: tending to
cause disgust. Though the spelling has changed over time, loathsome has the
same meaning today.
L 1a, L 4b
L 1a Apply the understanding that

usage is a matter of convention
and can change over time.
L 4b Identify and correctly use
patterns of word changes that
indicate different meanings or
parts of speech.
PRACTICE Use an adjective ending in the suffix -some to describe each person,
place, or thing listed. Form the adjective by adding -some to a word shown in
the equation.
Point out that the suffix may be joined to a

noun, such as awe, or a verb, such as loathe.
Challenge students to come up with other
examples, such as meddlesome, tiresome,
irksome.
1. a load of books to carry
awe
2. a city skyline sparkling in the sun
burden
3. a person who always argues
loathe
Answers:
4. a smile that charms people
quarrel
Go to thinkcentral.com.
5. a cockroach
win
KEYWORD: HML12-72
1. burdensome
+ -some
Interactive
Vocabulary
2. awesome
3. quarrelsome
4. winsome
5. loathsome
72
Vocabulary Strategy p. 27
Interactive Vocabulary
Keywords direct students to a WordSharp
tutorial on thinkcentral.com or to other types
of vocabulary practice and review.
72
unit
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Task Support: Vocabulary Practice Point

out that the meaning of the English word
infamous is not quite as strong as that
of the Spanish equivalent infame, which
means loathsome or despicable.
Vocabulary in Writing Have students use

as many vocabulary words as they can in a
paragraph written in the first person from
the point of view of one of the characters of
Beowulf.
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Language
grammar and style: Create Imagery
Review the Grammar and Style note on page 54. To describe a scene or convey
a mood, the Beowulf Poet uses imagerywords and phrases that create vivid
sensory experiences for the audience. The poet frequently creates this imagery
through an effective use of adjectives and verbs. Here is an example from the
epic:
The dragon leaped
With pain, thrashed and beat at him, spouting
Murderous ames, spreading them everywhere. (lines 675677)
L 3 Apply knowledge of language

to make effective choices for
meaning or style. W 2 Write
informative/explanatory texts
to examine and convey complex
ideas, concepts, and information
clearly and accurately through
the effective selection,
organization, and analysis of
content. W 9a (RL 3) Analyze the
impact of specific word choices on
meaning and tone.
Notice that the verbs leaped, thrashed, and beat suggest a sense of movement and
that the adjective murderous conveys the feeling of the flames heat. The imagery
in the sentence helps you envision the scene and experience its intensity.
Language
L 3, W 2, W 9a (RL 3)
grammar and style

Point out that the poet often uses unexpected
verbs and adjectives, which makes them especially effective. For example, spouting murderous flames is more unusual and dramatic
than something like shooting hot flames
would have been.
Possible answers:
Students sentences will vary.
1. Adjectives: bloody, torn; verbs: crunch,
smear
PRACTICE Write down each of the following lines from Beowulf. Identify the
adjectives and verbs in each sentence that create imagery and then write your
own sentence with similar elements.
2. Adjectives: inlaid, snarling, fierce, gruesome;

verbs: strode, gleamed, burned
example
He moved quickly through the cloudy night, / Up from his swampland,

sliding silently / Toward that gold-shining hall.
She drifted slowly down the leaf-strewn street, away from the city
lights, winding sadly toward the deserted house.
Create Imagery p. 30
reading-writing connection
Suggest that students use a Cluster Diagram
to help them brainstorm elements of Beowulf
that bring the poem to life for them. Encourage students to identify particular parts of the
poem that they enjoyed and to consider what
made these parts effective.
1. . . . Grendel will carry our bloody / Flesh to the moors, crunch on our bones /
And smear torn scraps of our skin on the walls / Of his den.
2. He strode quickly across the inlaid / Floor, snarling and fierce: his eyes /
Gleamed in the darkness, burned with a gruesome / Light.

YOUR

Expand your understanding of Beowulf by responding to this prompt.
Then use the revising tips to improve your analysis.
Cluster Diagram p. B18
TURN
writing prompt
revising tips
Writing Online
WRITE AN ANALYSIS The review on page

74 describes the experience of listening to
an oral performance of Beowulf. Write a
three-to-five-paragraph analysis of Beowulf
in which you describe what features of the
poem bring it to life for you. You might focus
on its characters, its vivid descriptions, or its
use of elements of Old English poetry.
Clearly identify the features

of the poem that make
Beowulf a distinctive and
powerful work of literature.
following
toolstools
are available
online
AllThe
of the
interactive
and features
onat
thinkcentral.com
on WriteSmart
WriteSmart
are alsoand
available
online CD-ROM:
Graphicin
Organizers
Interactive
thinkcentral.com
the Writing Center.
at
Interactive Student Models
Interactive Revision Lessons
For additional grammar instruction, see
GrammarNotes on thinkcentral.com.
Include details from the

poem to show how each of
these features makes the
poem come to life for you.
Interactive
Revision
KEYWORD: HML12-73
beowulf
10:18:02
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73
for struggling writers
Provide several sample sentences for
students, and have them identify the
adjectives and verbs. For example:
The skater skimmed (verb) across the
opaque (adjective) ice, graceful (adjective) and confident (adjective). Her hair
streamed (verb) behind her, illuminated
(verb) by the silvery (adjective) moonlight.
73
1/8/11
Encourage students to combine short,

simple sentences into one more-complex,
longer sentence. For example, ask them
to combine these sentences:
He shivered under the flimsy blanket. He
trembled with each deafening crash of
thunder. (Possible answer: He shivered
under the flimsy blanket, trembling with
each deafening crash of thunder.)
12:04:14 PM
Assess and Reteach

Assess
DIAGNOSTIC AND SELECTION TESTS
Selection Tests A, B/C pp. 2526, 2728

Interactive Selection Test on thinkcentral.com
Reteach
Level Up Online Tutorials on thinkcentral.com
beowulf
73
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11:48:40 AM
Reading for Information

REVIEW Listening to the story of Beowulf sung by a scop playing a harp is not an
experience confined to the past. American musician and medieval scholar Benjamin
Bagby performs Beowulf in the original Anglo-Saxon to enthusiastic audiences. The
following review captures the excitement of Bagbys Beowulf.
connect
A Collaboration
Across 1,200 Years
This selection connects directly to Beowulf.

You can also use it as a minilesson on reading
for information.
reading for information

Point out that A Collaboration Across 1,200
Years is a theater review.
Ask students how a theater review is different from other newspaper articles. Possible
answer: Most newspaper articles are intended
to report information about current events
without expressing personal opinions. Reviews, however, are in effect subjective essays.
A theater review describes a play or other
performance and presents the reviewers
evaluation of that performance and the actors involved.
uropean noblemen of a
thousand years ago had much
more exciting and intelligent
entertainment than anything to
be found now. Anyone who doubts
that need only look in on Benjamin
Bagbys astonishing
performance of the
D. J. R.
first quarter of the
BRUCKNER epic poem Beowulf
in Anglo-Saxon,
no lesstonight at the Stanley
H. Kaplan Penthouse at Lincoln
Center. It will be the last of his three
appearances in the Lincoln Center
Festival.
From the moment he strode on
stage on Sunday for the opening
night, silencing the audience with
that famous first word, Hwaet!
(Pay attention!), until hell
swallowed the pagan soul of the
monster Grendel 80 minutes later,
Review By
After students have read the review, ask

them to summarize the reviewers opinion
of Benjamin Bagbys performance. Possible
answer: The reviewer found Bagbys performance both enjoyable and impressive. He
calls it astonishing and describes how Mr.
Bagby came as close to holding hundreds of
people in a spell as ever a man has.
74
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74
Mr. Bagby came as close to holding

hundreds of people in a spell as ever
a man has. As the epics warriors
argued, boasted, fought or fell into
the monsters maw, there were bursts
of laughter, mutters and sighs, and
when Mr. Bagbys voice stopped at
the end, as abruptly as it had begun,
there was an audible rippling gasp
before a thunderclap of applause
from cheering people who called him
back again and again, unwilling to
let him go.
Mr. Bagbya Midwesterner who
fell in love with Beowulf at 12 and
who now is co-director of a medieval
music ensemble, Sequentia, in
Cologne, Germanyaccompanies
himself on a six-string lyre
modeled on one found in a seventhcentury tomb near Stuttgart. This
surprisingly facile instrument
underscores the meter of the epic
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verses and is counterpoint to Mr.
Bagbys voice as he recites, chants and
occasionally sings the lines.
On the whole, this is a restrained
presentation. The performer captures
listeners at once simply by letting
us feel his conviction that he has a
tale to tell that is more captivating
than any other story in the world. He
avoids histrionic gestures, letting the
majestic rhythms of the epic seize our
emotions and guide them through the
action. Gradually the many voices
that fill the great poem emerge and
the listener always knows who is

speaking: a warrior, a watchman, a
king, a sarcastic drunk. A translation
is handed out to the audience, but
after a while one notices people are
following it less and just letting the
sound of this strange and beautiful
language wash over them. Perhaps not
so strange, after allenough phrases
begin to penetrate the understanding
that one finally knows deep down
that, yes, this is where English came
from.
How authentic is all this? Well, we
know from many historical sources
that in the first millennium at royal
or noble houses a performer called a
scop would present epics. Mr. Bagby
has lived with this epic for many
years, as well as with ancient music,
and his performance is his argument
that Beowulf was meant to be heard,
not read, and that this is the way
we ought to hear it. It is a powerful
argument, indeed. The test of it is
that when he has finished, you leave
with the overwhelming impression
that you know the anonymous poet
who created Beowulf more than a
dozen centuries ago, that you have
felt the mans personality touch you.
That is a much too rare experience in
theater.
11:59:47
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75
Use these prompts to help students understand the reviewers reaction to Benjamin
Bagbys performance of Beowulf:
Connect How did reading this review affect
your appreciation of the written text of
Beowulf? Accept all reasonable answers.
Analyze What does the reviewer find most
striking about Bagbys performance?
Possible answer: Listeners leave with the
feeling that they know the poet who so long
ago created Beowulf, that they have been
touched by the poets personalitya much
too rare experience in theater.
Synthesize How does the reviewer feel
that a work such as Beowulf compares
to modern-day entertainment? Possible
answer: The reviewer feels that Beowulf,
particularly when presented in the manner
that Bagby has performed it, is superior to
modern-day entertainment. As he suggests
in his opening sentence, it is much more
exciting and intelligent entertainment than
anything to be found now.
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Themes Across Cultures
Focus and Motivate
RL 1 Cite strong and thorough textual evidence to

support analysis of what the text says explicitly
as well as inferences drawn from the text.
regarding how to develop and relate elements
of a story. RL 4 Determine the meaning of
words and phrases as they are used in the text,
including figurative meanings. RL 10 Read and
comprehend literature. SL 1d Respond thoughtfully
to diverse perspectives. L 4 Determine or clarify
the meaning of unknown and multiple-meaning
words. L 4c Consult general and specialized
reference materials to determine or clarify a words
etymology. L 6 Acquire and use accurately general
academic and domain-specific words and phrases.
about the poet

Have students read about Homer and his two
famous epics and summarize key points. Call
attention to the fact that, like Beowulf, the
Iliad took shape as an oral work but was preserved in writing for future generations.
from the Iliad
Video link at
thinkcentral.com
Epic Poem by Homer Translated by Robert Fitzgerald

meaning of words and phrases
as they are used in the text,
including figurative meanings.
RL 10 Read and comprehend
literature. SL 1d Respond
thoughtfully to diverse
perspectives. L 4 Determine or
clarify the meaning of unknown
and multiple-meaning words.
Meet the Author
Homer
did you know?

Homer . . .
was probably illiterate.
inspired Alexander the
Great, who carried the
Iliad with him on all of
his military campaigns.
is quoted more
often than any other
Western poet, with the
possible exception of
Shakespeare.
about 700 b.c.
Roughly a thousand years before the

Beowulf Poet composed his epic poem,
another oral poet, Homer, created two
great epics. The Iliad and the Odyssey
were an essential part of the ancient
Greek world. Schoolchildren memorized
verses from the poems, and scholars
discussed their meaning. Alexander the
Great slept with a gold-encrusted copy
of the Iliad under his pillow. But little
or nothing was known about the poet
himself.
Man of Mystery Nothing much has
changed today. Legend and mystery
abound in the life of Homer. According
to one of the most persistent legends,
Homer was blind. However, some
scholars have pointed out that the ancient
Greeks typically depicted a sage or
philosopher as a blind man to emphasize
his exceptional inner vision.
The poets birthplace and date of birth

are also matters for speculation. For
centuries, scholars
even debated about
scho
whether Homer
Hom ever really existed. Today
most agree that
th the author of the Iliad
and the Odyssey
Ody was indeed a man
named Homer
who lived sometime
Ho
between 800
8 and 600 b.c. and was
born either
eithe in western Asia Minor or
on one of the nearby Aegean islands.
Evidence of
o his life has been gathered
notable quote
No one has ever surpassed him in treating
great matters sublimely or small things fittingly. Quintilian, ancient Roman orator
indirectly from writings of ancient

Greece and from Homers poems.
Clash of Titans The Iliad relates events of
the Trojan War, a conflict between Greeks

and Trojans in the ancient city of Troy
in Asia Minor. Most historians believe
that some sort of war really did take place
between Greece and Troy around 1200 b.c.
According to Homers poem, the
Trojan War began when Paris, a prince
of Troy, kidnapped Helen, the worlds
most beautiful woman, from her
husband, King Menelaus (mDnQE-lAPEs) of
Greece. In retaliation, the kings brother,
Agamemnon (BgQE-mDmPnJn), led the
Greek army in an invasion of Troy. The
Greeks laid siege to the city for ten years
before finally achieving victory. The Iliad
describes the final year of that siege.
Unlettered Genius Homer was able to
draw on a rich oral tradition of stories
about heroes and gods. Many scholars
believe that he composed his epics
orally, despite their great length and
complexity. Homer probably could not
read or write, but he may have recited his
epics for someone else to record, thereby
preserving the poems that became the
foundation of Western literature.
Author Online
Go to thinkcentral.com. KEYWORD: HML12-76
76
Selection Resources
NA_L12PE-u01s12-brIliad.indd

Summary, pp. 3940*
Skill, pp. 4144*
Word Questioning, p. E9
Open Mind, p. D9

TESTS
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Video link at
thinkcentral.com
12/15/10
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TECHNOLOGY
Audio Anthology CD
NA_L12TE-u01s02-iliad.indd
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Also in Spanish
1/3/11
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Teach
text analysis: simile and epic simile

Homer often helps readers visualize the action in his epics
with a simile, a figure of speech that uses the word like or as to
make a comparison between two unlike things. A long simile,
often continuing for a number of lines, is called an epic simile.
In the following epic simile, Achilles compares his hatred for
Hector to the hatred between enemies in nature:
As between men and lions there are none,
no concord between wolves and sheep, but all
hold one another hateful through and through,
so there can be no courtesy between us . . .
As you read the selection from the Iliad, look for examples of
similes and epic similes.
Review: Epic
reading skill: classify characters

The Iliad is a complex poem involving many characters
both human and divine. To help you keep track of the epics
various characters as you read the Iliad, use a chart like the
one shown to classify each character as a Greek, a Trojan, or a
god. For each god, indicate whether he or she is helping the
Greeks or the Trojans. Then note the important actions and
characteristics of each character.
Character
Greek, Trojan, or God?
Thetis
a sea goddess
helps the Greeks
What inspires
What inspires
courage?
COURAGE?
Running into a burning building to

rescue a child. Standing up against
gangs. Saving a drowning swimmer.
These are all acts of courage. But what
motivates people to perform them?
After all, the logical thing to do when
faced with danger is to run away. The
three main characters in this epic draw
on different types of strength when
they confront their adversaries. What
helps you find the courage to face your
enemies and everyday dangers?
Have students reflect on the different ways in

which people demonstrate courage, and then
ask them to carry out the DISCUSS activity.
Encourage students to listen carefully to their
partners ideas about what motivates individuals to behave courageously.
Model the Skill:
simile
and epic simile
To model how to analyze similes, write this

passage on the board:
DISCUSS With a partner, discuss acts of

courage you have witnessed or heard
about. Talk about why these heroes did
what they did. Are they different from
other people? Is everyone capable of
courageous acts? If your partner has
a different perspective on courage or
heroism, give those ideas thoughtful
consideration before responding.
Actions/Characteristics
tries to console Achilles

loving toward son
The sky grew dark and ominous, and

beneath the sailors the ocean shifted,
stretched, and swelled, like a giant
beast waking.
Then discuss that the roughening seas are
compared to a giant beast stirring to life:
the waters are moving unpredictably and
may soon prey on the sailors.
GUIDED PRACTICE Elicit other examples of
similes from prose or poetry.
These words in the poem help convey the passions and exploits
of war. Substitute the boldfaced word in each of the following
sentences with a word from the list.
word
list
abstain
havoc
scourge
defile
ponderous
vulnerable
felicity
rancor
RL 4
READING SKILL
RL 3
RL 10
Model the Skill:
classify characters
1. The feuding families viewed each other with hatred.
2. The elephants weighty leg broke the trainers stool.
3. The monster left behind a terrible trail of devastation.
iliad
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V O C A B77U L A R Y S K I L L
Check their words and phrases against the
following:
abstain (Bb-stAnP) v. to hold oneself back from
doing something
defile (dG-fFlP) v. to make filthy or impure; to
violate the honor of
felicity (fG-lGsPG-tC) n. happiness; good fortune
havoc (hBvPEk) n. widespread destruction
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L4
ponderous (pJnPdEr-Es) adj. very heavy

rancor (rBngPkEr) n. bitter, longlasting anger;
ill will
scourge (skrj) n. a source of great suffering or
destruction
vulnerable (vOlPnEr-E-bEl) adj. open to attack;
easily hurt
12:06:12 PM
To help students understand how characters can be classified, explain that there
are many ways to classify the characters of
a literary work and that the classification
criteria used can help readers gain insight
into the characters and the overall work.
For example, characters might be classified
on the basis of social class, geographical
origins, ethnic background, education, and
so on. Such classifications can help readers
see similarities and differences between
characters and understand why certain
characters are drawn together while others remain apart.
GUIDED PRACTICE Help students create
a chart classifying Achilles and Hector as
they read this selection.
Classify Characters p. 43 (for student

use while reading the selection)
iliad
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Practice and Apply

summary
The ILIAD
The Greek hero Achilles vows to avenge the

death of his best friend, Patroclus, who has
been killed by the Trojan warrior Hector. When
Achilles and Hector fight, Achilles fatally stabs
Hector and then refuses Hectors dying request to return his body to the Trojan people.
Instead, Achilles ties the corpse to his chariot
and drags it to the Greek camp. Hectors
fatherPriam, king of Troygoes to Achilles
to beg for his sons body. Moved by the old
mans grief and prompted by the gods, Achilles
agrees to return Hectors body.
HOMER
While the Greeks are laying siege to Troy, a quarrel breaks out
between Agamemnon and his greatest warrior, Achilles (E-kGlPCz). As
a result, the angry Achilles decides to remain in his tent and let the
Greeks fight without him. The Trojans, under the leadership of
Hector, are able to drive the Greeks back to the sea. During the
battle, Hector kills Achilles best friend, Patroclus (pE-trIPklEs).
While grieving for his friend, Achilles is visited by his mother,
Thetis (thCPtGs), a goddess of the sea.
read with a purpose

Help students set a purpose for reading. Tell
them to read the Iliad to learn how one warrior
deals with an enemy who has killed his friend.
from Book 18
Bending near
her groaning son, the gentle goddess wailed
and took his head between her hands in pity,
saying softly:

Use these prompts to help students understand Thetiss feelings for Achilles in lines 110:
Connect Think about a time when you tried
to comfort someone you cared about. How
does that experience help you understand
Thetiss feelings? Accept all reasonable
responses.
10
Analyze How does Homer make clear

Thetiss sympathetic feelings toward her
son? Possible answer: Through his description, Homer shows just how upset Thetis is at
the sight of her groaning son. The goddess
wail[s] and then grasps Achilles head in
pity, softly asking him why he is crying.
Evaluate How well does the poet succeed
in conveying Thetiss feelings? Explain.
Possible answer: The image of the mother
taking her sons head between her hands
and trying to comfort him captures Thetiss
feelings very effectively.
the immortal shield
Child, why are you weeping?

What great sorrow came to you? Speak out,
do not conceal it. Zeus
did all you asked: Achaean troops,
for want of you, were all forced back again
upon the ship sterns, taking heavy losses
none of them could wish.
Analyze Visuals
What traits and emotions are
suggested by this painting of
Achilles? Which details help
convey them?
67 Previously Achilles asked Thetis

to persuade Zeus (zLs), ruler of the
gods, to turn the tide of battle against
the Greeks so that they would see
how much they needed him.
7 Achaean (E-kCPEn): Greek.
The great runner

groaned and answered:
15
78
Mother, yes, the master

of high Olympus brought it all about,
but how have I benefited? My greatest friend
is gone: Patroclus, comrade in arms, whom I
held dear above all othersdear as myself
NA_L12PE-u01s12-Iliad.indd
12 Olympus (E-lGmPpEs): the highest

mountain in Greece, on whose peak
the Greek gods and goddesses were
thought to dwell.
Achilles Contemplating the Body of Patroclus, Giovanni

Antonio Pellegrini. Muse Municipal, Soissons, France.
Giraudon/Art Resource, New York.
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Comprehension: Transitions Read aloud lines

710, starting with Achaean troops... Have
students write a summary of these lines in
their own words. Ask for volunteers to share
their summaries and discuss them as a group.
Comprehension Support Read aloud to students lines 110. Then ask these questions:
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Who is winning? the Trojans

Why did Achilles want his side, the Greeks, to
begin losing? He wanted them to realize how
important he was to their winning the war.
What is meant by forced back again upon
the ship sterns? The Greeks were forced to
the shore where they had landed.
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unit 1
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2/10
Analyze Visuals
Possible answer: Several elements help convey the heroic stature of Achilles: the dramatic
lighting, Achilles central position, his grand
clothing, and the laurel wreath that he wears
on his head.
About the Art Venetian artist Giovanni
Antonio Pellegrini (16751741) is known for his
decorative works done in elaborate rococo
style, such as this oil painting, Achilles
Contemplating the Body of Patroclus.
12:03:30
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12:03:39 PM
The Audio Anthology CD provides extra support for students with reading difficulties.
language learners.
Vocabulary Support Use Word Questioning

to teach these words: reject (line 26), respond
(line 168), nonetheless (line 302).
Ask students to list qualities of an epic hero

that they learned while reading Beowulf.
Then have students compile a list of Achilles
heroic qualities. When finished, have students
write a paragraph comparing and contrasting
the two.
Word Questioning p. E9
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20
25
READING SKILL
Model the Skill:
RL 3
RL 10
30
now gone, lost; Hector cut him down, despoiled him

of my own arms, massive and fine, a wonder
in all mens eyes. The gods gave them to Peleus
that day they put you in a mortals bed
how I wish the immortals of the sea
had been your only consorts! How I wish
Peleus had taken a mortal queen! Sorrow
immeasurable is in store for you as well,
when your own child is lost: never again
on his homecoming day will you embrace him!
I must reject this life, my heart tells me,
reject the world of men,
if Hector does not feel my battering spear
tear the life out of him, making him pay
in his own blood for the slaughter of Patroclus! a
classify characters
Letting a tear fall, Thetis said:
To model how to classify a character, write

the following on the board: If Hector does
not feel my battering spear tear the life
out of him . . . Point out that Homer could
have simply wrote that Achilles intended
to kill Hector. However, the language
Homer chose to use emphasizes the intensity of Achilles rage and desire for revenge.
Possible answer: Achilles reveals that he is
vengeful, passionate, and headstrong.
Youll be
swift to meet your end, child, as you say:
your doom comes close on the heels of Hectors own.
35
Extend the Discussion How might these

characteristics benefit Achilles? How
might they hurt him?
40
45
What inspires
COURAGE?
Discuss Use lines 2636 to discuss how
Achilles is not deterred by the knowledge that
his own death is close on the heels of Hectors
own; indeed, he says, May it come quickly.
Is Achilles apparently fearless attitude a form
of courage? Explain. Possible answer: His
attitude is a form of courage in that Achilles is
unafraid, but it is courage that is heavily mixed
with self-recrimination, guilt, and a desire for
vengeance.
50
80
own the word
L4
rancor: Read aloud the passage and have

students name words and phrases with
related meanings that can help them
determine the meaning of rancor.
Possible answers: strife, anger, envenoms
80
18 Peleus (pCPlC-Es): Achilles human

father.
a CLASSIFY CHARACTERS
Reread lines 2630. Notice that

Achilles suggests that his heart
is guiding him rather than his
head. What characteristics does
Achilles reveal in these lines?
Achilles the great runner ground his teeth

and said:
May it come quickly. As things were,
I could not help my friend in his extremity.
Far from his home he died; he needed me
to shield him or to parry the death stroke.
For me theres no return to my own country.
Not the slightest gleam of hope did I
afford Patroclus or the other men
whom Hector overpowered. Here I sat,
my weight a useless burden to the earth,
and I am one who has no peer in war
among Achaean captains
though in council
there are wiser. Ai! let strife and rancor
perish from the lives of gods and men,
with anger that envenoms even the wise
and is far sweeter than slow-dripping honey,
clouding the hearts of men like smoke: just so
the marshal of the army, Agamemnon,
moved me to anger. But well let that go,
38 parry: to turn aside; deflect.
rancor (rBngPkEr) n. bitter, longlasting anger; ill will

48 envenoms (Dn-vDnPEmz): fills
with poison.
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VOCABULARY
1617 Patroclus wore Achilles armor

to frighten the Trojans. Despoiled
him of my own arms refers to
Hectors taking the armor from
Patroclus corpse.
Language: Verb Tenses Make sure students

are not confused by the use of subjunctive
and conditional tenses. Help students
paraphrase each statement:
How I wish / Peleus had taken a mortal
queen! (lines 2122)
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Likewise with me, if destiny like his /

awaits me, I shall rest when I have fallen!
(lines 6263)
Now, though, may I win my perfect
glory (line 64)
. . . should Zeus allow me / victory in the
end, your life as prize. (lines 8283)
I must reject this life . . . if Hector does not

feel my battering spear (lines 2630)
unit 1
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though Im still sore at heart; it is all past,

and I have quelled my passion as I must.
55
60
65
70
Now I must go to look for the destroyer

of my great friend. I shall confront the dark
drear spirit of death at any hour Zeus
and the other gods may wish to make an end.
Not even Heracles escaped that terror
though cherished by the Lord Zeus. Destiny
and Heras bitter anger mastered him.
Likewise with me, if destiny like his
awaits me, I shall rest when I have fallen!
Now, though, may I win my perfect glory
and make some wife of Troy break down,
or some deep-breasted Dardan woman sob
and wipe tears from her soft cheeks. Theyll know then
how long they had been spared the deaths of men,
while I abstained from war!
Do not attempt to keep me from the fight,
though you love me; you cannot make me listen.
5961 Heracles (hDrPE-klCzQ): another

name for Hercules, the greatest
legendary hero of ancient Greece,
son of Zeus and a mortal woman
named Alcmena (Blk-mCPnE). Zeus
wife, the goddess Hera (hrPE), hated
and persecuted Heracles until his
death.
READING SKILL
abstain (Bb-stAnP) v. to hold

oneself back from doing
something
IF STUDENTS NEED HELP . . . Have them use

the prereading chart offered on page 77.
Greek,
Trojan, or
Character God?
Hector
Trojan
desolation before troy
And when at last the two men faced each other,

Hector was the first to speak. He said:
75
80
85
I will no longer fear you as before,

son of Peleus, though I ran from you
round Priams town three times and could not face you.
Now my soul would have me stand and fight,
whether I kill you or am killed. So come,
well summon gods here as our witnesses,
none higher, arbiters of a pact: I swear
that, terrible as you are,
Ill not insult your corpse should Zeus allow me
victory in the end, your life as prize.
Once I have your gear, Ill give your body
back to Achaeans. Grant me, too, this grace. b
76 Priams (prFPEmz) town: Troy.

Priam is the Trojan King.
12:03:43
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81
b CLASSIFY CHARACTERS
In lines 8285, Hector refers to

the Greek and Trojan custom
of returning the bodies of slain
warriors to their people. What
does this speech reveal about
Hector?
Compare and Contrast Philosophies Achilles shows that he is resigned to his fate with
such statements as these: if destiny like his
/ awaits me, I shall rest when I have fallen!
(lines 6263) and make an end. I shall accept my own / whenever Zeus and the other
gods desire (lines 214215). In Beowulf, the
hero declares that Fate will unwind as it
must (page 48, line 189).
Promises to
return Achilles
body to the
Greeks; asks
Achilles to do
likewise for
him
Appears to be
honorable and
reasonable
VOCABULARY
L4
own the word
abstain: Read the definition of abstain

aloud to students. Then have them name
common synonyms. Possible answers:
refrain, avoid, forgo, refuse, resist
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Actions/
Characteristics
Extend the Discussion Do you think that

Achilles will accept the pact that Hector
offers? Why or why not?
80 arbiters (rPbG-tErz): judges;

referees.
iliad
12:03:44 PM
In what ways do Achilles and Beowulf share

similar attitudes toward life and death?
How do their attitudes differ? Direct students
to compare and contrast the philosophies
underlying Beowulf and the Iliad in a discussion. Encourage students to support their
points with specific examples from the text.
iliad
81
RL 3
RL 10
Possible answer: Hectors speech suggests

that he has great respect for Achilles and
realizes that there is a good chance that
Achilles will kill him.
66 Dardan (drPdn): Trojan.
Achilles seeks to avenge Patroclus by slaughtering Trojans. Apollo, a

god who protects Troy, opens the gates of the city so the Trojans can
rush to safety inside the walls. Only Hector is left outside. Achilles
chases him around the walls three times. Finally the goddess Pallas
Athena, disguised as Hectors brother Deiphobus (dC-GfPE-bEs), appears
to Hector and persuades him to fight Achilles.
from Book 22
classify characters
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Analyze Visuals
Activity After students read the selection, ask
them how the mood of the painting compares
with the mood of the story. Accept all reasonable responses.
About the Art Italian artist Donato Creti
(16711749) is known for decorative frescoes
and altarpieces as well as oil paintings. As
is typical of the idealized style of the time,
Creti uses bright colors and graceful forms to
capture the situation and mood of his subject
mattereven such grim subject matter as
that of Achilles Dragging Hector Around the
Walls of Troy.
Achilles Dragging the Body of Hector Around the Walls of Troy, Donato Creti. Oil on canvas,
142.5 cm. 241.5 cm. Muse Massey, Tarbes, France. Bridgeman Art Library.
But swift Achilles frowned at him and said:
90
95
100
T E X T A N A L Y S I S : Review
105
epic
Possible answer: Plot events are complicated by the participation of supernatural

beingsin this case, the goddess Pallas
Athena.
82
Hector, Ill have no talk of pacts with you,

forever unforgiven as you are.
As between men and lions there are none,
no concord between wolves and sheep, but all
hold one another hateful through and through,
so there can be no courtesy between us,
no sworn truce, till one of us is down
and glutting with his blood the wargod Ares.
Summon up what skills you have. By god,
youd better be a spearman and a fighter!
Now there is no way out. Pallas Athena
will have the upper hand of you. The weapon
belongs to me. Youll pay the reckoning
in full for all the pain my men have borne,
who met death by your spear.
He twirled and cast
his shaft with its long shadow. Splendid Hector,
keeping his eye upon the point, eluded it
by ducking at the instant of the cast,
so shaft and bronze shank passed him overhead
and punched into the earth. But unperceived
by Hector, Pallas Athena plucked it out
and gave it back to Achilles. Hector said: c
90 concord (kJnPkrdQ): peace or

harmony.
94 glutting with his blood the

wargod Ares (rPCz): satisfying Ares,
the god of war, by bleeding to death.
9798 Pallas Athena, the goddess of
wisdom, favors the Greeks.
EPIC
characteristic of an epic is
revealed in these lines?
IF STUDENTS NEED HELP . . . Have them

review the characteristics of epics.
82
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keeping his eye upon (line 103), watching
Vocabulary: Idioms Help students use context clues to determine the meaning of these
idioms:
blotted out (line 120), eliminated
through and through (line 91), completely

is down (line 93), has been defeated
Summon up (line 95), call upon
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for nothing (line 124), so as to have no

effect
not a soul (line 128), no person
s liking (line 136), regarded
to
favorably by
no way out (line 97), no means of escape

the upper hand (line 98), advantage or
control
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110
115
120
125
130
135
140
145
A clean miss. Godlike as you are,

you have not yet known doom for me from Zeus.
You thought you had, by heaven. Then you turned
into a word-thrower, hoping to make me lose
my fighting heart and head in fear of you.
You cannot plant your spear between my shoulders
while I am running. If you have the gift,
just put it through my chest as I come forward.
Now its for you to dodge my own. Would god
youd give the whole shaft lodging in your body!
War for the Trojans would be eased
if you were blotted out, bane that you are.
With this he twirled his long spearshaft and cast it,
hitting his enemy mid-shield, but off
and away the spear rebounded. Furious
that he had lost it, made his throw for nothing,
Hector stood bemused. He had no other.
Then he gave a great shout to Deiphobus
to ask for a long spear. But there was no one
near him, not a soul. Now in his heart
the Trojan realized the truth and said:
This is the end. The gods are calling deathward.
I had thought
a good soldier, Deiphobus, was with me.
He is inside the walls. Athena tricked me.
Death is near, and black, not at a distance,
not to be evaded. Long ago
this hour must have been to Zeuss liking
and to the liking of his archer son.
They have been well disposed before, but now
the appointed times upon me. Still, I would not
die without delivering a stroke,
or die ingloriously, but in some action
memorable to men in days to come.
With this he drew the whetted blade that hung
upon his left flank, ponderous and long,
collecting all his might the way an eagle
narrows himself to dive through shady cloud
and strike a lamb or cowering hare: so Hector
lanced ahead and swung his whetted blade.
Achilles with wild fury in his heart
Language Coach
Fixed Expressions Words

that, combined, have a special
meaning are called xed
expressions. When Hector says,
by heaven (line 111), he means,
as the gods are my witnesses.
What similar expressions do we
use today?
What inspires
120 bane: a cause of distress, death,

or ruin.
125 bemused (bG-myLzdP): dazed;

confused.
Fixed Expressions Answer: I swear; thats

for sure, etc. Explain that the meaning of a
fixed expression cannot be determined by
studying its parts. Present some examples, such as:
Come rain or shine, we will be there.
To make up for missing the meeting, I
worked extra hard on my project.
Ask for other examples of fixed expressions.
83
Evaluate Are the metaphors that Homer

uses to describe Hector and Achilles fitting?
Why or why not? Possible answer: The comparisons are only partially valid. Hector may
be attacking in the manner of an eagle swooping down from the sky, but Achilles is certainly
not a helpless lamb or cowering hare.
135139 Zeus archer son is Apollo,

god of the sun, whose arrows may
represent the suns rays. Apollo
typically favored the Trojans, while
Zeus helped individuals on both sides.
VOCABULARY
ponderous (pJnPdEr-Es) adj.
very heavy
L4
own the word
ponderous: Tell students that ponderous

refers to things that have great weight.
Have them name common items that they
believe are ponderous. For example, a Japanese sumo wrestler and a tyrannosaurus
rex could be described as ponderous.
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Language Coach
Summarize What is happening in this

passage? Possible answer: Hector draws
his sword and launches himself at Achilles.
83
Discuss In what ways does Hector display

courage in his encounter with Achilles in
lines 125148? Possible answer: Even though
Deiphobus is not there to help him and Hector
realizes that This is the end. The gods are calling deathward, Hector fights on, determined
to die in some action / memorable to men in
days to come (lines 141142).

students understand Homers narrative
technique:
iliad
12:03:45
PM
COURAGE?
12:03:48 PM

Research Greek Terms Many familiar words
and phrases come from ancient Greek literature and mythology. Ask students to research
the meaning and origin of the following
terms and report their findings to the class:
Achilles heel
narcissistic
atlas
Pandoras box
sword of Damocles
Trojan horse
odyssey
Herculean
tantalize
iliad
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150
155
Model the Skill:
RL 4
160
epic simile
To model the skill of analyzing epic similes,
read aloud to students lines 154160. Point
out the ways in which Achilles spear is
compared to the evening star. For
example, it is conspicuous, amid the first
in heaven, and is most lovely. All of these
attributes tell the reader that Achilles
spear has supernatural power.
165
170
Possible answer: The simile compares

Achilles spear to the evening star. The
comparison suggests that the spear is
blessed by the heavenly gods and wielded
by a godlike being.
175

students understand the character of Achilles:
180
Connect What is your opinion of Achilles

at this point in the narrative? Accept all
Analyze What personal characteristics does
Achilles show in his speech to the dying
Hector? Possible answer: Achilles shows himself to be boastful, cruel, prideful, unforgiving
toward his enemies, and loyal to his friend.
Synthesize Now that Hector is dying and
Patroclus death has been avenged, do you
think Achilles anger will soften? Why or
why not? Possible answer: Accept all reasonable responses.
185
84
pulled in upon his chest his beautiful shield

his helmet with four burnished metal ridges
nodding above it, and the golden crest
Hephaestus locked there tossing in the wind.
Conspicuous as the evening star that comes,
amid the first in heaven, at fall of night,
and stands most lovely in the west, so shone
in sunlight the fine-pointed spear
Achilles poised in his right hand, with deadly
aim at Hector, at the skin where most
it lay exposed. But nearly all was covered d
by the bronze gear he took from slain Patroclus,
showing only, where his collarbones
divided neck and shoulders, the bare throat
where the destruction of a life is quickest.
Here, then, as the Trojan charged, Achilles
drove his point straight through the tender neck,
but did not cut the windpipe, leaving Hector
able to speak and to respond. He fell
aside into the dust. And Prince Achilles
now exulted:
Hector, had you thought
that you could kill Patroclus and be safe?
Nothing to dread from me; I was not there.
All childishness. Though distant then, Patroclus
comrade in arms was greater far than he
and it is I who had been left behind
that day beside the deepsea ships who now
have made your knees give way. The dogs and kites
will rip your body. His will lie in honor
when the Achaeans give him funeral.
153 Hephaestus (hG-fDsPtEs): the god

of fire and blacksmith of the gods,
who made Achilles new armor.
d EPIC SIMILE
Note the epic simile in lines

154160. What two things are
being compared? What does the
comparison suggest about the
power of Achilles spear?
177 kites: hawklike birds of prey.

178 His [body] refers to that of
Patroclus.
Hector, barely whispering, replied:

I beg you by your soul and by your parents,
do not let the dogs feed on me
in your encampment by the ships. Accept
the bronze and gold my father will provide
as gifts, my father and her ladyship
my mother. Let them have my body back,
so that our men and women may accord me
decency of fire when I am dead.
185186 Hectors father is Priam, and

his mother is Hecuba (hDkPyE-bE).
188 Burning the bodies of the dead
was customary. Truces were often
arranged for this purpose.
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Language: Pronoun Referents Help students
identify the referents for the underlined
pronouns:
12:03:49
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mourned by her who gave you birth

(line 200), Patroclus mother
And he who said this would (line 225),
other Achaeans
amid the first in heaven (lines 154156), star

where most / it lay exposed (lines 159160),
skin
greater far than he (lines 173174), Patroclus
His will lie in honor (lines 177178), Patroclus
body
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Achilles the great runner scowled and said:

190
195
200
Beg me no beggary by soul or parents,

whining dog! Would god my passion drove me
to slaughter you and eat you raw, youve caused
such agony to me! No man exists
who could defend you from the carrion pack
not if they spread for me ten times your ransom,
twenty times, and promise more as well;
aye, not if Priam, son of Dardanus,
tells them to buy you for your weight in gold!
Youll have no bed of death, nor will you be
laid out and mourned by her who gave you birth.
Dogs and birds will have you, every scrap.

Use these prompts to help students understand Hectors fate:
Summarize What has just happened?
Possible answer: Achilles has defeated Hector
in combat, and Hector has died of his wound.
194 carrion (kBrPC-En) pack: the wild

animals that feed on dead flesh.
197 Dardanus (drPdn-Es): the

founder of the line of Trojan kings.
Here son means descendant.
Interpret Explain the meaning of the statement, no one came who did not stab the
body (line 221). Possible answer: All the
other Greek soldiers stab Hectors body, perhaps as symbolic revenge or simply to gloat
over their victory.
Then at the point of death Lord Hector said:
205
210
215
220
I see you now for what you are. No chance

to win you over. Iron in your breast
your heart is. Think a bit, though: this may be
a thing the gods in anger hold against you
on that day when Paris and Apollo
destroy you at the Gates, great as you are.
205208 Although Achilles is still

alive as the Iliad ends, other tales
of the Trojan War tell how he is
eventually killed by Hectors brother
Paris, with the aid of Apollo.
Even as he spoke, the end came, and death hid him;

spirit from body fluttered to undergloom,
bewailing fate that made him leave his youth
and manhood in the world. And as he died
Achilles spoke again. He said:
VOCABULARY
At this he pulled his spearhead from the body,

laying it aside, and stripped
the bloodstained shield and cuirass from his shoulders.
Other Achaeans hastened round to see
Hectors fine body and his comely face,
and no one came who did not stab the body.
Glancing at one another they would say:
L4
own the word
vulnerable: Ask students to name situations

in which they might feel vulnerable. Do
they know anyone who could be described
as vulnerable as Achilles describes Hector?
Can students name Achilles vulnerable
spot? Possible answer: Achilles heel
Die, make an end. I shall accept my own

whenever Zeus and the other gods desire.
Now Hector has turned vulnerable, softer

than when he put the torches to the ships!
218 cuirass (kwG-rBsP): an armored

breastplate. Hector is wearing the
armor of Achilles that he took from
Patroclus body.
vulnerable (vOlPnEr-E-bEl) adj.

open to attack; easily hurt
224 Hectors torching of the ships
occurred when the Trojans forced the
Greeks (fighting without Achilles)
back to the sea.
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Synthesize How would the actions of

Achilles and the other Greek soldiers be
interpreted by modern-day standards?
Possible answer: Their actions would probably be interpreted as needlessly brutal.
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Comprehension Support To make sure

students understand Achilles response in
line 190, explain that beggary means begging, and help them paraphrase Achilles
statement. Possible answer: Dont plead for
mercy by invoking my morals or thoughts of
my parents! Ask students what earlier line
of Hectors Achilles is responding to. Answer:
line 181
Write Descriptive Prose Have students reread

Homers description of the battle between
Achilles and Hector. Then challenge them
to write a prose account of the battle, using
descriptive and sensory details to create vivid
images and establish a mood. Ask volunteers
to share their work with the class.
12:03:49 PM
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225
230
235
And he who said this would inflict a wound.

When the great master of pursuit, Achilles,
had the body stripped, he stood among them,
saying swiftly:
Friends, my lords and captains
of Argives, now that the gods at last have let me
bring to earth this man who wrought
havoc among usmore than all the rest
come, well offer battle around the city,
to learn the intentions of the Trojans now.
Will they give up their strongpoint at this loss?
Can they fight on, though Hectors dead?
228229 captains of Argives

(rPjFvzQ): Greek officers.
havoc (hBvPEk) n. widespread

destruction
But wait:
240
READING SKILL
classify characters
RL 3
RL 10
Possible answer: Achilles wants to disgrace

Hector and humiliate the Trojans. He
also wants to publicly proclaim his victory
while assuaging his feelings about
Patroclus death.
245
Extend the Discussion How does the

image of Achilles in your mind compare
with the artists depiction of Achilles in
the painting on page 79?
250
255
VOCABULARY
own the word
L4
havoc: Ask students to describe the

havoc caused by natural disasters, such
as floods, hurricanes, or drought. Then
have them write a pair of sentences using
the term, the first describing the havoc
referred to in this stanza and the second
describing a recent situation they have
witnessed or read about.
defile: Read the first part of the definition of defile aloud to students. Then
have them explain its meaning in the
passage. Possible answer: The body was
dragged through dirt and dust.
260
86
why do I ponder, why take up these questions?

Down by the ships Patroclus body lies
unwept, unburied. I shall not forget him
while I can keep my feet among the living.
If in the dead world they forget the dead,
I say there, too, I shall remember him,
my friend. Men of Achaea, lift a song!
Down to the ships we go, and take this body,
our glory. We have beaten Hector down,
to whom as to a god the Trojans prayed.
Indeed, he had in mind for Hectors body
outrage and shame. Behind both feet he pierced
the tendons, heel to ankle. Rawhide cords
he drew through both and lashed them to his chariot,
letting the mans head trail. Stepping aboard,
bearing the great trophy of the arms,
he shook the reins, and whipped the team ahead
into a willing run. A dustcloud rose
above the furrowing body; the dark tresses
flowed behind, and the head so princely once
lay back in dust. Zeus gave him to his enemies e
to be defiled in his own fatherland.
So his whole head was blackened. Looking down,
his mother tore her braids, threw off her veil,
and wailed, heartbroken to behold her son.
Piteously his father groaned, and round him
lamentation spread throughout the town,
most like the clamor to be heard if Ilions
CLASSIFY CHARACTERS
Reread lines 246256. Why do
you think Achilles mistreats
Hectors body in this manner?
defile (dG-fFlP) v. to make filthy or
impure; to violate the honor of
263 Ilions (GlPC-Enz): Troys.
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Inverted Word Order Explain that Homer
often inverts or otherwise complicates the
word order of sentences, either by departing from the usual sequence of words or by
inserting descriptive phrases. Encourage
students to paraphrase and simplify these
sentences:
Conspicuous as the . . . exposed (lines
154160), Achilles aimed his bright spear at
Hectors exposed throat.
86
240 The dead world is the house of

Hades, or the underworld, where the
Greeks believed the shades of the
dead to reside.
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Iron in your breast / your heart is (lines

204205), Your heart is hard.
Indeed, he had . . . and shame (lines 246247),
He planned to desecrate Hectors body.
Behind both feet . . . ankle (lines 247248),
Achilles pierced the tendons at the back of
Hectors ankles.
And he who stood . . . Hector (lines 311314),
You killed my beloved, superior son, who
was defending his land.
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265
270
275
280
towers, top to bottom, seethed in flames.

They barely stayed the old man, mad with grief,
from passing through the gates. Then in the mire
he rolled, and begged them all, each man by name:
Relent, friends. It is hard; but let me go
out of the city to the Achaean ships.
Ill make my plea to that demonic heart.
He may feel shame before his peers, or pity
my old age. His father, too, is old.
Peleus, who brought him up to be a scourge
to Trojans, cruel to all, but most to me,
so many of my sons in flower of youth
he cut away. And, though I grieve, I cannot
mourn them all as much as I do one,
for whom my grief will take me to the grave
and that is Hector. Why could he not have died
where I might hold him? In our weeping, then,
his mother, now so destitute, and I
might have had surfeit and relief of tears.
scourge (skrj) n. a source of

great suffering or destruction
282 surfeit (srPfGt): more than
enough for satisfaction.
Achilles and his warriors return to their camp and carry out the
burial rites for Patroclus. Three times, Achilles drags Hectors body
behind his chariot around Patroclus grave. Afterwards, the gods
cleanse and restore the body, and Zeus asks Thetis to tell Achilles to
return the body to the Trojans. Priam sets out for the Greek camp to
ask Achilles to return the body. He is not aware that the god Hermes
(hrPmCz) helps him by putting the sentries to sleep and opening the
gates. Hermes leads Priam to Achilles tent and then vanishes.
from Book 24
285
290
Possible answer: The simile emphasizes that

Priams action is audacious and desperate.
It also suggests that he is risking his life by
coming to Achilles alone and unprotected.
Discuss with them the meaning of the
phrase taken with mad Folly (line 287):
falling victim to criminally foolish actions
a grace given in sorrow
Priam,
the great king of Troy, passed by the others,
knelt down, took in his arms Achilles knees,
and kissed the hands of wrath that killed his sons.
When, taken with mad Folly in his own land,
a man does murder and in exile finds
refuge in some rich house, then all who see him
stand in awe.
So these men stood. f
Achilles
gazed in wonder at the splendid king,
RL 4
epic simile
Help them paraphrase lines 287290.

Possible answer: When a man has foolishly committed a murder and been
forced into exile, people who see him stare
in wonder.
Extend the Discussion Is the comparison

that Homer makes here appropriate? Why
or why not?
EPIC SIMILE
Note the epic simile in lines
287291. What does the simile
emphasize about Priams action?
VOCABULARY
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Synthesize [small-group option] Homer
relates events mainly from the point of view
of Achilles and the Greeks. Have students
work in small groups to discuss how the narrative might have been different in content
and tone if Homer had instead told the story
from the viewpoint of Hector, Priam, and
the Trojans. Would the narrative have been
more or less effective? Why? Direct students
to support their responses with thoughtful
reasons.
Evaluate As students finish reading the Iliad,

have them review Quintilians quotation on
page 76. Ask students whether they agree or
disagree that Homer is a master at treating
great matters sublimely and small things
fittingly. Have them express their opinions
in a paragraph or two, supporting their
views with specific reasons and details from
the poem.
L4
own the word
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12:03:51 PM
scourge: Tell students that another meaning for scourge is to whip. Have students
write a pair of sentences, one using scourge
as a noun, the other using scourge as a verb.
Possible answers: Those horrible children are
the scourge of our neighborhood. The cruel
owner took a whip and scourged the poor,
tired horse.
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295
300
READING SKILL
classify characters
RL 3
RL 10
305
Possible answer: Priam is asking Achilles

to take pity on an old man, appealing to
Achilles love and reverence for his own
father.
310
and his companions marveled too, all silent,

with glances to and fro. Now Priam prayed
to the man before him:
Remember your own father,
Achilles, in your godlike youth: his years
like mine are many, and he stands upon
the fearful doorstep of old age. He, too,
is hard pressed, it may be, by those around him,
there being no one able to defend him
from bane of war and ruin. Ah, but he
may nonetheless hear news of you alive,
and so with glad heart hope through all his days
for sight of his dear son, come back from Troy,
while I have deathly fortune. g
Noble sons
I fathered here, but scarce one man is left me.
Fifty I had when the Achaeans came,
nineteen out of a single belly, others
born of attendant women. Most are gone.
Raging Ares cut their knees from under them.
And he who stood alone among them all,
their champion, and Troys, ten days ago
Use these prompts to help students understand Priams appeal to Achilles in lines
317322:
g CLASSIFY CHARACTERS
Reread Priams speech in lines

295305. What tactic is Priam
using to persuade Achilles to
return Hectors body?
Analyze Visuals
How do the gestures and facial
expressions in this painting
convey what happens in the
scene between Priam and
Achilles? Explain.
Recall Why is Priam visiting Achilles?

Possible answer: Priam wants to bring home
the body of his slain son Hector.
Interpret Why does Priam tell Achilles to
think me more pitiful by far (line 319)?
Possible answer: Priam is telling Achilles that
he has suffered more than anyone because
he has been compelled to kiss the hand of the
man who killed his son.
Synthesize Do you think Achilles will be
moved by Priams appeal? Why or why not?
Accept all reasonable responses.
Achilles Besought by Priam for the Body of his Son Hector (1776), Giovanni Battista
Cipriani. Oil on canvas, 421/16 413/4. The Philadelphia Museum of Art.
Analyze Visuals
Possible answer: Priam kneels before Achilles,
clutching Achilles knee, begging for the release
of Hectors body. Priam clasps Achilles hand
and kisses it, even though it belongs to the man
who killed his son. Achilles listens attentively
to Priam, and uses his hand to keep the guard
from harming Priam.
About the Art Giovanni Battista Cipriani
(17271785) was an Italian artist and engraver
who worked mainly in England. He is best
known for his decorative artwork. His oil
painting Achilles Besought by Priam for the
Body of his Son Hector captures the feeling of
the poignant scene from the Iliad.
88
88
Language: Pronoun Referents Help students

identify the referents for the underlined words:
Evaluate Direct students attention to lines

322331. Point out that in the midst of this
passage about the two mens shared grief,
Homer characterizes Hector with the epithet
killer of men (line 328). Ask students why
the poet may have used this jarring phrase
in this context and whether it is appropriate.
Possible answer: It is appropriate because it
reminds readers of Hectors achievements in
battle and the cause of Achilles vengefulness.
by those around him (line 299), enemies

nineteen out of a single belly, others (line
308), Priams sons
And he who stood alone (line 311), Hector
of one who killed my son (line 322), Achilles
before the eyes of one who (line 340), Achilles
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they / feel no affliction (lines 347348),

the gods
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you killed him, fighting for his land, my prince,

Hector.
315
320
325
330
335
340
345
It is for him that I have come

among these ships, to beg him back from you,
and I bring ransom without stint.
316 stint: limitation.
Achilles,
be reverent toward the great gods! And take
pity on me, remember your own father.
Think me more pitiful by far, since I
have brought myself to do what no man else
has done beforeto lift to my lips the hand
of one who killed my son.
Now in Achilles
the evocation of his father stirred
new longing, and an ache of grief. He lifted
the old mans hand and gently put him by.
Then both were overborne as they remembered:
the old king huddled at Achilles feet
wept, and wept for Hector, killer of men,
while great Achilles wept for his own father
as for Patroclus once again; and sobbing
filled the room. h
But when Achilles heart
had known the luxury of tears, and pain
within his breast and bones had passed away,
he stood then, raised the old king up, in pity
for his grey head and greybeard cheek, and spoke
in a warm rush of words:
Ah, sad and old!
Trouble and pain youve borne, and bear, aplenty.
Only a great will could have brought you here
among the Achaean ships, and here alone
before the eyes of one who stripped your sons,
your many sons, in battle. Iron must be
the heart within you. Come, then, and sit down.
Well probe our wounds no more but let them rest,
though grief lies heavy on us. Tears heal nothing,
drying so stiff and cold. This is the way
the gods ordained the destiny of men,
326 overborne: overcome;

overwhelmed.
READING SKILL
Notice the change in Achilles

attitude in lines 322331. What
qualities of Achilles do these
lines reveal?
L4
Language Coach
L4
Word Definitions Answer: designed:

Only designed makes sense when substituted into the sentence. Remind students that
many words can have more than one definition. Ask for volunteers to share words
that have more than one meaning. Have
the group come up with sentences that use
each word in at least two different ways.
Call attention to the repetition of the

word wept in lines 328329. Discuss
how the two mens shared grief moves
Achilles.
Word Definitions You often

have to consider several
definitions to find the one
that fits. The word ordained
can mean 1) made a priest, 2)
designed, or 3) destined. Which
meaning fits the use of the word
in line 346? How can you tell?
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Comprehension Support Use an Open Mind
diagram to help students reflect on Achilles
emotional state during his meeting with
Priam. Have students list thoughts and
feelings that might be going through
Achilles mind.
I long to see my own

father.
In a way, Priam is not
so different from my
father.
I miss my friend
Patroclus.
Open Mind p. D9
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89
RL 3
RL 10
Possible answer: These lines show that

Achilles can be compassionate and that
he has deep feelings for the people he has
losthis father and his friend Patroclus.
Language Coach
89
classify characters

Discuss with them the meaning of the
word evocation (line 323): bringing to
mind; causing to remember. Point out
that it comes from the verb evoke.
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12:03:51
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h CLASSIFY CHARACTERS
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READING SKILL
350
RL 3
RL 10
classify characters
Possible answer: Achilles accepts that

humans are at the mercy of the gods, who
control their lives.
355
360
365
370
375
to bear such burdens in our lives, while they

feel no affliction. At the door of Zeus i
are those two urns of good and evil gifts
that he may choose for us; and one for whom
the lightnings joyous king dips in both urns
will have by turns bad luck and good. But one
to whom he sends all evilthat man goes
contemptible by the will of Zeus; ravenous
hunger drives him over the wondrous earth,
unresting, without honor from gods or men.
Mixed fortune came to Peleus. Shining gifts
at the gods hands he had from birth: felicity,
wealth overflowing, rule of the Myrmidons,
a bride immortal at his mortal side.
But then Zeus gave afflictions toono family
of powerful sons grew up for him at home,
but one child, of all seasons and of none.
Can I stand by him in his age? Far from my country
I sit at Troy to grieve you and your children.
You, too, sir, in time past were fortunate,
we hear men say. From Macars isle of Lesbos
northward, and south of Phrygia and the Straits,
no one had wealth like yours, or sons like yours.
Then gods out of the sky sent you this bitterness:
the years of siege, the battles and the losses.
Endure it, then. And do not mourn forever
for your dead son. There is no remedy.
You will not make him stand again. Rather
await some new misfortune to be suffered.
CLASSIFY CHARACTERS
Reread lines 345348. What is
Achilles attitude toward fate?
felicity (fG-lGsPG-tC) n. happiness;

good fortune
359 Myrmidons (mrPmE-dJnzQ):
a people of Thessaly in Greece,
subjects of Achilles father, Peleus.
363 Of all seasons and of none

suggests that Achilles expects an
early death for himself.
367368 Lesbos (lDzPbJs) . . . Phrygia

(frGjPC-E) . . . the Straits: Lesbos is
an island off the western coast of
Asia Minor; Phrygia was an ancient
kingdom in western Asia Minor; the
Straits are the Dardanelles.
The old king in his majesty replied:

epic
Possible answer: Homer uses the epithet

the great runner to describe Achilles. This
epithet underscores Achilles athleticism,
speed, and youth.
380
Never give me a chair, my lord, while Hector

lies in your camp uncared for. Yield him to me
now. Allow me sight of him. Accept
the many gifts I bring. May they reward you,
and may you see your home again.
You spared my life at once and let me live.
Achilles, the great runner, frowned and eyed him
under his brows:
385
What inspires
COURAGE?
90
Discuss Does it take courage for Priam to request his sons body in lines 376382? Explain.
Possible answer: It does indeed take courage,
because Priam risks provoking Achilles to anger.
VOCABULARY
own the word
L4
felicity: Tell students that common

synonyms for felicity are delight and joy.
Have students list common antonyms.
Possible answers: sorrow, misery, sadness,
unhappiness
90
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90
EPIC
Note the use in line 383 of a
stock epithet, a brief phrase
(similar to a kenning) that points
out traits associated with a
character. What epithet is used
to describe Achilles in this line?
What traits does it underscore?
Do not vex me, sir, he said.

I have intended, in my own good time,
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Where will they pause for effect?
Develop Reading Fluency The Iliad contains

many heartfelt and passionate speeches, such
as Priams appeal to Achilles (pages 8889)
and Achilles reply (pages 8990). Have
students choose one of the speeches and
present a dramatic reading. Ask them to
consider these questions as they prepare their
reading, using a chart like the sample below
to make notes:
Where will they speak more loudly or

softly?
What words and phrases do they want to

emphasize?
Have listeners discuss which parts of the

speech they find most effective, and why.
Line Numbers
337341
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Technique
Emphasis: sad,
old, Trouble,
pain
Pause: after
old, borne
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390
395
400
405
410
415
420
to yield up Hector to you. She who bore me,

the daughter of the Ancient of the sea,
has come with word to me from Zeus. I know
in your case, toothough you say nothing, Priam
that some god guided you to the shipways here.
No strong man in his best days could make entry
into this camp. How could he pass the guard,
or force our gateway?
Therefore, let me be.
Sting my sore heart again, and even here,
under my own roof, suppliant though you are,
I may not spare you, sir, but trample on
the express command of Zeus!
When he heard this,
the old man feared him and obeyed with silence.
Now like a lion at one bound Achilles
left the room. Close at his back the officers
Automedon and Alcimus went out
comrades in arms whom he esteemed the most
after the dead Patroclus. They unharnessed
mules and horses, led the old kings crier
to a low bench and sat him down.
Then from the polished wagon
they took the piled-up price of Hectors body.
One chiton and two capes they left aside
as dress and shrouding for the homeward journey.
Then, calling to the women slaves, Achilles
ordered the body bathed and rubbed with oil
but lifted, too, and placed apart, where Priam
could not see his sonfor seeing Hector
he might in his great pain give way to rage,
and fury then might rise up in Achilles
to slay the old king, flouting Zeuss word. k
So after bathing and anointing Hector
they drew the shirt and beautiful shrouding over him.
Then with his own hands lifting him, Achilles
laid him upon a couch, and with his two
companions aiding, placed him in the wagon.
Now a bitter groan burst from Achilles,
who stood and prayed to his own dead friend:
387 The Ancient of the sea is the

sea god Nereus (nrPC-Es), father of
Thetis.

Use these prompts to help students understand Achilles in lines 383397:
Restate In your own words, restate the
threat Achilles issues Priam. Possible answer: Leave me alone, Priam. If you bother
me again, I may not hold back, even though
youre in my home and asking for my mercy.
395 suppliant (sOpPlC-Ent): one who

begs or pleads earnestly.
Analyze What insight into Achilles do these

lines provide? Possible answer: Achilles does
not like to be pressured. Though he may feel
compassion one moment, this feeling can
readily give way to anger, perhaps violence,
if he is pushed.
401 Automedon (-tJmPE-dn) . . .

Alcimus (BlPsE-mEs).
Evaluate Is it believable that Achilles could

weep with Priam and soon after threaten to
kill him? Why or why not? Possible answer:
Yes. Achilles moods are changeable, and he
has very strong emotions, especially as far as
Hector is concerned.
408 chiton (kFtPn): a shirtlike

garment; tunic.
READING SKILL
k CLASSIFY CHARACTERS
Reread lines 410416, which

reveal Achilles thoughts. What
do the lines suggest about
Achilles temperament?
classify characters
RL 3
RL 10

Achilles is impetuous and quick to anger.
Patroclus,
do not be angry with me, if somehow
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Vocabulary Support
crier (line 404), someone who makes
announcements, usually by shouting them
in a public place
shrouding (line 409), burial garment
flouting (line 416), disregarding;
disobeying
anointing (line 417), applying oil, especially
in a religious ceremony
12:03:55 PM
Comprehension Support Call students

attention to lines 406421. Suggest that to
facilitate comprehension, students approach
this complex passage by breaking it up into
parts, especially the long sentence spanning lines 410416. Elicit or explain that the
reason Achilles orders the body lifted . . . and
placed apart, where Priam / could not see his
son is to prevent the old king from seeing
the mutilated condition of the body before
the beautiful shrouding is put on.
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425
selection wrapup
have read the Iliad, call attention to the
fact that even though the Iliad was written
centuries before Beowulf, the two poems
share a number of similarities. Ask students
to think about how the two works are alike
and also how they are different. Which of the
two epics did students find more interesting?
Why? Possible answer: Both Beowulf and the
Iliad revolve around powerful warriors who see
themselves as loyal and honorable. However,
Achilles is fighting humans and exacts revenge
on a foe who has killed his friend Patroclus,
whereas Beowulf battles the dragon Grendel,
who represents a more abstract form of evil
than the Trojans. Answers to the last part of
this question will vary, but students should
state specific reasons for their preferences.
430
435
440
445
CRITIQUE
Have students rate the poem on a scale of
1 to 5, with 5 the highest. Ask students
whether they would have rated the work
higher if it had been written as prose rather
than poetry. Why or why not?
450
After completing the After Reading questions on page 93, have students revisit their
responses and tell whether they have
455
even in the world of Death you learn of this

that I released Prince Hector to his father.
The gifts he gave were not unworthy. Aye,
and you shall have your share, this time as well.
The Prince Achilles turned back to his quarters.
He took again the splendid chair that stood
against the farther wall, then looked at Priam
and made his declaration:
As you wished, sir,
the body of your son is now set free.
He lies in state. At the first sight of Dawn
you shall take charge of him yourself and see him.
Now let us think of supper. We are told
that even Niobe in her extremity
took thought for breadthough all her brood had
perished,
her six young girls and six tall sons. Apollo,
making his silver longbow whip and sing,
shot the lads down, and Artemis with raining
arrows killed the daughtersall this after
Niobe had compared herself with Leto,
the smooth-cheeked goddess.
She has borne two children,
Niobe said, How many have I borne!
But soon those two destroyed the twelve.
Besides,
nine days the dead lay stark, no one could bury them,
for Zeus had turned all folk of theirs to stone.
The gods made graves for them on the tenth day,
and then at last, being weak and spent with weeping,
Niobe thought of food. Among the rocks
of Sipylus lonely mountainside, where nymphs
who race Achelous river go to rest,
she, too, long turned to stone, somewhere broods on
the gall immortal gods gave her to drink.
436455 The mortal woman Niobe

(nFPE-bC) claimed that having so
many children made her superior
to the goddess Leto (lCPtI), who had
only two. Letos son and daughter,
Apollo and Artemis (rPtE-mGs),
punished Niobe by killing all her
children. After many days of
grieving, Niobe asked the gods to
relieve her by turning her to stone.
452 Sipylus (sGpPE-lEs): a mountain

in west-central Asia Minor.
453 Achelous (BkQE-lIPEs): a river
near Mount Sipylus.
455 gall: bitterness; bile.
Like her well think of supper, noble sir.

Weep for your son again when you have borne him
back to Troy; there hell be mourned indeed.
INDEPENDENT READING
For a creative look at the siege of Troy,
students may enjoy reading Troy by
Adle Geras.
Priam and Achilles agree to an 11-day truce. During that

time, the Trojans will mourn Hectors body before its burial.
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Vocabulary: Multiple-Meaning Words Explain that the noun extremity (line 437) here
means extreme or desperate condition.
However, extremity also has other meanings, such as farthest or most remote part
or point. Discuss how students can use
context clues to figure out the appropriate
meaning of multiple-meaning words. Then
have mixed-language-ability Jigsaw groups
investigate these other multiple-meaning
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12:03:56
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words and share their findings: brood (line

438); whip (line 440); stark (line 447); spent
(line 450). Also elicit or explain that lies in
state (line 434) is an idiom meaning lies in
a public place before burial.
unit 1
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After Reading
Practice and Apply
Comprehension
1. Recall Why does Achilles vow to kill Hector?
RL 1 Cite strong and thorough

textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text. RL 3 Analyze
the impact of the authors choices
regarding how to develop and
relate elements of a story.
RL 4 Determine the meaning
of words and phrases as they
are used in the text, including
figurative meanings. RL 10 Read
and comprehend literature.
2. Recall What does Achilles do with Hector after he kills him?

3. Summarize What happens when Priam confronts Achilles?
Text Analysis
4. Analyze Epic Similes Reread the following passages, which contain epic
similes. Explain what is being compared in each simile, and identify the
quality or qualities emphasized in the comparison.

Reading Check p. 48
Simile and Epic Simile p. 41
Additional questions are provided for
teachers on page 35.
As between men . . . Ares. (lines 8994)

With this he . . . whetted blade. (lines 143148)
answers
Conspicuous as . . . exposed. (lines 154160)

5. Classify Characters Review the chart in which you classified the characters
from the Iliad. Are the gods responsible for what happens to the mortals in
the epic? Support your answer with specific details from the Iliad.
1. Hector killed Achilles best friend, Patroclus.

2. He drags Hectors body behind the chariot
around Patroclus grave.
6. Interpret Characters Actions Characters in the Iliad show courage in different

ways. What courageous actions do Achilles, Hector, and Priam perform?
3. Priam begs Achilles to return Hectors body.

Moved by the old kings pitiful appeal,
Achilles finally agrees.
7. Draw Conclusions Reread lines 3133. In these lines and in others, it is

apparent that Achilles and other characters in the epic know that he is fated
to die soon. What do you think prevents Achilles from attempting to change
his fate?
Possible answers:
4.
common core focus Simile and Epic

Simile Lines 8994: compares the hatred
between Achilles and Hector to the animosity between natural enemies; emphasizes the enmity between enemies. Lines
143148: compares Hectors attack with that
of an eagle; emphasizes the determination
of an attacker. Lines 154160: compares
Achilles spear to the evening star; emphasizes the spears shine.
5.
common core focus Classify

Characters The gods and the mortals share
respons-ibility, but the gods play a key
role. For example, Apollo opens the gates
of Troy so the Trojans can rush to safety;
Pallas Athena, disguised as Hectors brother,
persuades Hector to fight Achilles.
8. Make Judgments In your opinion, do Achilles feelings about his friend

Patroclus justify the way he treats Hector? Cite evidence from the epic to
explain your answer.
9. Compare Epic Heroes Compare and contrast Achilles
and Beowulf as epic heroes. Use a diagram like the one
shown to list and compare their traits and their actions.
Which character do you think is more heroic?
Achilles
Both
Beowulf
Text Criticism
10. Critical Interpretations Critic John Scott has said that although the Iliad is
set during wartime, the real greatness of that poem is in the portrayal of
powerful human emotions rather than in military exploits. Do you agree
or disagree? Cite evidence to support your response.
What inspires
courage ?
Which character in the Iliad would you define as most courageous? Which do
you consider the least courageous? Why?
iliad
9.
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93
Achilles:
vengeful,
emotional,
enlists the
gods help to
kill Hector,
mistreats
Hectors body
Both:
brave,
Beowulf:
exhibits superhuman powers,
honorable,
battles
monsters
RL 1, RL 3, RL 4, RL 10
6. Achilles: fearless in battle; Hector: faces

Achilles; Priam: goes to Achilles to retrieve
Hectors body
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10. Agree, because the most moving aspects
of
the poem are linked to human emotions
for example, Achilles anguish over Patroclus death and Priams grief over Hectors
death.
What inspires COURAGE?
12:05:03 PM
7. Achilles realizes that the gods ultimately

determine his fate. Moreover, in his anguish
over Patroclus death, Achilles is consumed
by the desire for revenge.
8. Answers will vary, but many students may
feel that Achilles is unnecessarily and excessively cruel.
Possible answer: Some students may cite Priam or Achilles as most courageous and Hector
as least courageous. Students should support
their answers with evidence from the text.
Beowulf seems more heroic because he is

larger than life in his deeds and is less ruled
by human emotions than Achilles.
iliad
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vocabulary practice
answers
word list
Identify the word that is not related in meaning to the other words in each
numbered set.
vocabulary practice
abstain
defile
1. (a) ponderous, (b) swift, (c) weighty
felicity
5. (c) scourge
2. (a) cleanse, (b) defile, (c) corrupt
havoc
2. (a) cleanse
6. (a) abstain
3. (a) strong, (b) vulnerable, (c) defenseless
ponderous
7. (c) felicity
4. (a) destruction, (b) havoc, (c) protection
rancor
3. (a) strong
1. (b) swift
scourge
5. (a) guardian, (b) protector, (c) scourge
4. (c) protection
vulnerable
6. (a) abstain, (b) proceed, (c) perform

7. (a) bitterness, (b) rancor, (c) felicity
academic vocabulary in speaking

concept

In their discussions, students should use academic vocabulary correctly and explain why
Achilles and Hector are motivated by revenge.
culture
parallel
section
structure
Discuss the concept of revenge as it applies to this section of the Iliad. How does
revenge act as a parallel motivation for Hector and Achilles? Use at least one
additional Academic Vocabulary word in your discussion.
vocabulary strategy: dictionary etymologies
dictionary etymologies
Learning to decode a words etymology, or history, deepens your understanding

of its connotations and derivations. Here is a typical dictionarys etymology:
L 4c, L 6
Answers:
scourge (skrj) n. [ME < OFr escorgie < L ex, off, from + corrigia, a strap, whip]
1. havok
L 4c Consult general and

specialized reference materials
to determine or clarify a words
etymology. L 6 Acquire and use
accurately general academic
and domain-specific words and
phrases.
The etymology is usually in brackets after the pronunciation and part of speech.
The < symbol means derived from. The etymology for scourge reads, a Middle
English (ME) word, from the Old French (OFr) escorgie, which comes from the
Latin (L) prefix ex- (off or from) and corrigia, (a strap or whip).
2. defile
3. scourge
4. abstain
5. vulnerare (to wound) and
vellere (to pluck)
PRACTICE Consult a dictionary to answer the following questions about these

vocabulary words. (Your dictionarys introduction will likely have information
about the abbreviations and symbols used in its etymologies.)
1. What Middle English word does havoc come from?
2. Which word above comes from an Old French word meaning to trample?
3. Look up excoriate. Which word above is related to excoriate?
4. Which word above derives from the Latin word tenere, to hold back?
5. What Latin word or words are vulnerable and revulsion both related to?

94
Assess and Reteach

Assess
Selection Test A pp. 2930

Selection Test B/C pp. 3132
Reteach
Reteaching Worksheets on thinkcentral.com:
Literature Lessons 14, 15, 27
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Task Support: Vocabulary Practice Point out

cognates in the numbered items, such as:
Vocabulary in Writing Have students use

as many vocabulary words as they can in a
paragraph written from the point of view of
one of the gods or goddesses of the Iliad.
corrupt: corromper (Spanish), corrompre

(French)
12:03:27
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vulnerable: vulnerable (Spanish); vulnrable

(French)
destruction: destruccin (Spanish),
destruction (French)
guardian: guardian (Spanish), gardien
(French)
unit 1
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Wrap-Up: The Anglo-Saxon Epic
The Epic in Translation

The following versions of Beowulf prove the power of the translator.
Although both describe the same passage (Grendels murderous raid
on Herot), they are stunningly dissimilar.
Then, when darkness had dropped, Grendel

Went up to Herot, wondering what the warriors
Would do in that hall when their drinking was done.
He found them sprawled in sleep, suspecting
Nothing, their dreams undisturbed.
Translated by Burton Raffel
So, after nightfall, Grendel set out

for the lofty house, to see how the Ring-Danes
were settling into it after their drink,
and there he came upon them, a company of the best
asleep from their feasting, insensible to pain
and human sorrow.
Extension Online
INQUIRY & RESEARCH With
a partner, use the Internet to
compile a list of literary and
cinematic epics. Starting with a
primary search engine, you may
also want to integrate information
from online movie databases and
literary reference sites. Consider
using advanced search terms
such as epic hero (enclosed in
quotation marks) to narrow your
results. Of the works you find,
which feature heroes closest in
spirit and deeds to Beowulf?
Write a short essay comparing and contrasting Raffels and

Heaneys translations. Which do you prefer? Why? Examine each
translators word choice, style, and the rhetorical devices they
use. How does each translator portray the qualities of an epic?
Since you are writing a comparison-contrast essay, apply the
Point-by-Point method. Use at least one body paragraph to show
how the translations are similar. Then continue with additional
similarities or move to differences between the two passages.
Emphasize that using the Point-by-Point

method described here will provide students
with a structured way of discussing similarities
and differences between the two translations.
The character Aragorn, a hero from the

modern-day epic The Lord of the Rings
Topic Sentence/Paragraph
Translation 1
Topic Sentence/Paragraph
Translation 1
Translation 2
Extension Online
Encourage students to reflect on the spirit
and deeds of Beowulf and jot down some
notes in order to make it easier to identify
similar literary and cinematic heroes.
W 2ab Organize complex ideas; develop the

topic by selecting details, quotations, or other
information. W 7 Conduct short research
projects; narrow the inquiry; synthesize
multiple sources. W 8 Gather relevant
information from multiple sources, using
advanced searches effectively.
wrap-up
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This Wrap-Up provides students with an

opportunity to reflect on the role of the
translator in adapting literary works from
another language.
Review with students that comparing means

identifying similarities and differences
between two or more items. Explain that
by making comparisons between different
translations of an epic poem, students can
gain insight into the poem and also see how
the choices that a translator makes shape the
final work.
Writing to Compare and Contrast
Translation 2
Wrap-Up: The Anglo-Saxon Epic
Writing to Compare
and Contrast
Translated by Seamus Heaney
Point-by-Point Method
W 2a Organize complex ideas. W 2b Develop

the topic by selecting details, quotations, or other
information. W 7 Conduct short research projects;
narrow the inquiry; synthesize multiple sources.
W 8 Gather relevant information from multiple
sources, using advanced searches effectively.
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Writing Support Explain that students can

choose how they want to organize their
essays. They can focus first on all aspects
of Raffels translation and then discuss all
aspects of Heaneys translation. Or, they can
take a point-by-point approach. For example,
they can discuss language in Raffels translation and then language in Heaneys version,
imagery in Raffels translation and then
imagery in Heaneys version, and so on.
Writing Topic Sentences To help students create topic sentences for the paragraphs
of their essays, provide sentence starters
such as these:
As students begin their Internet research,

suggest that they narrow their search by
using such phrases as epic hero, literary
epic, and epic movies. Searching on a broad
10:56:18 AM
term like epic will produce too many
unsuitable hits.
Raffel and Heaney take very different

approaches to
Unlike Raffel, Heaney
The biggest difference between the two
translations is that
wr ap-up
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Focus and Motivate
RI 2 Determine two or more central ideas of a text

and analyze their development over the course
of the text. RI 6 Determine an authors point of
view or purpose in a text, analyzing how style and
content contribute to the power, persuasiveness,
or beauty of the text. RI 9 Analyze documents of
historical and literary significance for their themes,
purposes, and rhetorical features. L 5b Analyze
nuances in the meaning of words with similar
denotations.
about the author
from
RI 6 Determine an authors
point of view or purpose in a
text, analyzing how style and
content contribute to the power,
persuasiveness, or beauty of the
text. RI 9 Analyze documents of
historical and literary significance
for their themes, purposes, and
rhetorical features. L 5b Analyze
did you know?

The Venerable Bede . . .
invented the footnote.
popularized the dating
of events from the birth
of Christthe b.c./a.d.
system.
Read the biography aloud. Explain that a

monastery is a place where people pursue
a religious life of quiet contemplation; that
an honorific is an informal title that honors
a person; and that venerable is an honorific
that commands respect by virtue of a persons
age, character, or achievements. Ask students
to suggest words and phrases that describe
the Venerable Bede. Point out that studying
Bedes life provides insight into the Middle
Ages, just as his writings provide insight into
even earlier times.
A History of the English Church and People

p
Historical Writing by the Venerable Bede
ecos
Meet the Author
The Venerable Bede
The Venerable Bede (bCd), regarded

as the father of English history, lived
and worked in a monastery in northern
Britain during the late seventh and early
eighth centuries. His most famous work,
A History of the English Church and
People, is a major source of information
about life in Britain from the first
successful Roman invasion (about a.d.
46) to a.d. 731. The book contains many
stories about the spread of Christianity
among the English.
Bede was taken by his parents to a
monastery at Wearmouth, on the
northeast coast of Britain, where he was
left in the care of the abbot, Benedict
Biscop. It is not known why the boys
parents left him or whether he ever
saw them again. When he was nine,
Bede moved a short distance to a new
monastery at Jarrow, where he spent
the rest of his life.
A Bookish Boy Bede seems to
t
have been a naturally devout and
studious child. He read widely in the
participated
monastery libraries and partici
fully in the religious life of the
monastery. He was exposed to the
art and learning of Europe through
throu
the paintings, books, and religious
relig
If history relates good things of good men,

the attentive hearer is excited to imitate that
which is good. Venerable Bede
objects brought from Rome by Abbot

Biscop. Bede became a deacon of the
church at the age of 19six years earlier
than was usualand was ordained to the
priesthood when he was 30.
Multitalented Scholar Bede was a
brilliant scholar and a gifted writer

and teacher. He was also a careful
and thorough historian. He sought
out original documents and reliable
eyewitness accounts on which to base
his writing. Working in a chilly, damp,
poorly lit cell in the monastery, Bede
managed to write about 40 books,
including works on spelling, grammar,
science, history, and religion.
Still Venerable Today Bedes reputation
as a scholar and a devout monk spread

throughout Europe during his lifetime
and in the centuries following. (The
honorific title Venerable was probably
first applied to him during the century
after his death, as an acknowledgment of
his achievements.) Although Bede was
influenced by the outlook of his timeas
is evident in the miracle stories he
included in his Historyhis carefulness
and integrity are still respected and
valued by scholars today, almost 1,300
years later.
Author Online
Have students discuss the meaning of this

quote and explain what the Venerable Bede
sees as the power of well-presented historical
writing.
96
Selection Resources
NA_L12PE-u01s21-brChurch.indd

Summary, pp. 5960*
Skill, pp. 6164*
Word Squares, p. E10

TESTS
c. 673735
Raised By Monks At the age of seven,
notable quote
Essential Course
of Study
INTERACTIVE READER
READER
Find it Online!
96
TECHNOLOGY
PowerNotes DVD-ROM
Audio Anthology CD
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Features on thinkcentral.com that

support the selection include
comprehension
instruction
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Also in Spanish
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Teach
text analysis: historical writing

Bede was one of the first to write about English history.
Historical writing is a systematic account, often in narrative
form, of the past of a nation or a group of people. Historical
writing generally has the following characteristics:
It is concerned with real events in the relatively distant past.
The events are treated in chronological order.
It is usually an objective retelling of facts rather than a
personal interpretation. However, the author may have a
specific purpose in mind, such as teaching a moral lesson.
The author may incorporate literary devices, such as
anecdotes, or brief stories that focus on an episode or event
in a persons life to illustrate a point.
As you read the selection about the poet Caedmon (kBdPmEn),
consider Bedes use of narrative to tell Caedmons story and
what it tells you about life in Caedmons time.
reading skill: analyze authors purpose

The excerpt that you will read is an early biography; one
of Bedes purposes is to inform readers about Caedmons
life. But there is a second purpose. In the Preface to Bedes
History, he explains to King Ceolwulf (chAlPwMlfQ)
his reason for writing about important Englishmen of the
past. He believes that they serve as good role models to
imitate or examples of bad behavior to avoid. As you read,
take notes about Caedmon on a web diagram. Determine
which details of Caedmons life Bede emphasizes to present
him as a positive role model.
How do dreams
inspire you?
History is full of stories of people who
received a flash of inspiration during a
dream. For example, the 19th-century
German chemist Friedrich August
Kekul (kAPkL-lA) said that the ringlike
structure of the molecule benzene
presented itself to him when he dozed
off and dreamed of a snake holding
its tail in its mouth. In the following
selection, the Venerable Bede recounts
a tale of a humble man who fell asleep
one night and woke up the next
morning an accomplished poet.
How do dreams
INSPIRE you?
After students have read the paragraph about
this question, ask them for examples of
inspiration. Encourage students to apply their
QUICKWRITE responses to the selection by
considering what Caedmon discovered about
himself through his dream.
RI 9
Model the Skill:
QUICKWRITE Write a description of

a memorable dream that helped you
discover something about yourself,
solve a problem, or unlock a hidden
talent. If no dream has ever inspired
you in this way, describe something else
that has, such as a conversation or a
daydream.
historical writing
Read to students excerpts from other
well-known historical accounts, including
Tacituss The Burning of Rome, William
Bradfords Of Plymoth Plantation, and Coretta
Scott Kings Montgomery Boycott. As you
read the excerpts, identify the characteristics of historical accounts, including dates,
setting, and accounts of events discussed.
Identify for students the perspective: is it a
first-hand, eyewitness account? Explain to
students how to determine the perspective.
Caedmon
GUIDED PRACTICE Have students preview

the first ten lines of this selection. Ask
them to identify the characteristics that
show that it is a historical account.
skillfully composed
religious songs
READING SKILL
RI 6
Model the Skill:
analyze authors purpose

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integrity, personal moral strength
Vocabulary Support To support instruction,

clarify the meaning of the words listed below. Then invite English language learners to
pair with fluent students and practice using
these words in simple sentences.
systematic, orderly
relatively, more or less
objective, not emotional; not prejudiced
12:04:18 PM
Model for students how to analyze the

authors likely purpose for the biography
on page 96. Explain that the author likely
wrote the biography to inform readers
about important facts and to persuade
readers that Bede was a remarkable person.
GUIDED PRACTICE Ask what characteristics
of the biography show that it was intended
for students.
chronicle, historical account
abbot, the person in charge of a

monastery
role models, people who serve as

examples
devout, deeply religious
recounts, tells (a narrative)
Analyze Authors Purpose p. 63

(for student use while reading the
selection)
deacon, in the Roman Catholic church,

the position one rank below a priest
accomplished, skilled
a history of the english church . . .
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Practice and Apply
a history of
the english church
and people
summary
In this biographical narrative, Bede tells of
Caedmon, a humble man who thought that
he had no skill at poetry. One night, Caedmon
dreamed that a man told him to sing of Gods
creation of the world. Caedmon created
verses in his dream, and when he repeated
them to an abbess the next day, she advised
him to leave secular life. As a monk, Caedmon
continued to create beautiful verses about
sacred subjects.
The Venerable Bede
background Caedmon is the earliest English poet known to us by name, and

Bedes History is the only source of information about him. According to Bede,
Caedmon composed many poems written in English, his native tongue. However, only
his first poem, a hymn to God the Creator, has survived. Caedmon lived at Whitby
Abbey, a religious community on the coast of England. It was founded in 657 by St.
Hilda, who in Caedmons day was still the abbess in charge.
read with a purpose

them to read A History of the English Church
and People to learn how a dream inspired the
life of an important historical figure.
How do dreams INSPIRE you?

Discuss In lines 15, how was Caedmon
serving as an inspiration to others? Possible
answer: Caedmon was an inspiration in that he
moved many people to reject worldliness and
seek godliness.
10
historical writing
RI 9
Possible answer: The reader learns that

poetry was sung at feasts to the accompaniment of a harp.
Extend the Discussion What strengths
would poetry that is sung to listeners have
over poetry that is printed for readers?
What ideas about

Caedmon are conveyed
through this image?
a HISTORICAL WRITING
What do you learn from

this paragraph about the
importance of poetry in
Caedmons time?
1. brother: a man who lives in or works for a religious community but is not a priest or monk.
St. Caedmon. Detail of stained glass in

Kirkby Malham Church. Yorkshire.
Charles Walker/Topfoto/The Image Works, Inc.
NA_L12PE-u01s21-Church.indd
98
As students read this selection, have them

take notes on Caedmon. Organize students
into small groups and have them share their
information. Then have each student create a
visual representation of Caedmon, share, and
explain their drawings to the class.
The Audio Anthology CD provides extra support for students with reading difficulties. It
is also recommended for use with English
language learners.
98
Analyze Visuals
2. directly he saw the harp: as soon as he saw the harp. In Anglo-Saxon times, poetry was often recited to
the accompaniment of a small harp.
98
In this monastery of Whitby there lived a brother1 whom Gods grace made
remarkable. So skillful was he in composing religious and devotional songs, that
he could quickly turn whatever passages of Scripture were explained to him into
delightful and moving poetry in his own English tongue. These verses of his stirred
the hearts of many folk to despise the world and aspire to heavenly things. Others
after him tried to compose religious poems in English, but none could compare
with him, for he received this gift of poetry as a gift from God and did not acquire
it through any human teacher. For this reason he could never compose any
frivolous or profane verses, but only such as had a religious theme fell fittingly from
his devout lips. And although he followed a secular occupation until well advanced
in years, he had never learned anything about poetry: indeed, whenever all those
present at a feast took it in turns to sing and entertain the company, he would get
up from table and go home directly he saw the harp2 approaching him. a
On one such occasion he had left the house in which the entertainment was
being held and went out to the stable, where it was his duty to look after the
beasts that night. He lay down there at the appointed time and fell asleep, and in
a dream he saw a man standing beside him who called him by name. Caedmon,
Comprehension Support Model for students

how to gather information by using the web
diagram introduced on the previous page.
This example covers lines 1013:
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followed secular
occupation for years
never learned
about poetry
Caedmon
attended feasts
did not sing for

people at feasts
unit 1: the anglosaxon and medieval periods
98
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8:20:10 AM
2/10
Reading Support
about a selection.
Analyze Visuals
Possible answer: The harp conveys Caedmons
gift of poetry and song. His simple robe
suggests his humility and religious piety.
About the Art This portrait of Caedmon, a
work in stained glass, is located in a church in
Yorkshire, England. The harp in his handa
harp that Bede says he once rejected (lines
1113)symbolizes his poetic vocation.

students grasp the turning point in Caedmons
life:
Recall In what way does Caedmon discover
his poetic talent? Possible answer: A man
comes to Caedmon in a dream and commands him to sing. When Caedmon does, he
discovers his ability to create poetry.
Interpret Who is the man in Caedmons
dream? Possible answer: He is an angel.
Evaluate Based on the events in Bedes
account, is this an entirely historical
account? Possible answer: Bede fuses
his historical account with events, such
as the dream, that may be less reliable.
12:04:23
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99
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Vocabulary Support Use Word Squares to
teach these words: acquire (line 7), theme (line
9), stable (line 15), Author (line 25), Community
(line 42).
Word Squares p. E10
a history of the english church . . .
99
99
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8:20:19 AM
20
historical writing
RI 9
Possible answer: Bede attributes Caedmons

ability to God, who gives Caedmon a dream
in which Caedmon is able to compose when
he is told to sing about God. Caedmons
poem praises God for creating the heavens
and earth for human beings.
30
Extend the Discussion Explain the irony in

Caedmons statement in lines 1819.
historical writing
RI 9
40
Possible answer: Dreams were taken

seriously as communications from God
that can, in turn, dictate the course of
real-life events.
50
analyze authors
purpose
RI 6
Possible answer: Bede wants Caedmon to

inspire readers to lead a life devoted to God
and good, rather than to evil.
he said, sing me a song. I dont know how to sing, he replied. It is because I

cannot sing that I left the feast and came here. The man who addressed him then
said: But you shall sing to me. What should I sing about? he replied. Sing
about the Creation of all things, the other answered. And Caedmon immediately
began to sing verses in praise of God the Creator that he had never heard before,
and their theme ran thus: Let us praise the Maker of the kingdom of heaven,
the power and purpose of our Creator, and the acts of the Father of glory. Let
us sing how the eternal God, the Author of all marvels, first created the heavens
for the sons of men as a roof to cover them, and how their almighty Protector
gave them the earth for their dwelling place. This is the general sense, but not
the actual words that Caedmon sang in his dream; for however excellent the
verses, it is impossible to translate them from one language into another3 without
losing much of their beauty and dignity. When Caedmon awoke, he remembered
everything that he had sung in his dream, and soon added more verses in the same
style to the glory of God. b
Early in the morning he went to his superior the reeve,4 and told him about
this gift that he had received. The reeve took him before the abbess, who ordered
him to give an account of his dream and repeat the verses in the presence of many
learned men, so that they might decide their quality and origin. All of them agreed
that Caedmons gift had been given him by our Lord, and when they had explained
to him a passage of scriptural history or doctrine, they asked him to render it into
verse if he could. He promised to do this, and returned next morning with excellent
verses as they had ordered him. The abbess was delighted that God had given such
grace to the man, and advised him to abandon secular life and adopt the monastic
state. And when she had admitted him into the Community as a brother, she
ordered him to be instructed in the events of sacred history.5 So Caedmon stored
up in his memory all that he learned, and like an animal chewing the cud, turned it
into such melodious verse that his delightful renderings turned his instructors into
his audience. He sang of the creation of the world, the origin of the human c
race, and the whole story of Genesis.6 He sang of Israels departure from Egypt,
their entry into the land of promise, and many other events of scriptural history. He
sang of the Lords Incarnation, Passion, Resurrection, and Ascension into heaven,
the coming of the Holy Spirit, and the teaching of the Apostles. He also made
many poems on the terrors of the Last Judgment, the horrible pains of Hell, and the
joys of the kingdom of heaven. In addition to these, he composed several others on
the blessings and judgments of God, by which he sought to turn his hearers from
delight in wickedness, and to inspire them to love and do good. For Caedmon was
a deeply religious man, who humbly submitted to regular discipline,7 and firmly
resisted all who tried to do evil, thus winning a happy death. d
L 5b
Language Coach
Synonyms Identify the
five words Caedmon
uses to name God in his
song (lines 2327). Why
does he use so many?
Starting with Creator,
rank the words on a
numbered scale showing
how closely related they
are as synonyms (words
with the same meaning).
b HISTORICAL WRITING
Reread lines 1432. In this

anecdote , to what does
Bede attribute Caedmons
ability to compose
poetry?
HISTORICAL WRITING
Reread lines 3346.
According to this passage,
what role did dreams
play in real life during
Caedmons time?
d AUTHORS PURPOSE
What does Bede want

readers to learn in
lines 52 56 about how
Caedmons life changed?
3. impossible . . . another: Caedmons verses were composed in Old English, but Bede wrote his history in Latin.
4. reeve: the officer who oversaw the monasterys farms.
5. sacred history: the narratives of the Christian Bible.
IF STUDENTS NEED HELP . . . Ask

What does Caedmon do with Gods gift?
6. Genesis (jDnPG-sGs): the opening book of the Bible, which tells of Gods creation of the universe and the
first human beings.
7. regular discipline: the rules of monastic life.
What is Caedmons purpose for singing?

What is Caedmons death like? Why?
100
100
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selection wrapup
have read A History of the English Church and
People, ask them to discuss their own beliefs
on the significance of dreams.
INDEPENDENT READING
Students may also enjoy reading Eleanor
Shipley Ducketts Alfred the Great, The King
and His England.

Language Coach
Synonyms Answer: Each word
describes a different aspect of God. (1)
Creator, (2) Maker, (3) Author, (4) Father,
(5) Protector
L 5b
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Develop Reading Fluency Ask students to
work in small groups. Instruct them to take
turns in their groups practicing the fluent
reading of sentences found in the passage
from lines 3356. Encourage students to
clarify unfamiliar terms and use appropriate
pacing when reading. Remind them that
proper pacing can improve an audiences
comprehension and enjoyment of the text
being read.
100 unit 1
100
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8:20:25 AM
15/10
After Reading
Practice and Apply
Comprehension
1. Recall What was Caedmons gift?
2. Recall How did Caedmon receive his gift?
3. Clarify How did Caedmons life change because of his gift?
Text Analysis
4. Draw Conclusions What would be the reason for including Caedmons story
in a history of the English church?
RI 2 Determine two or more

central ideas of a text and analyze
their development over the course
of the text. RI 6 Determine an
authors point of view or purpose
in a text, analyzing how style and
content contribute to the power,
rhetorical features.
5. Analyze Authors Purpose Review the notes you took about Caedmon as
you read. What is the moral message that can be taken from his story? Does
presenting Caedmons story as a narrative of personal transformation help or
hinder Bedes purpose?
For preliminary support of post-reading questions, use these copy masters:

Reading Check p. 65
Historical Writing p. 61
answers
6. Analyze Historical Writing What do you learn from Bede about life in
seventh-century England? Discuss facts about each of the following:
1. Caedmons gift was that he could compose

beautiful religious poetry in English.
religious life
2. Caedmon received his gift in a dream,

presumably sent by God.
language and literacy

7. Apply Themes What does Caedmons story suggest about how creativity was
viewed during his time?
3. Caedmons life changed in that he left his

secular work and joined a monastery, where
he was instructed in scripture and urged to
write poems on many religious subjects.
Text Criticism
8. Historical Context Discuss ways in which Bedes purpose and worldview
shape the way he presents information. How might a modern historian
present information differently?
How do dreams
Possible answers:
4. Bede may have wanted to include him
because Caedmon was a major poet, with
a life story that Christians would find
inspiring.
inspire you?
A dream inspires Caedmon to change the way he lives. What other factors
might inspire a dramatic shift in the way someone lives?
a history of the english church and people
7. Accept 101
all reasonable responses supported
by the text.
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RI 2, RI 6, RI 9
common core focus Analyze Authors Purpose Caedmon is admirable because he is humble, devout, gifted, and able
to inspire goodness in others. One moral
message from his story is that being devout
can give a person a satisfying, productive
life.
6.
common core focus Historical Writing A good Christian life is of utmost concern; transformations via religious visions
are taken seriously; monasteries are centers
of intellectual as well as spiritual culture.
101
8. Bede is religious and motivated to pres-1/8/11

ent Caedmon as a model to imitate, so he
tells only good things about Caedmon and
attributes his talent to God. A modern
historian might be more objective and
more skeptical of the idea that Caedmons
talent appeared suddenly, full-blown, as
the result of a dream.
How do dreams INSPIRE you?
5.
12:05:34 PM
Assess and Reteach
Assess

Reteach
Possible answers: a difficult situation,

desire to accomplish something
a history of the english church and people
101
101
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11:06:58 AM
Focus and Motivate
RL 2 Determine two or more themes or central

ideas of a text and analyze their development over
the course of the text, including how they interact
and build on one another to produce a complex
account. RL 4 Analyze the impact of specific
word choices on meaning and tone, including
words with multiple meanings or language that is
fresh, engaging, or beautiful. RL 9 Demonstrate
knowledge of how two or more texts from the
same period treat similar themes or topics.
RL 10 Read and comprehend literature, including
poems. L 4 Determine or clarify the meaning
of unknown and multiple-meaning words and
phrases. L 4b Identify and correctly use patterns
of word changes that indicate different meanings
or parts of speech. L 5a Interpret figures of speech
in context and analyze their role in the text.
L 5b Analyze nuances in the meaning of words with
similar denotations.
about the exeter book
RL 4 Analyze the impact of

specific word choices on meaning
and tone, including words with
multiple meanings or language
that is fresh, engaging, or
beautiful. RL 10 Read and
comprehend literature, including
poems. L 4 Determine or clarify
the meaning of unknown and
multiple-meaning words and
phrases. L 4b Identify and
correctly use patterns of word
changes that indicate different
meanings or parts of speech.
L 5b Analyze nuances in the
meaning of words with similar
denotations.
The Seafarer
The Wanderer
The Wifes Lament
Poetry from the Exeter Book
Meet the Author
The Exeter Book
c. 950
first bishop of Exeter. He donated it to

the Exeter Cathedral library sometime
between 1050 and 1072. For several
centuries the book was neglected and
abused; few people were able to read the
Old English language in which it was
written and thus had little use for it. Some
pages are badly stained or scorched. The
original binding and an unknown number
of pages are lost.
did you know?

The Exeter Book . . .
consists of 131 leaves of
parchment, each slightly
bigger than a standard
sheet of paper.
has knife cuts on some
of its pages, which
suggests that at one
point it was used as a
cutting board.
inspired the building of
a 19-foot-high stainlesssteel statue imprinted
with riddles in the city
of Exeter.
Read the information aloud. Emphasize these

points:
The contents of the Exeter Book were not
created by the same person but were collected in writing by one scribe.
Rediscovery With the rise of Anglo-Saxon
Nothing is known about the authors of

The Seafarer, The Wanderer, and
The Wifes Lament. All three poems
survive in the Exeter Book, a manuscript of
Anglo-Saxon poems produced by a single
scribe around a.d. 950. In addition to
these and other secular poems, the Exeter
Book contains religious verse, nearly 100
riddles, and a heroic narrative. It is the
largest collection of Old English poetry in
existence.
Neglected Treasure Originally, the Exeter
Book belonged to Leofric (lAPE-frGk), the
The contents reflect a variety of writing

forms and purposes.
studies in the 19th century, scholars

began to take an interest in the Exeter
Book. Benjamin Thorpe published the
first complete translation in 1842. He
assigned titles to The Seafarer and The
Wanderer, as none of the poems in the
manuscript had titles. A photographic
facsimile was published in 1933; it became
the basis for later scholarly editions. A CD
version, with facsimile pages and audio
readings, was released in 2006.
The original manuscript still resides at
the library at Exeter Cathedral, where it
is cherished as one of the few surviving
collections of Anglo-Saxon poetry.
The book was handwritten; the only copy

languished in a church library for centuries.
Tell students that in addition to being great
poetry, the three poems that they will read
from the Exeter Book provide insights into the
concerns of ordinary people of the time.
102
Selection Resources
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102

Skill, pp. 7578*
Visualizing, p. A11
Monitoring, p. A12
Open Mind, p. D9
Analysis Frame: Poetic
content, pp. D21, D36, D37
Three-Column Journal, p. B10

TESTS
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Also in Spanish
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TECHNOLOGY
Audio Anthology CD
1/21/11
1:42:30 PM
2/10
Teach
text analysis: imagery

Poets communicate through imagery, words and phrases that
re-create sensory experiences for the reader by appealing to
one or more of the five senses. Notice how the imagery in this
passage from The Seafarer appeals to the senses of sight,
touch, and hearing:
My feet were cast
In icy bands, bound with frost,
With frozen chains, and hardship groaned
Around my heart.
The images bring to mind coldness and confinement and
suggest the speakers lonely, painful emotional state. As you
read the following three poems, pay attention to the imagery,
allowing it to evoke ideas and feelings in you.
Review: Old English Poetry
reading strategy: monitor your understanding

These poems have been translated from Old English into
Modern English, but sections of the texts may still be hard to
understand. Use the following strategies to understand them:
Visualize the many images layered in the poems.
Question as you read. Ask who the speaker is, for example.
Reread passages that are confusing.
Paraphrase difficult lines, restating them in your own words.
Clarify events. The speakers remember past experiences and
reflect on their present experiences. Let indentations and
stanza breaks alert you that the speaker is turning to a new
thought.
For each poem, create a chart to record what the speaker
remembers or ponders in each section of the poem to help
clarify events the speaker describes.
Section 1 (lines 126)
When are people most
ALONE?
alone?
When people find themselves cut off

from contact with others, the sense of
isolation can be all consuming. It is not
surprising that loneliness is a frequent
topic in poetry written during the
Anglo-Saxon eraan era during which
disease, war, and other perils often
wrenched people away from their loved
ones. In many Anglo-Saxon poems,
images of freezing seas and jagged
cliffs mirror this sense of isolation
and the challenge of living in a harsh,
unpredictable world.
Read the question aloud and have students

read the paragraph that follows. Ask students
to suggest words and phrases that come to
mind when they think of the word isolation.
Encourage students to draw upon those responses as they complete the QUICKWRITE.
RL 4
Model the Skill: imagery

To model an understanding of imagery,
read lines 7475 from The Wanderer.
QUICKWRITE Imagine that you are

making a five-minute silent film about
isolation and loneliness. What would
you show onscreen? Where would you
set the film? Who would the main
character be, and what would he or she
be doing? List some visual images that
come to mind.
The wind-swept walls stand far and wide,

The storm-beaten blocks besmeared with
frost . . .
Point out to students the sense or senses
to which the images appeal and the
ideas and feelings that the images evoke.
Explain that the images appeal to sight,
touch, and possibly hearing. They evoke
the idea of barrenness and feelings of cold,
grief, and isolation.
Film Images
single robed traveler,
trudging across the Sahara

Desert
The Seafarer
Section
When are
people most
Speaker Remembers or Ponders

being cold, hungry, and lonely on
the sea
GUIDED PRACTICE Ask students to describe

an image that a modern poet might present to capture isolation.
endless sand dunes
Section 2
R E A D I N G S T R AT E G Y
RL 10
Model the Skill: monitor
your understanding
103
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Concept Support: Monitor Understanding

of Older Works Before English language
learners read the poems in this lesson, have
them work with visualizing, clarifying, and
paraphrasing by using a present-day prose
text. Provide copies of a newspaper or
magazine article. Read the first paragraph
aloud and model visualizing, clarifying, and
paraphrasing. Call on volunteers to repeat
the procedure with subsequent paragraphs.
Analyze a Strategy Have students think

about their experience with the excerpt
from A History of the English Church and
People. Ask students to recall how they
visualized Bedes biographical narrative,
clarified the events in the story of Caedmon,
and paraphrased to check their understanding. Invite students to share their analyses
and urge all students to apply these skills to
the poems from the Exeter Book.
12:04:05 PM
Demonstrate for students how to visualize

the images in the lines quoted from The
Wanderer by choosing one of the images
and describing what you see.
GUIDED PRACTICE Have students ask
questions that help clarify the images.
Monitor Understanding of Older

Works p. 75 (for student use while
reading the selections)
poetry from the
103
EX ETER BOOK
103
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Practice and Apply

summary
The speaker, who feels alone in the world,
describes his hard life at sea, reflects upon
lifes impermanence, and ends with spiritual
observations and a prayer.
The Seafarer
read with a purpose

them to read The Seafarer, The Wanderer,
and The Wifes Lament to learn about the
work of Anglo-Saxon poets.
background The poems in the Exeter Book reflect the hardship and
uncertainty of life in Anglo-Saxon times. Men who made their living on the sea
had to leave behind their families and sail long distances in primitive, poorly
equipped boats. The women and children left behind endured months and
even years without knowing whether their menfolk would return. In addition,
frequent outbreaks of disease and war scattered communities and brought
untimely death to many people.
ALONE?
In lines 1217, what missing element in the
world makes the speaker feel such isolation?
Possible answer: The speaker feels that love is
missing. He believes that he is Alone in a world
blown clear of love (line 16).
additional teaching
opportunity
10
Elegy Inform students that each poem in this

lesson can be considered an elegya poem in
which the speaker mourns for someone (such
as a friend or spouse) or something (such as
a way of life) that has passed away. When
students have finished reading The Seafarer,
have them identify its elegiac element. Possible
answer: In the second section of the poem, the
speaker mourns the passing of a glorious past, a
more honorable age of the world at large (lines
80102). As students read The Wanderer and
The Wifes Lament, have them identify passages in which elegiac statements occur.
Language Coach
15
20
104
This tale is true, and mine. It tells

How the sea took me, swept me back
And forth in sorrow and fear and pain,
Showed me suffering in a hundred ships,
In a thousand ports, and in me. It tells
Of smashing surf when I sweated in the cold
Of an anxious watch, perched in the bow
As it dashed under cliffs. My feet were cast
In icy bands, bound with frost,
With frozen chains, and hardship groaned
Around my heart. Hunger tore
At my sea-weary soul. No man sheltered
On the quiet fairness of earth can feel
How wretched I was, drifting through winter
On an ice-cold sea, whirled in sorrow,
Alone in a world blown clear of love,
Hung with icicles. The hailstorms flew.
The only sound was the roaring sea,
The freezing waves. The song of the swan
Might serve for pleasure, the cry of the sea-fowl,
The death-noise of birds instead of laughter,
The mewing of gulls instead of mead.
Storms beat on the rocky cliffs and were echoed
L 5b
Etymology A words etymology,

or origin, can help you understand
its connotationsthe images or
feelings connected with a word.
Wretched, which comes from the
Old English wrecca (outcast or
exile), means miserable. Why
is wretched a better word than
miserable in lines 1217?
22 mead (mCd): an alcoholic beverage

drunk at Anglo-Saxon gatherings.
NA_L12PE-u01s22-Lament.indd
104

Options for Reading: Audio Recording
Etymology Answer: Wretched carries

the sense of not just simple misery but of
being outcast and alone. Have students
write two or three sentences describing a
time when they may have felt wretched.
L 5b
Language Coach
Have students listen to the poems on the

Audio Anthology CD (also recommended
for English language learners) while they
read along in their texts. Ask students to
listen for and list the sounds that make each
poems imagery effective.
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Have a group of volunteers prepare and

perform a choral reading of one of these
poems. Remind them to consider the poems
main idea and imagery and to discuss tone
and pacing as they plan and rehearse their
performance. Follow up by inviting participants to share any insights into the poem
that they gained through the activity.
104 unit 1: the anglosaxon and medieval periods
104
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8:21:30 AM
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Analyze Visuals
Describe the mood of this
photograph as well as
those on pages 109 and
113. What features of each
landscape determine
its mood?
Analyze Visuals
Possible answer: The mood in all three
photographs is one of icy-cold loneliness and
desolation, matching the mood of the poems.
In the images, blue tones suggest coldness and
barrenness. Other features that determine
the mood are the frozen waters and rock cliff
(The Seafarer); the small figure of the man
walking alone in a vast, empty landscape (The
Wanderer); and the blurred image of a solitary
woman (The Wifes Lament).
25
30
35
40
By icy-feathered terns and the eagles screams;

No kinsman could offer comfort there,
To a soul left drowning in desolation. a
And who could believe, knowing but
The passion of cities, swelled proud with wine
And no taste of misfortune, how often, how wearily,
I put myself back on the paths of the sea.
Night would blacken; it would snow from the north;
Frost bound the earth and hail would fall,
The coldest seeds. And how my heart
Would begin to beat, knowing once more
The salt waves tossing and the towering sea!
The time for journeys would come and my soul
Called me eagerly out, sent me over
The horizon, seeking foreigners homes.
But there isnt a man on earth so proud,
So born to greatness, so bold with his youth,
Grown so brave, or so graced by God,
That he feels no fear as the sails unfurl,
Wondering what Fate has willed and will do.
No harps ring in his heart, no rewards,
a IMAGERY
In lines 1226, what senses does the

imagery appeal to? Describe the
mood created by the imagery.
background
Swan Song As students read lines 1922, point
out that people formerly believed that a swan
was mute until the moment of its death, when
it sang a beautiful song. From that legend
came the term swan song, which refers to a
final performance, work, or appearance. Ask
students to explain the ways in which this information contributes to their understanding
of the seafarer and his circumstances.
105
105
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Concept Support: Monitor Understanding of

Older Works Have students continue filling
in the chart they began in the Reading Strategy activity, as in this example:
Analyze Sound Devices Point out that AngloSaxon poetry is alliterative; that is, lines often
are held together by repetitions of consonant
sounds. Although The Seafarer is shown
here in modern translation, the translator has
used alliteration in many lines. Have students locate examples in lines 138. Possible
answers: sea/swept/sorrow/suffering
(lines 24); smashing/surf/sweated (line
6); bands/bound (line 9); mewing/mead
Section
Speaker Remembers
or Ponders
his former eagerness about returning
to sea
Section 2 (lines
2738)
Possible answer: the senses of touch (the

coldness of icy waters and icicles), sight
(the storms that beat against the rocky
shore; the birds), and hearing (the roaring
sea and the cries of various birds, described
as death-noise); mood: coldness and
desolation
24 terns: sea birds similar to gulls.
the seafarer
12:04:39
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RL 4
imagery
12:04:40 PM
(line 22); kinsman/could/comfort

(line 25); drowning/desolation (line 26);
passion/proud (line 28); put/paths (line
30); how/heart (line 33); begin/beat
(line 34). Discuss the effect that the alliteration creates. Possible answer: Alliteration
creates movement from line to line and often
reinforces the mood of an image.
the seafarer
105
105
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8:21:35 AM
45
RL 4
imagery
50
Possible answer: The lively images of summer suggest that the speaker is tempted by
thoughts of life on land.
55
IF STUDENTS NEED HELP . . . Direct their

attention to the vivid, rich images of life on
land in lines 4849 and 5354.
60
RL 10
monitor
65
Possible answer: Here the speakers

thoughts turn to God. He says that just
as the sea is irresistible, so is a life that is
devoted to God, even though earthly life
is brief.
70

In lines 6680, use these prompts to help students explore the message of this transitional
section:
75
Connect Which do you think is more important: wealth or a good reputation? Explain.
Student responses will vary.
80
Interpret According to the speaker, how

does a life become blessed? Possible
answer: A life becomes blessed through
personal integrityspecifically, by living
well even when surrounded by bitterness.
Evaluate Would this idea appeal to a modern
audience? Why or why not? Possible answer:
Most modern audiences would admire a life
of integrity.
85
106
No passion for women, no worldly pleasures,

Nothing, only the oceans heave;
But longing wraps itself around him.
Orchards blossom, the towns bloom,
Fields grow lovely as the world springs fresh,
And all these admonish that willing mind
Leaping to journeys, always set
In thoughts traveling on a quickening tide.
So summers sentinel, the cuckoo, sings
In his murmuring voice, and our hearts mourn
As he urges. Who could understand,
In ignorant ease, what we others suffer
As the paths of exile stretch endlessly on? b
And yet my heart wanders away,
My soul roams with the sea, the whales
Home, wandering to the widest corners
Of the world, returning ravenous with desire,
Flying solitary, screaming, exciting me
To the open ocean, breaking oaths
On the curve of a wave.
Thus the joys of God c
Are fervent with life, where life itself
Fades quickly into the earth. The wealth
Of the world neither reaches to Heaven nor remains.
No man has ever faced the dawn
Certain which of Fates three threats
Would fall: illness, or age, or an enemys
Sword, snatching the life from his soul.
The praise the living pour on the dead
Flowers from reputation: plant
An earthly life of profit reaped
Even from hatred and rancor, of bravery
Flung in the devils face, and death
Can only bring you earthly praise
And a song to celebrate a place
With the angels, life eternally blessed
In the hosts of Heaven.
The days are gone
When the kingdoms of earth flourished in glory;
Now there are no rulers, no emperors,
No givers of gold, as once there were,
When wonderful things were worked among them
And they lived in lordly magnificence.
Those powers have vanished, those pleasures are dead,
The weakest survives and the world continues,
Kept spinning by toil. All glory is tarnished,

Research a Critical View [small-group option]
As the text indicates, the speaker of this poem
takes a strongly religious turn beginning in
line 64. Tell students that this shift in thought
is so dramatic that some scholars believe that
the second part of the poem is a later addition.
(This view is different from the two speakers
interpretation, discussed on page 115.) Ask a
small group of students to find and discuss a
few examples that support this critical view.
rancor (line 75), bitterness or resentment

flourished (line 81), grew healthily
tarnished (line 88), dirtied; contaminated
Blanch (line 91), Turn white
strewing (line 98), spreading or scattering
b IMAGERY
Note how the images in lines

4457 contrast with the images of
the sea. How is the speaker affected
by thoughts of life on land?
MONITOR
Notice the break at line 64. Here
the speaker turns to a new idea.
How do you interpret the sentence
beginning Thus the joys of God . . .?
80 hosts of Heaven: bands of angels.
106
Vocabulary Support
fervent (line 65), hot; glowing
53 summers sentinel (sDnPtE-nEl), the

cuckoo: summers guard or watchman.
The cries of cuckoos are common in
Europe in summer, but in autumn the
birds migrate south.

ravenous (line 61), extremely hungry
50 admonish (Bd-mJnPGsh): criticize or

caution.
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Have group members come to a consensus,

share it with the class, and then lead a brief
class discussion that covers these questions:
If the second section of the poem (lines
64124) is a later addition, why was it added?
How does it change the meaning of the first
section (lines 164)?
If the poem is presented as originally
intended, how do you explain the shift in
line 64?
106
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90
95
100
105
110
115
120
The worlds honor ages and shrinks,

Bent like the men who mold it. Their faces
Blanch as time advances, their beards
Wither and they mourn the memory of friends,
The sons of princes, sown in the dust.
The soul stripped of its flesh knows nothing
Of sweetness or sour, feels no pain,
Bends neither its hand nor its brain. A brother
Opens his palms and pours down gold
On his kinsmans grave, strewing his coffin
With treasures intended for Heaven, but nothing
Golden shakes the wrath of God
For a soul overflowing with sin, and nothing
Hidden on earth rises to Heaven. d
We all fear God. He turns the earth,
He set it swinging firmly in space,
Gave life to the world and light to the sky.
Death leaps at the fools who forget their God.
He who lives humbly has angels from Heaven
To carry him courage and strength and belief.
A man must conquer pride, not kill it,
Be firm with his fellows, chaste for himself,
Treat all the world as the world deserves,
With love or with hate but never with harm,
Though an enemy seek to scorch him in hell,
Or set the flames of a funeral pyre
Under his lord. Fate is stronger
And God mightier than any mans mind.
Our thoughts should turn to where our home is,
Consider the ways of coming there,
Then strive for sure permission for us
To rise to that eternal joy,
That life born in the love of God
And the hope of Heaven. Praise the Holy e
Grace of Him who honored us,
Eternal, unchanging creator of earth. Amen.
RL 10
Model the Skill: monitor
Model for students how to correctly classify details in the passage as referring to
the past or to the present. Call on volunteers to share their overall impressions of
each group of details.
Possible answer: The images convey the
main idea of past glories and youth that
have given way to present decay. Moreover, images such as The soul stripped of
its flesh (line 94) and nothing / Golden
shakes the wrath of God / For a soul overflowing with sin (lines 99101) strongly
convey the importance of living a devout
life rather than one focused on material
wealth.
d MONITOR
Visualize the images of the world

in lines 80102. What main idea do
they convey?
110 chaste (chAst): pure in thought and

deed.
Extend the Discussion Identify each image

in this passage. What additional meanings
can you find in individual images?
114 funeral pyre (pFr): a bonfire for

burning a corpse.
e
MONITOR
Paraphrase the advice the speaker
gives in lines 117122. Where is our
home?
RL 10
monitor
Possible answer: Paraphrase: Remember

our true home. Think about how you can
get there; then live in such a way that you
will get there, where you will experience
eternal life and eternal joy. Our home is
Heaven.
Text Analysis
1. Paraphrase What views does the speaker express about
earthly life and God in lines 64124 ?
2. Compare How does the last half of the poem (from line
64 on) relate to the first half of the poem?
the seafarer
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107
107
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Evaluate a Translation Point out that a good
translator of poetry must be faithful to the
literal meaning of the original and must
make the translation poetically effective in its
new language. Tell students to assume that
Burton Raffel (whose translation of Beowulf
students have read earlier in this unit) has
been completely faithful to the Anglo-Saxon
of the original. How effective has he been
in making his translation a work of modern
English poetry? Ask students to discuss the

question, offering their opinions as sophisticated readers and citing textual evidence
to support their opinions. Encourage lively
conversation with varied views.
answers
12:04:44 PM
1. From line 64 on, the speaker expresses the

view that life is short and precarious; that
the world is not as great as it used to be;
and that one should lead a humble, Godfearing life that leads to Heaven.
2. Possible answer: In the first half of the
poem, the speaker endures pain because he
feels more at home at sea than on land. In
the second half of the poem, the speaker devalues earthly existence in favor of pursuing
a true home in Heaven. In both halves, he
devalues everyday life on earth.
the seafarer
107
107
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The anderer
summary
The speaker tells of his past as the follower of
a lord who was killed, along with the speakers
kinsmen. Ever since, the grieving speaker has
wandered in exile.
REVISIT THE BIG QUESTION
When are people most ALONE?

Discuss What connection do lines 16 make
between physical and emotional isolation?
Possible answer: The opening lines show that
the traveler is physically alone; furthermore, he
is isolated within his memory, closed off from
the world through which he travels.
10
15
20
RL 10
monitor
Possible answer: The speaker has seen his

kinsmen killed and has had to flee into exile.
He feels sad, lonely, and displaced.
25
IF STUDENTS NEED HELP . . . Remind them

to visualize, clarify, and paraphrase as they
work on this poems version of the chart introduced in the opening Reading Strategy
activity.
30
Extend the Discussion The speaker says

that silence is noble and that talking
through his feelings cannot erase his sorrow (lines 1314). Do you agree or disagree
with this view? Explain.
35
108
Language Coach
L 4b
Roots and Affixes Answer:

It means relating to. Point out spelling rule
11.2 on p. R77. Because the suffix -ly is added
to the root word which ends in a consonant,
the -ly is added without changing the spelling of ghostly or worldly. Urge students to
employ spelling rules as they write English
words with increasing accuracy.
This lonely traveler longs for grace,

For the mercy of God; grief hangs on
His heart and follows the frost-cold foam
He cuts in the sea, sailing endlessly,
Aimlessly, in exile. Fate has opened
A single port: memory. He sees
His kinsmen slaughtered again, and cries:
Ive drunk too many lonely dawns,
Grey with mourning. Once there were men
To whom my heart could hurry, hot
With open longing. Theyre long since dead.
My heart has closed on itself, quietly
Learning that silence is noble and sorrow
Nothing that speech can cure. Sadness
Has never driven sadness off;
Fate blows hardest on a bleeding heart.
So those who thirst for glory smother
Secret weakness and longing, neither
Weep nor sigh nor listen to the sickness
In their souls. So I, lost and homeless,
Forced to flee the darkness that fell
On the earth and my lord. f
Leaving everything,
Weary with winter I wandered out
On the frozen waves, hoping to find
A place, a people, a lord to replace
My lost ones. No one knew me, now,
No one offered comfort, allowed
Me feasting or joy. How cruel a journey
Ive traveled, sharing my bread with sorrow
Alone, an exile in every land,
Could only be told by telling my footsteps.
For who can hear: friendless and poor,
And know what Ive known since the long cheerful nights
When, young and yearning, with my lord I yet feasted
Most welcome of all. That warmth is dead.
He only knows who needs his lord
As I do, eager for long-missing aid;
He only knows who never sleeps
L 4b
Language Coach
Roots and Affixes Added to an
adjective, the suffix -ly forms an
adverb (like endlessly or aimlessly,
lines 45). Added to a noun, -ly
means relating to and forms an
adjective. How is the suffix used in
ghostly and worldly (lines 7172)?
MONITOR
What has happened to the speaker,
and what is his state of mind?
31 telling: counting.
108
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Concept Support [paired option] As students

continue to check their understanding of the
poems, have them work with the Visualize and
Monitoring strategies. Model the strategies,
or have students work on them with partners,
as needed.

the long passages within quotation marks:
lines 885 and 90108. Make sure students
understand that these sections (most of the
poem) are the words of the wanderer. Elicit or
explain that the lines that frame the quoted
sections are the words of another speaker
perhaps the poet.
BEST PRACTICES TOOLKITTransparencies
Visualizing p. A11
Monitoring p. A12
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108 unit 1
108
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students understand the wanderers journey:
Restate When and where did the wanderer
begin his journey? Possible answer: He left
his homeland in wintertime, journeying on
the frigid sea by ship (lines 2224).
Analyze What words and phrases reveal
the wanderers attitude toward his journey?
Possible answer: The wanderers attitude is
that his journey is bleak and comfortless, as
indicated by How cruel a journey (line 28);
an exile in every land (line 30); friendless
and poor (line 32); and That warmth is
dead (line 35).
Synthesize With whose journeythe
wanderers or the seafarersdo readers
probably have more sympathy? Why?
Possible answer: The wanderer probably
inspires more sympathy. The seafarer goes
to sea because, despite its hardships, he feels
irresistibly called to it. The wanderer, however, feels forced to travel because of the loss
of his lord and kinsmen; he takes no joy in
his journey.
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109
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Explore Metaphor Work with students to
visualize, clarify, and paraphrase these
metaphors in lines 89:
Ask what drunk too many lonely dawns
means. Possible answer: took in or experienced too many lonely days
Ask what was Grey with mourningthe
dawns or the wanderer. Possible answer:
The adjective refers to the dawns.
the wanderer
109
109
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40
RL 4
imagery
45
Possible answer: The images from the

speakers pasthonoring his lord, greeting
his kinconvey warmth, human companionship, and a sense of belonging. The
images from his presentthe brown waves,
the sea-birds, the wintry weatherconvey
coldness, loneliness, and a lack of human
contact.
50
55

students grasp the wanderers concept of
wisdom:
60
Summarize According to the wanderer,

what are the traits of a wise person? Possible answer: A wise person is patient, eventempered, cautious in speech, bold but not
blindly so, observant, courageous, modest,
not greedy, not boastful, and aware of the
impermanence of human achievements.
65
Analyze In what way has the wanderers

experiences shaped his understanding of
wisdom? Possible answer: Perhaps the wanderer was less wise in his younger days and
came to his view of wisdom only through the
tragedy that he experienced and the wanderings that have followed.
70
75
Evaluate How well does the wanderers

description of wisdom hold up today?
Explain. Accept reasonable answers.
80
110
Without the deepest dreams of longing.

Sometimes it seems I see my lord,
Kiss and embrace him, bend my hands
And head to his knee, kneeling as though
He still sat enthroned, ruling his thanes.
And I open my eyes, embracing the air,
And see the brown sea-billows heave,
See the sea-birds bathe, spreading
Their white-feathered wings, watch the frost
And the hail and the snow. And heavy in heart
I long for my lord, alone and unloved.
Sometimes it seems I see my kin
And greet them gladly, give them welcome,
The best of friends. They fade away,
Swimming soundlessly out of sight,
Leaving nothing. g
How loathsome become
The frozen waves to a weary heart.
In this brief world I cannot wonder
That my mind is set on melancholy,
Because I never forget the fate
Of men, robbed of their riches, suddenly
Looted by deaththe doom of earth,
Sent to us all by every rising
Sun. Wisdom is slow, and comes
But late. He who has it is patient;
He cannot be hasty to hate or speak,
He must be bold and yet not blind,
Nor ever too craven, complacent, or covetous,
Nor ready to gloat before he wins glory.
The mans a fool who flings his boasts
Hotly to the heavens, heeding his spleen
And not the better boldness of knowledge.
What knowing man knows not the ghostly,
Waste-like end of worldly wealth:
See, already the wreckage is there,
The wind-swept walls stand far and wide,
The storm-beaten blocks besmeared with frost,
The mead-halls crumbled, the monarchs thrown down
And stripped of their pleasures. The proudest of warriors
Now lie by the wall: some of them war
Destroyed; some the monstrous sea-bird
Bore over the ocean; to some the old wolf
Dealt out death; and for some dejected
Followers fashioned an earth-cave coffin.
Thus the Maker of men lays waste
43 thanes (thAnz): followers of a lord.
g IMAGERY
In what way do the images from

the speakers past contrast with the
images of the present?
69 spleen: bad temper. The spleen is a

body organ that was formerly thought to
be the seat of strong emotions.
110
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Comprehension Support: Characterization
Help students develop a mental picture of
the wanderers character by having them fill
out an Open Mind diagram for him, such as
the one begun here. Instruct students to visualize him as if he were a person they know
and to infer his traits and feelings from what
he says about his life.
grieving over past

losses
lonely
unhappy
emotionally weary
110
Open Mind p. D9
unit 1
110
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85
90
95
100
105
This earth, crushing our callow mirth.

And the work of old giants stands withered and still.
84 callow (kBlPI) mirth: childish joy.
h IMAGERY
What ideas about earthly life do you

get from the images in lines 7485?
Note that work of old giants refers
to old ruins and burial mounds.
He who these ruins rightly sees,

And deeply considers this dark twisted life,
Who sagely remembers the endless slaughters
Of a bloody past, is bound to proclaim:
Where is the war-steed? Where is the warrior?
Where is his war-lord?
Where now the feasting-places? Where now the mead-hall
pleasures?
Alas, bright cup! Alas, brave knight!
Alas, you glorious princes! All gone,
Lost in the night, as you never had lived.
And all that survives you a serpentine wall,
Wondrously high, worked in strange ways.
Mighty spears have slain these men,
Greedy weapons have framed their fate.
These rocky slopes are beaten by storms,
This earth pinned down by driving snow,
By the horror of winter, smothering warmth
In the shadows of night. And the north angrily
Hurls its hailstorms at our helpless heads.
Everything earthly is evilly born,
Firmly clutched by a fickle Fate.
Fortune vanishes, friendship vanishes,
Man is fleeting, woman is fleeting,
And all this earth rolls into emptiness.
RL 4
imagery
Possible answer: The imagesruined

buildings that once were great, dead men
who once were proud warriorssuggest
that nothing earthly lasts, that even the
grandest human endeavor passes away.
95 serpentine (srPpEn-tCnQ): winding or
twisting, like a snake.

Discuss In lines 104108, does the wanderer
see any remedy for isolation, or does he view
all of life as futile? Possible answer: Many
students may point to line 108 as evidence that
the wanderer views all of life as futile. Others
may say that he sees faith in God as the remedy
for isolation.
110
So says the sage in his heart, sitting alone with His

thought.
Its good to guard your faith, nor let your grief come forth
Until it cannot call for help, nor help but heed
The path youve placed before it. Its good to find your grace
In God, the heavenly rock where rests our every hope. i
i
i
Possible answer: Another speakerpossibly the poetdescribes the wanderer in

lines 110113. The speaker views faith in God
as a consolation for earthly suffering.
MONITOR
Reread lines 110113. Is the wanderer
speaking, or is someone else? What
advice is offered in these lines?
Text Analysis
answers
1. His present life is cold, lonely, and sad; formerly, he was warm, welcomed within his
family and at court, protected, and happy.
1. Compare How does the wanderers present life

compare with his former life?
2. Summarize What does a wise man understand,
according to the wanderer?
the wanderer
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111
Research a Motif [small-group option] Introduce the Latin term ubi sunt, which literally
means where are? Explain that the term ubi
sunt describes a type of medieval verse whose
theme is the transitory nature of all things.
Invite a group of students to do some research
and answer these questions for the class:
How is the ubi sunt motif apparent in each of
the poems in this lesson?
What are some questions that might be
raised in a piece of ubi sunt writing?
111
2. A wise man understands that it is best to

take a conservative approach to life and
that all endeavors in life (and even the best
people in life) ultimately pass away.
111
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RL 10
monitor
12:04:58 PM
Evaluate Authorship Ask students to discuss

(orally or in writing) whether, in their opinion,
The Seafarer and The Wanderer were written by the same author. Suggest that students look at narrative elements (such as action, setting, and characterization) in addition
to poetic elements (such as imagery, figurative
language, and devices of sound). Tell students
to assume that the translations of both poems
are equally faithful to the originalsa fair
assumption, for Burton Raffel is the translator
of both poems. If you have at least one
student for each side of the case, invite them

to hold an informal debate.
the wanderer
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summary
A wife mourns over her failed marriage: Her
husband has left the country and banished her
to a den in the woods, where she ponders her
loneliness and wishes him ill.
The ifes ament
Model the Skill: old
RL 4
L 5a
english poetry
Model for students how to correctly read
aloud lines 14, pausing briefly at each
caesura. Discuss how the wifes plan
becomes clearer when the lines are heard.
Possible answer: The pauses emphasize the

speakers weariness and grieving sighs.
10
RL 10
monitor
Possible answer: The wife is in

exile because her husband has sent her
away (line 15) rather than kill her outright
(line 20), seemingly at the urging of his relatives (lines 1112).
15
20
25
Extend the Discussion Does the wifes suspicion of a plot (lines 1112) make sense?
What might have motivated the husbands
relatives to break up the marriage?
112
L4
Multiple Meanings Possible answer:

If service means help or the job of a
servant, then the wife seems to be an innocent victim of her in-laws conniving. (The
job of a servant, doesnt seem to fit very
well, however.) If it means that she sought
someone elses love, her in-laws response is
somewhat more explicable.
112
First my lord went out away from his people

over the wave-tumult. I grieved each dawn
wondered where my lord my first on earth might be.
Then I went forth a friendless exile
to seek service in my sorrows need.
My mans kinsmen began to plot
by darkened thought to divide us two
so we most widely in the worlds kingdom
lived wretchedly and I suffered longing.
My lord commanded me to move my dwelling here.
I had few loved ones in this land
or faithful friends. For this my heart grieves:
that I should find the man well matched to me
hard of fortune mournful of mind
hiding his mood thinking of murder. k
OLD ENGLISH POETRY

The translator has divided each
line with a caesura, or pause,
which helps maintain the rhythm
of the line. What do the pauses
emphasize?
6 my lord: the speakers husband.
7 wave-tumult: a kenning, or compound
metaphoric expression, for the sea.
L4
Language Coach
Multiple Meanings Service (line
10) can mean help or the job of
a servant, among other things.
One obsolete meaning is a pledge
of love. How do these different
meanings affect your interpretation
of the events in lines 1114?
k MONITOR
Why is the wife in exile?
IF STUDENTS NEED HELP . . . Suggest that

they reread lines 915 and make notes
on the chart introduced in the opening
Reading Strategy activity.
Language Coach
I make this song about me full sadly

my own wayfaring. I a woman tell
what griefs I had since I grew up
new or old never more than now.
Ever I know the dark of my exile.
Blithe was our bearing often we vowed

that but death alone would part us two
naught else. But this is turned round
now . . . as if it never were
our friendship. I must far and near
bear the anger of my beloved.
The man sent me out to live in the woods
112
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Concept Support Make sure students understand that in feudal Anglo-Saxon times,
society was organized for war and dominated
by males. A woman was virtually the property
of the male head of her household, usually
her husband or father. She was legally bound
to obey his commands, and she had little say
in major decisions about her life. Arranged
marriages during the early teen years were
common.
Evaluate Style Point out that the translators

use of caesura sometimes results in unusual
sentence structures and ambiguous meanings, as in lines 14 and 1314. Have students
paraphrase any lines that they feel are made
confusing by this style. Ask them to discuss
whether the ambiguity is justified, or whether
a more straightforward translation would have
been preferable. (Interested students may
want to locate and share such a translation.)
12:04:59
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unit 1
112
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In lines 1527, use these prompts to help students explore the wifes situation:
Connect Think about a time when you were
treated unfairly. How did you respond to
this treatment? Answers will vary but should
show understanding of the confusion or pain
that a person would feel.
Interpret In what way have the wifes
feelings about her husband changed over
the years? Possible answer: At first the wife
loved her husband, but now she is angry and
bitter over his mistreatment of her.
Evaluate Is the wifes experience so alien to
modern times that readers cannot identify
with it, or is there a modern equivalent?
Possible answer: People today do not exile
their spouses, but they do sometimes turn
against their loved ones, creating resentment.

Discuss In lines 2127, how does the wifes
isolation change her feelings toward her husband? Possible answer: The wifes feelings turn
from love to anger and betrayal.
12:04:59
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113
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Develop Reading Fluency Direct students

to work in pairs for this activity. Using the
second, third, and fourth stanzas on this
page, have students practice the fluent reading of the caesura, as it is used in The Wifes
Lament. Encourage students working in
pairs to provide feedback to one another and
make constructive suggestions for improving fluency. Remind them to also pay close
attention to other unconventional uses of
punctuation as they read.
Analyze Have students use the Poetic

Content Analysis Frame to organize their
thoughts about the themes, attitudes, and
setting of The Wifes Lament. Urge students to draw upon their notes as they write
about the poem or as they help guide mixedability discussion groups.
12:05:09 PM
BEST PRACTICES TOOLKITCopy Masters
Analysis Frame: Poetic Content

pp. D21, D36, D37
the wifes lament
113
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under an oak tree in this den in the earth.

Ancient this earth hall. I am all longing.
30
RL 4
imagery
Possible answer: The images of the dark

valleys, high hills, overgrown yard, and bitter briars (lines 3031) express the speakers
feelings of confinement and sadness. Those
feelings are underscored by the fact that it
is summertime (line 37), a time when most
people are active, while she remains in exile.
35
40
RL 4
imagery
45
Possible answer: The speaker imagines

that her husband is alone, even outcast,
and sorrowful under a rocky, frosty cliff and
drenched with water in a ruined hall.
50

attention to the words May that young
man and the masculine pronouns his, he,
and himself in the passage. Elicit or explain
that the imagery refers to a revenge that
the wife wishes upon her husband.
2829 den . . . earth hall: In describing

her living quarters, the speaker uses an
expression something like the modern
hole in the ground.
The valleys are dark the hills high

the yard overgrown bitter with briars
a joyless dwelling. Full oft the lack of my lord
seizes me cruelly here. Friends there are on earth
living beloved lying in bed
while I at dawn am walking alone
under the oak tree through these earth halls.
There I may sit the summerlong day
there I can weep over my exile
my many hardships. Hence I may not rest
from this care of heart which belongs to me ever
nor all this longing that has caught me in this life.
May that young man be sad-minded always

hard his hearts thought while he must wear
a blithe bearing with care in the breast
a crowd of sorrows. May on himself depend
all his worlds joy. Be he outlawed far
in a strange folk-land that my beloved sits
under a rocky cliff rimed with frost
a lord dreary in spirit drenched with water
in a ruined hall. My lord endures
much care of mind. He remembers too often
a happier dwelling. Woe be to them
that for a loved one must wait in longing. m
IMAGERY
What does the speakers description
of her surroundings express about
her emotional state?
42 that young man: the speakers
husband. In these final lines, the speaker
seems to wish for her husband to lead
the same sort of life that he has forced
her to endure.
m IMAGERY
What sad images does the speaker

imagine in lines 4250?
Translated by Ann Stanford
selection wrapup
have read The Seafarer, The Wanderer, and
The Wifes Lament, ask them what all three
have in common. Possible answer: All three
poems discuss travel, or journeys.
CRITIQUE Have students give and support
opinions about the realism of each poem. After
completing the After Reading questions on page
115, have students revisit their responses and tell
whether they have changed their opinions.
INDEPENDENT READING
Students may also enjoy reading Edward
Hirschs How to Read a Poem.
114
114
Vocabulary: Outdated Forms Provide these

definitions of outdated forms in The Wifes
Lament. Have students reread the lines,
substituting the modern forms.
Compare Tone Ask students to analyze the

tone in each of the three poems, recording
their responses and textual evidence in a
Three-Column Journal. Then have them
write a paragraph in which they address this
question: What general conclusions can you
draw about Anglo-Saxon life based on the
tone of each poem?
full (line 1), very

Ever (line 5), Always
oft (line 32), often
Hence (line 39), From now on; Therefore
Be he (line 46), I hope that he will be
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Three-Column Journal p. B10
unit 1
114
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2/10
After Reading
Practice and Apply
Comprehension
1. Recall How does the speaker in The Seafarer feel about life at sea?
2. Clarify Why is the title character in The Wanderer in exile?
3. Clarify In The Wifes Lament, what does the wife wish for her husband?
Text Analysis
4. Monitor Understanding Review the charts you made as you read. What is
the speaker remembering or pondering in each poem? What elements in
each poem helped you reach these conclusions?
5. Compare Texts Compare these three poems, noting similarities you see in
each of the following elements:
subject
mood
imagery
theme
RL 2 Determine two or more

themes or central ideas of
a text and analyze their
development over the course
of the text, including how
they interact and build on one
another to produce a complex
account. RL 4 Analyze the
on meaning and tone, including
words with multiple meanings or
language that is fresh, engaging,
or beautiful. RL 9 Demonstrate
knowledge of how two or
more texts from the same
period treat similar themes
or topics. RL 10 Read and
poems.

Imagery p. 75
answers
1. The speaker finds life at sea painful, but he

is irresistibly drawn to it.
6. Synthesize Ideas What ideas about Anglo-Saxon life and religious attitudes
do you get from the poems?
2. The wanderer is in exile because his lord and

all his kinsmen have been killed.
7. Evaluate Imagery How does the imagery in these poems reflect the passage
of time? Support your answer with details from the poems.
3. She wishes for him to be alone, cold, wet,

and longing for her.
8. Apply Themes What advice might the speakers of The Seafarer and The
Wanderer give the speaker of The Wifes Lament? In what circumstances
could modern people benefit from this advice?
Possible answers:
4.
Text Criticism
alone?
A cold, stony landscape mirrors the harsh, unpredictable lives of the

AngloSaxons. What other kinds of landscapes might evoke a feeling of
isolation or loneliness?
5. Subject: All three speakers are alone in

dismal surroundings; Mood: isolation and
longing; Imagery: cold, sea, rocky cliffs,
ruined halls; Theme: the transience of
happiness; life on Earth is very difficult.
the seafarer / the wanderer / the wifes lament
6. The attitudes
expressed are that life is fleet115
ing and lonely; that there is much warfare
and a sense of a lost, glorious past; and that
people find consolation in religion.
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7.
common core focus Imagery: Accept all reasonable answers. Students

should include examples of imagery and
styles specific to Old English poetry.
8. The speakers might advise the wife to

transcend her grief and find a way to live
usefully, for the good of others, in the
present. This advice could benefit modern
people who have suffered loss.
common core focus Monitor

Understanding The Seafarer: the sea;
the brevity of life and wealth; faith The
Wanderer: the slaughter of his lord and
kinsmen; his exile; the brevity of life, wealth,
and human accomplishment The Wifes
Lament: her separation from her husband;
her lonely life in the forest; their past happiness; her wish for his sorrow Students will
name different elements.
9. Critical Interpretations There has been much debate over the number
of speakers in The Seafarer. Some critics believe that a second person
begins to speak at line 64, and others believe that there is only one speaker
throughout the poem. Which interpretation do you believe is more accurate,
and why?
RL 2, RL 4, RL 9, RL 10
115
9. Answers will vary, but a change in speak11/22/10

ers may be seen in the change from
pessimism to optimism and the disappearance of first-person pronouns.

Possible answers: when separated
from friends and family, when feeling
discouraged or defeated, when treated
unkindly by others
12:06:50 PM
Assess and Reteach
Assess

Selection Tests B/C pp. 3940
Reteach
Literature Lessons 26, 42
Reading Lesson 2
the seafarer / the wanderer / the wifes lament
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115
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Focus and Motivate
RI 1 Cite evidence to support inferences,

including determining where the text leaves
matters uncertain. RI 6 Determine an authors
point of view or purpose in a text. RI 9 Analyze
documents of historical and literary significance
for their themes and purposes. W 3a, de Set
out a problem, situation, or observation and
its significance; create a smooth progression of
experiences or events; use precise words and
phrases, telling details, and sensory language to
convey a vivid picture of the experiences; provide
a conclusion that reflects on what is experienced,
observed, or resolved. SL 4 Present information,
findings, and supporting evidence, conveying a
clear and distinct perspective. L 3 Understand how
language functions in different contexts.
about the author
from The
RI 1 Cite evidence to support
inferences, including determining
where the text leaves matters
uncertain. RI 6 Determine
an authors point of view or
purpose in a text. SL 4 Present
information, findings,
and supporting evidence,
conveying a clear and distinct
perspective. L 3 Understand how
language functions in different
contexts.
Margery Kempe . . .
gave birth to 14 children.
was ridiculed for
dressing all in white
when married women
customarily wore dark
clothing.
so annoyed the
archbishop of York
that he paid a man five
shillings to escort her
out of town.
notable quote
Autobiography by Margery Kempe
Meet the Author
Margery Kempe
c. 13731439
The Book of Margery Kempe (kDmp), a

religious mystics story of her spiritual
life, is thought to be the earliest surviving
autobiography in the English language.
Ordinary Wife and Mother Margery
did you know?
Have students read this page and identify

details that reveal both the religious and the
secular or worldly aspects of Kempes life.
Point out that Kempes memoir presents a picture of English society in which personal faith
and daily life were intertwined.
Book of Margery Kempe
Kempe was born about 1373 in

Lynna town in the county of Norfolk,
Englandwhere her father served five
terms as mayor. Although born to a
prominent family, Kempe, like most
women of her time, received little
education. Around the age of 20, she
married John Kempe, a tax collector,
and raised a family.
Forsaking Secular Life At around the
age of 40, Margery Kempe decided to
become a bride of Christto live in
chastity and preach to the world. As a
vocal, outgoing speaker, she was quite an
oddity at a time when most aspects of
society, including the religious hierarchy,
were controlled by men. Most women
remained at home as wives and mothers.
Any woman who wished to pursue a
spiritual
spiritua calling was expected to join a
convent or to live as a recluse. Margery
Kempe did neither.
Once Kempe had made her

commitment to G
God, she began
religious pilgrimages
a series of religio
Spain, Italy,
to Jerusalem, Sp
Germany. Although
and Germany
many men and women she
He commanded her and charged her that

she should have written her feelings and
revelations and her form of living, so that His
goodness might be known to all the world.
View
Vi
V
iew
ew o
of Jerusalem
met considered her a model of human

compassion and devotion, many others
disapproved of her lifestyle.
A Gift of Holy Tears It was in Jerusalem
that Kempe received her gift of holy

tears. She would fall into violent fits of
crying at unpredictable times throughout
the rest of her life, often during church
services. Both the clergy and the common
people found her hysterical crying at best
annoying, at worst heretical. As a result,
Kempe encountered a good deal of
persecution and ridicule, although she
maintained that her tears were a special
gift from God, a physical token of her
special worth in his eyes.
Her Life Story In the 1430s, Kempe
began dictating her life story to scribes

(like most women of her class, she was
illiterate). She began her narrative by
describing a deeply troubling experience
following the birth of her first child,
which eventually led to her devotion to a
spiritual life. Her memoir is important for
several reasons. It serves as a sort of time
capsule of life in the 1400s, preserving
for the reader the social customs, speech,
and attitudes of the day. It also reveals
the singular character of Kempe herself,
a woman of strong faith who lived by her
convictions despite intense social criticism
and opposition.
Author Online
116
Selection Resources
NA_L12PE-u01s23-brKempe.indd

Summary, pp. 8990*
Skill, pp. 9194*

TESTS
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TECHNOLOGY
Audio Anthology CD
NA_L12TE-u01s05-kempe.indd
116
Also in Spanish
1/3/11
8:25:39 AM
15/10
Teach
text analysis: autobiography

The Book of Margery Kempe is an autobiography, a writers
account of his or her own life. An autobiography, as opposed to
a diary or a memoir, is a sustained narrative that attempts to
make sense of a persons life. Most autobiographies are written
in the first person, with a narrator who uses the pronoun I.
Kempes autobiography is instead written in the third person,
and Kempe is referred to as she or this creature.
When this creature was twenty years of age, or somewhat more,
she was married to a worshipful burgess [of Lynn] and was with
child within a short time, as nature would have it.
This third-person narration may reflect the fact that Kempe
dictated her story to a scribe, who did the actual writing,
or it may reflect her desire to be humble. As you read her
autobiography, notice what her thoughts and experiences
suggest about life in medieval times.
reading skill: draw conclusions

To draw a conclusion is to reach a judgment based on text
evidence, experience, and reasoning. For example, if a person
answered a question hesitatingly and could not meet the
questioners eyes, you might conclude that the person was
lying, based on these clues and your own knowledge of human
behavior. As you read Kempes autobiography, use a chart to
note details from the text about her personality and beliefs,
her illness, and the society she lives in. Note any additional
thoughts you have about these subjects based on your own
knowledge. Also note where the text leaves matters uncertain,
requiring the reader to infer key information. Then after
reading, draw conclusions about Kempes life.
Evidence
from Text
My Own Thoughts /
Knowledge
Where do
you find
Where do you find
strength?
Margery Kempe didnt take the easy

path in life. By living as a bride of
Christ despite being a married woman,
she challenged traditional womens
roles and risked being branded as a
heretic who could be burned at the
stake. Her religious faith gave her the
strength she needed to adhere to her
convictions.
STRENGTH?
After students have read the question and the
paragraph that follows, ask for examples of
ways in which people have found the strength
to challenge tradition today. Suggest that
students consider those examples as they
approach the DISCUSS activity, and invite
groups to share insights from the completed
activity with the class.
DISCUSS People have proved time and

again that it is possible to overcome
challenges, such as illness, poverty,
physical disabilities, and oppression.
With a group, discuss what gives people
the strength to tackle a challenge
or to keep going despite obstacles
or setbacks. Draw evidence for your
perspective from your own experiences
or those of someone you know.
RI 6
Model the Skill:
autobiography
Read this passage aloud:
I was born in a small house on a deadend street. No one would have predicted that I would grow up to be the
leader of a great nation and change the
course of history.
Model for students why you would call this
passage autobiographical. Explain that
the passage is autobiographical in that the
author is telling the reader about his or her
life and accomplishments. Point out that
it, like most autobiographies, is written in
the first person.
Conclusions
Personality
Beliefs
Illness
GUIDED PRACTICE Have students write a

R2.5
passage similar to this one.
Society
READING SKILL
RI 1
Model the Skill:
draw conclusions
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token, a sign or proof
Vocabulary Support To support instruction,

clarify the meaning of these words:
sustained, continuing
mystic, a person who experiences insights

that go beyond what can be known through
reason or the senses
setbacks, sudden changes to worse

conditions
chastity, purity
hierarchy, a group organized by ranks
according to power
convictions, deeply held beliefs
Then, pair English language learners with

fluent speakers. Ask each pair to make and
use flash cards to review the meaning of
these words.
12:06:46 PM
Model for students how to draw one or

more conclusions about the author of the
Literary Analysis passage. Point out that
the authors bold claims suggest that he or
she is conceited.
GUIDED PRACTICE Ask students to draw a
conclusion about Margery Kempe from the
facts on the previous page. Make sure
that the answer does not merely restate
the facts.
Draw Conclusions p. 93 (for student

use while reading the selection)
heretical, going against accepted beliefs
the book of margery kempe
117
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Practice and Apply

summary
In this autobiographical excerpt, Kempe
reports her troubled first pregnancy and its
aftermath. Haunted by thoughts that she
might die and that her acts of penance are
insufficient, she sends for her confessor, but
his reproof silences her. Tormenting visions
of devils follow, and for several months she
has evil thoughts. However, she then has a
vision of Jesus Christ, whose words of love
and forgiveness restore her.
the book of
margery kempe
Margery Kempe
read with a purpose

them to read this excerpt from The Book of
Margery Kempe to learn about the experiences
that brought about a dramatic transformation
in the authors life.
chapter one: illness and recovery
10
autobiography
RI 6
Possible answer: Kempe views herself as

a weak creature stricken by illness and
harassed by the devil. By mentioning her
penance, charitable acts, and prayers, she
presents herself as a person who wants to
be good but who is flawed.
20
Extend the Discussion Why does Kempe,

looking back, speak against the many acts
of penance that she performed privately?
When this creature was twenty years of age, or somewhat more, she was married
to a worshipful burgess1 [of Lynn] and was with child within a short time, as
nature would have it. And after she had conceived, she was troubled with severe
attacks of sickness until the child was born. And then, what with the labor-pains
she had in childbirth and the sickness that had gone before, she despaired of her
life, believing she might not live. Then she sent for her confessor,2 for she had a
thing on her conscience which she had never revealed before that time in all her
life. For she was continually hindered by her enemythe devilalways saying to
her while she was in good health that she didnt need to confess but to do penance
by herself alone, and all should be forgiven, for God is merciful enough. And
therefore this creature often did great penance in fasting on bread and water, and
performed other acts of charity with devout prayers, but she would not reveal that
one thing in confession. a
And when she was at any time sick or troubled, the devil said in her mind that
she should be damned, for she was not shriven3 of that fault. Therefore, after her
child was born, and not believing she would live, she sent for her confessor, as said
before, fully wishing to be shriven of her whole lifetime, as near as she could.
And when she came to the point of saying that thing which she had so long
concealed, her confessor was a little too hasty and began sharply to reprove her
before she had fully said what she meant, and so she would say no more in spite of
Analyze Visuals
What details suggest that
the woman pictured is
convalescent?
a AUTOBIOGRAPHY
Notice what Kempe tells

you about her life in lines
113. How does she view
herself and her actions?
1. burgess (brPjGs): a citizen of an English town.

2. confessor: spiritual advisor; the priest to whom Margery confessed her sins.
3. shriven: absolved; forgiven for a sin or flaw.
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Convalescent (Emma) (1872), Ford Madox Brown.

Colored chalks on paper. Birmingham Museums
and Art Gallery/Bridgeman Art Library.
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Have students listen to the Audio Anthology
CD for this selection. Then list these words on
the board:
Vocabulary Support
worshipful (line 2), honorable; respected
with child (line 2), pregnant
hindered (line 8), kept from a goal
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penance (line 9), any action that shows

sorrow over ones sins
fasting (line 11), eating little or no food
devout (line 12), very religious
reprove (line 19), to scold
Instruct students to practice writing sentences that correctly incorporate these vocabulary
terms.
confess (line 9), to tell ones sins (to a

priest)
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unit 1
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2/10
Analyze Visuals
Possible answer: The woman appears convalescent in that she is lying back in bed, partly
covered by a blanket; in that her facial expression seems fatigued and possibly feverish; and
in that she holds flowers, which may have been
given to her by a well-wisher.
About the Art Convalescent is a pastel
drawing by British artist Ford Madox Brown
(18211893). Brown was connected to a group
of artists known as the Pre-Raphaelites,
who admired the art of the 1400s, Margery
Kempes era. This work had a very personal
connection for Brown: The woman depicted
is his daughter, Emma, who suffered from an
illness marked by fever in 1872.
cultural connection
Visionaries Many cultures have religious
visionaries, both male and female, who set
aside everyday life to pursue spiritual truth
and contact with the divine. In Hinduism, for
example, some spiritual seekers retire into forests to spend virtually all their time in meditation. Among the traditions of some Native
American groups is the vision quest, a time
during which an individual goes into isolation,
fasts, and seeks supernatural guidance. Ask
students to supply examples of visionaries and
seekers from other cultures with which they
are familiar.
12:06:52
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Vocabulary Support Use Word Questioning

to teach these words: somewhat (line 1), odd
(line 24), deny (line 30), implement (line 38),
Nevertheless (line 61).
Evaluate Have students work in pairs to

discuss what inspired Kempe in her confession. Ask students whether they agree with
Kempe that bad deeds need to be confessed
rather than made up for on ones own.
12:07:14 PM
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Where do you find
STRENGTH?
Discuss In lines 2124, why do you think that
Kempe did not have the strength to fight
off this torment? Students may suggest that
Kempe had looked to her confessor for strength,
only to be disappointed; accept all reasonable
answers.
30
anything he might do. And soon after, because of the dread she had of damnation
on the one hand, and his sharp reproving of her on the other, this creature went
out of her mind and was amazingly disturbed and tormented with spirits for half a
year, eight weeks and odd days.
And in this time she saw, as she thought, devils opening their mouths all alight
with burning flames of fire, as if they would have swallowed her in, sometimes
pawing at her, sometimes threatening her, sometimes pulling her and hauling her
about both night and day during the said time. And also the devils called out to
her with great threats, and bade her that she should forsake her Christian faith
and belief, and deny her God, his mother, and all the saints in heaven, her good
works and all good virtues, her father, her mother, and all her friends. And so she
did. She slandered her husband, her friends, and her own self. She spoke many
sharp and reproving words; she recognized no virtue nor goodness; she desired all
wickedness; just as the spirits tempted her to say and do, so she said and did. She
would have killed herself many a time as they stirred her to, and would have been

In lines 2532, use these prompts to help students explore Kempes torment:
L3
Language Coach
Formal Language The
translator of Kempes
autobiography uses
formal language
different from our
everyday speech. Reread
lines 2831, which include
the words the devils . . .
bade her that she should
forsake her Christian
faith. . . . How could you
say this informally?
Recall Why is Kempes spiritual struggle

more severe now than it was immediately
after the birth of her child? Possible answer:
Kempe tried to seek help from her confessor after the birth of her child, but his hasty
reprimand prevented her from finding the
spiritual release that she had hoped their
meeting would bring.
Interpret As Kempe looks back on the aftermath of her childs birth, what especially
troubles her about it? Possible answer: She
seems troubled that she obeyed the devils
call (lines 2832 and 34), that she forsook her
faith for a time (lines 2832), and that she
insulted her loved ones (line 32).
Evaluate What aspects of Kempes descriptive style most effectively convey her
experience? Explain. Possible answer:
Vivid images such as devils opening their
mouths all alight with burning flames of fire
(lines 2526) create a sense of immediacy;
in addition, the directness and sincerity of
Kempes style make the reader sympathetic
to her ordeal.
Light Entering Empty Room (1995). Tempera on panel. James Lynch/Getty Images.
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Develop Reading Fluency Point out to students that the sentences found in lines 2834
use a great deal of repetition and alliteration.
Elicit from students that these devices help
to convey a mood of tension and desperation
surrounding the actions being described.
Direct students to work in small groups to
practice reading these lines fluently. Ask
them to pay close attention to the repetition
and alliteration found in these sentences and
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read them in a way that helps to convey the

intended mood.

Language Coach
Formal Language The devils urged her
to give up her Christian faith.
L3
Have students choose three other sentences from the text that include formal language different from our everyday speech
and rewrite them in a more informal way.
unit 1
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40
50
60
damned with them in hell, and in witness of this she bit her own hand so violently
that the mark could be seen for the rest of her life. And also she pitilessly tore the
skin on her body near her heart with her nails, for she had no other implement,
and she would have done something worse, except that she was tied up and
forcibly restrained both day and night so that she could not do as she wanted. b
And when she had long been troubled by these and many other temptations, so
that people thought she should never have escaped from them alive, then one time
as she lay by herself and her keepers were not with her, our merciful Lord Christ
Jesusever to be trusted, worshiped be his name, never forsaking his servant in
time of needappeared to his creature who had forsaken him, in the likeness of a
man, the most seemly, most beauteous, and most amiable that ever might be seen
with mans eye, clad in a mantle of purple silk, sitting upon her bedside, looking
upon her with so blessed a countenance that she was strengthened in all her
spirits, and he said to her these words: Daughter, why have you forsaken me, and
I never forsook you? c
And as soon as he had said these words, she saw truly how the air opened as
bright as any lightning, and he ascended up into the air, not hastily and quickly,
but beautifully and gradually, so that she could clearly behold him in the air until
it closed up again.
And presently the creature grew as calm in her wits and her reason as she ever
was before, and asked her husband, as soon as he came to her, if she could have
the keys of the buttery4 to get her food and drink as she had done before. Her
maids and her keepers advised him that he should not deliver up any keys to her,
for they said she would only give away such goods as there were, because she did
not know what she was saying, as they believed.
Nevertheless, her husband, who always had tenderness and compassion for her,
ordered that they should give her the keys. And she took food and drink as her
bodily strength would allow her, and she once again recognized her friends and
her household, and everybody else who came to her in order to see how our Lord
Jesus Christ had worked his grace in herblessed may he be, who is ever near in
tribulation.5 When people think he is far away from them he is very near through
his grace. Afterwards this creature performed all her responsibilities wisely and
soberly enough, except that she did not truly know our Lords power to draw us
to him.6 d
READING SKILL
b DRAW CONCLUSIONS

conclusions do you draw
about the nature of
Kempes illness? What
details help you draw this
conclusion?
draw conclusions
RI 1
Possible answer: Kempe may have had

postpartum depression or a nervous
breakdown. Details that help in drawing
the conclusion are that she had frightening
hallucinations, she made bad statements
about herself and those around her, and at
times she wanted to kill herself.
GRAMMAR AND STYLE

Notice how Kempe layers
subordinate clauses,
participial phrases, and
prepositional phrases
in a single-sentence
paragraph to fully
describe her vision of
Jesus.
grammar
and style
L3
Craft Effective Sentences Elicit or explain

these examples:
The subordinate clause who had forsaken
him (line 45) emphasizes that Kempe
acknowledged her sinful actions.
The participial phrases in lines 4749
(clad . . . sitting . . . looking . . . ) add
information about Jesus appearance.
d AUTOBIOGRAPHY
How does Kempe

conclude this first
episode? How does she
view herself at this point
in her story?
The paired prepositional phrases in the

likeness of a man (lines 4546) make
it clear that Jesus came to Kempe in a
friendly way.
Point out that modern writers still use
subordinate clauses, participial phrases,
and prepositional phrases to add information and variety to their writing.
4. buttery: pantry, where food provisions were stored.
5. tribulation (trGbQyE-lAPshEn): suffering; distress.

6. she did not . . . to him: She still was not giving her complete devotion to God, as she would later.
D
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121

Evaluating Point of View Ask students to
discuss how the third-person point of view
affects the impact of this autobiography.
For example, consider these questions:
Does the third-person point of view make
the reader feel too distant from the author,
or does the power of the events that she
recounts overcome that problem?
Are the events more meaningful or less

meaningful to readers because of the use
of the third person?
Then have students rewrite brief passages
from the selection in the first person, changing nothing except the point of view. After
volunteers have read their revisions aloud,
invite discussion about whether the change
in point of view alters the impact of each
passage.
12:07:25 PM
selection wrapup
READING WITH A PURPOSE Now that students
have read The Book of Margery Kempe, invite
them to discuss the types of events that lead
to the transformation of individuals lives. Ask
students whether positive transformations
always result from negative events.
121
RI 6
Possible answer: Kempe concludes that

Jesus Christ is near to troubled people and
is ready to encourage and restore them.
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autobiography
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After Reading
Practice and Apply
Comprehension
1. Recall Why did Kempe send for a priest?

2. Summarize How did Kempe behave in the months after seeing the priest?
3. Clarify What changed her behavior?
Reading Check p. 95
Autobiography p. 91
Text Analysis
4. Examine Autobiography What kind of person does Kempe present herself
to be, and for what purpose? Support your answer with details from the
text. Be sure to note the key piece of information she leaves out of her
autobiography.

answers
5. Draw Conclusions Review the chart you made as you read. What conclusions
did you draw about each of the following?
RI 1, RI 6, RI 9
Kempes personality
1. Kempe sent for a priest because she thought

that she might die, and she wanted to
confess a sin.
Kempes religious beliefs

Kempes illness
English society in Kempes time
2. Unable to reveal her sin to her confessor,

Kempe abandoned her faith during those
months, said terrible things about herself
and others, and bit and scratched herself.
6. Interpret Theme Kempe undergoes a transformation during her illness.

What does this transformation symbolize?
7. Compare Texts What does this selection have in common with Bedes
account of Caedmon (page 98)? What do the two selections suggest
about Christian beliefs in England during early times?
3. The change resulted from Kempes mystical

vision, in which Jesus assured her that he
had not forsaken her.
Text Criticism
Possible answers:
4.
8. Compare Texts Readers are often divided in their reactions to The Book of
Margery Kempe. Some feel that Kempe was mentally unstable and should
not be taken seriously. Others see her as a strong-minded woman who
insisted on the validity of her own spiritual life. Do you agree with either of
these opinions, or do you see Kempe differently? Why?
common core focus Autobiography Kempe first presents herself as a

troubled person, misunderstood by her confessor (lines 1821) and tormented by devils
(lines 2540); later, she presents herself as
cured by the loving reassurance of Jesus
Christ (lines 4256) and now as a testimony
for Gods grace (lines 6266). However,
Kempe never explains what she was going
to confess to the priest whom she called
for when she thought she was going to die
(lines 15-21).
5.
common core focus Draw

Conclusions Personality: Kempe was willful and she was prone to fear. Religious
beliefs: She was a devout Christian. Illness:
Her illness was caused by the difficulties of
childbirth.
Society: The society was dominated by
religion; women were expected to fulfill
household roles; some people were wealthy
enough to have servants.
6. her recovery through a return to God

inferences, including determining
where the text leaves matters
uncertain. RI 6 Determine an
authors point of view or purpose
in a text. RI 9 Analyze documents
of historical and literary
significance for their themes and
purposes.
Where do you find
strength?
Kempe drew upon her faith to find strength. Favorite activities, people, or
places can also serve as sources of strength in difficult times. What activity,
person, or place serves as such a source of strength during difficult times for
you or someone you know?
122
122
8. Students answers
will vary, but should provide evidence from the text to support their
agreement with one of the stated positions,
or their own unique interpretation of Kempe
and her work.
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Where do you find STRENGTH?

Possible answers: from family and friends,
through spiritual beliefs, from the examples
of role models or heroes
7. Both Kempe and Caedmon were transformed by a religious vision, which moved
them to devote their lives to God. The two
selections suggest that Christian beliefs in
England during that time included both
traditional teaching and insights gained
through personal, mystical revelation.
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8/11
Language
grammar and style: Craft Effective Sentences
Review the Grammar and Style note on page 121. Margery Kempe uses a series of
subordinate clauses, prepositional phrases, and participial phrases to chronicle
the harrowing experience of her illness and recovery. The single, lengthy
sentence below vividly portrays Kempes visions:
And in this time she saw, as she thought, devils opening their mouths all alight
with burning flames of fire, as if they would have swallowed her in, sometimes
pawing at her, sometimes threatening her, sometimes pulling her and hauling
her about both night and day during the said time. (lines 2528)
L 3 Apply knowledge of
language to make effective
choices for meaning or
style. W 3a, de Set out
a problem, situation, or
observation and its significance;
create a smooth progression
of experiences or events; use
precise words and phrases,
telling details, and sensory
language to convey a vivid
picture of the experiences;
provide a conclusion that
reflects on what is experienced,
observed, or resolved.
Kempe interjects the subordinate clause as she thought to alert readers that
she was hallucinating, without unduly interrupting the flow of her description.
Two prepositional phraseswith burning flames and of fireprovide vivid
sensory details of Kempes torment, as do the participial phrases she includes,
such as sometimes pawing at her and sometimes threatening her.
Language
L 3, W 3a, W 3de
grammar and style

Review the terms subordinate clause, prepositional phrase, and participial phrase. Have
students identify these details:
in this time as a prepositional phrase that
helps establish the setting
opening their mouths all alight . . . as a
participial phrase that presents the first
description of the devils
as if they would have swallowed her in as a
subordinate clause that describes the devils
actions
PRACTICE Rewrite the following paragraph by incorporating subordinate clauses,

prepositional phrases, and participial phrases that mimic Kempes style.
Possible answer: As the doctor told me the

bad news, he handed me a pair of crutches, on
which I would have to hobble down the streets
for six weeksas long as it would take for my
knee to heal. The first day on crutches was
agony. It took me 20 minutes to go one block,
stopping every few minutes to catch my breath.
The doctor told me the bad news and handed me a pair of crutches. I was
going to have to use them for six weeks. It would take that long for my
knee to heal. The rst day on crutches was agony. It took me 20 minutes
to travel one block. I had to stop every few steps to catch my breath.
example
As the doctor told me the bad news, he put a pair of crutches in my hands.
Craft Effective Sentences p. 97

YOUR
TURN
Expand your understanding of the excerpt from The Book of Margery

Kempe by responding to this prompt. Then, use the revising tips to
improve your personal narrative.
writing prompt
revising tips
WRITE A SURVIVAL TALE Think about a time

when you or someone you know recovered
from an injury, illness, or some other difficult
experience. Draft a one-page personal
narrative in which you describe the attitudes
and strategies that made it survivable.
Conclude by reflecting on the importance of
the experience.
Ensure the story has a clear

beginning, middle, and end.
Add descriptive details and
sensory language to vividly
portray the experience.
Use subordinate clauses,
prepositional phrases, and
participial phrases to create a
smooth progression of events.
Have students use an Autobiographical or
Personal Narrative writing template to plan
their survival tales.
123
following
toolstools
are available
online
AllThe
of the
interactive
and features
onat
thinkcentral.com
on WriteSmart
WriteSmart
are alsoand
available
online CD-ROM:
Graphicin
Organizers
Interactive
thinkcentral.com
the Writing Center.
at
KEYWORD: HML12-123
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Writing Online
Interactive
Revision
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Assess and Reteach
Writing Support
Assess
Have students begin by listing difficult

experiences and then freewriting about the
experience demanding the most strength.
Remind students to include descriptions

of their thoughts and feelings rather than
recounting bare events.
Remind students to revise and edit with the
help of peers.

Reteach
Reading Lesson 9: Drawing Conclusions
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British
Masterpiece
works of literature. W 3b Use narrative
techniques, such as dialogue and description to
develop experiences, events, and/or characters.
W 3d Use telling details to convey a vivid picture of
the experiences, events, setting, and/or characters.
BACKGROUND Some scholars have argued

that more than one person wrote Piers Plowman; however, most feel that the style points
to a single author: William Langland. While no
separate evidence confirms his authorship, the
writer refers to himself throughout the text as
Will or Long Will. Other details indicate that
he came from the Malvern Hills in western England, the setting he describes in the opening. He
apparently trained for the church but was never
able to take orders; instead he would end up
spending many years in poverty, perhaps even
wandering and begging.
Plowman
Allegory by William Langland
background Piers Plowman is a 14th-century narrative poem that combines

RL 9 Demonstrate knowledge
of foundational works of
literature. W 3b, d Use narrative
techniques, such as dialogue
and description, to develop
experiences, events, and/or
characters; use telling details
to convey a vivid picture of the
experiences, events, setting, and/
or characters.
deep religious faith with biting social satire. Its authorship is uncertain, but
evidence points to William Langland, about whom little is known. The poems large
number of surviving manuscripts suggests its popularity in its day, and it influenced
the works of later writers such as Edmund Spenser, John Milton, and John Bunyan.
Piers Plowman, like much medieval literature, is written in Middle English alliterative
verse, in which several words in each line repeat the same initial sound. For modern
readers, the poem provides valuable insights into medieval life. This excerpt is
a modern translation of the so-called B text, the second and best known of the
poems three surviving versions.
text analysis Piers Plowman is an allegory, or work in which characters, settings,

and events represent abstract concepts to convey a message, such as the need to
lead a more moral life. Like the Venerable Bede (page 96) and Margery Kempe (page
116), Langland uses the device of a dream vision to portray a powerful spiritual
struggle and transformation to his audience. Through a series of dreams, Will, the
hero of Piers Plowman, travels to a strange, alternative world where Conscience,
Reason, and Truth have human characteristics that allow them to walk, talk, and
debate important religious issues. Each encounter with these characters represents
another step in Wills quest to achieve greater spiritual understanding.
Allegories often incorporate personication, a gure of speech in which
the author attributes human qualities to ideas. In Piers Plowman each of the
Seven Deadly Sins has a distinct appearance, personality, and point of view. In
the following excerpt, for example, Envy, characteristically dissatised, carries a
knife, shakes his sts in frustration, and admits he deliberately causes trouble
wherever he goes. In an effort to redeem himself, Envy begs Repentance to hear his
confession in hopes of doing shrift, or penance, for his dreadful deeds.
TEXT ANALYSIS Make sure students understand
that because the book-length Piers Plowman is

an allegory, the first word of the excerpt, Envy, is
both the name of an emotion and the name of
the character who represents that emotion. As
one of the Seven Deadly Sins, according to medieval Christian tradition, envy is a sin that can
condemn a person to hell. The others are pride,
wrath, greed, lust, sloth, and gluttony.
WRITE Encourage students to start with the
message they want their allegories to convey.
Suggest that they model their allegories on
Piers Plowman by starting with a description
of their allegorical character that is rich in
descriptive details.
from Piers
WRITE After you read the excerpt, write a short allegory in which you convey a
message about an abstract concept, such as love, anger, or fear, by personifying it as
a character with human traits. If you saw this character walking down the street,
what would he or she look like? How would he or she speak? What would this
character say about him- or herself?
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Organize Your Ideas Remind students that
the characters in their allegories should
convey a message about an abstract concept;
therefore, students should consider how
their characters appearance, words, and
actions convey meaning. Have students use
a Character Traits Web to organize their ideas.
Model filling in the web by using the character of Envy from the Piers Plowman excerpt.
An Ugly
Man
Represents
Envy
Appearance:
pale, shaky,
lean
Actions:
shakes fists; spits
out his words;
starts disputes
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Words:
speaks words full
of hate; harmful
to others
Character Traits Web p. D7
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unit 1
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9
8
9
8
9
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
nvy with heavy heart asked for shrift
introduce the masterpiece
And grieving for his guilt began his confession.

He was pale as a sheeps pelt, appeared to have the palsy.
He was clothed in a coarse clothI couldnt describe it
A tabard and a tunic, a knife tied to his side,
Like those of a friars frock were the foresleeves.
Like a leek that had lain long in the sun
So he looked with lean cheeks, louring foully.
His body was so blown up for anger that he bit his lips
And shook his fist fiercely, he wanted to avenge himself
With acts or with words when he saw his chance.
Every syllable he spat out was of a serpents tongue;
From chiding and bringing charges was his chief livelihood,
With backbiting and bitter scorn and bearing false witness.
This was all his courtesy wherever he showed himself.
Id like to be shriven, said this scoundrel, if shame would let me.
By God, Id be gladder that Gib had bad luck
Than if Id won this week a wey of Essex cheese.
Ive a neighbor dwelling next door, Ive done him harm often
And blamed him behind his back to blacken his name.
Ive done my best to damage him day after day
And lied to lords about him to make him lose money,
And turned his friends into foes with my false tongue.
His good luck and his glad lot grieve me greatly.
Between household and household I often start disputes
So that both life and limb are lost for my speech. . . .
I condemn men when they do evil, yet I do much worse;
Whoever upbraids me for that, I hate him deadly after.
I wish that every one were my servant,
And if any man has more than I, that angers my heart.
So I live loveless like a loathsome dog
So that my breast is blown up for bitterness of spirit.
For many years I might not eat as a man ought
For envy and ill will are hard to digest.
Is there any sugar or sweet thing to assuage my swelling
Or any diapenidion that will drive it from my heart,
Or any shrift or shame, unless I have my stomach scraped?
Yes, readily, said Repentance, directing him to live better;
Sorrow for sins is salvation for souls.
Piers Plowman Emphasize that the original

Middle English version of Piers Plowman was
written in unrhymed alliterative verse and
that this modern translation maintains the
alliterative style. Have students scan the first
eight lines to find examples of alliteration that
begin with the h, p, f, and l sounds.

Use these prompts to help students explore
the characterization of Envy:
Connect Think of a time when you or
someone you know felt envious. What does
that memory suggest about what a character named Envy might be like? Students
descriptions should display an understanding of the feeling of envy, such as that envy
can produce unreasonable hostility between
people and that it is an ugly emotion.
Analyze What do Envys words reveal about
him? Possible answer: His words reveal that
Envy is bitter and rarely, if ever, satisfied
and that he freely brings harm upon others.
Readers even might doubt the sincerity of
this confession.
Synthesize In what respect is the presentation of Envy allegorical, and in what respect
does it represent a realistic portrayal of the
emotion? Possible answer: The presentation
is allegorical because the character and his
behavior are an extreme representation of a
single quality. It is realistic because most of
the details could apply to an envious individual in everyday life, both in Langlands time
and today.
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chiding (line 13), criticizing
Vocabulary Support
wey (line 18), a measure of weight (in this

case, about 224 pounds)
Research and Compare [small-group option]

Ask a small group of students to do research
into allegories over the centuries (extending
as far back as Aesops fables and as recently as
George Orwells Animal Farm) and prepare an
annotated reading list of allegories. As students
present the list, have them compare various
entries to what they know of Piers Plowman.
shrift (line 1), forgiveness of sins

palsy (line 3), an illness characterized by
uncontrollable shaking
upbraids (line 28), criticizes
tabard (line 5), a short cape
diapenidion (line 36), sugar when used as a

medicine
tunic (line 5), a loose outer coat

louring (line 8), looking gloomy or
threatening
assuage (line 35), to ease or satisfy
british masterpiece
NA_L12TE-u01s06-plowman.indd
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Focus and Motivate
RI 1 Cite evidence to support inferences drawn

from the text. RI 6 Determine an author's purpose
in a text, analyzing how content contributes
to the power, persuasiveness, or beauty of the
text. RI 9 Analyze documents of historical and
literary significance for their themes, purposes,
and rhetorical features. SL 1a Come to discussions
prepared, having read and researched material
under study. L 3 Apply knowledge of language to
understand how language functions in different
contexts. L 4a Use context as a clue to the
meaning of a word.
from The
inferences drawn from the
text. RI 6 Determine an authors
purpose in a text, analyzing how
content contributes to the power,
rhetorical features. SL 1a Come to
discussions prepared, having read
and researched material under
study. L 4a Use context as a clue
to the meaning of a word.
Paston Letters
Letters by the Paston Family
Meet the Author
The Paston Family

Endless Legal Wrangling William Paston
marrie
iedd
J hn
Jo
h Passto
ton
n I marr
(144
(1
440)
0)
(142
14211
11466
4666)
Marg
Ma
rgar
rg
a et
ar
Maut
Ma
utby
ut
b
by
(142
(1
422?
2?1
148
484)
4)
JJoohn
h II
Joohn
John
n IIII
Maarg
M
argger
ey
(1144
442
214
1479
79)) (144
(1444
415
1504
04)) (144
(1447?
7?147
479?
9?))
marr
ma
rrie
iedd (1
(146
469)
9
Rich
Ri
char
ch
ard
d Caall
llee
did you know?

The Paston family . . .
notable quote
I beg you with all my heart that you will be
kind enough to send me word how you are.
Margaret Paston
Tell students that the statement comes from
a letter written by Margaret Paston to her
husband, John I. Read the quote aloud; then
have students paraphrase it. Point out that
the letters in this lesson will deal with
urgent family matters.
is immortalized in the
old Norfolk saying
There never was a
Paston poor, a Heydon a
coward, or a Cornwallis
a fool.
claimed that they were
willed the property of
Sir John Fastolf, who
inspired Falstaff, a comic
character in three of
Shakespeares plays.
The 15th century in England was a

period of great unrest and lawlessness.
Landowners often attacked their neighbors
estates and betrayed their political allies.
The Wars of the Roses, a conflict between
two royal families for control of the
kingdom, ravaged England between 1455
and 1485. In addition, several outbreaks
of the plague devastated many English
families during the century.
The Saga Begins A firsthand record of this
turbulent era survives in more than 1,000

documents and letters written by the
Pastons, an English landowning family.
During the early 1400s, William Paston,
a lawyer, began accumulating property
in Norfolk, a county in eastern England,
both through purchases and through his
acquisition of estates inherited by his
wife, Agnes Berry. Williams extensive
landholdings and growing prosperity
earned him a number of enemies. Some
even challenged his claim to certain
properties and brought grief to Williams
descendants for many years.
and Agnes Berry had five children. The

oldest, John I, inherited much of the
family property when his father died
in 1444, and his marriage to Margaret
Mautby led to the acquisition of even
more property from his wifes family.
Like his father, John I was a lawyer,
possessed of skills that were much needed
in his constant legal battles over claims
to various properties. His many legal
disputes required him to stay in London
for long periods of time, leaving Margaret
to manage the Paston estates. John I and
Margarets seven children included two
sons named JohnJohn II and John
IIIand a daughter named Margery.
The letters you will read concern John I,
Margaret, and these three children.
Anxiously Awaited Letters In their
letters, the Pastons exchanged detailed

information about their legal disputes
and other problems. Although writing
letters had become an important means
of communication by the 15th century,
sending the letters was not easy. They
had to be delivered by hand, often by a
servant or even a total stranger. Weeks
might pass before a letter reached its
destination, and many never arrived.
Despite these limitations, the Pastons
wrote hundreds of letters over the course
of 90 years, leaving an invaluable source
of information about the social and
political conditions of the times.
Author Online
126
Selection Resources
NA_L12PE-u01s24-brPaston.indd

Summary, pp. 107108*
Skill, pp. 109112*
Think-Pair-Share, p. A18
Read Aloud/Think Aloud, p. A34
Word Squares, p. E10
Venn Diagram, p. A26
Two-Column Chart, p. A25
Sequence Chain, p. B21
Analysis Frame: Literary Nonfiction, pp. D21, D48, D49

TESTS
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Also in Spanish
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TECHNOLOGY
Audio Anthology CD
1/3/11
8:24:15 AM
2/10
Teach
text analysis: primary sources

Primary sources, such as diaries and letters, are materials
created by people who took part in or witnessed the events
portrayed. These documents can help you synthesize ideas and
make logical connections based on evidence from the text to
draw conclusions about the people who wrote them and the
period in which they lived. Consider this excerpt from a letter
written by Margaret Paston to her husband:
They let me know that various of Lord Moleyns men said that
if they could get their hands on me they would keep me in the
castle. They wanted you to get me out again, and said that it
would not cause you much heart-ache.
The excerpt shows that participants in land disputes of the
time would sometimes resort to kidnapping for ransom. As
you read these letters, determine what they reveal about their
writers and life in the 15th century.
reading skill: understand writers purpose

To understand a writers purpose, you must make subtle
inferences, or reasonable assumptions based on clues in
the text. The writer may wish to accomplish a goal, such as
explaining a situation or eliciting a desired response. For
example, you can infer how much danger the Pastons face
when Margaret urges her husband to please take care when
you eat or drink in any other mens company, for no one can be
trusted. Clues to the writers purpose may include
significant details the writer includes about events or ideas
the writers opinions or observations
attempts by the writer to influence the recipients thoughts
or actions
As you read each letter, note significant details the writer
provides. Record your thoughts on a chart like the one shown
to help you conclude what each writers purpose is.
Writer/
Recipient/Date
Significant
Details
Your Inferences
Writers
Purpose
Margaret
to John I, 28
February 1449
What disturbs
your sense of
What disturbs your sense of
SECURITY?
security?
Imagine living with the fear of
being struck down by the plague or
learning that parts of your home and
property had been destroyedand
feeling powerless to prevent further
destruction. For the Paston family, such
horrors were a reality. Although they
were relatively wealthy and privileged,
a sense of security was not something
their money could buy.
Ask the question; then have students define

security before reading the paragraph that
follows. After partners have shared some of
their responses to the DISCUSS activity, briefly
discuss the security concerns that exist today.
In what ways are these concerns similar to
those experienced in 15th-century England?
In what ways are they different?
DISCUSS Life in 21st-century America

is radically different from life in 15thcentury England, but events can still
intrude upon our security. Working with
a partner, think of a global, national,
or local event that shook your sense
of security. Prepare for a thoughtful
discussion by researching details of the
event that you might not have previously
known. Discuss why you found the event
disturbing and what you did to attempt
to regain your peace of mind.
RI 9
Model the Skill:
primary sources
After students have read the excerpt on
this page, model for them what they can
learn from primary sources that they
probably would not learn from a history
textbook. Explain that they can learn
about the urgency of a situation through a
first-person conversation.
Event
Terrorist Attacks, 9-11-01
Aspects That Shook My
Sense of Security
READING SKILL
1.
Model the Skill:
2.
understand writers
purpose
3.
What I Did to Regain My
Sense of Security
Model for students how to assess the purposes for Margaret Pastons letter in the
passage. Point out to them that Margaret
wishes to inform her husband about the
danger she is in.
the paston letters
12:06:19
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127
Concept Support: Purposes Call on volunteers to explain why different individuals
might have very different purposes for taking
the same action. For example, students might
join a club for different reasons: one might
join to spend time with friends, another
might join in order to be able to add activities
to a college application, and another might
join because he or she believes in the clubs
goals.
127
11/22/10
Discuss how some purposes might be revealed

through a persons words or actions. Conclude
by telling students that when they read the
Paston letters, they should stop at least once
per letter and ask themselves why the writer
has written the letter. Instruct students to
work in mixed-ability pairs.
12:06:30 PM
GUIDED PRACTICE Read aloud a

letter to the editor from a magazine.
Have students assess the writers possible
motives.
Understand Writers Purpose p. 111

(for student use while reading
the selection)
the paston letters
127
RI 1
RI 6
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Practice and Apply

summary
In the first letter, Margaret Paston tells her
husband, John, that she has fled their estate for fear of attack. The next two letters
describe events at another Paston estate.
Two further letters concern the controversial
marriage of Margery Paston to Richard Calle, a
Paston estate manager. The last three letters
discuss financial problems, an injury, and
the plague.
he aon etters

The Paston Family
read with a purpose

them to read The Paston Letters to learn about
the challenges facing English families during
the 15th century.
Margaret Paston, in the absence of her husband, John I, was able to deal equally
well with small housekeeping problems and with family disasters, including attacks
against the Paston manors. While she was living at the Paston estate of Gresham, it was
attacked by a Lord Moleyns, who claimed rights to the property and ejected Margaret
from her home. Margaret first escaped to a friends house about a mile away; but later,
fearing that Moleynss band of men might kidnap her, she fled to the city of Norwich,
where she wrote the following letter to her husband.
Analyze Visuals
What is the economic
status of the family
pictured? How can
you tell?
argaret to ohn I
28 February 1449
READING SKILL
writers purpose
RI 1
RI 6
Possible answer: Margaret is explaining

that she did not stay where John left her
because she heard that Lord Moleynss men
wanted to kidnap her. She may want John
to be upset enough by the news to return
home.
work with partners on the chart introduced on the previous page, recording
notes like these:
Possible Motives
Margaret is
afraid; she wants
John to come
home.
128
Clues to Motives
Some of Lord Ms
men have threatened to kidnap
her.
10
Right worshipful husband, I commend myself to you, wishing with all my heart to
hear that you are well, and begging that you will not be angry at my leaving the
place where you left me. On my word, such news was brought to me by various
people who are sympathetic to you and me that I did not dare stay there any
longer. I will tell you who the people were when you come home. They let me
know that various of Lord Moleyns men said that if they could get their hands
on me they would carry me off and keep me in the castle. They wanted you to
get me out again, and said that it would not cause you much heart-ache. After I
heard this news, I could not rest easy until I was here, and I did not dare go out of
the place where I was until I was ready to ride away. Nobody in the place knew a
that I was leaving except the lady of the house, until an hour before I went. And I
told her that I would come here to have clothes made for myself and the children,
which I wanted made, and said I thought I would be here a fortnight1 or three
a WRITERS PURPOSE
What is Margaret
explaining to John I in
lines 110? Speculate
about how she wants
him to react.
1. fortnight: 14 nights, or two weeks.
128
NA_L12PE-u01s24-Paston.indd
The Four Conditions of Society: Nobility, Jean

Bourdichon. Vellum. cole Nationale Suprieure
des Beaux-Arts, Paris. Bridgeman Art Library.
128
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Connect to the Text Read aloud the italicized

introductory paragraph to students. Ask
them to explain why Margaret Paston was
forced to leave her home and the purpose for
the letter. Then have students predict what
the letter might say. Invite volunteers to
share their ideas.
Have students read silently while they listen

to the Audio Anthology CD. Encourage
students to listen carefully to this selection
in order to clarify difficult passages from the
text and improve reading fluency.
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unit 1
128
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8:24:36 AM
2/10
Analyze Visuals
Possible answer: These are members of a
wealthy family, as evidenced by the beautiful
clothes and jewelry that they wear; by their
comfortable demeanor; and by the well-built,
well-furnished room in which they are shown.
About the Art French artist Jean Bourdichon
(14571521) created this painting on vellum (a
fine parchment used in medieval books). It is
entitled The Four Conditions of Society: Nobility; as the title suggests, it is one of a series.
(The other social conditions that Bourdichon
depicted are Work, Poverty, and The Wild
State.) Bourdichon was the official court
painter to four French kings. In addition to
painting, he illuminated manuscripts, created
stained-glass windows, and designed coins.
background
Medieval Mail In the Pastons time, letter
writers exerted great care to make sure that
their letters were not opened by unintended
recipients. Typically a letter from an affluent
or noble writer would be folded, fastened by
a paper strap, wrapped with silk thread or
string, and finally sealed with wax. Prominent
families stamped their wax seals with custommade designs identifying their family (often
through the use of the family coat of arms).
These seals were both artistically attractive
and an aid to security, for the recipient could
tell if the seal had been broken.
12:05:23
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12:05:34 PM

Comprehension Support Encourage students
to help each other understand this letter and
the subsequent ones by modeling for them
the use of a Think-Pair-Share or Read Aloud/
Think Aloud strategy.
Think-Pair-Share p. A18
Read Aloud/Think Aloud p. A34
the paston letters
129
129
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8:24:46 AM

students grasp the conflict that this letter
discusses:
20
Recall What events in earlier passages

indicate that the Pastons are at odds with
Lord Moleyns and his men? Possible answer:
Margaret has fled the place where John left
her, fearing that Lord Moleynss men would
kidnap her (lines 110).
Interpret How does Barow take both sides
in this conflict? Possible answer: Barow
speaks for Lord Moleyns (lines 2324), but he
also tells Margaret that he is willing to meet
with John in London, to try to settle the conflict (lines 2830), and that he has acted only
as Lord Moleynss servant (lines 3031).
30
Evaluate Is Margarets active role in this

conflict surprising? Why or why not? Possible answer: It is surprising to see a medieval
woman taking a central role in a business
dispute; however, a wife would be expected
to take charge on her familys behalf if her
husband were away.
weeks. Please keep the reason for my departure a secret until I talk to you, for
those who warned me do not on any account want it known.
I spoke to your mother as I came this way, and she offered to let me stay in this
town, if you agree. She would very much like us to stay at her place, and will send
me such things as she can spare so that I can set up house until you can get a place
and things of your own to set up a household. Please let me know by the man
who brings this what you would like me to do. I would be very unhappy to live
so close to Gresham as I was until this matter is completely settled between you
and Lord Moleyns.
Barow2 told me that there was no better evidence in England than that Lord
Moleyns has for [his title to] the manor of Gresham. I told him that I supposed
the evidence was of the kind that William Hasard said yours was, and that the
seals were not yet cold.3 That, I said, was what I expected his lords evidence to
be like. I said I knew that your evidence was such that no one could have better
evidence, and the seals on it were two hundred years older than he was. Then
Barow said to me that if he came to London while you were there he would have
a drink with you, to quell any anger there was between you. He said that he only
acted as a servant, and as he was ordered to do. Purry4 will tell you about the
conversation between Barow and me when I came from Walsingham.5 I beg you
with all my heart, for reverence of God, beware of Lord Moleyns and his men,
however pleasantly they speak to you, and do not eat or drink with them; for
they are so false that they cannot be trusted. And please take care when you eat or
drink in any other mens company, for no one can be trusted. b
I beg you with all my heart that you will be kind enough to send me word how
you are, and how your affairs are going, by the man who brings this. I am very
surprised that you do not send me more news than you have done. . . .
b PRIMARY SOURCES
From Margarets
statements in lines 2336,
what can you infer that a
claimant might do to gain
property in these times?
In 1465, in still another property dispute, the Paston estate of Hellesdon was attacked
by the duke of Suffolk, who had gained the support of several local officials. Although
Margaret and John were not living at Hellesdon at the time, many of their servants
and tenants suffered from the extensive damage. In the following two letters, Margaret
tells her husband about the devastation.
primary sources
RI 9
Possible answer: The reader can infer that

a claimant might forge documents or commit murder to gain property.
argaret to ohn I
17 October 1465
40
. . . On Tuesday morning John Botillere, also John Palmer, Darcy Arnald your
cook and William Malthouse of Aylsham were seized at Hellesdon by the bailiff

Make sure that they read the footnote
regarding the seals (lines 2526).
Discuss why Margaret cautioned John
about eating or drinking with others
(lines 3236).
2. Barow: one of Lord Moleynss men.

3. the seals . . . cold: A seal, often made by impressing a family emblem on hot wax, was placed on a document
to show its authenticity. Margaret is suggesting that Lord Moleynss documents are recent forgeries.
4. Purry: perhaps a servant or tenant of the Pastons.
5. Walsingham (wlPsGng-Em): a town near Lynn in the English county of Norfolk.
130
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Language: Pronoun Referents [mixedreadiness pairs] Because these are personal
letters, the pronoun references are careless at
times, as in they say they will carry them off
(lines 4344). Model reviewing the context
of the passage to comprehend events and
to find pronoun referents. Have students
work on this skill with more fluent partners
throughout the selection.
130
unit 1
130
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8:24:53 AM
2/10
50
60
70
of Eye,6 called Bottisforth, and taken to Costessey,7 and they are being kept there
still without any warrant or authority from a justice of the peace; and they say
they will carry them off to Eye prison and as many others of your men and tenants
as they can get who are friendly towards you or have supported you, and they
threaten to kill or imprison them.
The duke came to Norwich at 10 oclock on Tuesday with five hundred men
and he sent for the mayor, aldermen and sheriffs, asking them in the kings name
that they should inquire of the constables of every ward within the city which men
had been on your side or had helped or supported your men at the time of any of
these gatherings and if they could find any they should take them and arrest them
and punish them; which the mayor did, and will do anything he can for him and
his men. At this the mayor has arrested a man who was with me, called Robert
Lovegold, a brazier,8 and threatened him that he shall be hanged by the neck. So I
would be glad if you could get a writ sent down for his release, if you think it can be
done. He was only with me when Harlesdon and others attacked me at Lammas.9
He is very true and faithful to you, so I would like him to be helped. I have no one
attending me who dares to be known, except Little John. William Naunton is here
with me, but he dares not be known because he is much threatened. I am told that
the old lady and the duke have been frequently set against us by what Harlesdon,
the bailiff of Costessey, Andrews and Doget the bailiffs son and other false villains
have told them, who want this affair pursued for their own pleasure; there are evil
rumors about it in this part of the world and other places. c
As for Sir John Heveningham, Sir John Wyndefeld and other respectable men,
they have been made into their catspaws,10 which will not do their reputation any
good after this, I think. . . .
The lodge and remainder of your place was demolished on Tuesday and
Wednesday, and the duke rode on Wednesday to Drayton and then to Costessey
while the lodge at Hellesdon was being demolished. Last night at midnight
Thomas Slyford, Green, Porter and John Bottisforth the bailiff of Eye and others
got a cart and took away the featherbeds and all the stuff of ours that was left at the
parsons and Thomas Waters house for safe-keeping. I will send you lists later, as
accurately as I can, of the things we have lost. Please let me know what you want
me to do, whether you want me to stay at Caister11 or come to you in London.
I have no time to write any more. God have you in his keeping. Written at
Norwich on St. Lukes eve.12
M.P.
SECURITY?
Discuss In lines 4046, why cant the Paston
family look to the law for security in their
property dispute with the duke of Suffolk?
Possible answer: The Pastons can find no
security in the law because the bailiff of Eye,
who represents the law, has sided with the duke
of Suffolk and is holding four of their allies
without a warrant or any judicial authority;
furthermore, other supporters of theirs are
being threatened with similar arrest.
c
PRIMARY SOURCES
methods of intimidation
does the duke of Suffolk
use against the Pastons?
What is the Pastons
recourse?
RI 9
c
primary sources
To model analyzing primary sources,
identify for students the various authority
figures the duke has won to his side. Also,
point out the menacing connotations of
arrest (line 51,) punish (line 52), threatened
(line 54), and hanged (line 54).
Possible answer: To intimidate the Pastons,
the duke of Suffolk arrives with 500 men;
he obtains cooperation in the kings name
from the mayor, aldermen, and sheriffs;
and he demands that supporters of the
Pastons be arrested and punished. The
Pastons recourse is to try to get a writ from
higher authorities for the release of Robert
Lovegold, whom the mayor has arrested
and threatened to hang.
6. bailiff of Eye: an administrative official of Eye, a town in the English county of Suffolk.
7. Costessey: an estate owned by the duke of Suffolk.
8. brazier (brAPzhEr): a person who makes articles of brass.
9. when Harlesdon . . . Lammas (lBmPEs): when Harlesdon and others of the duke of Suffolks men attacked
on Lammas, a religious feast celebrated on August 1.
10. catspaws: people who are deceived and used as tools by others; dupes.
11. Caister: one of the Paston estates.
12. St. Lukes eve: the eve of St. Lukes Day, a religious feast. The feasts of different saints were celebrated on
different days throughout the year, and writers often dated letters with the name of a saints day or eve
instead of using days and months.
the paston letters
12:05:39
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131
131
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Vocabulary Support Use Word Squares to

teach these words: release (line 55), method
(line 106), commission (line 109), bond (line
123), attitude (line 171), amend (line 187),
assure (line 228).
Evaluate Tone Have students reread this letter, focusing on Margarets tone. Urge them
to think about factors that might influence
tone, including diction, sentence length, and
repeated phrases such as dares to be known/
dares not be known (lines 5859).
Word Squares p. E10
Model the Skill:
12:05:40 PM
Have students describe Margarets tone.

Possible answer: Her tone is matter-of-fact
and dry; beneath a calm surface is an undercurrent of alarm and desperation.
Ask students whether the tone is appropriate for the occasion, too emotional, or not
emotional enough. Possible answer: Her tone
is perfect because it combines both factuality
and a sense of urgency.
the paston letters
131
131
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8:24:57 AM
argaret to ohn I
27 October 1465
background
Lordly Estates Under the feudal system, land
that was not owned by the king was owned
by a local landowner, termed the lord of the
manor, who might be a noble (such as the
duke of Suffolk) or a wealthy commoner (such
as the Pastons). Typically, the local village
and its church, because they were situated
within the manorial estate, were part of the
landowners domain. Thus, the duke of Suffolks attack on the church and the village
houses (lines 8897) was a direct attack on
the Pastons property. To clarify how much the
estate was worth, direct attention to Margarets comment, The duke would have done
better to lose 1000 than to have caused this
to be done (lines 8182). In the 15th century,
1000 was a vast sum. Even 400 years later,
in Victorian England, it would have been a
respectable annual income for a middle-class
professionals family. Today, 1000 would
equal approximately $1,800.
80
90
100
READING SKILL
writers purpose
RI 1
RI 6
Possible answer: Margaret asks John to

have men sent from the king to assess the
damage done to their property. She further
asks that he finish his business and come
home, for she cannot collect rents, she has
to pay a lot for men to protect her, and
she is in physical danger. Most students
will conclude that she fears for her physical safety and for the future of the family
estate.
110
. . . I was at Hellesdon last Thursday and saw the place there, and indeed no one
can imagine what a horrible mess it is unless they see it. Many people come out
each day, both from Norwich and elsewhere, to look at it, and they talk of it as
a great shame. The duke would have done better to lose 100013 than to have
caused this to be done, and you have all the more goodwill from people because it
has been done so foully. And they made your tenants at Hellesdon and Drayton,
and others, help them to break down the walls of both the house and the lodge:
God knows, it was against their will, but they did not dare do otherwise for fear.
I have spoken with your tenants both at Hellesdon and Drayton, and encouraged
them as best I can.
The dukes men ransacked the church, and carried off all the goods that were
left there, both ours and the tenants, and left little behind; they stood on the
high altar and ransacked the images, and took away everything they could find.
They shut the parson out of the church until they had finished, and ransacked
everyones house in the town five or six times. The ringleaders in the thefts were
the bailiff of Eye and the bailiff of Stradbroke, Thomas Slyford. And Slyford was
the leader in robbing the church and, after the bailiff of Eye, it is he who has most
of the proceeds of the robbery. As for the lead, brass, pewter, iron, doors, gates,
and other household stuff, men from Costessey and Cawston have got it, and
what they could not carry they hacked up in the most spiteful fashion. If possible,
I would like some reputable men to be sent for from the king, to see how things
are both there and at the lodge, before any snows come, so that they can report
the truth, because otherwise it will not be so plain as it is now. For reverence of
God, finish your business now, for the expense and trouble we have each day is
horrible, and it will be like this until you have finished; and your men dare not
go around collecting your rents, while we keep here every day more than twenty
people to save ourselves and the place; for indeed, if the place had not been
strongly defended, the duke would have come here. . . . d
For the reverence of God, if any respectable and profitable method can be used
to settle your business, do not neglect it, so that we can get out of these troubles
and the great costs and expenses we have and may have in future. It is thought
here that if my lord of Norfolk would act on your behalf, and got a commission to
inquire into the riots and robberies committed on you and others in this part of
the world, then the whole county will wait on him and do as you wish, for people
love and respect him more than any other lord, except the king and my lord of
Warwick.14 . . .
L 4a
Language Coach
Oral Fluency Part of
reading fluently is
correct pronunciation. As
a plural noun meaning
profits, proceeds has
a stress on the first
syllable. As a form of
the verb proceed (go
forward), proceeds
has a stress on its
final syllable. Which
pronunciation should
you use in line 95?
d WRITERS PURPOSE
In lines 97105, what does

Margaret ask John to do,
and why?
13. 1000: a thousand pounds (British money).

14. the king . . . Warwick (wJrPGk): King Edward IV and the earl of Warwick, a figure so influential that he
was known as Warwick the Kingmaker. Warwick put his friend, the Yorkist King Edward IV, on the throne
but later turned against him and fought with the Lancastrian faction, who opposed the Yorkists in the
War of the Roses.
132
132
12/15/10
Language Coach
Oral Fluency Answer: /prIsCdz/.
L 4a
Have students work in pairs, using both

meanings and pronunciations of proceeds
in sentences.
7:29:16
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Comprehension Support Help students
break long, complex sentences into short,
simple ones, such as the sentence beginning
For reverence of God, . . . in lines 100105.
Model these strategies:
Replace all semicolons with periods.
Change commas into periods when the
commas separate independent clauses,
such as each day is horrible, and it will be
like this (lines 101102).
132
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132
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8:25:00 AM
15/10
Please do let me know quickly how you are and how your affairs are going, and
let me know how your sons are. I came home late last night, and will be here until I
hear from you again. Wykes came home on Saturday, but he did not meet your sons.
God have you in his keeping and send us good news from you. Written in haste on
the eve of St. Simon and St. Jude.
By yours, M.P.
background
Daughters and Dowries During the Middle
Ages, a woman was considered the property of
either her father or her husband. Parents who
approved of their daughters marriage would
offer a dowrya payment of money and
propertyto the groom. Young men hoped to
marry wealthy women as a means of acquiring more wealth for themselves. Margerys
parents, however, disapproved of her engagement to Richard, so they would give her only a
meager dowry. By marrying Richard, therefore,
she would be surrendering her wealth and her
status as a landowners daughter.
During the 15th century, most marriages among the upper classes were arranged by
families, usually to strengthen economic or political ties. The Paston family was greatly
alarmed, therefore, when they learned that Margery, a daughter of Margaret and John
I, had secretly become engaged to the Paston bailiff Richard Calle. Eventually, the two
were married, in spite of bitter opposition from Margerys family. In the following letter
to Margerythe only piece of their correspondence to surviveRichard expresses his
feelings about their predicament. The next letter is the response of Margerys mother,
Margaret, to the situation, written to her son John II.
ichard alle to argery aston

Spring-Summer 1469
120
130
140
My own lady and mistress, and indeed my true wife before God,15 I commend
myself to you with a very sad heart as a man who cannot be cheerful and will not
be until things stand otherwise with us than they do now. This life that we lead
now pleases neither God nor the world, considering the great bond of matrimony
that is made between us, and also the great love that has been, and I trust still is,
between us, and which for my part was never greater. So I pray that Almighty
God will comfort us as soon as it pleases him, for we who ought by rights to be
most together are most apart; it seems a thousand years since I last spoke to you.
I would rather be with you than all the wealth in the world. Alas, also, good lady,
those who keep us apart like this, scarcely realize what they are doing: those who
hinder matrimony are cursed in church four times a year. It makes many men
think that they can stretch a point of conscience in other matters as well as this
one. But whatever happens, lady, bear it as you have done and be as cheerful as
you can, for be sure, lady, that God in the long run will of his righteousness help
his servants who mean to be true and want to live according to his laws. e
I realize, lady, that you have had as much sorrow on my account as any
gentlewoman has ever had in this world; I wish to God that all the sorrow you
have had had fallen on me, so that you were freed of it; for indeed, lady, it kills
me to hear that you are being treated otherwise than you should be. This is a
painful life we lead; I cannot imagine that we live like this without God being
displeased by it.
SECURITY?
Discuss In lines 125132, in what sense is
Richard Calle feeling a lack of security? Possible answer: Richard lacks the security that
he would like to find by being with Margery as
husband and wife, in a marriage approved by
Margerys parents. It is her parents opposition
to the union that makes him so unhappy.
e
WRITERS PURPOSE
According to Richard, how
do he and Margery stand
in relation to God? How
might his words affect
Margery, and Margerys
parents, were they to
read them?
READING SKILL
7:29:16
PM
133
133
11/22/10
Make Connections [paired option] Encourage pairs of students to make connections to

the Paston Letters. Direct each pair to create
a Venn Diagram that compares the Pastons
world to their everyday world. Urge students
to think about how they relate to such issues
as ambition, romance, material wealth, and
health. Invite students to compare their completed diagrams.
Contrast Approaches [small-group option]

In his letter, Richard uses both logic and emotion to make his points. Have small groups
of students complete a Two-Column Chart,
such as the one begun here, to distinguish
emotional appeals and logical appeals in this
letter. As groups review the completed charts,
have them contrast the approaches, discussing which of Richards comments might have
moved Margery the most and which might
have moved her parents the most.
Venn Diagram p. A26
133
RI 1
RI 6
Possible answer: According to Richard,

their marriage is recognized by God, who is
displeased that they are living apart. Margery might be comforted, but her parents
might be shamed or, more likely, angered,
were they to read his words.
15. my true wife before God: In the 1400s, the vow of a man and woman spoken before God, even without
a witness, was regarded as an official marriage.
the paston letters
writer's purpose
12:05:42 PM
Logic
those who hinder
matrimony are
cursed in church
(lines 129130)
Emotion
my true wife
before God
(line 120)
the paston letters
133
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8:25:03 AM
Analyze Visuals
Possible answer: The formality of this activity
is indicated by the serious expression on the
womans face; by the fact that she is standing
upright at a finely appointed desk, wearing formal clothes; and by the fact that she is observed
by an audience of women who seem keenly
interested in her task.
About the Art Jean Bourdichon painted this
picture of Anne de Bretagne, or Anne of Brittany (14771514). Anne was a powerful woman
in her day, governing the duchy of Brittany and
becoming the queen consort of two successive
French kings. She also was an avid patron of
the arts, including commissioning a beautifully
illuminated Book of Hours.
Analyze Visuals
In this picture, a
noblewoman writes a
letter to her husband.
What indicates the
formality of this activity?
Epistres en Vers Franois, dedicated to Anne de Bretagne (1500s). Parchment, 29.5 cm 19.5 cm. 112 pages. Anne de
Bretagne replies to her husband, fol.40 verso. Russian National Library, St. Petersburg, Russia.
150
You will want to know that I sent you a letter from London by my lad, and he
told me he could not speak to you, because so great a watch was kept on both you
and him. He told me that John Thresher came to him in your name, and said that
you had sent him to my lad for a letter or token which you thought I had sent
you; but he did not trust him and would not deliver anything to him. After that
he brought a ring, saying that you sent it to him, commanding him to deliver the
letter or token to him, which I gather since then from my lad was not sent by you,
but was a plot of my mistress [i.e., Margaret Paston] and James Gloys.16 Alas, what
do they intend? I suppose they think we are not engaged; and if this is the case I
am very surprised, for they are not being sensible, remembering how plainly I told
my mistress about everything at the beginning, and I think you have told her so
too, if you have done as you should. And if you have denied it, as I have been told
16. James Gloys: the Paston family chaplain.
134
134
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Language: Verb Tenses Point out that Richard
is writing about things that happened in the
past, things happening in the present, and
things that might happen in the future. Give
this example from line 141: You will want
to know that I sent you a letter. . . . Use a
Three-Column Journal to help students follow the sequence of events and ideas in such
passages.
134
Past
Line 141: I
sent you a
letter. . . .
Present
Line 149:
I suppose
they think
we are not
engaged. . . .
12:05:43
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Future
Line 141:
You will
want to
know. . . .
unit 1
134
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8:25:07 AM
2/10
160
170
180
you have done, it was done neither with a good conscience nor to the pleasure of
God, unless you did it for fear and to please those who were with you at the time.
If this was the reason you did it, it was justified, considering how insistently you
were called on to deny it; and you were told many untrue stories about me, which,
God knows, I was never guilty of.
My lad told me that your mother asked him if he had brought any letter to
you, and she accused him falsely of many other things; among other things, she
said to him in the end that I would not tell her about it at the beginning, but she
expected that I would at the ending. As for that, God knows that she knew about
it first from me and no one else. I do not know what my mistress means, for in
truth there is no other gentlewoman alive who I respect more than her and whom
I would be more sorry to displease, saving only yourself who by right I ought to
cherish and love best, for I am bound to do so by Gods law and will do so while
I live, whatever may come of it. I expect that if you tell them the sober truth, they
will not damn their souls for our sake. Even if I tell them the truth they will not
believe me as much as they would you. And so, good lady, for reverence of God
be plain with them and tell the truth, and if they will not agree, let it be between
them, God and the devil; and as for the peril we should be in, I pray God it may
lie on them and not on us. I am very sad and sorry when I think of their attitude.
God guide them and send them rest and peace. f
I am very surprised that they are as concerned about this affair as I gather that
they are, in view of the fact that nothing can be done about it, and that I deserve
better; from any point of view there should be no obstacles to it. Also their honor
does not depend on your marriage, but in their own marriage [i.e., John IIs]; I
pray God send them a marriage which will be to their honor, to Gods pleasure
and to their hearts ease, for otherwise it would be a great pity.
Mistress, I am frightened of writing to you, for I understand that you have
showed the letters that I have sent you before to others, but I beg you, let no one
see this letter. As soon as you have read it, burn it, for I would not want anyone to
see it. You have had nothing in writing from me for two years, and I will not send
you any more: so I leave everything to your wisdom.
Almighty Jesu preserve, keep and give you your hearts desire, which I am sure
will please God. This letter was written with as great difficulty as I ever wrote
anything in my life, for I have been very ill, and am not yet really recovered, may
God amend it.

students explore the couples relationship
with Margerys parents:
Restate What is Richard surprised about
in lines 149157? Why? Possible answer: He
is surprised that the Pastons do not believe
that he and Margery are engaged, for he and
Margery have been honest with them.
Analyze In what way does Richard show
that he wants to be reconciled to the Pastons, despite their attempts to undermine
his relationship with Margery? Possible answer: Richard shows a conciliatory attitude in
saying that there is no other gentlewoman
alive who I respect more than her [Margaret]
and whom I would be more sorry to displease (lines 163164).
RI 1, RI 6
WRITERS PURPOSE
In order to reach
conclusions about a
writers purpose, you
must make inferences, or
reasonable assumptions
based on evidence
from the text. These
inferences can help clarify
complicated relationships
and events portrayed in
the text. Based on this
paragraph, what can you
infer about the state of
Richard and Margerys
relationship? What
is Margaret Pastons
reaction to it? What
does Richard hope to
accomplish by writing
this letter to Margery?
Explain how you reached
your conclusions.
Synthesize What might Margerys motives

be (1) if she remained loyal to Richard or (2)
if she spurned him and obeyed her parents?
Possible answer: (1) Love for Richard and/or
a desire for independence from her parents
might motivate Margery to remain loyal to
Richard. (2) Fear of her parents or a belief
that she and Richard are not meant to be
might motivate her to spurn him.
READING SKILL
argaret to her oldest son, ohn II

10 September 1469
190
the paston letters
135
Comprehension Support Help students fill

out a Sequence Chain to grasp the somewhat confusing series of conflicts concerning
Richards letter from London, first mentioned
in line 120.
Evaluate Character Invite students to discuss

their impressions of Richard Calle, based on
the text of his letter. Is he a romantic, truly in
love with Margery? Is he merely a schemer,
hoping to gain entry into the prominent
Paston family? Is he a bit of both? Allow
students to speculate while grounding their
ideas in textual evidence.
Review with students the bulleted list

of clues to the writers purpose on page
127. Have them refer to these clues
when determining the purpose of the
letter writer.
135
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Possible answer: Inferences can be made

here on the basis of Richard's recounting
of Margaret's dealings with his messenger
boy and Richard's request to Margery that
she tell her mother the truth. Richard and
Margery are constrained by the ongoing
friction with her family about their relationship. Margaret Paston does not favor
the marriage and does not trust Richard.
Richard hopes Margery will tell her mother
the truth about their relationship and feels
the news is better coming from Margery
than from him.
the paston letters
135
RI 1
RI 6
writers purpose
. . . When I heard how she [Margery] had behaved, I ordered my servants that she
was not to be allowed in my house. I had warned her, and she might have taken
heed if she had been well-disposed. I sent messages to one or two others that they
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Model the Skill:
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students comprehend and interpret the key
points of this letter:
Summarize What news is Margaret giving
John II? Possible answer: Margaret is telling
her son that Margery came back but that
Margaret denied her daughter admission to
the house; instead, Margery has been sent to
stay at Roger Bests lodgings.
200
Interpret What is Margarets tone in this

letter? Possible answer: The tone is angry,
defensive, and self-righteous.
should not let her in if she came. She was brought back to my house to be let in,
and James Gloys told those who brought her that I had ordered them all that she
should not be allowed in. So my lord of Norwich has lodged her at Roger Bests,
to stay there until the day in question; God knows it is much against his will and
his wifes, but they dare not do otherwise. I am sorry that they are burdened with
her, but I am better off with her there than somewhere else, because he and his
wife are sober and well-disposed to us, and she will not be allowed to play the
good-for-nothing there. g
Please do not take all this too hard, because I know that it is a matter close to
your heart, as it is to mine and other peoples; but remember, as I do, that we have
only lost a good-for-nothing in her, and take it less to heart: if she had been any
good, whatever might have happened, things would not have been as they are, for
even if he17 were dead now, she would never be as close to me as she was. . . . You
can be sure that she will regret her foolishness afterwards, and I pray to God that
she does. Please, for my sake, be cheerful about all this. I trust that God will help
us; may he do so in all our affairs.
argaret to ohn II
28 October 1470
primary sources
RI 9
Possible answer: It seems that total obedience is expected of a daughter and that
continued disobedience is punished by
expulsion from the home.
Extend the Discussion In what ways might
parents in the United States today handle
a situation such as Margerys unfavorable
marriage? Which way of handling things
seems better, and why?
210
. . . Unless you pay more attention to your expenses, you will bring great shame
on yourself and your friends, and impoverish them so that none of us will be able
to help each other, to the great encouragement of our enemies.
Those who claim to be your friends in this part of the world realize in what
great danger and need you stand, both from various of your friends and from
your enemies. It is rumored that I have parted with so much to you that I cannot
help either you or any of my friends, which is no honor to us and causes people
to esteem us less. At the moment it means that I must disperse my household and
lodge somewhere, which I would be very loath to do if I were free to choose. It has
caused a great deal of talk in this town and I would not have needed to do it if I
had held back when I could. So for Gods sake pay attention and be careful from
now on, for I have handed over to you both my own property and your fathers,
and have held nothing back, either for myself or for his sake. . . . h
writers purpose
RI 1
RI 6
Possible answer: Margaret writes because

she wants her son to stop spending so much
money. The complaints may be accurate,
but her description of them may be
exaggerated.
136
Infer Margarets reasons

for writing this letter.
What rumors does she
hope to dispel and why?
136
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Vocabulary: Related Vocabulary The italicized text on this page introduces the final
three letters. Teach these related words,
which signal the letters content:
Hypothesize Point out that editors were

responsible for choosing the letters that
appear in this grouping. Have students
discuss what they think are the organizing principles for the grouping. Ask them
to identify similarities and differences from
letter to letter. Also have them suggest the
overall view of the Paston family and of the
Middle Ages that the grouping as a whole
conveys.
struggles, fights to succeed

difficulties, situations that result in trouble
and/or embarrassment
ravages, very bad effects
hardships, conditions that are hard to bear
136
h WRITERS PURPOSE
17. he: Richard Calle.
READING SKILL
Reread lines 188198.

What behavior seems
expected of a daughter?
How is disobedience
punished?
Although the Pastons were considered wealthy, they faced continual struggles. They even
experienced occasional financial difficulties, particularly after the death of John I in
1466. John II, though frequently in London to deal with family legal matters, seems at
times to have paid more attention to his own interests. The Pastons were also affected
by the ravages of warfare and disease. The following three letters deal with some of
their hardships.
Synthesize In 1469, how would Margarets

actions have seemed to most people? How
would her actions seem today? Possible
answer: In 1469, Margaret would have
seemed within her rights as a parent; today,
however, she would seem cruel to shut out
her daughter.
g PRIMARY SOURCES
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ohn II to argaret
April 1471
220
additional teaching
opportunity
Mother, I commend myself to you and let you know, blessed be God, my brother
John is alive and well, and in no danger of dying. Nevertheless he is badly hurt
by an arrow in his right arm below the elbow, and I have sent a surgeon to him,
who has dressed the wound; and he tells me that he hopes he will be healed within
a very short time. John Mylsent is dead. God have mercy on his soul; William
Mylsent is alive and all his other servants seem to have escaped.18 . . .
Credibility of Primary Sources Remind students that when evaluating the credibility of
information in a primary source, they should
always consider an authors purpose for
writing and how these purposes could have
affected the information. For example, in lines
207219, Margaret Paston might well have
exaggerated the direness of her predicament
in her 28 October 1470 letter to John II if she
was strongly motivated to get him to stop
spending money. In contrast, in lines 226237,
John IIs letter to John III is likely credible since
he had no apparent ulterior reason for altering
the information.
ohn II to ohn III

15 September 1471
230
. . . Please send me word if any of our friends or well-wishers are dead, for I
fear that there is great mortality in Norwich and in other boroughs and towns
in Norfolk: I assure you that it is the most widespread plague I ever knew of in
England, for by my faith I cannot hear of pilgrims going through the country
nor of any other man who rides or goes anywhere, that any town or borough in
England is free from the sickness. May God put an end to it, when it please him.
So, for Gods sake, get my mother to take care of my younger brothers and see that
they are not anywhere where the sickness is prevalent, and that they do not amuse
themselves with other young people who go where the sickness is. If anyone has
died of the sickness, or is infected with it, in Norwich, for Gods sake let her send
them to some friend of hers in the country; I would advise you to do the same. I
would rather my mother moved her household into the country. . . . i
PRIMARY SOURCES
In this letter, what do you
learn about the plague
and what people do to
avoid being stricken?
You might also remind students that when

scholars are in doubt as to the credibility of
information, they often look for corroboration
of facts among other documents from the
time. Discuss the kinds of documents scholars
might seek out to corroborate the information
in the Pastons various letters.
RI 9
i
primary sources
Possible answer: The reader learns that

the plague is both deadly and widespread.
People try to avoid being stricken by not
going to places where it has struck and by
moving to the country.
selection wrap-up
18. my brother John . . . escaped: John II is describing the Battle of Barnet in the War of the Roses. The
Pastons fought with the Lancastrian faction, which King Edward IVs Yorkist faction defeated.
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137

have read The Paston Letters, ask them to consider how the concerns of families in the 15th
the paston letters
137
century are similar to and different than the
concerns of families today. Possible answer:
11/22/10
12:05:51 PMThough families today may spend less time
resolving civil disputes, they continue to face
interpersonal conflicts among their members.
Develop Reading Fluency Model for students

how to read an excerpt from one of the last
three letters using appropriate expression
based on the content and punctuation of
the letter. Invite students to work in pairs or
small groups to practice reading these letters
to one another with correct expression. Then,
ask students to discuss how the expression
demonstrated by fluent readers enhances the
listeners' understanding of the letters.
Analysis Frame Have students work with

Analysis Frame: Literary Nonfiction to
generate more ideas about the letters. Urge
students to share their insights in class
discussion or in writing about the letters.
BEST PRACTICES TOOLKITCopy Masters
Analysis Frame: Literary Nonfiction

pp. D21, D48, D49
CRITIQUE Have students compare and

contrast the styles and personalities of the
individual writers. After completing the After
Reading questions on page 138, have students
revisit their responses and tell whether they
have changed their opinions.
INDEPENDENT READING
Students may also enjoy reading Joan of Arc,
by Mark Twain.
the paston letters
137
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After Reading
Practice and Apply
Comprehension
1. Recall What occurred at the Paston family estate of Hellesdon in October 1465?
2. Clarify Why does Margaret Paston consider her daughter Margery a
good-for-nothing?
3. Summarize Briefly summarize Margarets message to John II in her letter

of 28 October 1470.
Reading Check p. 113

Primary Sources p. 109
Additional selection questions are provided for teachers on page 103.
answers
Text Analysis
4. Understand Writers Purpose Review the chart you made as you read.
Describe each letter writers purpose on the basis of your inferences. Defend
your conclusions with evidence from the text.
5. Draw Conclusions What conclusions did you draw about each letter writers
personality? In a chart, provide an appropriate adjective to describe each
person. Support your descriptions with evidence from the letters.
RI 1, RI 6, RI 9, L 3
1. The duke of Suffolk sent men to arrest and

threaten people loyal to the Pastons and to
ransack the Paston property.
Family Member
Evidence
Richard Calle
John II
3. Stop spending so much. I have had to move

because of your spending.
6. Analyze Primary Sources What do you learn from these letters about life
in 15th-century England? Comment on what they tell you about the role
property and family played in peoples lives at that time.
Possible answers:
7. Analyze Style These letters have been translated from Middle English into
Modern English, but care was taken to preserve features of their original
style. What do you notice about the language used in the letters? Does the
language seem suited to the context? Explain.
common core focus Understand

Writer's Purpose Purposes and clues will
vary.
5. Margaret: capableshe defends herself.

Richard Calle: put-uponMargaret plots
against him; he is frustrated with Margery.
John II: irresponsiblehis spending has
diminished the family fortune.
6.
Description
Margaret
2. Margery married below her station without

her parents consent.
4.

inferences drawn from the
text. RI 6 Determine an authors
purpose in a text, analyzing how
content contributes to the power,
rhetorical features. L 3 Apply
knowledge of language to
understand how language
functions in different contexts.
Text Criticism
8. Critical Interpretations Critics have commented that the Paston letters
should be read for their historical value, not their literary value. Do you
agree? Explain why the letters are or are not literature.
common core focus Primary Sources These letters suggest that questions of
property ownership and family relations
were of utmost importance to people in
15th-century England.
security?
What are some of the negative results that might occur if you become overly
concerned with losing your sense of security? Include specific examples to
illustrate your point.
138
Assess and Reteach

7. The language and138style are formal. Possible
answer to second question: While this period
of time was one of disorder, people used formal language when speaking and writing,
so the language seems suited to the context.
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Assess
Reteach
Reading Lesson 3: Determining Authors
Purpose
Study Skills Lesson 5: Using Primary and
Secondary Sources
138
8. Agree: The letters are not literature because

they are written for a practical purpose.
Disagree: They are literature because the
writing is deeply felt.
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SECURITY?
Possible answer: Being overly concerned
about losing your sense of security
could cause you to become isolated and
unrealistically fearful. For example, you
might refuse to travel on airplanes for
fear of imagined security threats.
138
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Wrap-Up: Reflections of Common Life
Literature and the Common Life

By reading autobiographies, such as Margery Kempes, and letters,
such as Margaret Pastons, a reader can learn more intimately about
what life was like during the writers time: in this case, the Middle
Ages. Nonfiction writing brings the lives of its authors to life in the
readers imagination.
Writing to Compare
Comparing two people, places, or things can help you reach a
greater understanding about both of them. Write a comparison
of two of the major figures in the nonfiction selections in the
Reflections of Common Life section, using a chart like the one
below to help you organize your thoughts. Then, select three
of the categories from your chart. What major similarities or
differences do you notice about the two figures based on these
categories? What generalizations can you make about what
their lives might have been like in the Middle Ages based on
these similarities or differences? Include evidence from the two
texts to support your analysis. Organize your essay by category
to build toward your generalization.
Name #1
Name #2
Occupation/Role
Socioeconomic Status
Extension
SPEAKING & LISTENING
Imagine a meeting between
Margery Kempe and Margaret
Paston. What might the two
women discuss? With a partner,
brainstorm some of the topics
you think would come up in a
conversation between the two.
Then choose roles and role-play
their conversation for the class.
You might focus on one topic,
such as family relationships, for
your performance.
W 2a Organize ideas and information so that

each element builds on that which precedes it.
W 2b Develop the topic by selecting facts, concrete
details, quotations, or other information and
examples. W 9 Draw evidence from texts to
support analysis. SL 1a Draw on preparation by
referring to evidence from texts to stimulate a
thoughtful exchange of ideas. SL 1b Work with
peers to set clear goals and establish individual
roles.
Wrap-Up: Reflections of
Common Life
W 2ab Organize ideas and information so that
each element builds on that which precedes it;
develop the topic by selecting facts, concrete
details, quotations, or other information and
examples. W 9 Draw evidence from texts to
support analysis. SL 1ab Draw on preparation
by referring to evidence from texts to stimulate
a thoughtful exchange of ideas; work with peers
to set clear goals and establish individual roles.
Family Relationships
Hardships/Concerns
Joys/Rewards
This Wrap-Up provides students with an opportunity to compare and contrast writers of
medieval England in order to develop a general
understanding of that time and place. Have
students begin by reviewing the writings that
they have read by each author. Use discussion
to remind all students of the major characteristics of each authors life and writing.
Writing to
Compare
Role of Religion in
Life
Have students work in small groups to complete the chart. Instruct them to brainstorm
answers, one row of the chart at a time.
Have each group arrive at a consensus about
points to record, with a group secretary noting the agreed-upon points. To compare and
contrast the characters, encourage lively discussion and allow students to write several
generalizations.
139
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139
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Urge students to draw from these charts

as they write their analyses, considering
similarities and differences that they can
support.
7:29:25 PM
Extension
Comprehension Support
Make sure that students understand the
headings on the chart. Go through the
headings from top to bottom and ask
volunteers at any level of proficiency to
provide brief explanations of each one. For
example, Socioeconomic Status might be
explained as a persons position in society,
having to do with his or her wealth and
social class.
Have students work in groups of mixed

proficiency to complete the chart. To help
students compare and contrast their chosen
nonfiction authors, encourage them to
pause after each line is filled out and state
whether the two authors were mostly alike
or mostly different.
Suggest that students choose a topic from

the headings that run down the left-hand
side of the chart on this page.
Encourage students to return to the two
relevant texts and search for stated or
implied details about the topic.
Have students rehearse their conversations
before performing.
wr apup
139
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Text
Analysis
Workshop
a story. RL 6 Analyze a case in which grasping
a point of view requires distinguishing what is
directly stated in a text from what is really meant
(e.g., irony). RL 9 Demonstrate knowledge of
foundational works of literature, including how two
or more texts from the same period treat similar
themes or topics.
The Medieval Reader

Types of Narratives Help students to create a
chart that distinguishes among the medieval
narratives and contains examples of each
from the unit. Review the characteristics of
each one.
Imagine you are living in London, England, in the year 1398, and you are similar to the
type of person you are now: a student reading and learning about literature. What
would you be reading? As an educated person in the 14th century, what might be
of interest to you?
The Medieval Reader

Included in this workshop:
of a story. RL 6 Analyze a case in
which grasping a point of view
requires distinguishing what is
directly stated in a text from what
is really meant (e.g., irony).
RL 9 Demonstrate knowledge of
foundational works of literature,
including how two or more texts
from the same period treat similar
themes or topics.
ballad: a type of narrative poem that tells a

story and has a regular pattern of rhythm
and rhyme (Barbara Allan, Robin Hood
and the Three Squires, Get Up and Bar
the Door)
By the end of the 14th century,

a typical Londoner who could
read would have been interested
in narrativesa type of writing
that relates a series of events
written in verse. Typical medieval
narratives included ballads,
romances, allegories, and moral
tales. Most of them were religious
in theme, but many others were
Detail of Lydgate and the Canterbury Pilgrims
concerned with love, exemplary
leaving Canterbury (1520)
life and behavior, and political
and societal issues. Although comedy and humor are not something we often
associate with the Middle Ages, the medieval mind had a sophisticated sense
of irony and a taste for comic narratives, which were, in fact, common.
Between 1350 and 1400, a large body of narrative works was produced in
England. These were written in Middle English, a language that had developed
and replaced the use of French, which had been the predominant language
of educated people in Britain. Literacy had become more common, and books
were more widely available, although they were still copied by hand; thus,
educated citizens had access to more literary works. Popular narratives of
the time included Sir Gawain and the Green Knight (page 230) and the King
Arthur romance (page 248), with their themes of chivalry, love, and religious
devotion; William Langlands Piers Plowman (page 124), an allegory that
exposed the corruption of church, state, and society; and Geoffrey Chaucers
groundbreaking work, The Canterbury Tales (page 144). It was Chaucer, with his
sense of humor, style, and realistic characterizations, who overshadowed his
peers and became known to subsequent generations as one of the greatest
poets in the history of English literature.
medieval romance: an adventure tale with

extravagant characters, exotic places, heroic
events, passionate love, and supernatural
forces (Sir Gawain and the Green Knight,
King Arthur legends)
allegory: a narrative in which every character
and event is a symbol that represents an
idea, religious principle, or moral (Piers
Plowman)
Characteristics of Chaucers Style

Chaucer had no illusions about humanity, and yet his works show a compassion
and fondness for human nature with all its faults and idiosyncrasies. Though
The Canterbury Tales went unfinished, it is the work that best exhibits his
unique style, which encompasses a variety of traits.
moral tale: a narrative that illustrates a moral

lesson, such as a fable or an exemplum (The
Pardoners Tale)
Point out that Chaucers The Canterbury
Tales contains nearly every type of medieval
narrative, including romance, allegory, and
moral tale.
Medieval Narratives
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Characteristics of
Chaucers Style
Poetic Narrative Point out to students that
The Canterbury Tales is a narrative poem.
Consequently, it contains story elements as
well as poetic elements.
Note Taking For students who are unfamiliar with medieval narratives or need help
with note taking, hand out the copy master
at the start of the workshop. Explain to students that they will be learning many terms
in this workshop related to medieval narratives and Chaucers style. Discuss the terms
on this spread, as students record notes on
the copy master.
Note Taking p. 115
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chaucers frame story

Imagery and Figurative Language Chaucer uses sparse
but vivid imagery and figurative language to describe his
characters physical appearance, as in his depiction of the
Summoner: His face on fire, like a cherubin, / For he had
carbuncles.
Irony The contrast between expectation and reality is
known as irony. The ironist seems to be writing with
tongue in cheek, and Chaucer is a master of it. While calling
attention to his characters faults, he also emphasizes
their essential humanity. This gives his writing a tone of
detachment and compassion. Note the irony he uses in his
description of the Doctor, one of the pilgrims described in
The Prologue to The Canterbury Tales.
Yet he was rather close as to expenses

And kept the gold he won in pestilences.
Gold stimulates the heart, or so were told.
He therefore had a special love of gold.
from The Prologue
Characterization A writer develops characters by describing

their physical appearance, making direct statements about
them, and allowing them to express their personalities
through dialogue. In The Canterbury Tales, each of Chaucers
characters is also clearly differentiated by the type of story
he or she tells and the voice in which each tale is told.
Compare these two passages, the first narrated by the
Pardoner, and the second narrated by the Wife of Bath.
Imagery and Figurative Language Remind

students that poets use words in imaginative
ways, often expressing ideas that are not literally true. The Summoners face, for example,
is obviously not on fire. Ask them what this
metaphor means. Possible answer: His face is
bright red because of the carbuncles, or sores.
The frame story is a literary device that joins
together one or more stories within a larger
story, or frame. Frame stories have been
used throughout the world and date back to
antiquity. The Panchatantra, a collection of
Sanskrit fables gathered around 200 b.c., is
an ancient Indian example of a frame story.
Giovanni Boccaccios Decameron (page 208)
is a well-known Italian frame story in which
a collection of stories are told by different
characters.
The Canterbury Tales is one of the most
famous examples of the frame story. In
his innovative use of the device, Chaucer
interwove the frame with the tales. The
plot of the frame involves pilgrims on a
pilgrimage who are challenged to compete
in telling the best tale. Chaucer reveals the
pilgrims personalities not only through their
interactions between tales but also by the
tales they tell. As a result, the frame itself
acts as a long and engaging narrative whole.
Its of three rioters I have to tell

Who, long before the morning service bell,
Were sitting in a tavern for a drink.
Irony Review with students the three kinds

of irony: Verbal irony occurs when someone
states one thing and means another. Situational irony is a contrast between what is expected to happen and what actually happens.
In dramatic irony, the readers know more
than the character or characters do. Ask them
what kind of irony Chaucer uses in the excerpt
about the Doctor. (verbal irony)
Characterization Make sure that students
understand that Chaucers fame derives in
part from his ability to match each pilgrim
with his or her tale, as if no other character
could have told that story.
Close Read
Possible answer: The Doctor seems to place
money above helping people; the Pardoner
seems directed outward, with an interest in
violence and drinking; the Wife of Bath seems
introspective, ironic, and self-effacing.
from The Pardoners Tale
chaucers frame story

Close Read
Others assert we women find it sweet

When we are thought dependable, discreet
And secret, firm of purpose and controlled,
Never betraying things that we are told.
from The Wife of Baths Tale
Point out to students that Chaucers matching

of story and character allows him to achieve
deeper characterization of his pilgrims and
to create additional levels of irony within
each story.
On the basis of these

excerpts, how would you
characterize the narrator
of each tale?
7:29:35
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141
141
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Language: Skill Words Help students use
context and prior knowledge to determine
the meanings of these boldface words:
narrative, writing that tells of an event or
a series of events
figurative language, language that
communicates ideas beyond the literal
meanings of words
characterization, the techniques that
writers use to develop characters
7:29:42 PM
frame story, a framework or structure for

telling several stories within a story

Character Sketch Encourage students to
create a character sketch of one of Chaucers
pilgrims mentioned on this page, speculating
on what the character is like. Have them
give reasons for their analysis. Ask them to
keep their sketches for comparison after
they read The Canterbury Tales.
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The Age of Chaucer
Focus and Motivate

RL 1 Cite textual evidence to
support analysis of what the
text says explicitly. RL 3 Analyze
the impact of the authors
choices regarding how to
develop and relate elements
of a story. RL 4 Analyze the
on tone. RL 10 Read and
comprehend literature.
RL 1 Cite textual evidence to support analysis of

what the text says explicitly. RL 3 Analyze the
impact of the authors choices regarding how to
develop and relate elements of a story.
RL 4 Analyze the impact of specific word choices on
tone. RL 10 Read and comprehend literature.
L 4 Determine or clarify the meaning of unknown
words. L 5 Demonstrate understanding of
descriptive details. L 6 Acquire and use accurately
general academic and domain-specific words.
did you know?
about the author
held various jobs,

including royal
messenger, justice of the
peace, and forester.
Encourage students to consider why Chaucer

chose to write The Canterbury Tales in
Englishthe language of Englands common
folkrather than in French or Latin.
The Prologue
from The Canterbury Tales
was captured and

held for ransom while
fighting for England in
the Hundred Years War.
portrayed himself as a
foolish character in a
number of works.
notable quote
Full wise is he that can himself know.
Geoffrey Chaucer
Invite students to speculate what the quote
suggests about Geoffrey Chaucer as a critic
of human nature. Possible answer: Chaucer
probably takes an honest view of his characters
weaknesses and hypocrisy.
ecos
Poem by Geoffrey Chaucer Translated by Nevill Coghill

VIDEO TRAILER
KEYWORD: HML12-142A
Meet the Author
Geoffrey Chaucer
Geoffrey Chaucer . . .
Essential Course
of Study
1340?1400
Geoffrey Chaucer made an enormous

mark on the language and literature of
England. Writing in an age when French
was widely spoken in educated circles,
Chaucer was among the first writers to
show that English could be a respectable
literary language. Today, his work is
considered a cornerstone of English
literature.
Befriended by Royalty Chaucer was
born sometime between 1340 and 1343,

probably in London, in an era when
expanding commerce was helping to
bring about growth in villages and cities.
His family, though not noble, was well
off, and his parents were able to place
him in the household of the wife of
Prince Lionel, a son of King Edward
III, where he served as an attendant.
Such a position was a vital means of
advancement; the young Chaucer learned
the customs of
o upper-class life and
came into contact
with influential
co
people. It may
m have been during this
period that Chaucer met Lionels
younger bbrother, John of Gaunt,
would become Chaucers
who w
lifelong patron and a leading
life
political figure of the day.
po
A Knight
K
and a
W
Writer Although
Chaucer
wrote his first
C
important work around 1370, writing

was always a sideline; his primary career
was in diplomacy. During Richard IIs
troubled reign (1377 to 1399), Chaucer
was appointed a member of Parliament
and knight of the shire. When Richard
II was overthrown in 1399 by Henry
Bolingbroke (who became King Henry
IV), Chaucer managed to retain his
political position, as Henry was the son of
John of Gaunt.
Despite the turmoil of the 1380s and
1390s, the last two decades of Chaucers
life saw his finest literary achievements
the brilliant verse romance Troilus
and Criseyde and his masterpiece, The
Canterbury Tales, a collection of verse and
prose tales of many different kinds. At the
time of his death, Chaucer had penned
nearly 20,000 lines of The Canterbury
Tales, but many more tales were planned.
Uncommon Honor When he died in
1400, Chaucer was accorded a rare honor

for a commonerburial in Londons
Westminster Abbey. In 1556, an admirer
erected an elaborate marble monument
to his memory. This was the beginning of
the Abbeys famous Poets Corner, where
many of Englands most distinguished
writers have since been buried.
Author Online
Go to thinkcentral.com. KEYWORD: HML12-142B
Selection Resources
NA_L12PE-u01s31-brProlog.indd

Skill, pp. 127130*
New Word Analysis, p. E8

Character Traits Web, p. D7
Classification Chart, p. B17
INTERACTIVE READER

TESTS
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142

READER
Also in Spanish
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Video Trailer
TECHNOLOGY
PowerNotes DVD-ROM
Audio Anthology CD
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comprehension
instruction
1/3/11
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2/10
Teach
text analysis: characterization

Characterization refers to the techniques a writer uses to develop
characters. In The Prologue, the introduction to The Canterbury
Tales, Chaucer offers a vivid portrait of English society during the
Middle Ages. Among his 30 characters are clergy, aristocrats, and
commoners. Chaucer employs a dramatic structure similar to
Boccaccios The Decameroneach pilgrim tells a tale. Some of
the ways Chaucer characterizes the pilgrims include
description of a characters appearance
examples of a characters speech, thoughts, and actions
the responses of others to a character
the narrators direct, or explicit, comments about a character
As you read, look for details that reveal the character traits,
or consistent qualities, of each pilgrim.
reading strategy: paraphrase

Reading medieval texts, such as The Canterbury Tales, can be
challenging because they often contain unfamiliar words
and complex sentences. One way that you can make sense
of Chaucers work is to paraphrase, or restate information in
your own words. A paraphrase is usually the same length as
the original text but contains simpler language. As you read,
paraphrase difficult passages. Here is an example.
Chaucers Words
Paraphrase
When in April the sweet showers

fall/And pierce the drought of
March to the root, . . . (lines 12)
When the April rains come and end

the dryness of March, . . .
What makes
a great
What makes a great
character?
Creating a great character requires
a sharp eye for detail, a keen
understanding of people, and a brilliant
imaginationall of which Chaucer
possessed. Chaucer populated The
Canterbury Tales with a colorful cast of
characters whose virtues and flaws ring
true even today, hundreds of years later.
CHARACTER?
Introduce the question and invite each
student to name a favorite character from
a novel or short story. What draws them to
each character? Then read the paragraph that
follows and have partners complete the QUICK
WRITE activity.
QUICKWRITE Work with a partner

to invent a character. Start with
an intriguing name. Then come up
with questions that will reveal basic
information about the character, such
as his or her age, physical appearance,
family and friends, job, home, and
personal tastes. Brainstorm possible
answers for the questions. Then circle
the responses that have the best
potential for making a lively character.
Model the Skill:
characterization
Model for students how to learn about
Chaucer from his actions, based on the
biography on the previous page. Explain
that the biography shows that he was
capable, multitalented, and creative.
GUIDED PRACTICE Ask students what they
can tell about Chaucer from the way his
countrymen treated him at his death.
Name: Bartholomew
Throckmorton
The following boldfaced words are critical to understanding
Chaucers literary masterpiece. Try to figure out the meaning
of each word from its context.
1. The refined gentleman always behaved with courtliness.
2. She remained calm and sedately finished her meal.
3. The popular politician was charming and personable.
4. When you save money in a bank, interest will accrue.
1. What is his occupation?

duke
squire to a knight
sea captain
town doctor
grave digger
2. Where does he live?
3.
4.
5.
RL 10
Model the Skill:
paraphrase
Write this example on the board:
The thoughtless lass her mother did
distress,
For her extravagance and utter laziness.
5. Does she suffer from heart disease or another malady?

6. She made an entreaty to the king, asking for a pardon.
Model for students how to paraphrase this

example by restating it as follows:
the canterbury tales
12:14:35
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V O C A B 143
ULARY SKILL
Check their definitions against the following.
accrue (E-krLP) v. to be added or gained; to
accumulate
courtliness (krtPlC-nGs) n. polite, elegant
manners; refined behavior
entreaty (Dn-trCPtC) n. a serious request or plea
malady (mBlPE-dC) n. a disease or disorder; an
ailment
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L4
personable (prPsE-nE-bEl) adj.

pleasing in behavior and appearance
sedately (sG-dAtPlC) adj. in a composed, dignified
manner; calmly
12:14:48 PM
The inconsiderate girl worried her mother

because the girl was lazy and spent too
much money.
Paraphrase p. 129 (for student use

while reading the selection)
PRETEACH VOCABULARY Preteach vocabulary

with this copy master. Read each item aloud.
143
RL 1
RL 3
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Practice and Apply

summary
In this narrative poem, 30 pilgrims traveling to
the shrine at Canterbury agree to go together
and tell stories on the way. In The Prologue,
the narrator introduces each member of the
groupa sampling of 14th-century farmers
and townsfolk, laity and clergy, saints and
sinners.
he canterbury tales
Geoffrey Chaucer
The
read with a purpose

Help students set a purpose for reading.
Tell them to read The Prologue to learn
about the characters that will narrate
The Canterbury Tales.
background In The Prologue of The Canterbury Tales, a

group gathers at the Tabard Inn in Southwark, a town just south
of London, to make a pilgrimage to the shrine of Saint Thomas
Becket at Canterbury. At the suggestion of the innkeeper, the group
decides to hold a storytelling competition to pass the time as they
travel. The Prologue introduces the sundry folk who will tell the
stories and is followed by the tales themselves24 in all.
RL 10
paraphrase
Possible answer: Paraphrase: When Aprils

showers end Marchs drought, and vital rain
bathes the plants roots; when the wind
blows through every woodland and plain
on sprouting plants; and the spring sun
moves into the sign of the Ram; and young
birds singbirds that have hardly slept, as
they are so invigorated; at that time, people
journey to religious shrines; these pilgrims
long to visit the unfamiliar grounds of longgone saints, revered in many places; and
especially from every county of England,
they go down to Canterbury to visit the
shrine of St. Thomas Becket, who helped
them when they were sick.
The improved weather in April inspires
them to leave their homes and undertake a
pilgrimage.
IF STUDENTS NEED HELP . . . Paraphrase
the passage line by line with them, continuing the chart that appears on the
previous page.
Chaucers Words
. . . and all / The
veins are bathed
in liquor of such
power . . .
(lines 23)
144
Paraphrase
. . . and vital rain
water bathes the
plants roots . . .
prologue
10
15
When in April the sweet showers fall

And pierce the drought of March to the root, and all
The veins are bathed in liquor of such power
As brings about the engendering of the flower,
When also Zephyrus with his sweet breath
Exhales an air in every grove and heath
Upon the tender shoots, and the young sun
His half-course in the sign of the Ram has run,
And the small fowl are making melody
That sleep away the night with open eye
(So nature pricks them and their heart engages)
Then people long to go on pilgrimages
And palmers long to seek the stranger strands
Of far-off saints, hallowed in sundry lands,
And specially, from every shires end
Of England, down to Canterbury they wend
To seek the holy blissful martyr, quick
To give his help to them when they were sick. a
5 Zephyrus (zDfPEr-Es): the Greek god

of the west wind.
8 the Ram: Ariesthe first sign of

the zodiac. The time is mid-April.
13 palmers: people journeying to

religious shrines; pilgrims; strands:
shores.
14 sundry (sOnPdrC): various.
15 shires: countys.
17 martyr: St. Thomas Becket.
a PARAPHRASE
20
144
It happened in that season that one day

In Southwark, at The Tabard, as I lay
NA_L12PE-u01s31-Prolog.indd
Restate lines 118. Why does

the group make its pilgrimage
in April?
Illustrations by Teresa Fasolino.
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Vocabulary Support Use New Word Analysis

to teach these words: seek (line 13), style (line
108), text (line 181), undertake (line 298), draft
(line 335), legal (line 595), notion (line 797).

CD for this selection. Encourage struggling
readers to model their own reading on that
featured in this resource. Direct them to pay
particular attention to the pacing and expression demonstrated by the reader.
New Word Analysis p. E8
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Reading Support
about a selection.
background
The Pilgrims World No wonder Chaucers
pilgrims gratefully welcomed spring and traveled to thank St. Thomas Becket for rescuing
them from sickness. Winter in 14th-century
England was especially dark, cold, and brutal.
The earths climate was going through a long,
cold period, which has been dubbed the Little
Ice Age. The only heat or light available came
from the sun, the moon, or fire. The Black
Death (13471349) was a recent memory and
a constant worry. There were outbreaks in
1369, 13741375, 1379, and 1390. Medicine was
primitive, and superstition was widespread.
England lost about 40 percent of its population during that century. Food shortages,
which caused hunger and malnutrition,
contributed to the general misery. So, too,
did the Hundred Years War with France and
the Peasants Revolt (1381). The pilgrims had
good cause to hope that their prayers to St.
Thomas might allay some of their suffering.
Analyze Visuals
Activity Compare the picture with the opening to Chaucers Prologue. What details in
the art match those in his text?
12:15:08
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Expert Groups Encourage students to

become subject experts by selecting and
researching one of the following topics:
Have students read lines 118 and rewrite

them as a poem using modern day language
and figurative language. Encourage students
to use sensory details and metaphors in their
poems.
the Norman Conquest

14th-century inns
Possible answer: Both depict the showers of

April, the blooming of plant life across the
countryside, and the arrival of hopeful, sunny
days. The painting also shows the Oxford
12:15:18 PM
Cleric, the Squire, the Prioress, the Monk, and
the Knight on horseback and attired in 14thcentury garb, wending their way to a holy
shrine.
Thomas Becket
Encourage students to prepare brief oral or
written reports in order to share their findings.
145
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25
What makes a great
CHARACTER?
Discuss In lines 2334, who is the narrator of
this poem? Possible answer: The narrator is
a pilgrim on his way to Canterbury. What is
revealed about his character in this passage?
Possible answer: The passage shows that he is
gregarious, friendly, interested in people, and
a natural leader who convinced everyone to
travel together (lines 3134).
30
35
paraphrase
RL 10
40
Possible answer: Paraphrase: Nevertheless, while I am free to do it, before my story

progresses further, it makes sense to explain
their circumstances, a complete description
of each pilgrimas I saw themaccording
to their work and station in life, as well as
what they wore during the trip; and I will
begin with the Knight. The narrator sets
out to describe the full array of pilgrims
traveling to Canterbury: the profession,
social status, and physical appearance of
each one.
45
50
IF STUDENTS NEED HELP . . . Go over the

passage line by line with them.
55
Extend the Discussion Why did Chaucer

begin with the Knight?
60
background
Medieval Conflicts A knight in Chaucers
day may very well have witnessed the battles
referred to in lines 5167. Scholars have
argued that these allusions refer to campaigns
in North Africa between 1340 and 1380; to
wars with France between 1345 and 1360;
and to knights campaigns in Lithuania and
Russia (1380s).
146
Ready to go on pilgrimage and start

For Canterbury, most devout at heart,
At night there came into that hostelry
Some nine and twenty in a company
Of sundry folk happening then to fall
In fellowship, and they were pilgrims all
That towards Canterbury meant to ride.
The rooms and stables of the inn were wide;
They made us easy, all was of the best.
And, briefly, when the sun had gone to rest,
Id spoken to them all upon the trip
And was soon one with them in fellowship,
Pledged to rise early and to take the way
To Canterbury, as you heard me say.
But none the less, while I have time and space,
Before my story takes a further pace,
It seems a reasonable thing to say
What their condition was, the full array
Of each of them, as it appeared to me,
According to profession and degree,
And what apparel they were riding in;
And at a Knight I therefore will begin. b
There was a Knight, a most distinguished man,
Who from the day on which he first began
To ride abroad had followed chivalry,
Truth, honor, generousness and courtesy.
He had done nobly in his sovereigns war
And ridden into battle, no man more,
As well in Christian as in heathen places,
And ever honored for his noble graces.
When we took Alexandria, he was there.
He often sat at table in the chair
Of honor, above all nations, when in Prussia.
In Lithuania he had ridden, and Russia,
No Christian man so often, of his rank.
When, in Granada, Algeciras sank
Under assault, he had been there, and in
North Africa, raiding Benamarin;
In Anatolia he had been as well
And fought when Ayas and Attalia fell,
For all along the Mediterranean coast
He had embarked with many a noble host.
In fifteen mortal battles he had been
And jousted for our faith at Tramissene
Language Coach
Roots and Affixes The suffix
-ship can mean someone
entitled to a specific rank
of (lordship), art or skill of
(craftsmanship), or state of
(friendship). Which meaning
applies to fellowship? Give
another example of each use
of -ship.
b PARAPHRASE
Paraphrase lines 3542. What

does the narrator set out to
accomplish in The Prologue?
45 chivalry (shGvPEl-rC): the code of

behavior of medieval knights, which
stressed the values listed in line 46.
51 Alexandria: a city in Egypt,

captured by European Christians in
1365. All the places named in lines
5164 were scenes of conflicts in
which medieval Christians battled
Muslims and other non-Christian
peoples.
64 jousted: fought with a lance in

an arranged battle against another
knight.
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Language Coach
Roots and Affixes
Answer: state of; ladyship, scholarship,
companionship
Have students practice using words with
the suffix -ship in two or three sentences.
146
23 hostelry (hJsPtEl-rC): inn.
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Research [small-group option] Point out the
various places mentioned in lines 5167. Have
students find these sites on a map. Then have
them research the various battles that took
place at these sites. Allow time for students
to share their findings.
unit 1
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65
70
75
80
85
90
95
100
105
Thrice in the lists, and always killed his man.

This same distinguished knight had led the van
Once with the Bey of Balat, doing work
For him against another heathen Turk;
He was of sovereign value in all eyes.
And though so much distinguished, he was wise
And in his bearing modest as a maid.
He never yet a boorish thing had said
In all his life to any, come what might;
He was a true, a perfect gentle-knight. c
Speaking of his equipment, he possessed
Fine horses, but he was not gaily dressed.
He wore a fustian tunic stained and dark
With smudges where his armor had left mark;
Just home from service, he had joined our ranks
To do his pilgrimage and render thanks.
65 thrice: three times; lists: fenced

areas for jousting.
66 van: vanguardthe troops
foremost in an attack.
67 Bey of Balat: a Turkish ruler.
c
He had his son with him, a fine young Squire,

A lover and cadet, a lad of fire
With locks as curly as if they had been pressed.
He was some twenty years of age, I guessed.
In stature he was of a moderate length,
With wonderful agility and strength.
Hed seen some service with the cavalry
In Flanders and Artois and Picardy
And had done valiantly in little space
Of time, in hope to win his ladys grace.
He was embroidered like a meadow bright
And full of freshest flowers, red and white.
Singing he was, or fluting all the day;
He was as fresh as is the month of May.
Short was his gown, the sleeves were long and wide;
He knew the way to sit a horse and ride.
He could make songs and poems and recite,
Knew how to joust and dance, to draw and write.
He loved so hotly that till dawn grew pale
He slept as little as a nightingale.
Courteous he was, lowly and serviceable,
And carved to serve his father at the table.
81 Squire: a young man attending

on and receiving training from a
knight.
There was a Yeoman with him at his side,

No other servant; so he chose to ride.
This Yeoman wore a coat and hood of green,
And peacock-feathered arrows, bright and keen
And neatly sheathed, hung at his belt the while
103 Yeoman (yIPmEn): an attendant

in a noble household; him: the
Knight.
82 cadet: soldier in training.
characterization

In lines 81102, use these prompts to help students understand the character of the Squire
in relation to the Knight:
88 Flanders and Artois (r-twP) and

Picardy (pGkPEr-dC): areas in what is
now Belgium and northern France.
Connect What does the expression like father, like son mean to you? Possible answer:
The expression suggests that fathers and sons
often share similar characteristics.
93 fluting: whistling.
Analyze Does the expression apply to the

Squire and the Knight? Possible answer:
The Squire displays agility, strength (line 86),
bravery (line 89), and courtesy (line 101), just
like his father. However, he does not have his
fathers experience, though he will acquire it
in time.
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Visualization Encourage students to try to

visualize each pilgrim. Have students close
their eyes and listen as you read aloud the
description of the Knight. Ask them to recall
specific details. Record these details in the
first column of a two-column chart. Repeat
this procedure with the Squire. Help students
use the chart to compare these two characters.
Allusions Read aloud the Background note

on the previous page to students and have
them reread the side note about Chaucers
allusions to battles in lines 5169. What
assumptions might Chaucers audience
have made, based on these allusions? What
conclusions can be drawn from these allusions about the political situations in Europe,
North Africa, and the Middle East at this
time? What do they suggest about life in
Chaucers time?
12:15:23 PM
Evaluate Which details about the Squire

make him seem real, rather than idealized
like the Knight? Possible answer: The Squire
displays many characteristics of a young,
romantic knight-in-training who wishes to
follow in his fathers footsteps: He has fire
(passion), dedication (lines 8290), and desire
to serve his father (line 102). However, he is
also concerned with his appearance and the
impression he makes. Unlike his father, the
Squire dresses ostentatiously (lines 9192, 95)
and enjoys frivolous pastimes (lines 97100).
147
RL 1
RL 3
Possible answer: The Knights actions

reveal that he is a model of chivalry: On the
battlefield, he is brave and successful (lines
5369). Off the battlefield, he is modest,
wise, and genteel (lines 7072). Moreover,
he immediately seeks penance after his
fighting (lines 7980).
77 fustian (fOsPchEn): a strong cloth

made of linen and cotton.
12:15:23
PM
CHARACTERIZATION
Reread lines 4374. What do
the Knights actions on and off
the battlefield reveal about his
character? Cite details to support
your answer.
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110

In lines 108121, use these prompts to help students understand Chaucers ironic treatment
of the Yeoman:
115
Connect What would you think if a friend

described somebodys physical characteristics only? Accept all thoughtful responses.
Analyze What information, besides the
Yeomans head resembling a nut (line 111),
suggests that Chaucer does not take this
character seriously? Possible answer: Chaucer describes only his clothing, which seems
to be showy.
120
125
VOCABULARY
own the word
L4
130
courtliness: Have students reread the

passage about the Prioresss courtliness.
Then have students list modern-day behaviors that could be described as courtly.
135
sedately: Have students name synonyms

for the adjective sedate. Possible answers:
composed, dignified, calm
140
characterization
RL 1
RL 3
Possible answer: The Prioress speaks

French with an inauthentic English intonation. Her table manners are coarse, despite
her efforts to be elegant: She reaches for
meat with her hands, dips her fingers in the
sauce, and eats everything on her plate. The
phrase straining / To counterfeit a courtly
kind of grace (lines 142143) is a clue.
145
150
148
For he could dress his gear in yeoman style,

His arrows never drooped their feathers low
And in his hand he bore a mighty bow.
His head was like a nut, his face was brown.
He knew the whole of woodcraft up and down.
A saucy brace was on his arm to ward
It from the bow-string, and a shield and sword
Hung at one side, and at the other slipped
A jaunty dirk, spear-sharp and well-equipped.
A medal of St. Christopher he wore
Of shining silver on his breast, and bore
A hunting-horn, well slung and burnished clean,
That dangled from a baldrick of bright green.
He was a proper forester, I guess.
There also was a Nun, a Prioress,
Her way of smiling very simple and coy.
Her greatest oath was only By St. Loy!
And she was known as Madam Eglantyne.
And well she sang a service, with a fine
Intoning through her nose, as was most seemly,
And she spoke daintily in French, extremely,
After the school of Stratford-atte-Bowe;
French in the Paris style she did not know.
At meat her manners were well taught withal;
No morsel from her lips did she let fall,
Nor dipped her fingers in the sauce too deep;
But she could carry a morsel up and keep
The smallest drop from falling on her breast.
For courtliness she had a special zest,
And she would wipe her upper lip so clean
That not a trace of grease was to be seen
Upon the cup when she had drunk; to eat,
She reached a hand sedately for the meat.
She certainly was very entertaining,
Pleasant and friendly in her ways, and straining
To counterfeit a courtly kind of grace,
A stately bearing fitting to her place,
And to seem dignified in all her dealings. d
As for her sympathies and tender feelings,
She was so charitably solicitous
She used to weep if she but saw a mouse
Caught in a trap, if it were dead or bleeding.
And she had little dogs she would be feeding
With roasted flesh, or milk, or fine white bread.
And bitterly she wept if one were dead
116 dirk: small dagger.

117 St. Christopher: patron saint of
travelers.
120 baldrick: shoulder strap.
122 Prioress: a nun ranking just

below the abbess (head) of a convent.
124 St. Loy: St. Eligius (known as St.
loi in France).
129 Stratford-atte-Bowe: a town

(now part of London) near the
Prioresss convent.
131 at meat: when dining; withal:
moreover.
courtliness (krtPlC-nGs) n.
polite, elegant manners; refined
behavior
sedately (sG-dAtPlC) adv. in a

composed, dignified manner;
calmly
143 counterfeit: imitate.
d CHARACTERIZATION
Reread lines 122145. Which

details suggest that the Prioress
may be trying to appear more
sophisticated than she really is?
148
Satire Remind students that satire is a literary

technique in which ideas, customs, behaviors,
or institutions are ridiculed to point out flaws
in society. As students read, work with them
to find examples of satire within The Canterbury Tales, such as the Nuns efforts at being
sedate.
Vocabulary Support: Multiple-Meaning

Words Point out the multiple-meaning words
on these pages. Help students to use context
to figure out which meaning applies to each
one: bow (line 110), equipment for shooting
arrows; nut (line 111), small, hard fruit from
a tree; bore (line 118), carried; counterfeit
(line 143), imitate; fitting (line 144), suitable;
place (line 144), social position; but (line 148),
only; smart (line 153), hurt; fair (line 158),
148
113 saucy: jaunty; stylish; brace: a

leather arm-guard worn by archers.
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lovely; spread (line 158), [from] one side

to the other; own (line 159), acknowledge;
tricked (line 163), decorated; sort (line 169),
kind; sound (line 187), reasonable; horse
(line 193), to ride a horse.
148
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155
160
165
Or someone took a stick and made it smart;

She was all sentiment and tender heart.
Her veil was gathered in a seemly way,
Her nose was elegant, her eyes glass-grey;
Her mouth was very small, but soft and red,
Her forehead, certainly, was fair of spread,
Almost a span across the brows, I own;
She was indeed by no means undergrown.
Her cloak, I noticed, had a graceful charm.
She wore a coral trinket on her arm,
A set of beads, the gaudies tricked in green,
Whence hung a golden brooch of brightest sheen
On which there first was graven a crowned A,
And lower, Amor vincit omnia.
Another Nun, the secretary at her cell,
Was riding with her, and three Priests as well.
170
175
180
185
190
195
A Monk there was, one of the finest sort

Who rode the country; hunting was his sport.
A manly man, to be an Abbot able;
Many a dainty horse he had in stable.
His bridle, when he rode, a man might hear
Jingling in a whistling wind as clear,
Aye, and as loud as does the chapel bell
Where my lord Monk was Prior of the cell.
The Rule of good St. Benet or St. Maur
As old and strict he tended to ignore;
He let go by the things of yesterday
And took the modern worlds more spacious way.
He did not rate that text at a plucked hen
Which says that hunters are not holy men
And that a monk uncloistered is a mere
Fish out of water, flapping on the pier,
That is to say a monk out of his cloister.
That was a text he held not worth an oyster;
And I agreed and said his views were sound;
Was he to study till his head went round
Poring over books in cloisters? Must he toil
As Austin bade and till the very soil?
Was he to leave the world upon the shelf?
Let Austin have his labor to himself.
This Monk was therefore a good man to horse;
Greyhounds he had, as swift as birds, to course.
Hunting a hare or riding at a fence
What makes a great

159 span: a unit of length equal
to nine inches. A broad forehead
was considered a sign of beauty in
Chaucers day.
163 gaudies: the larger beads in a
set of prayer beads.
166 Amor vincit omnia (Pmr

wGnPkGt mPnC-E): Latin for Love
conquers all things.
172 dainty: excellent.
176 Prior of the cell: head of a

subsidiary group of monks.
177 St. Benet . . . St. Maur: St.
Benedict, who established a strict set
of rules for monks behavior, and his
follower, St. Maurus, who introduced
those rules into France.
190 Austin: St. Augustine of Hippo,

who recommended that monks
engage in hard agricultural labor.
194 to course: for hunting.
149
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Comprehension Support Direct students to

the side notes for lines 177 and 190. Explain
that these orders were established to correct
abuses within the medieval Catholic Church.
Monks were supposed to live pious lives
dedicated to charitable work and service to
society. Ask students
Allusions [paired option] Have partners

work together to find additional information about medieval monastic orders (Benedictine, Augustinian, Cistercian, Dominican,
and Franciscan) online. Discuss how this
new information changes their reading of
Chaucers text. Ask them how these allusions
help to characterize the Monk. What do they
contribute to Chaucers satire?
What is this Monks primary pastime?

What does the Monk think of the
Benedictine rules?
Does he lead a pious life?
149
Discuss In lines 169192, does Chaucer reveal

mostly virtues or flaws in the character of
the Monk? Explain your answer. Possible
answer: Chaucer shows, from the first couplet,
that the Monk is a much- flawed character,
whose overriding interest is hunting. The Monk
ignores and ridicules the rules of his order (lines
177186), shuns studying (lines 188189), and
avoids manual labor (lines 189190).
171 Abbot: the head of a monastery.
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CHARACTER?
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149
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Analyze Visuals
Activity How does the picture support Chaucers description of the Monk?
Possible answer: It shows his preoccupation
with hunting, as well as his horse and many
greyhounds.
VOCABULARY
own the word
L4
personable: Review the definition of

personable with students. Then have them
name and define as many words as they
can with the root person. Possible answers:
persona: voice or character representing
the speaker or narrator in a literary work;
personage: a person of distinction; personal:
private; personality: distinctive traits of
a particular person; personnel: people
employed in a business
200
205
characterization
RL 1
RL 3
210
Possible answer: The Monk is a s

portsman, shallow, self-indulgent, and
materialistic. The narrator specifically pokes
fun at the Monks worldly pastimes and
appetites. He is far from being a humble
and scholarly servant of God in the mold of
St. Benedict, St. Maur, or St. Augustine.
215
Extend the Discussion Is Chaucers satire

of the Monk gently witty, mildly abrasive,
or bitterly critical? Explain.
220
150
Was all his fun, he spared for no expense.

I saw his sleeves were garnished at the hand
With fine grey fur, the finest in the land,
And on his hood, to fasten it at his chin
He had a wrought-gold cunningly fashioned pin;
Into a lovers knot it seemed to pass.
His head was bald and shone like looking-glass;
So did his face, as if it had been greased.
He was a fat and personable priest;
His prominent eyeballs never seemed to settle. e
They glittered like the flames beneath a kettle;
Supple his boots, his horse in fine condition.
He was a prelate fit for exhibition,
He was not pale like a tormented soul.
He liked a fat swan best, and roasted whole.
His palfrey was as brown as is a berry.
There was a Friar, a wanton one and merry,
A Limiter, a very festive fellow.
In all Four Orders there was none so mellow,
So glib with gallant phrase and well-turned speech.
Hed fixed up many a marriage, giving each
Of his young women what he could afford her.
He was a noble pillar to his Order.
Highly beloved and intimate was he
With County folk within his boundary,
And city dames of honor and possessions;
For he was qualified to hear confessions,
personable (prPsE-nE-bEl)
adj. pleasing in behavior and
appearance
e
CHARACTERIZATION
List three character traits of the
Monk. In what ways does the
narrator appear to poke fun at
him?
211 palfrey (plPfrC): saddle horse.

212 Friar: a member of a religious
group sworn to poverty and living
on charitable donations; wanton
(wJnPtEn): playful; jolly.
213 Limiter: a friar licensed to beg
for donations in a limited area.
214 Four Orders: the four groups
of friarsDominican, Franciscan,
Carmelite, and Augustinian.
222 confessions: church rites in
which people confess their sins to
clergy members. Only certain friars
were licensed to hear confessions.
What makes a great
CHARACTER?
Discuss In lines 212222, what character traits
does the Friar appear to have in common with
the Monk? Possible answer: The Friar, like the
Monk, does not seem inclined toward a life of
poverty or charity. He, too, is a festive fellow
(line 213), who enjoys his fun. Given his interest
in hearing confessions from women of means,
a material life of the coin appears to be of
greater concern than a life of the cloth.
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Characterization To help students better

understand the Monks shortcomings as a religious person, ask them to brainstorm words
and phrases that they associate with poverty,
such as poor, hungry, humble circumstances.
Make sure that they understand that the
Monk is supposed to lead a life of poverty.
Then have them compare the Monk with
the words they brainstormed. Repeat with
the Friar.
Similes [small-group option] Have small

groups identify and analyze the similes
describing the Monk in lines 200211. Then
discuss the effect of Chaucers piling up of
such similes. What was his purpose in selecting graphic and humorous images? Is he
entirely serious? How do these similes serve
his satiric purpose? How would the passage
be different without them?
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unit 1
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225
230
235
240
245
250
255
260
265
Or so he said, with more than priestly scope;

He had a special license from the Pope.
Sweetly he heard his penitents at shrift
With pleasant absolution, for a gift.
He was an easy man in penance-giving
Where he could hope to make a decent living;
Its a sure sign whenever gifts are given
To a poor Order that a mans well shriven,
And should he give enough he knew in verity
The penitent repented in sincerity.
For many a fellow is so hard of heart
He cannot weep, for all his inward smart.
Therefore instead of weeping and of prayer
One should give silver for a poor Friars care.
He kept his tippet stuffed with pins for curls,
And pocket-knives, to give to pretty girls.
And certainly his voice was gay and sturdy,
For he sang well and played the hurdy-gurdy.
At sing-songs he was champion of the hour.
His neck was whiter than a lily-flower
But strong enough to butt a bruiser down.
He knew the taverns well in every town
And every innkeeper and barmaid too
Better than lepers, beggars and that crew, f
For in so eminent a man as he
It was not fitting with the dignity
Of his position, dealing with a scum
Of wretched lepers; nothing good can come
Of commerce with such slum-and-gutter dwellers,
But only with the rich and victual-sellers.
But anywhere a profit might accrue
Courteous he was and lowly of service too.
Natural gifts like his were hard to match.
He was the finest beggar of his batch,
And, for his begging-district, paid a rent;
His brethren did no poaching where he went.
For though a widow mightnt have a shoe,
So pleasant was his holy how-dye-do
He got his farthing from her just the same
Before he left, and so his income came
To more than he laid out. And how he romped,
Just like a puppy! He was ever prompt
To arbitrate disputes on settling days
(For a small fee) in many helpful ways,
Not then appearing as your cloistered scholar
With threadbare habit hardly worth a dollar,
225 shrift: confession.

230 well shriven: completely
forgiven through the rite of
confession.
151
Connect Think of news stories about corruption that you have seen or heard. What
do you think of people who abuse their
power? Accept all thoughtful answers.
231 verity: truth.
Analyze In what ways is the Friar corrupt?

Possible answer: He uses his position to gain
money; he spends his money on drinking and
gifts for women; he does not associate with
the poor or unfortunate members of society.
237 tippet: an extension of a hood or

sleeve, used as a pocket.
240 hurdy-gurdy: a stringed musical

instrument, similar to a lute, played
by turning a crank while pressing
down keys.
Evaluate Is the Friar more corrupt than

the Monk? Explain your answer. Possible
answer: Though both are corrupt, the
wanton Friars past and his abuse of
power are particularly loathsome.
PARAPHRASE
Restate lines 237246. How
does the Friar spend the money
he earns through hearing
confessions?
252 victual (vGtPl): food.
accrue (E-krLP) v. to be added or

gained; to accumulate
265 settling days: days on which

disputes were settled out of court.
Friars often acted as arbiters in
the disputes and charged for their
services, though forbidden by the
church to do so.
151
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Authors Perspective Through his narrator,

Chaucer makes his ideas, values, feelings, and
beliefs known. Have students think about
these questions: What are Chaucers feelings
about the Monk and the Friar? What seem
to be his personal beliefs about how a monk
and a friar should behave? What values does
Chaucer reveal through these characters?
Vocabulary Support: Related Vocabulary

Point out words related to the rite of confession in lines 222232: confessions (line 222),
declarations of guilt; absolution (line 226),
forgiveness of sins; penance (line 227),
an expression of sorrow for sin; penitent
(line 232), sorry; repented (line 232), asked
forgiveness. Explain that confession is a
sacrament, or holy ritual, in the Roman Catholic
Church. The Friar should not be carrying out
this rite to make money.
RL 10
paraphrase
Possible answer: Paraphrase: He kept his

pocket stuffed with hairpins and pocketknives to give to attractive girls. He sang
confidently and loudly, because he had a
good voice and played the lute. At musical
events he surpassed everyone. Though his
neck was as a white as a lily, it was strong
enough to knock over a brute. He was
familiar with the bars of every town, as well
as the bartenders and barmaidsmuch
more familiar than he was with lepers, beggars, and others of that sort. The Friar buys
hairpins and pocket-knives for girls. He also
spends his money at inns and taverns.
261 farthing: a coin of small value

used in England until recent times.
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students understand Chaucers satiric commentary on the Friar:

12:15:29 PM
VOCABULARY
own the word
accrue: Tell students that the connotation

of accrual tends to be financial. Bank
accounts accrue interest; companies can
accrue profits. Employees may accrue
benefits, such as paid time off or vacation,
in their jobs.
151
L4
151
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270
paraphrase
RL 10
275
Possible answer: Paraphrase: He discussed

his opinions and actions in great seriousness, especially his monetary success: He
believed that the shipping routes between
England and Holland should be policed; and
he described himself as an expert at selling
foreign currency. He was so clever and so
well versed in administering loans, bargaining, and negotiating, that nobody knew he
was in debt. Even so, he was a good person,
though, honestly, I dont know his name.
Students mat say that the Merchant is not
a sucessful businessman; although the
Merchant is well-dressed, convincing, and
seemingly intelligent, he is in debt.
280
285
290

295
300
What makes a great
CHARACTER?
Discuss In lines 295318, what words give the
reader clues to the Clerics character? Possible
answer: The words sober (line 299), unworldly
(line 302), earnestly (line 311), formal (line 315),
respectful (line 315), lofty (line 316), and moral
(line 317) tell the reader that the Cleric is devoted to his studies to become a priest.
305
310
152
But much more like a Doctor or a Pope.

Of double-worsted was the semi-cope
Upon his shoulders, and the swelling fold
About him, like a bell about its mold
When it is casting, rounded out his dress.
He lisped a little out of wantonness
To make his English sweet upon his tongue.
When he had played his harp, or having sung,
His eyes would twinkle in his head as bright
As any star upon a frosty night.
This worthys name was Hubert, it appeared.
There was a Merchant with a forking beard
And motley dress; high on his horse he sat,
Upon his head a Flemish beaver hat
And on his feet daintily buckled boots.
He told of his opinions and pursuits
In solemn tones, he harped on his increase
Of capital; there should be sea-police
(He thought) upon the Harwich-Holland ranges;
He was expert at dabbling in exchanges.
This estimable Merchant so had set
His wits to work, none knew he was in debt,
He was so stately in administration,
In loans and bargains and negotiation.
He was an excellent fellow all the same;
To tell the truth I do not know his name. g
An Oxford Cleric, still a student though,
One who had taken logic long ago,
Was there; his horse was thinner than a rake,
And he was not too fat, I undertake,
But had a hollow look, a sober stare;
The thread upon his overcoat was bare.
He had found no preferment in the church
And he was too unworldly to make search
For secular employment. By his bed
He preferred having twenty books in red
And black, of Aristotles philosophy,
Than costly clothes, fiddle or psaltery.
Though a philosopher, as I have told,
He had not found the stone for making gold.
Whatever money from his friends he took
He spent on learning or another book
And prayed for them most earnestly, returning
Thanks to them thus for paying for his learning.
282 Flemish: from Flanders, an area

in what is now Belgium and northern
France.
287 Harwich-Holland ranges:

shipping routes between Harwich
(hBrPGj), a port on Englands east
coast, and the country of Holland.
288 exchanges: selling foreign
currency at a profit.
g PARAPHRASE
Paraphrase lines 284294.

Is the Merchant a successful
businessman? Why or why not?
295 Cleric: a student preparing for
the priesthood.
301 preferment: advancement.
305 Aristotles philosophy: the

writings of Aristotle, a famous Greek
philosopher of the fourth century b.c.
306 psaltery (slPtE-rC): a stringed
instrument.
307308 Though a philosopher . . .
gold: The philosophers stone
supposedly turned metals into gold.
152
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beaver hat
forking beard
buckled boots
Merchant
pretentious
self-important
152
281 motley: multicolored.

Visualization Read the description of the
Merchant aloud. Ask students to recall specific
details about this character and to record
them in a Character Traits Web. Repeat this
procedure with the Cleric, the Sergeant at the
Law, and the Franklin.
270 double-worsted (wMsPtGd): a

strong, fairly costly fabric made from
tightly twisted woolen yarn; semicope: a short cloak.
phony
Text Structure The Cleric appears shortly

after the Friar and the Monk, with whom
he differs greatly. Ask groups of students to
discuss Chaucers presentation of the Cleric in
The Prologue. What effect does it have on
the contrast between these different figures?
How would the effect have been different
if the Cleric had appeared before the two
other characters? Ask students whether or
not Chaucer made a wise structural decision.
Encourage them to give their reasons.
152
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315
320
325
330
335
340
345
350
355
His only care was study, and indeed

He never spoke a word more than was need,
Formal at that, respectful in the extreme,
Short, to the point, and lofty in his theme.
A tone of moral virtue filled his speech
And gladly would he learn, and gladly teach.
h CHARACTERIZATION

ways does the Oxford Cleric
differ from the Monk and the
Friar? Cite details.
A Sergeant at the Law who paid his calls,

Wary and wise, for clients at St. Pauls
There also was, of noted excellence.
Discreet he was, a man to reverence,
Or so he seemed, his sayings were so wise.
He often had been Justice of Assize
By letters patent, and in full commission.
His fame and learning and his high position
Had won him many a robe and many a fee.
There was no such conveyancer as he;
All was fee-simple to his strong digestion,
Not one conveyance could be called in question.
Though there was nowhere one so busy as he,
He was less busy than he seemed to be.
He knew of every judgment, case and crime
Ever recorded since King Williams time.
He could dictate defenses or draft deeds;
No one could pinch a comma from his screeds
And he knew every statute off by rote.
He wore a homely parti-colored coat,
Girt with a silken belt of pin-stripe stuff;
Of his appearance I have said enough.
319 Sergeant at the Law: a lawyer

appointed by the monarch to serve
as a judge.
There was a Franklin with him, it appeared;

White as a daisy-petal was his beard.
A sanguine man, high-colored and benign,
He loved a morning sop of cake in wine.
He lived for pleasure and had always done,
For he was Epicurus very son,
In whose opinion sensual delight
Was the one true felicity in sight.
As noted as St. Julian was for bounty
He made his household free to all the County.
His bread, his ale were finest of the fine
And no one had a better stock of wine.
His house was never short of bake-meat pies,
Of fish and flesh, and these in such supplies
It positively snowed with meat and drink
And all the dainties that a man could think. i
341 Franklin: a wealthy landowner.
153
characterization
324 Justice of Assize: a judge who

traveled about the country to hear
cases.
325 letters patent: royal documents
commissioning a judge.
328 conveyancer: a lawyer
specializing in conveyances (deeds)
and property disputes.
329 fee-simple: property owned
without restrictions.

students understand the Sergeant at the Law:
Connect Have you ever known anyone
who seemed to be all talk and no action?
Accept all responses.
334 King Williams time: the reign

of William the Conqueror.
Analyze To what extent does the Sergeant

at the Law seem to be all talk and no action?
Possible answer: He could talk a fine game
of law (lines 333337), so he had made good
money and won respect, but he wasnt nearly
as productive as he seemed (lines 331332).
336 screeds: documents.
Evaluate Would you want to hire the Sergeant at the Law? Why or why not? Most
students will say that they would not want
to hire the Sergeant at Law. Though the
Sergeant gives the appearance of wisdom
and discretion (lines 320323), the narrator
questions these credentials (line 323). The
Sergeant appears to be busy, but is less busy
than he seemed to be (lines 331332).
343 sanguine (sBngPgwGn): cheerful

and good-natured.
346 Epicurus very son: someone

who pursues pleasure as the chief
goal in life, as the ancient Greek
philosopher Epicurus was supposed
to have recommended.
349 St. Julian: the patron saint of
hospitality; bounty: generosity.
CHARACTERIZATION
What does the narrator state
directly about the Franklin in
lines 341356?
i
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Characterization [paired option] Point out

that Chaucer often summed up his characters
briefly, as in He lived for pleasure and had
always done, / For he was Epicurus very son
(lines 345346). Why might Chaucer have
done so? Ask partners to try to find one or
two summaries that characterize each of the
pilgrims so far. Have students keep a log of
each characters summary to recall later and
to compare with other students summaries.
Vocabulary: Related Words Point out words

related to the law in lines 325337. Explain
that many are multiple-meaning words, often
used in other ways: judgment (line 333), legal
ruling; case (line 333), court case or legal
action; crime (line 333), an act that violates
the law; defenses (line 335), legal arguments;
deeds (line 335), legal documents; statute
(line 337), law.
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characterization
153
RL 1
RL 3
Possible answer: The Franklin has

a white beard and rosy complexion (lines
342343). He lives for pleasure (line 345),
especially for fine food and drink
(lines 344356).
RL 1
RL 3
Possible answer: Unlike the Monk

and the Friar, the Oxford Cleric is poor, thin,
and shabby in appearance. Moreover, the
cleric is learned, devout, and concerned with
others.
320 St. Pauls: the cathedral of

London, outside which lawyers met
clients when the courts were closed.
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360
What makes a great
CHARACTER?
Discuss In lines 37188, why did Chaucer
group these five charactersHaberdasher,
Dyer, Carpenter, Weaver, and Carpet-maker
together? Possible answer: Their grouping
suggests that these characters are so similar
that there was, perhaps, no need to distinguish
among them in this overview.
365
370
375
380
385
390
395
According to the seasons of the year

Changes of dish were ordered to appear.
He kept fat partridges in coops, beyond,
Many a bream and pike were in his pond.
Woe to the cook unless the sauce was hot
And sharp, or if he wasnt on the spot!
And in his hall a table stood arrayed
And ready all day long, with places laid.
As Justice at the Sessions none stood higher;
He often had been Member for the Shire.
A dagger and a little purse of silk
Hung at his girdle, white as morning milk.
As Sheriff he checked audit, every entry.
He was a model among landed gentry.
A Haberdasher, a Dyer, a Carpenter,
A Weaver and a Carpet-maker were
Among our ranks, all in the livery
Of one impressive guild-fraternity.
They were so trim and fresh their gear would pass
For new. Their knives were not tricked out with brass
But wrought with purest silver, which avouches
A like display on girdles and on pouches.
Each seemed a worthy burgess, fit to grace
A guild-hall with a seat upon the dais.
Their wisdom would have justified a plan
To make each one of them an alderman;
They had the capital and revenue,
Besides their wives declared it was their due.
And if they did not think so, then they ought;
To be called Madam is a glorious thought,
And so is going to church and being seen
Having your mantle carried, like a queen.
They had a Cook with them who stood alone
For boiling chicken with a marrow-bone,
Sharp flavoring-powder and a spice for savor.
He could distinguish London ale by flavor,
And he could roast and seethe and broil and fry,
Make good thick soup and bake a tasty pie.
But what a pityso it seemed to me,
That he should have an ulcer on his knee.
As for blancmange, he made it with the best.
There was a Skipper hailing from far west;
He came from Dartmouth, so I understood.
154
365 Sessions: local court

proceedings.
366 Member for the Shire: his
countys representative in Parliament.
368 girdle: belt.
369 Sheriff: a royal tax collector.
370 landed gentry (jDnPtrC): wellborn, wealthy landowners.
371 Haberdasher: a seller of hats and
other clothing accessories.
373374 livery . . . guild-fraternity:
uniform of a social or religious
organization.
379 burgess (brPjGs): citizen of a

town.
382 alderman: town councilor.
388 mantle: cloak.
397 blancmange (blE-mnjP): a thick

chicken stew with almonds.
399 Dartmouth (drtPmEth): a port
in southwestern England.
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Vocabulary Point out that several professions named in The Prologue have become
proper names in English, including Knight
(and Knightly), Priest (and Priestly), Merchant,
Franklin, Dyer, Carpenter, Weaver, and Cook
(and also Reeve and Miller). Ask students to
name professions, current or outdated, that
have become common surnames in their
primary language.
Historical Perspective Ask students to

consider what the group of tradesmenthe
Haberdasher, Dyer, Carpenter, Weaver, and
Carpet-makersuggests about Englands
growing middle class and material wellbeing at the end of the 14th century. Have
them write a brief report on this topic. Allow
time for students to share their findings with
the class.
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400
405
410
415
420
425
430
435
440
He rode a farmers horse as best he could,

In a woolen gown that reached his knee.
A dagger on a lanyard falling free
Hung from his neck under his arm and down.
The summer heat had tanned his color brown,
And certainly he was an excellent fellow.
Many a draft of vintage, red and yellow,
Hed drawn at Bordeaux, while the trader snored.
The nicer rules of conscience he ignored.
If, when he fought, the enemy vessel sank,
He sent his prisoners home; they walked the plank.
As for his skill in reckoning his tides,
Currents and many another risk besides,
Moons, harbors, pilots, he had such dispatch
That none from Hull to Carthage was his match.
Hardy he was, prudent in undertaking;
His beard in many a tempest had its shaking,
And he knew all the havens as they were
From Gottland to the Cape of Finisterre,
And every creek in Brittany and Spain;
The barge he owned was called The Maudelayne.
A Doctor too emerged as we proceeded;
No one alive could talk as well as he did
On points of medicine and of surgery,
For, being grounded in astronomy,
He watched his patient closely for the hours
When, by his horoscope, he knew the powers
Of favorable planets, then ascendant,
Worked on the images for his dependent.
The cause of every malady youd got
He knew, and whether dry, cold, moist or hot;
He knew their seat, their humor and condition.
He was a perfect practicing physician.
These causes being known for what they were,
He gave the man his medicine then and there.
All his apothecaries in a tribe
Were ready with the drugs he would prescribe
And each made money from the others guile;
They had been friendly for a goodish while.
He was well-versed in Aesculapius too
And what Hippocrates and Rufus knew
And Dioscorides, now dead and gone,
Galen and Rhazes, Hali, Serapion,
Averroes, Avicenna, Constantine,
Scotch Bernard, John of Gaddesden, Gilbertine.
402 lanyard (lBnPyErd): a cord worn

as a necklace.

students better understand the Doctor:
406 vintage: wine.

407 Bordeaux (br-dIP): a region of
France famous for its wine.
Connect What characteristics do you associate with doctors today? Student responses
should reflect an understanding that todays
doctors, whose primary concern is with their
patients health, are well-trained scientists
and practitioners.
414 Hull . . . Carthage: ports in

England and in Spain. The places
named in lines 414419 show that
the Skipper is familiar with all the
western coast of Europe.
Analyze How was a doctor in Chaucers

day different from contemporary doctors?
Possible answer: Doctors had extensive
training in the four humors and astrology,
considered pseudoscience today; they relied
heavily on the ancient Greeks; medicine was
primitive by contemporary standards.
416 tempest: violent storm.
background
424 astronomy: astrology.
malady (mBlPE-dC) n. a disease

or disorder; an ailment
430 dry, cold, moist . . . hot: in
medieval science, the four basic
qualities that were thought to
combine to form both the four
elements of the world (fire, air,
water, and earth) and the four
humors of the human body.
435 apothecaries (E-pJthPG-kDrQCz):
druggists.
439444 Aesculapius
(DsQkyE-lAPpC-Es) . . . Gilbertine:
famous ancient and medieval
medical experts.
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155
Medieval Medicine The treatment of the

four humors, referred to in lines 429434, was
central to medieval medicine. The belief in the
four humors (or bodily fluids) evolved from
Greek philosophy. The dominance of one of
the four fluids was thought to determine temperament. The fluids were blood (resulting in
a sanguine, or lively temperament), phlegm
(resulting in a phlegmatic or unemotional
temperament), yellow bile, or choler, (resulting
in a choleric, or angry temperament), and black
bile (resulting in a melancholy temperament).
The four humors were sometimes matched
up with the four seasons, the four ages of
mankind, the four compass directions, and
even to the four Evangelists. Medieval doctors
attempted to bring the four humors into balance using diet, medicine, and bloodletting.
155
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VOCABULARY
own the word

Comprehension Support Remind students

that travel by ship in the 14th century was
slow and dangerous. Help students locate on
a map the places mentioned in the Skippers
description: Dartmouth, England (line 399);
Bordeaux, France (line 407); Hull, England
(line 414); Carthage, on the north coast of
Africa (line 414); Gotland, probably in southern Sweden (line 418); Cape of Finisterre,
western Spain (line 418); and Brittany, France
(line 419).
Verbal Irony [paired option] Review with

students that verbal irony occurs when somebody states one thing but means another.
Then have partners find and explain examples of verbal irony in the description of the
Skipper. Discuss the purpose and effect of
Chaucers verbal irony. How does it support
his satire?
malady: Have students name common

maladies that they might suffer from during
the course of a year. Then have them write
a sentence naming one common malady
and what steps they could take to remedy
it. Possible answers: common cold, flu, sore
throat, fatigue, sprained ligaments, sore
muscles; remedies depend upon the malady
155
L4
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Analyze Visuals
Possible answer: The doctors reliance on
astrological signs, pictured on the window,
reveals how 14th-century medicine differed
from modern medicine.
Analyze Visuals
What does this image
reveal about the ways in
which a medieval doctors
practice differed from
that of a modern doctor?
What makes a great
CHARACTER?
Discuss In lines 455484, is the Wife of Bath a
round or flat character? Possible answer: The
Wife of Bath is a round character: She is interesting, worldly, personable, capable, amorous,
self-important, and materialistic. Why does the
narrator describe her as worthy in two lines
(455 and 469)? Possible answer: The narrator
wants to make it clear that he thinks well of
her, despite her shortcomings.
445
450
455
background
Clothing in the Middle Ages The Wife of
Bath must have been a woman of considerable means. Most medieval people wore only
hand-me-downs. Old clothing was mended,
sold, or cut up and reused to make new
garments. The expensive clothes of the upper
classes were treated as valuable property.
460
465
470
156
In his own diet he observed some measure;

There were no superfluities for pleasure,
Only digestives, nutritives and such.
He did not read the Bible very much.
In blood-red garments, slashed with bluish grey
And lined with taffeta, he rode his way;
Yet he was rather close as to expenses
And kept the gold he won in pestilences.
Gold stimulates the heart, or so were told.
He therefore had a special love of gold.
A worthy woman from beside Bath city
Was with us, somewhat deaf, which was a pity.
In making cloth she showed so great a bent
She bettered those of Ypres and of Ghent.
In all the parish not a dame dared stir
Towards the altar steps in front of her,
And if indeed they did, so wrath was she
As to be quite put out of charity.
Her kerchiefs were of finely woven ground;
I dared have sworn they weighed a good ten pound,
The ones she wore on Sunday, on her head.
Her hose were of the finest scarlet red
And gartered tight; her shoes were soft and new.
Bold was her face, handsome, and red in hue.
A worthy woman all her life, whats more
Shed had five husbands, all at the church door,
Apart from other company in youth;
No need just now to speak of that, forsooth.
446 superfluities (sLQpEr-flLPG-tCz):

excesses.
450 taffeta (tBfPG-tE): a stiff, smooth

fabric.
452 pestilences: plagues.
455 Bath: a city in southwestern

England.
458 Ypres (CPprE) . . . Ghent (gDnt):

Flemish cities famous in the Middle
Ages for manufacturing fine wool
fabrics.
461 wrath (rBth): angry.
463 ground: a textured fabric.
466 hose: stockings.
470 all at the church door: In

medieval times, a marriage was
performed outside or just within the
doors of a church; afterwards, the
marriage party went inside for mass.
472 forsooth: in truth; indeed.
156
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What were her shoes and hose like?
Visualization The description of the Wife of

Bath is graphic. Have students listen as you
reread it. Challenge them to answer these
questions:
What problem did she have with her teeth?
Imagery [small-group option] Chaucer is often detailed in his description of the pilgrims
clothing. Have students identify the clothing
of each character in The Prologue. Have
groups research the clothing worn by different social classes in the 14th century. Then
discuss what these descriptions tell about
the pilgrims. How does Chaucer use clothing
to define the characters social and economic
status?
What did her mantle hide?
How did the Wife of Bath react to anybody

who tried to go up the altar steps before
she did?
What did she wear on her head on Sundays?
What did she wear on her head while riding?
156
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475
480
485
490
495
500
505
510
515
And she had thrice been to Jerusalem,

Seen many strange rivers and passed over them;
Shed been to Rome and also to Boulogne,
St. James of Compostella and Cologne,
And she was skilled in wandering by the way.
She had gap-teeth, set widely, truth to say.
Easily on an ambling horse she sat
Well wimpled up, and on her head a hat
As broad as is a buckler or a shield;
She had a flowing mantle that concealed
Large hips, her heels spurred sharply under that.
In company she liked to laugh and chat
And knew the remedies for loves mischances,
An art in which she knew the oldest dances. j
A holy-minded man of good renown
There was, and poor, the Parson to a town,
Yet he was rich in holy thought and work.
He also was a learned man, a clerk,
Who truly knew Christs gospel and would preach it
Devoutly to parishioners, and teach it.
Benign and wonderfully diligent,
And patient when adversity was sent
(For so he proved in much adversity)
He hated cursing to extort a fee,
Nay rather he preferred beyond a doubt
Giving to poor parishioners round about
Both from church offerings and his property;
He could in little find sufficiency.
Wide was his parish, with houses far asunder,
Yet he neglected not in rain or thunder,
In sickness or in grief, to pay a call
On the remotest, whether great or small,
Upon his feet, and in his hand a stave.
This noble example to his sheep he gave
That first he wrought, and afterwards he taught;
And it was from the Gospel he had caught
Those words, and he would add this figure too,
That if gold rust, what then will iron do?
For if a priest be foul in whom we trust
No wonder that a common man should rust;
And shame it is to seelet priests take stock
A shitten shepherd and a snowy flock.
The true example that a priest should give
Is one of cleanness, how the sheep should live.
473476 Jerusalem . . . Rome . . .

Boulogne (bL-lInP), St. James of
Compostella and Cologne (kE-lInP):
popular destinations of religious
pilgrimages in the Middle Ages.
480 wimpled: with her hair and

neck covered by a cloth headdress.
481 buckler: small round shield.
j
500 sufficiency: enough to get by on.

students understand the significance of the
Parson:
501 asunder: apart.
Connect What qualities make you respect

and trust somebody? Accept any thoughtful
answer.
505 stave: staff.
Analyze Do the Parsons traits show him

to be trustworthy? Explain your answer.
Possible answer: The Parsons kindness, moral
rectitude, generosity, conscientiousness, and
diligence show that he is trustworthy.
507 wrought (rt): worked.

509 figure: figure of speech.
Synthesize What point is Chaucer making

through the Parson? Possible answer: He is
making the point that the clergy should be
above reproach in their behavior and spotless
models to the people they serve.
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Comprehension Support Make sure that

students understand the religious metaphor of a clergyman as the shepherd of his
congregationthe flockand the wolf as
a representation of evil, sin, and temptation
(lines 514524). Then ask these questions:
Compare and Contrast Ask students to

compare the Parson with other religious
figures in The Prologue, such as the Prioress,
the Monk, the Friar and the Cleric. Ask groups
of students to research Chaucers life. How
are his religious beliefs and the beliefs of
the time reflected in these characters? Have
students write a short essay on this topic.
Which lines state the danger faced by

a flock?
12:15:35 PM
157
RL 1
RL 3
157
Which lines state the shepherds job?
characterization
Possible answer: The Wife of Bath is

a superlative weaver; she wears stylish and
expensive clothes; she has been married
five times; and she has traveled to many
important pilgrim sites, including three
visits to Jerusalem.
490 clerk: scholar.
12:15:32
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CHARACTERIZATION
Reread lines 455486. Which
details help define the Wife of
Bath as a worldly woman?
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520
paraphrase
RL 10
525
Students paraphrases should include all

the main ideas and supporting details of
lines 515524. Possible paraphrase for lines
515524: A parsons behavior should be pure
and set an example for those he leads. A
parson should not hire someone else to do
his work and leave his followers in trouble
or without proper guidance. Nor should
he run to London to earn easy money by
performing funeral services for the wealthy.
Nor should he become involved in some
private group, allowing someone else to
take over and mislead his followers. He
should be a committed leader, not just a
worker for hire.
530
535
540
The Parson gives money to the poor, pays

calls to the parishioners whenever they need
him, and provides a fine example to all.
545
characterization
RL 1
RL 3
550
Possible answer: Both are pious, hardworking, peace-loving, honest, and charitable;
neither is materialistic; neither is guided by
self-interest or greed.
555
He did not set his benefice to hire

And leave his sheep encumbered in the mire
Or run to London to earn easy bread
By singing masses for the wealthy dead,
Or find some Brotherhood and get enrolled.
He stayed at home and watched over his fold
So that no wolf should make the sheep miscarry.
He was a shepherd and no mercenary. k
Holy and virtuous he was, but then
Never contemptuous of sinful men,
Never disdainful, never too proud or fine,
But was discreet in teaching and benign.
His business was to show a fair behavior
And draw men thus to Heaven and their Savior,
Unless indeed a man were obstinate;
And such, whether of high or low estate,
He put to sharp rebuke, to say the least.
I think there never was a better priest.
He sought no pomp or glory in his dealings,
No scrupulosity had spiced his feelings.
Christ and His Twelve Apostles and their lore
He taught, but followed it himself before.
There was a Plowman with him there, his brother;
Many a load of dung one time or other
He must have carted through the morning dew.
He was an honest worker, good and true,
Living in peace and perfect charity,
And, as the gospel bade him, so did he,
Loving God best with all his heart and mind
And then his neighbor as himself, repined
At no misfortune, slacked for no content,
For steadily about his work he went
To thrash his corn, to dig or to manure
Or make a ditch; and he would help the poor l
For love of Christ and never take a penny
If he could help it, and, as prompt as any,
He paid his tithes in full when they were due
On what he owned, and on his earnings too.
He wore a tabard smock and rode a mare.
There was a Reeve, also a Miller, there,
A College Manciple from the Inns of Court,
A papal Pardoner and, in close consort,
158
517 set his benefice (bDnPE-fGs) to

hire: pay someone to perform his
parish duties for him.
k PARAPHRASE
Restate lines 515524. In what

ways does the Parson serve the
members of his parish?
536 scrupulosity (skrLQpyE-lJsPG-tC):

excessive concern with fine points of
behavior.
CHARACTERIZATION
Compare the Plowman with
his brother, the Parson. What
character traits do they seem
to share?
555 tabard smock: a short loose

jacket made of a heavy material.
556 Reeve: an estate manager;
557 Manciple: a servant in charge
of purchasing food; Inns of Court:
London institutions for training law
students; 558 Pardoner: a church
official authorized to sell people
pardons for their sins.
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Role Models Have students examine the
Parson and the Plowman as idealized Christians. To what extent do the other pilgrims
fall short of the high standards set by these
role models?
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560
565
570
575
580
585
590
595
600
A Church-Court Summoner, riding at a trot,

And finally myselfthat was the lot.
559 Summoner: a layman with the

job of summoning sinners to church
courts.
The Miller was a chap of sixteen stone,

A great stout fellow big in brawn and bone.
He did well out of them, for he could go
And win the ram at any wrestling show.
Broad, knotty and short-shouldered, he would boast
He could heave any door off hinge and post,
Or take a run and break it with his head.
His beard, like any sow or fox, was red
And broad as well, as though it were a spade;
And, at its very tip, his nose displayed
A wart on which there stood a tuft of hair
Red as the bristles in an old sows ear.
His nostrils were as black as they were wide.
He had a sword and buckler at his side,
His mighty mouth was like a furnace door. m
A wrangler and buffoon, he had a store
Of tavern stories, filthy in the main.
His was a master-hand at stealing grain.
He felt it with his thumb and thus he knew
Its quality and took three times his due
A thumb of gold, by God, to gauge an oat!
He wore a hood of blue and a white coat.
He liked to play his bagpipes up and down
And that was how he brought us out of town.
561 stone: a unit of weight equal to

14 pounds.
The Manciple came from the Inner Temple;

All caterers might follow his example
In buying victuals; he was never rash
Whether he bought on credit or paid cash.
He used to watch the market most precisely
And got in first, and so he did quite nicely.
Now isnt it a marvel of Gods grace
That an illiterate fellow can outpace
The wisdom of a heap of learned men?
His mastershe had more than thirty then
All versed in the abstrusest legal knowledge,
Could have produced a dozen from their College
Fit to be stewards in land and rents and game
To any Peer in England you could name,
And show him how to live on what he had
Debt-free (unless of course the Peer were mad)
Or be as frugal as he might desire,
And make them fit to help about the Shire
Review lines 570575. Notice

how Chaucer uses similes,
or comparisons, to create
a remarkably vividand
unflatteringportrait of
the Miller.
159
GRAMMAR
AND STYLE
L5
Analyze Descriptive Details Discuss these

similes with students: a tuft of hair / Red
as the bristles in an old sows ear (lines
571572); His nostrils were as black as they
were wide (line 573); His mighty mouth
was like a furnace door (line 575).
576 wrangler (rBngPglEr): a loud,

argumentative person; buffoon
(bE-fLnP): a fool.
577 in the main: for the most part.
581 thumb of gold: a reference to

a proverb, An honest miller has a
golden thumbperhaps meaning
that there is no such thing as an
honest miller.
IF STUDENTS NEED HELP . . . Remind them

that a simile uses like or as in the comparison. Then have them find like or as in each
comparison and explain the two things
that are being compared.
585 Inner Temple: one of the Inns

of Court.
Extend the Discussion What other similes

does Chaucer use to describe the Miller?
What makes a great

594 his masters: the lawyers that
the Manciple feeds.
595 abstrusest: most scholarly and
difficult to understand.
597598 stewards . . . Peer: estate
managers for any nobleman.
12:15:35
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m GRAMMAR AND STYLE
CHARACTER?
Discuss In lines 585604, what words best
describe the Manciples character? Possible
answer: Cautious, clever, and frugal. Which
lines state Chaucers opinion of the Manciple
most clearly? Possible answer: Now isnt it a
marvel of Gods grace / That an illiterate fellow
can outpace / The wisdom of a heap of learned
men? (lines 591593)
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Vocabulary: Outdated Forms Point out
that some words in this translation are not
commonly used in modern American English, such as bade (line 544), commanded;
buckler (line 574), small shield; victuals (line
587), food; Shire (line 602), a county [of
Great Britain]. Then have students reread
the lines, substituting a modern synonym for
each word.
159
159
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11:02:18 AM
In any legal case there was to try;

And yet this Manciple could wipe their eye.
605
What makes a great
CHARACTER?
Discuss In lines 605640, what traits and
habits have helped the Reeve grow rich? Possible answer: The Reeve is a crafty and capable
manager (lines 612614); he has been entrusted
with the management of his masters livestock
(lines 615617); he stays on top of collections
(lines 618622); he knows a good bargain and
can manage his money (lines 628630); he
is also a fine carpenter (lines 631632). Does
Chaucer seem to have any reservations about
this character? Possible answer: Chaucers
opening words describe the Reeve as temperamental; Chaucer also says that he is feared like
the plague (line 623) by everyone under him,
suggesting that the Reeve is probably not compassionate or kind, but a bully and a stickler.
610
615
620
625
The Reeve was old and choleric and thin;

His beard was shaven closely to the skin,
His shorn hair came abruptly to a stop
Above his ears, and he was docked on top
Just like a priest in front; his legs were lean,
Like sticks they were, no calf was to be seen.
He kept his bins and garners very trim;
No auditor could gain a point on him.
And he could judge by watching drought and rain
The yield he might expect from seed and grain.
His masters sheep, his animals and hens,
Pigs, horses, dairies, stores and cattle-pens
Were wholly trusted to his government.
He had been under contract to present
The accounts, right from his masters earliest years.
No one had ever caught him in arrears.
No bailiff, serf or herdsman dared to kick,
He knew their dodges, knew their every trick;
Feared like the plague he was, by those beneath.
He had a lovely dwelling on a heath,
Shadowed in green by trees above the sward.
A better hand at bargains than his lord,
604 wipe their eye: outdo them.

605 choleric (kJlPE-rGk): having a
temperament in which yellow bile
predominates, and therefore prone
to outbursts of anger.
608 docked: clipped short.
611 garners: buildings for

storing grain.
617 government: authority.
620 in arrears: with unpaid debts.

621 bailiff: farm manager; serf: farm
laborer.
625 sward: grassy plot.
Analyze Visuals
Activity How does the picture support
Chaucers description of the Reeve?
Possible answer: It shows the neat, well-kept
farm he managed and his shorn hair, cropped
above his ears, as well as the confident bearing
one might expect from the prosperous Reeve.
160
160
Vocabulary Support Help students use

context to figure out the meaning of these
expressions: Feared like the plague (line 623),
feared [him] terribly; as I heard tell (line 637),
I was told; No wonder (line 659), It is not
surprising.
Historical Perspective [small-group option]

Both the Manciple and the Reeve are 14thcentury success stories. Though illiterate,
the Manciple has outpaced men of greater
learning, while the Reeve has grown rich and
tucked away a treasure, despite his start as a
carpenter. What does Chaucer suggest about
mobility in medieval English society through
these two characters? What traits seem to be
essential for such success? How does Chaucer,
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of nobler stock, view the nouveau riche of his

day? Have groups discuss these questions and
report their findings to the class.
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630
635
640
645
650
655
660
665
670
He had grown rich and had a store of treasure

Well tucked away, yet out it came to pleasure
His lord with subtle loans or gifts of goods,
To earn his thanks and even coats and hoods.
When young hed learnt a useful trade and still
He was a carpenter of first-rate skill.
The stallion-cob he rode at a slow trot
Was dapple-grey and bore the name of Scot.
He wore an overcoat of bluish shade
And rather long; he had a rusty blade
Slung at his side. He came, as I heard tell,
From Norfolk, near a place called Baldeswell.
His coat was tucked under his belt and splayed.
He rode the hindmost of our cavalcade.
There was a Summoner with us at that Inn,
His face on fire, like a cherubin,
For he had carbuncles. His eyes were narrow,
He was as hot and lecherous as a sparrow.
Black scabby brows he had, and a thin beard.
Children were afraid when he appeared.
No quicksilver, lead ointment, tartar creams,
No brimstone, no boracic, so it seems,
Could make a salve that had the power to bite,
Clean up or cure his whelks of knobby white
Or purge the pimples sitting on his cheeks.
Garlic he loved, and onions too, and leeks,
And drinking strong red wine till all was hazy.
Then he would shout and jabber as if crazy,
And wouldnt speak a word except in Latin
When he was drunk, such tags as he was pat in;
He only had a few, say two or three,
That he had mugged up out of some decree;
No wonder, for he heard them every day.
And, as you know, a man can teach a jay
To call out Walter better than the Pope.
But had you tried to test his wits and grope
For more, youd have found nothing in the bag.
Then Questio quid juris was his tag.
He was a noble varlet and a kind one,
Youd meet none better if you went to find one.
Why, hed allowjust for a quart of wine
Any good lad to keep a concubine
A twelvemonth and dispense him altogether!
And he had finches of his own to feather:
And if he found some rascal with a maid

633 stallion-cob: a thickset, shortlegged male horse.
161
Situational Irony [paired option] Review

with students that situational irony contrasts
what is expected to happen with what actually does happen. Then have partners find
and explain examples of situational irony in
The Prologue, such as
Interpret Is the Summoners appearance

a reflection of his character? Explain your
answer. Possible answer: The Summoners
unattractive appearance is a reflection of his
unattractive character. As a church official,
he sells favors for wine and drinks too much.
642 cherubin (chDrPE-bGnQ): a type

of angelin the Middle Ages often
depicted with a fiery red face.
643 carbuncles (krPbOngQkElz): big
pimples, considered a sign of lechery
and drunkenness in the Middle Ages.
647648 quicksilver . . . boracic
(bE-rBsPGk): substances used as skin
medicines in medieval times.
Evaluate Does Chaucer judge characters by

the way they look? Possible answer: Chaucer
sometimes exaggerates a characters unpleasant physical features to serve as a kind
of emblem of their corruption and sin.
650 whelks (hwDlks): swellings.
656 tags: brief quotations.
658 mugged up: memorized.
660 jay: a bird that can be taught

to mimic human speech without
understanding it.
664 Questio quid juris (kwDsPtC-I

kwGd yMrPGs): Latin for The
question is, What part of the law (is
applicable)?a statement often
heard in medieval courts.
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Recall What specific details describe the

Summoners appearance? Possible answer:
He is described as having pimples on his face,
scabby eyebrows, and a thin beard. Children
are frightened of his appearance.
638 Norfolk (nrPfEk): a county in

eastern England.
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students understand how the Summoners
appearance is linked to his character and to
Chaucers satire:
12:15:40 PM
The Monk, whom one expects to live a

pious, simple life devoted to other people,
instead loves hunting and fancy clothing.
Discuss the purpose and effect of Chaucers
situational irony. How does it support his
satire?
The Summoner, whose job is to summon

sinners to the church courts, is himself a
lecher and a drunk.
161
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675
What makes a great
CHARACTER?
Discuss In lines 689734, in what ways is the
Pardoner like the Summoner? Possible answer:
Like the Summoner, the Pardoner is physically
and morally repugnant, another greedy and
corrupt church official who has sold his office.
How does Chaucer differentiate the character
of the Summoner from the Pardoner? Possible
answer: He looks different: The Summoner
has bulging eyes (line 704) and light blond
hair hanging down his back in rat-tails (lines
695699); he is also fashion-conscious (lines
699703). Unlike the Pardoner, the Summoner
is unmanly, with no beard and a high voice
(lines 708711).
680
685
690
695
700
705
710
715
162
Classification [small-group option] Chaucer
describes a broad cross-section of people
from 14th-century England. Invite students
to consider ways of grouping the pilgrims: for
example, by professions; men and women;
laity and priests; or as round and flat, rich and
poor, educated and uneducated, or moral and
immoral characters. Which groupings are
most useful? Which help us to better understand Chaucers world? Have groups fill out
162
He would instruct him not to be afraid

In such a case of the Archdeacons curse
(Unless the rascals soul were in his purse)
For in his purse the punishment should be.
Purse is the good Archdeacons Hell, said he.
But well I know he lied in what he said;
A curse should put a guilty man in dread,
For curses kill, as shriving brings, salvation.
We should beware of excommunication.
Thus, as he pleased, the man could bring duress
On any young fellow in the diocese.
He knew their secrets, they did what he said.
He wore a garland set upon his head
Large as the holly-bush upon a stake
Outside an ale-house, and he had a cake,
A round one, which it was his joke to wield
As if it were intended for a shield.
He and a gentle Pardoner rode together,
A bird from Charing Cross of the same feather,
Just back from visiting the Court of Rome.
He loudly sang, Come hither, love, come home!
The Summoner sang deep seconds to this song,
No trumpet ever sounded half so strong.
This Pardoner had hair as yellow as wax,
Hanging down smoothly like a hank of flax.
In driblets fell his locks behind his head
Down to his shoulders which they overspread;
Thinly they fell, like rat-tails, one by one.
He wore no hood upon his head, for fun;
The hood inside his wallet had been stowed,
He aimed at riding in the latest mode;
But for a little cap his head was bare
And he had bulging eye-balls, like a hare.
Hed sewed a holy relic on his cap;
His wallet lay before him on his lap,
Brimful of pardons come from Rome, all hot.
He had the same small voice a goat has got.
His chin no beard had harbored, nor would harbor,
Smoother than ever chin was left by barber.
I judge he was a gelding, or a mare.
As to his trade, from Berwick down to Ware
There was no pardoner of equal grace,
For in his trunk he had a pillow-case
Which he asserted was Our Ladys veil.
673 Archdeacons curse:

excommunicationan official
exclusion of a person from
participating in the rites of the
church. (An archdeacon is a high
church official.)
681 duress (dM-rDsP): compulsion by

means of threats.
682 diocese (dFPE-sGs): the district
under a bishops supervision.
685686 the holly-bush . . . alehouse: Since few people could read
in the Middle Ages, many businesses
identified themselves with symbols.
Outside many taverns could be
found wreaths of holly on stakes.
690 Charing Cross: a section

of London.
696 flax: a pale grayish yellow fiber

used for making linen cloth.
701 wallet: knapsack.
705 holy relic: an object revered

because of its association with a
holy person.
711 gelding (gDlPdGng): a castrated

horsehere, a eunuch.
712 Berwick (bDrPGk) . . . Ware: towns
in the north and the south of England.
715 Our Ladys veil: the kerchief of
the Virgin Mary.
162
Classification Charts to illustrate these groupings. Allow time for students to share and
compare their findings.
Classification Chart p. B17
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Comprehension Support Direct students
attention to the side notes related to holy
relics (lines 705, 715, 716, 717718). Make sure
that they understand that all of these relics
are fakes, which the Summoner uses to fool
people and to cheat them out of their money.
Explain that he probably passes the pigs
bones (line 720) off as the bones of a saint or
other religious person.
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720
725
730
735
740
745
750
755
760
He said he had a gobbet of the sail

Saint Peter had the time when he made bold
To walk the waves, till Jesu Christ took hold.
He had a cross of metal set with stones
And, in a glass, a rubble of pigs bones.
And with these relics, any time he found
Some poor up-country parson to astound,
In one short day, in money down, he drew
More than the parson in a month or two,
And by his flatteries and prevarication
Made monkeys of the priest and congregation. n
But still to do him justice first and last
In church he was a noble ecclesiast.
How well he read a lesson or told a story!
But best of all he sang an Offertory,
For well he knew that when that song was sung
Hed have to preach and tune his honey-tongue
And (well he could) win silver from the crowd.
Thats why he sang so merrily and loud.
Now I have told you shortly, in a clause,
The rank, the array, the number and the cause
Of our assembly in this company
In Southwark, at that high-class hostelry
Known as The Tabard, close beside The Bell.
And now the time has come for me to tell
How we behaved that evening; Ill begin
After we had alighted at the Inn,
Then Ill report our journey, stage by stage,
All the remainder of our pilgrimage.
But first I beg of you, in courtesy,
Not to condemn me as unmannerly
If I speak plainly and with no concealings
And give account of all their words and dealings,
Using their very phrases as they fell.
For certainly, as you all know so well,
He who repeats a tale after a man
Is bound to say, as nearly as he can,
Each single word, if he remembers it,
However rudely spoken or unfit,
Or else the tale he tells will be untrue,
The things pretended and the phrases new.
He may not flinch although it were his brother,
He may as well say one word as another.
And Christ Himself spoke broad in Holy Writ,
Yet there is no scurrility in it,
716 gobbet: piece.

717718 when he . . . took hold: a
reference to an incident in which
Jesus extended a helping hand to
Peter as he tried to walk on water
(Matthew 14:2931).
Paraphrase the description of the

Pardoner in lines 712726. How
exactly does he earn a living?
163
RL 10
paraphrase
Possible answer: Paraphrase: There wasnt

a better pardoner from the north to the
south of England, for he had a pillowcase
that he claimed was Marys veil. He also
possessed a piece of fabric which he claimed
came from the sail (of the boat) that Peter
used when he tried walking on water, and
Jesus came to his rescue. Also, he had a
metal cross with stones and a glass with
pigs bones. He used these relics to fool the
naive populace of country parishes, where
he could make more money in a day than
their parson could make in a month or two.
Using flattery and lies, he made fools of the
priest and his congregation. The Pardoner
earns his living by selling pardons from
Rome and fake relics to poor, uneducated
country folk.
739 The Bell: another inn.
745756 The narrator apologizes in

advance for using the exact words of
his companions.

Extend the Discussion What examples
of verbal irony does the Pardoners introduction contain?
759 broad: bluntly; plainly.

760 scurrility (skE-rGlPG-tC): vulgarity;
coarseness.
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n PARAPHRASE
163
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that the first part of The Prologue, which
introduces the pilgrims, ends with line 734.
The next section explains the Hosts role in
the storytelling arrangement. The end of
The Prologue also serves as a kind of transition to the actual storytelling by individual
pilgrims.
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Analyze Visuals
Activity Compare the picture with Chaucers
description of the Host in lines 769774. What
details in the art match those in the text?
Possible answer: The art illustrates Chaucers
assertion that the Host served the finest food
imaginable (line 769). It also shows his wide
girth and manly bearing.
What makes a great
CHARACTER?
Discuss In lines 767779, what words does
Chaucer use to describe the Host, the innkeeper of The Tabard? Possible answer: striking (line 771); no finer burgess in Cheapside
(line 774); Bold in . . . speech, wise (line 775);
manly (line 776); merry-hearted (line 777).
What actions of this character does Chaucer
also describe? Possible answer: He shows the
Host serving wonderful food and drink, speaking openly but tactfully, and discussing a variety of subjects. What do the Hosts own words
reveal about him? Possible answer: The Hosts
words reveal that he is inventive and fun-loving
and that he has mastered the art of making
everyone feel welcome. His words, along with
his actions and Chaucers description, illustrate
that he is a near-perfect host.
765
770
775
780
785
164
And Plato says, for those with power to read,

The word should be as cousin to the deed.
Further I beg you to forgive it me
If I neglect the order and degree
And what is due to rank in what Ive planned.
Im short of wit as you will understand.
761 Plato (plAPtI): a famous

philosopher of ancient Greece.
Our Host gave us great welcome; everyone

Was given a place and supper was begun.
He served the finest victuals you could think,
The wine was strong and we were glad to drink.
A very striking man our Host withal,
And fit to be a marshal in a hall.
His eyes were bright, his girth a little wide;
There is no finer burgess in Cheapside.
Bold in his speech, yet wise and full of tact,
There was no manly attribute he lacked,
Whats more he was a merry-hearted man.
After our meal he jokingly began
To talk of sport, and, among other things
After wed settled up our reckonings,
He said as follows: Truly, gentlemen,
Youre very welcome and I cant think when
Upon my word Im telling you no lie
Ive seen a gathering here that looked so spry,
No, not this year, as in this tavern now.
Id think you up some fun if I knew how.
And, as it happens, a thought has just occurred
767 Host: the innkeeper of

the Tabard.
772 marshal in a hall: an official in

charge of arranging a noblemans
banquet.
774 Cheapside: the main business
district of London in Chaucers day.
780 settled up our reckonings: paid

our bills.
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Vocabulary Support Help students use

context to figure out the meaning of these
expressions: Upon my word (line 783), I swear
that; God speed (line 789), [Have] a prosperous journey; while the time (line 792), pass
the time; at any rate (line 806), anyway;
fullest measure of (lines 817818), the largest
amount of; the most.
Interpret Allusion [paired option] Have

students discuss the allusion to Platos
aphorism, The word should be as cousin to
the deed (line 762). What does the narrator
mean? Point out that a cousin is not the
closest relationship. How would the saying
be different if it were The word should be as
brother to the deed? Is the narrator being
ironic? Allow time for partners to share their
interpretations.
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164 unit 1
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790
795
800
805
810
815
820
825
To please you, costing nothing, on my word.

Youre off to Canterburywell, God speed!
Blessed St. Thomas answer to your need!
And I dont doubt, before the journeys done
You mean to while the time in tales and fun.
Indeed, theres little pleasure for your bones
Riding along and all as dumb as stones.
So let me then propose for your enjoyment,
Just as I said, a suitable employment.
And if my notion suits and you agree
And promise to submit yourselves to me
Playing your parts exactly as I say
Tomorrow as you ride along the way,
Then by my fathers soul (and he is dead)
If you dont like it you can have my head!
Hold up your hands, and not another word.
Well, our opinion was not long deferred,
It seemed not worth a serious debate;
We all agreed to it at any rate
And bade him issue what commands he would.
My lords, he said, now listen for your good,
And please dont treat my notion with disdain.
This is the point. Ill make it short and plain.
Each one of you shall help to make things slip
By telling two stories on the outward trip
To Canterbury, thats what I intend,
And, on the homeward way to journeys end
Another two, tales from the days of old;
And then the man whose story is best told,
That is to say who gives the fullest measure
Of good morality and general pleasure,
He shall be given a supper, paid by all,
Here in this tavern, in this very hall,
When we come back again from Canterbury. o
And in the hope to keep you bright and merry
Ill go along with you myself and ride
All at my own expense and serve as guide.
Ill be the judge, and those who wont obey
Shall pay for what we spend upon the way.
Now if you all agree to what youve heard
Tell me at once without another word,
And I will make arrangements early for it.
790 St. Thomas: St. Thomas Becket,

to whose shrine the pilgrims are
traveling.
794 dumb: silent.
Language Coach
Multiple Meanings Submit
has several meanings: (1) to
yield to someone elses power,
(2) to present for review, (3) to
present as an opinion. Which
meaning applies in line 798?
Which meaning applies in this
sentence? I will submit my
article to the school newspaper.
807 bade him: asked him to.
165
Historical Perspective Have students discuss

the Hosts proposal and ask these questions.
Why did the Host make this proposal?
What does it suggest about 14th-century
pilgrimages?
Is any irony intended?
Why did Chaucer place the proposal at the
end of The Prologue, rather than at the
beginning?
RL 4
tone
Demonstrate tone for students by saying

a statement using two different attitudes,
or tonesone in a jovial tone, and one in
a serious tone.
RL 4
o TONE
In literature, tone refers to the

attitude a writer takes toward
a subject or character. A writer
can communicate tone through
diction, choice of details, and
direct statements of his or her
opinion. Tone can be serious,
playful, admiring, mocking,
or objective. How would you
describe Chaucers tone toward
his characters throughout The
Prologue? Why do you think he
portrays his characters this way?
Possible answer: Chaucers tone is generally

restrained and detached. He likely uses this
tone to allow for subtle jokes to be inserted
in the descriptions of the pilgrims.
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Pilgrims Identities Did Chaucer base his

pilgrims on real-life individuals from his day?
Scholars have researched and debated this
question for years. Unfortunately, no records
exist of Chaucers personal revelations on
the subject, so his readers may never know
for sure. The pilgrim who has been identified with the greatest certainty is the Host.
The Cook refers to him as Herry Bailly in the
Cooks Prologue. Some scholars think that
an innkeeper named Henri Bayliff lived in
Southwark, the location of Chaucers Tabard
Inn. Bayliffs name appears in various rolls and
records from the 1370s and 1380s.
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background
Why did Chaucer choose to have the Host

make this proposal?
Could any other pilgrim have suggested the
contest?
12:15:44 PM

Language Coach
Multiple Meanings Answers: (1), (2)
Ask volunteers to speak aloud sentences
that include the word submit. Then, ask the
class to correctly identify the meaning used
in each sentence.
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830
VOCABULARY
own the word
L4
835
entreaty: Ask students what entreaty the

Pilgrims make to the Host. Possible answer:
that the Host become their Governor. Then
have students write several sentences that
show an understanding of the differences
among entreaty, request, and demand.
Possible answer: My brother Mark requested
that I help him with his homework; at the
same time my parents demanded that I get
off the phone and finish my chores. I made
an entreaty to my history teacher to allow
me extra time on my essay because I had
been sick.
840
845
850
855
characterization
Of course we all agreed, in fact we swore it

Delightedly, and made entreaty too
That he should act as he proposed to do,
Become our Governor in short, and be
Judge of our tales and general referee,
And set the supper at a certain price.
We promised to be ruled by his advice
Come high, come low; unanimously thus
We set him up in judgment over us.
More wine was fetched, the business being done;
We drank it off and up went everyone
To bed without a moment of delay. p
Early next morning at the spring of day
Up rose our Host and roused us like a cock,
Gathering us together in a flock,
And off we rode at slightly faster pace
Than walking to St. Thomas watering-place;
And there our Host drew up, began to ease
His horse, and said, Now, listen if you please,
My lords! Remember what you promised me.
If evensong and matins will agree
Lets see who shall be first to tell a tale.
And as I hope to drink good wine and ale
Ill be your judge. The rebel who disobeys,
However much the journey costs, he pays.
Now draw for cut and then we can depart;
The man who draws the shortest cut shall start.
entreaty (Dn-trCPtC) n. a serious

request or plea
p CHARACTERIZATION
Examine the way the pilgrims

respond to the Host in lines
830841. What type of person
do you think would appeal to so
many?
843 cock: rooster (whose cry rouses
people from sleep).
846 St. Thomas watering-place: a

brook about two miles from London.
850 If evensong and matins (mBtPnz)

will agree: if what you said last night
is what you will do this morning.
(Evensong and matins are evening
and morning prayer services.)
855 draw for cut: draw lots.
RL 1
RL 3
Possible answer: The Host is likely to be

friendly, fun-loving, charismatic, fair, honest,
and generous.
selection wrapup
have read The Prologue of The Canterbury
Tales, ask them to make a generalization about
the characters that will narrate The Canterbury Tales. Possible answers: These characters
come from a wide cross-section of 14th-century
society. Their backgrounds, occupations, and
character traits are very diverse.
CRITIQUE
Ask students which pilgrims are most
memorable. Encourage them to explain
their responses.
INDEPENDENT READING
Students may also enjoy reading The Arabian
Nights, translated by Husain Haddawy.
166
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Develop Reading Fluency Have students

work in pairs to practice reading lines 830
856 to each other. Encourage students to
work together to clarify the pronunciations
of difficult words before reading. As one
student reads the text, instruct the other
student to listen and then summarize what
the first has read. When both students
have finished reading the text, ask them
to discuss how fluent reading allowed for
improved comprehension of the material.
Simile [paired option] Have students analyze the extended simile in lines 842844.
What is Chaucer comparing? Is the simile
serious or humorous? What light does it
cast on the Host and on the pilgrims? Then
have them compare this simile with the
religious metaphor in lines 514524. Allow
time for partners to share their findings.
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166 unit 1
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After Reading
Practice and Apply
Comprehension
1. Recall When and where does The Prologue take place?
2. Recall What event or circumstance causes the characters to gather?
3. Summarize What plan does the Host propose to the characters?
Text Analysis
4. Analyze Characterization Throughout the selection, Chaucer uses physical
detailseyes, hair, clothingto help develop his characters. Choose
three pilgrims and describe how their outward appearances reflect their
personalities.

support analysis of what the
text says explicitly. RL 3 Analyze
of a story. RL 4 Analyze the
on tone. RL 6 Analyze a case
in which grasping a point of
view requires distinguishing
what is directly stated in a
text from what is really meant
(e.g., irony). RL 10 Read and
5. Identify Irony Much of the humor of The Prologue is based on irony, the
discrepancy between what appears to be true and what actually is true.
Explain the irony in each of the following character portraits:
the Nun Prioress
the Merchant
the Skipper
the Doctor


Characterization p. 127
answers
1. The Prologue takes place in April at the

Tabard Inn in Southwark.
2. The characters gather for a pilgrimage
to the shrine of St. Thomas Becket in
Canterbury.
6. Draw Conclusions Review what you paraphrased as you read the selection.
Describe the narrators personality and values.
7. Examine Satire A writer who pokes fun at behaviors and customs with the
intent of improving society is creating satire. Review the descriptions of the
Monk and the Friar in lines 169279. What aspects of the medieval church
does Chaucer satirize through these characters?
3. The Host proposes a contest in which each

Pilgrim tells two stories on the way to
Canterbury and two more on the way back;
the winner will receive a free dinner.
8. Interpret Tone In literature, tone refers to the attitude a writer takes toward
a subject or character. Tone can be serious, playful, admiring, mocking, or
objective. Review lines 455486. What is Chaucers tone toward the Wife
of Bath? Cite specific words and phrases to support your answer.
Possible answers:
4.
Text Criticism
9. Critical Interpretations In 1809, the English poet and artist William Blake
made the following observation: Chaucers pilgrims are the characters
which compose all ages and nations. . . . Some of the names or titles are
altered by time, but the characters themselves forever remain unaltered. Do
you agree or disagree that Chaucers characters seem timeless and universal?
Support your opinion with details from the text and your own experiences.
What makes a great
character?
Which of Chaucers characters do you like best? Which character traits make
this character appealing to you?
7. Chaucer
167satirizes their worldliness, materialism, and hypocrisy and by extension any
churchmen with those traits. Both indulge
in worldly pleasures. Neither serves those
in need.
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8. Though Chaucer gently mocks the Wife

of Baths pride and her excesses in clothing and husbands, he generally admires
her, using words such as worthy, bold, and
handsome to describe her.
9. Chaucers pilgrims seem timeless. His
stories of the corruption, hypocrisy, greed,
and pretense of the Sergeant at the Law,
RL 1, RL 3, RL 4, RL 6, RL 10
167
the Merchant, the Friar, the Monk, the 1/8/11

Summoner, and the Pardoner are similar
to current stories about failures of trust in
business, politics, and the clergy. So, too,
the faith and charity of the Parson, Cleric,
and Plowman have parallels in the humble
clergy of today.
What makes a great
CHARACTER?
Accept all
12:07:44 PM
common core focus Characterization Answers will vary, but they may include
these descriptions: Squire: appearance20
years old, curly hair, strong, short, embroidered gown; personalityyoung, romantic.
Reeve: appearanceold, choleric, closeshaven, skinny; personality: exacting,
shrewd; excellent manager. Summoner:
appearancecarbuncles, narrow eyes,
scabby brows; personalitydespicable;
cheater and blackmailer.
5. The Nun Prioress wishes to seem sophisticated; her poor French, table manners, and
jewelry suggest otherwise. The Skipper
seems to be a skilled, prudent, and unpretentious seaman, but he is capable of theft
and violence. The Merchant is well dressed
and well versed at trade, but he is in debt.
The Doctor knows everything about medieval medicine, but he is motivated by love
of gold rather than the desire to help others.
6.
common core focus Paraphrase The narrator is intelligent, wellread, and religious; he is a keen observer of
the faults and strengths of others; he is humorous and humane. He esteems humility,
simplicity, generosity, the Gospel and the
Golden Rule; he despises pretension, greed,
hypocrisy, materialism, and corruption.
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answers
vocabulary practice
word list
Use the details from The Prologue and your understanding of the boldfaced
words to help you choose the answer to each question.
accrue
vocabulary practice
courtliness
entreaty
1. Which of these characters shows the most courtliness?
1. (b) Knight
4. (a) Nun Prioress
2. Which of these characters seems the most personable?
2. (a) Squire
5. (a) Friar
3. What does the Doctor believe can cause a malady?
3. (b) body humors
6. (c) Host
4. Which of these characters tries the most to behave sedately?
malady
personable
sedately
5. Which character has seen money accrue in his savings?
6. To whom do the pilgrims make an entreaty about judging the story contest?
concept
Suggest that students begin by sketching a

rough outline or graphic organizer to represent
the structure of The Prologue. As students
begin to write and revise their work, they
should focus on correctly incorporating academic vocabulary terms into their writing.
words from french
L4, L 6
Direct students attention to the structural

similarities of the Old French roots and the
contemporary English terms. Discuss with
them how the original meanings of the roots
relate to the definitions of the contemporary
words.
3. personable
2. malady; malade
4. entreaty
parallel
section
structure
Chaucer characters embody abstract concepts like greed and vanity, yet remain
fully-realized, three-dimesional characters. Using at least two additional
Academic Vocabulary words, write about how the structure of The Prologue
allows Chaucer to give such a complete picture of the pilgrims.
vocabulary strategy: words from french

French has contributed words to English since the French-speaking Normans
invaded England in 1066. A huge number of our Latin words actually come
from Latin by way of Old French. Knowing the French origins of a word can help
you understand its meanings. For example, knowing that parley comes from the
French parler, which means to speak, will tell you that a parley is a conference.
L 4 Determine or clarify
the meaning of unknown
words. L 6 Acquire and use
accurately general academic and
domain-specific words.
PRACTICE Based on the word list to the right and the following word bank,
respond each item below:
Old French Root
malady
personable
entreaty
court
accrue
1. The words accretion and ________ both contain the core

meaning of the Old French word acreu. What is that core
meaning? __________
Answers:
1. accrue; increased
culture
Original Meaning
acreu
increased
entraiter
to deal with, beseech
malade
sick
persone
person
2. The core meaning of the English word ___________ can be found in the Old
French word for sick. What is that word? _______________
3. If the Normans had not invaded England in 1066, we might not say a friendly
individual is ____________.
Interactive
Vocabulary
4. Although it did not survive into Modern French, the Old French word entraiter survives in English in the form of __________.
KEYWORD: HML12-168
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Assess and Reteach

Assess
Vocabulary Support Invite students who

speak Latin-based languages to name words
in their native languages that contain the
prefix mal-.
Vocabulary Practice: Challenge Ask partners

to do a word search to find additional words
with the mal- prefix, such as maladroit,
malfeasance, and malingerer. Have them
use five words with the prefix to write
descriptions of five make-believe characters.
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Reteach
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The Age of Chaucer
Teach
from The
Pardoners Tale
Poem by Geoffrey Chaucer
Translated by Nevill Coghill
What has the

power to
RL 3, RL 4, RL 6, RL 10
corrupt?
text analysis: exemplum

An exemplum is a short anecdote or story that illustrates a
particular moral point. Developed in the late Middle Ages, this
literary form was often used in sermons and other didactic
literature. One famous example is Chaucers The Pardoners
Tale, which focuses on the subject of greed. As you read the
selection, pay attention to the actions of the characters and to
the narrators description of his own practices.
In the introduction to his tale, the

Pardoner states, Radix malorum est
cupiditas, which is Latin for The love of
money is the root of all evila passage
from the Bible. The expression suggests
that the desire for riches often seduces
people into abandoning their moral
principles. Today, as in Chaucers time,
greed and other elements of human
weakness often trigger grave acts of
corruption.
Review: Irony
reading skill: predict

When you predict, you make guesses about what will happen
next in a story based on text clues and your own prior
knowledge. Predicting helps you become engaged in the story
and motivates you to read on. To make predictions about The
Pardoners Tale, use the following strategies:
Note foreshadowing, or hints about future plot events.
Think about the words, actions, and personalities of the three
rioters to predict their behavior throughout the story.
As you read, record your predictions and any helpful text clues
in a chart like the one shown. Later, complete the chart by
explaining the actual outcomes of the storys events.
Predictions
Text Clues
The rioters will

experience trouble.
The tavern boy warns

them about the plague.
DISCUSS With a small group of

classmates, list several examples of
corruption. Discuss the factors that
you think prompted people to commit
corrupt acts. Compare your conclusions
with those of other groups.
Examples of Corruption
1. Corporate scandals

a story. RL 4 Analyze the impact of specific word
choices on tone. RL 6 Analyze a case in which
grasping a point of view requires distinguishing
what is directly stated in a text from what
is really meant (e.g., irony). RL 10 Read and
comprehend literature. L 4d Verify the preliminary
determination of the meaning of the word.
L 6 Acquire and use accurately general academic
and domain-specific words.
What has the power to
CORRUPT?
Introduce the question and discuss the following paragraph. Then ask students to help you
create a corruption scale that runs from 1
to 10. Have volunteers place on the scale the
various forms of corruption that they have
listed. Encourage them to keep this scale in
mind during the DISCUSS activity.
2.
Outcomes
3.
4.
RL 3
Model the Skill: exemplum

To model the analysis of an exemplum,
explain to students the moral lessons in
old tales such as The Goose that Laid the
Golden Egg and King Midas.
To see how many vocabulary words you already know,
substitute a different word for each boldfaced term.
1. The miser demonstrated his avarice by amassing coins.
2. She used harsh words to castigate his awful behavior.
GUIDED PRACTICE Ask students to identify

additional examples of stories or tales with
a moral lesson.
3. The two enemies came together for a secret parley.

169
READING SKILL
RL 10
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V O C A B 169
ULARY SKILL
Have all students complete Vocabulary in
Context. Check their definitions against the
following.
avarice (BvPE-rGs) n. greed
castigate (kBsPtG-gAtQ) v. to criticize
parley (prPlC) n. a discussion or a conference
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L4
PRETEACH VOCABULARY Use the copy

master to help students predict meanings.
7:30:06 PM
Model the Skill: predict

Mark was driving to Morrisville to visit
friends, when a news flash broke on the
radio: A flood washed out the Morrisville Dam. Emergency crews are evacuating residents by boat.
Model for students how to make a prediction
about what Mark will do next. Explain that,
based on text clues and prior knowledge, you
can guess that he will probably turn around,
go home, and try to reach his friends.
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Practice and Apply

The
summary
pardoners prologue
Geoffrey Chaucer
In this poem, the corrupt Pardoner explains

that he preaches his tale of avarice to frighten
peasants into giving him money: To wit, three
violent youths vow to murder Death for killing
their friend. They meet a mysterious old man
who directs them to a tree, where, he says,
they will find Death. Instead, they discover
gold, which they plan to take and hide that
night. During a trip to town, the youngest
rioter plots to poison the others, while the
two left behind plan to murder him. Thus, the
two rioters stab the youngest, then drink his
poisoned wine and die as well.
background In the medieval church, a pardoner was a

clergy member who had authority from the pope to grant
indulgencescertificates of forgivenessto people who
showed great charity. In practice, however, many pardoners
such as Chaucers pilgrimwere unethical and sold their
certificates to make money for the church or themselves.
read with a purpose

them to read The Pardoners Prologue to learn
about the nature of corruption and deceit.
10
Discuss In lines 1622, in what way is the

Pardoners choice of the topic of avarice for his
tale a sign of his corruption? Possible answer:
The Pardoner is telling a sermon about greed,
and his sole motive is greed. The topic itself
makes poor people more willing to give up their
money. His ulterior motive in choosing this
topic is a sign of his corruption.
15
20
My lords, he said, in churches where I preach

I cultivate a haughty kind of speech
And ring it out as roundly as a bell;
Ive got it all by heart, the tale I tell.
I have a text, it always is the same
And always has been, since I learnt the game,
Old as the hills and fresher than the grass,
Radix malorum est cupiditas. . . .
I preach, as you have heard me say before,
And tell a hundred lying mockeries more.
I take great pains, and stretching out my neck
To east and west I crane about and peck
Just like a pigeon sitting on a barn.
My hands and tongue together spin the yarn
And all my antics are a joy to see.
The curse of avarice and cupidity
Is all my sermon, for it frees the pelf.
Out come the pence, and specially for myself,
For my exclusive purpose is to win
And not at all to castigate their sin.
Once dead what matter how their souls may fare?
They can go blackberrying, for all I care! . . .
Analyze Visuals
What details in this image
reflect the Pardoners description
of his preaching?
8 Radix malorum est cupiditas

(rPdGks m-lrPEm DstQ
kL-pGdPG-tsQ): Latin for The love of
money is the root of all evil
(1 Timothy 6:10).
10 mockeries: false tales.
avarice (BvPE-rGs) n. greed

17 pelf: riches.
18 pence: pennies.
castigate (kBsPtG-gAtQ) v. to
criticize
VOCABULARY
own the word
L4
avarice: Read the definition of avarice

aloud to students. Then have them name
common antonyms. Possible answers:
generosity, charitableness, benevolence
castigate: Tell students that the connotation of castigate is to criticize severely,
to berate. Have them name words that
carry similar meaning, but that have less
intensity. Possible answers: scold, chasten
READING SKILL
RL 10
predict
Possible answer: The characters will commit

some error or crime related to greed and
meet with a suitable ending.
170
25
170
And thus I preach against the very vice

I make my living out ofavarice. a
And yet however guilty of that sin
Myself, with others I have power to win
Them from it, I can bring them to repent;
But that is not my principal intent.
a PREDICT
The Pardoner convinces people

to buy certificates of forgiveness
by reciting his moral stories.
What can you predict about the
characters and events of the tale
he will tell?
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Literary Forms Invite English language

learners to share examples of fables or
stories from their cultures that teach a moral
or lesson. Ask them to identify the values
that these exemplum teach. Lead the class
in a discussion about the similarities and
differences that they observe in these tales
across cultures.

CD for this selection. Encourage students
to practice reading aloud along with this
resource to improve reading fluency.
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background
Christianity in the Late Middle Ages Through
the Middle Ages, England remained tied to
the Catholic Church. From the 12th century on,
the church worked hard to raise the quality
of the clergy, especially on the parish level,
hoping to teach Christian principles to the
laity. There was a strong emphasis on piousness, prayer, and good works. By Chaucers
day, local clergy were more educated and more
dutiful than ever. Even so, abuses remained
widespread. Unscrupulous church associates,
like the Pardoner, continued to prey upon ignorant people, selling fake relics and promising
to cleanse sins or cure sickness. In the 14th
century, the outcry against church abuses
grew angrier and more radical with the chaos
of war and plague. The papacy, in particular,
was the subject of harsh criticism. Avignon, in
todays southern France, was a papal city. The
political conflict between England and France
led to a rupture in the church. The power of
popes to make appointments at all levels of
the churchthe Pardoner might be a case in
pointwas another source of resentment.
Analyze Visuals
Possible answer: The Pardoners pious look
reflects the gravity of his false preaching.
The peasants giving him money reflects his
success in telling lies.
12:19:08
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to teach these words: principal
(line 28), job (line 40), register (line 92), consent
(line 157), section (line 292), occur (line 329).
Create a Ballad Instruct students to identify

a character trait or flaw that interests them.
Then, ask them to use The Pardoners Prologue as a model for composing their own
ballad about a character or characters that
illustrates their chosen character trait or flaw.
Encourage students to craft a plot for their
poems that shows how these traits or flaws
12:19:17 PM
affect the lives of their characters. When

students have completed their ballads, invite
them to read their work aloud to the class.
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30
CORRUPT?
35
Discuss In lines 5057, why does the Pardoner

admit his own corruption? Possible answer:
The Pardoner wants the other pilgrims to acknowledge that, despite the fact that he is immoral (line 55), he can still tell a moral tale (line
56). One criterion for winning the storytelling
contest is that it must be entertaining; the
other is that it must have a strong moralthe
fullest measure of good morality and general
pleasure (The Prologue, lines 817818). The
Pardoner does not want to lose the contest
because of his depraved character. His admission contributes to the irony.
40
45
50
irony
Possible answer: The Pardoner tells his

moral stories not to help sinners but to help
himself. Hes greedy and wishes to scare
people into buying his indulgences and
relics.
55
Covetousness is both the root and stuff

Of all I preach. That ought to be enough.
Well, then I give examples thick and fast
From bygone times, old stories from the past.
A yokel mind loves stories from of old,
Being the kind it can repeat and hold.
What! Do you think, as long as I can preach
And get their silver for the things I teach,
That I will live in poverty, from choice?
Thats not the counsel of my inner voice!
No! Let me preach and beg from kirk to kirk
And never do an honest job of work,
No, nor make baskets, like St. Paul, to gain
A livelihood. I do not preach in vain.
Theres no apostle I would counterfeit;
I mean to have money, wool and cheese and wheat
Though it were given me by the poorest lad
Or poorest village widow, though she had
A string of starving children, all agape. b
No, let me drink the liquor of the grape
And keep a jolly wench in every town!
But listen, gentlemen; to bring things down
To a conclusion, would you like a tale?
Now as Ive drunk a draft of corn-ripe ale,
By God it stands to reason I can strike
On some good story that you all will like.
For though I am a wholly vicious man
Dont think I cant tell moral tales. I can!
Heres one I often preach when out for winning. . . .
33 yokel: rustic.
39 kirk: church.
41 St. Paul: a follower of Jesus Christ

who made baskets and tents.
43 counterfeit: imitate.
b IRONY
Review lines 3947. Why does

the Pardoner tell his moral
stories? Explain how his motive
is ironic, or different from what
you might have expected.
55 vicious: immoral; depraved.
IF STUDENTS NEED HELP . . . Review the definition of irony: a contrast between what
one expects to happen and what does
happen, between the way things appear
and the way they really are.
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Character Analysis [paired option] The
Pardoners self-examination in lines 3357 is
most revealing. Have students reread and
discuss this personal analysis. After groups
finish their discussion, ask them to create a
back story, explaining why the Pardoner
has come to his present state. Invite them
to share their ideas with the class.
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The
60
65
70
75
80
85
90

tavern-knaves warning:
pardoners tale
Its of three rioters I have to tell

Who, long before the morning service bell,
Were sitting in a tavern for a drink.
And as they sat, they heard the hand-bell clink
Before a coffin going to the grave;
One of them called the little tavern-knave
And said Go and find out at oncelook spry!
Whose corpse is in that coffin passing by;
And see you get the name correctly too.
Sir, said the boy, no need, I promise you;
Two hours before you came here I was told.
He was a friend of yours in days of old,
And suddenly, last night, the man was slain,
Upon his bench, face up, dead drunk again.
There came a privy thief, they call him Death,
Who kills us all round here, and in a breath
He speared him through the heart, he never stirred.
And then Death went his way without a word.
Hes killed a thousand in the present plague,
And, sir, it doesnt do to be too vague
If you should meet him; you had best be wary.
Be on your guard with such an adversary,
Be primed to meet him everywhere you go,
Thats what my mother said. Its all I know.
58 rioters: rowdy people; revelers.
The publican joined in with, By St. Mary,

What the child says is right; youd best be wary,
This very year he killed, in a large village
A mile away, man, woman, serf at tillage,
Page in the household, childrenall there were.
Yes, I imagine that he lives round there.
Its well to be prepared in these alarms,
He might do you dishonor. Huh, Gods arms!
The rioter said, Is he so fierce to meet?
Ill search for him, by Jesus, street by street.
Gods blessed bones! Ill register a vow!
82 publican: innkeeper; tavern

owner.
6162 hand-bell . . . grave: In

Chaucers time, a bell was carried
beside the coffin in a funeral
procession.
76 Bubonic plague killed at least a

quarter of the population of Europe
in the mid-14th century.
86 page: boy servant.
EXEMPLUM
Many characters in moral stories
are allegorical that is, they
stand for abstract ideas, such as
virtue and beauty. Identify the
allegorical character presented
in lines 7289. Who fears
him? Why?
Character Ask students which words best describe the Pardoner. Encourage them to explain
each choice. Help them to find textual support.
List their responses in a Character Traits Web.
Pardoner
untruthful
greedy
moneyhungry
corrupt
IF STUDENTS NEED HELP . . . Reread and

paraphrase with them the description of
Death in lines 7278.
Extend the Discussion What aspect of
death does this personification capture?
12:19:23 PM

Vocabulary: Outdated Forms Remind students
that some words in this translation are not
commonly used in modern American English,
such as look spry (line 64), hurry; By St. Mary
(line 82), I swear upon the name of St. Mary;
Huh, Gods arms! (line 89), Im not worried,
with the army of God [an exclamation offer-
ing or claiming to represent the army of God];

Gods blessed bones! (line 92), I swear by the
bones of Jesus. Have students reread the
lines, substituting the modern version for each
outdated form.
173
RL 3
173
selfish
exemplum
Possible answer: The allegorical character

is Death. The tavern-knave, the innkeeper,
and the townspeople are all afraid of death
because the plague has struck and taken
many lives.
11/22/10
immoral
Synthesize What event do the words of the

boy and the innkeeper foreshadow? Possible
answer: Their warnings foreshadow a brush
with death, especially if the rioters are not
vigilant and careful, as the tavern-knave and
innkeeper have advised.
72 privy (prGvPC): hidden; secretive.
173
vicious
Analyze What adds credibility to the boys

words? Possible answer: The innkeeper supports the boys view that the rioters should be
wary (line 83).
63 tavern-knave (nAv): a serving boy

in an inn.
12:19:22
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Connect Have you ever received a warning

that you did not heed? How does that help
you predict what will happen to the rioters?
Students should understand that because the
rioters do not heed the tavern-knaves warning, something bad will happen.
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95
100
READING SKILL
RL 10
predict
Possible answer: Chaucer emphasizes the

rioters drunkenness, anger, impulsiveness,
overconfidence, and violent language. They
will likely turn on each other.
105
Extend the Discussion Why dont the rioters fear death? Do young people tend to
believe that nothing can hurt them?
110
115

old man in this tale:
Recall How do the rioters treat the poor old
man? Possible answer: The rioters show him
no respect and even threaten to harm him.
120
Analyze What does the rioters treatment

of the old man reveal about them? Possible
answer: Their mistreatment of the old man
underscores their crudeness, recklessness, and
lack of judgment.
Evaluate Why is the character of the old
man included in this tale? Possible answer:
He is a foil to the rioters, representing the wisdom of old age. What purposes do the story
of his life and his views about death serve?
Possible answer: They serve as a cautionary
tale to the reckless rioters who are searching
for Death: The old man has also been searchingfor a young person to trade youth for
his old age. The old mans search has been
fruitless. His pleas for death have also gone
unanswered. The old mans example suggests that people have no control over death.
Any effort to gain control is as pointless as
trying to trade old age for youth.
174
125
130
174
Here, chaps! The three of us together now,

Hold up your hands, like me, and well be brothers
In this affair, and each defend the others,
And we will kill this traitor Death, I say!
Away with him as he has made away
With all our friends. Gods dignity! Tonight!
They made their bargain, swore with appetite,
These three, to live and die for one another
As brother-born might swear to his born brother.
And up they started in their drunken rage
And made towards this village which the page
And publican had spoken of before.
Many and grisly were the oaths they swore,
Tearing Christs blessed body to a shred;
If we can only catch him, Death is dead! d
When they had gone not fully half a mile,
Just as they were about to cross a stile,
They came upon a very poor old man
Who humbly greeted them and thus began,
God look to you, my lords, and give you quiet!
To which the proudest of these men of riot
Gave back the answer, What, old fool? Give place!
Why are you all wrapped up except your face?
Why live so long? Isnt it time to die?
d PREDICT
What qualities of the three men

does Chaucer emphasize in
lines 93107? Predict what will
happen to them based on these
text clues.
109 stile: a stairway used to climb

over a fence or wall.
The old, old fellow looked him in the eye

And said, Because I never yet have found,
Though I have walked to India, searching round
Village and city on my pilgrimage,
One who would change his youth to have my age.
And so my age is mine and must be still
Upon me, for such time as God may will.
Not even Death, alas, will take my life;
So, like a wretched prisoner at strife
Within himself, I walk alone and wait
About the earth, which is my mothers gate,
Knock-knocking with my staff from night to noon
And crying, Mother, open to me soon!
Look at me, mother, wont you let me in?
See how I wither, flesh and blood and skin!
Alas! When will these bones be laid to rest?
Mother, I would exchangefor that were best
The wardrobe in my chamber, standing there
129 The old man addresses the earth

as his mother (recall the familiar
expressions Mother Earth and
Mother Nature).
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Comprehension: Text Structure Explain to
students that although The Pardoners Tale
is written in poetic form, it contains dialogue.
Have students identify places where dialogue
begins and ends, naming each speaker; for
example: rioter, lines 9098; rioters, line 107;
old man, line 112; proud rioter, lines 114116;
old man, lines 118148.
12:19:23
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Vocabulary: Outdated Forms Point out additional outdated forms on pages 174175:
away with him (line 97), send him away; kill
him; made away with (lines 9798), taken
away, killed; made towards (line 103), went
towards; alas (line 124), unfortunately;
Whence (line 137), from which source; holy
writ (line 141), holy writing; whither (line
148), to what place.
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135
140
145
So long, for yours! Aye, for a shirt of hair

To wrap me in! She has refused her grace,
Whence comes the pallor of my withered face.
But it dishonored you when you began
To speak so roughly, sir, to an old man,
Unless he had injured you in word or deed.
It says in holy writ, as you may read,
Thou shalt rise up before the hoary head
And honor it. And therefore be it said
Do no more harm to an old man than you,
Being now young, would have another do
When you are oldif you should live till then.
And so may God be with you, gentlemen,
For I must go whither I have to go.
135 shirt of hair: a rough shirt made

of animal hair, worn to punish
oneself for ones sins.
142 hoary: gray or white with age.
Analyze Visuals
Activity How does the picture of the old man
support the Pardoners description of him?
Possible answer: The picture shows that he is
indeed ancient, but also dignified.
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Research Allegorical Characters [small-group
option] Remind students that stories such as
The Canterbury Tales contain allegorical characters. The tavern-knave and the old man
are two examples. Have students find other
stories that contain allegorical characters.
Have students choose a story, read it, and
deliver a brief report on it, explaining what
each character stands for.
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150
155
RL 3
exemplum
Possible answer: The gambler seems to

be an evil character. He shows nothing
but contempt for the old man. He insults
him, threatens him (lines 150 and 155), and
accuses him of working for Death (lines 154,
157158).
160
165
Extend the Discussion How do the words

of the gambler resonate with the old
mans reminder that Thou shalt rise up
before the hoary head / And honor it
(lines 142143)?
170
175
180
irony
Possible answer: One might expect the

rioters to discover a frightful person, beast,
or other personification of Death under the
tree. Instead, they find gold.
185
Extend the Discussion What might the

old man know that the rioters do not?
190
176
Visualization The scene at the tree is graphic.
Encourage students to try to visualize it. Have
them close their eyes and listen as you read
aloud lines 167182. Ask them to recall specific
details.
176
By God, the gambler said, you shant do so,

You dont get off so easy, by St. John!
I heard you mention, just a moment gone,
A certain traitor Death who singles out
And kills the fine young fellows hereabout.
And youre his spy, by God! You wait a bit.
Say where he is or you shall pay for it,
By God and by the Holy Sacrament!
I say youve joined together by consent
To kill us younger folk, you thieving swine! e
Well, sirs, he said, if it be your design

To find out Death, turn up this crooked way
Towards that grove, I left him there today
Under a tree, and there youll find him waiting.
He isnt one to hide for all your prating.
You see that oak? He wont be far to find.
And God protect you that redeemed mankind,
Aye, and amend you! Thus that ancient man.
At once the three young rioters began
To run, and reached the tree, and there they found
A pile of golden florins on the ground,
New-coined, eight bushels of them as they thought.
No longer was it Death those fellows sought,
For they were all so thrilled to see the sight,
The florins were so beautiful and bright,
That down they sat beside the precious pile.
The wickedest spoke first after a while.
Brothers, he said, you listen to what I say.
Im pretty sharp although I joke away.
Its clear that Fortune has bestowed this treasure
To let us live in jollity and pleasure.
Light come, light go! Well spend it as we ought.
Gods precious dignity! Who would have thought
This morning was to be our lucky day? f
If one could only get the gold away,
Back to my house, or else to yours, perhaps
For as you know, the gold is ours, chaps
Wed all be at the top of fortune, hey?
But certainly it cant be done by day.
People would call us robbersa strong gang,
So our own property would make us hang.
No, we must bring this treasure back by night
Some prudent way, and keep it out of sight.
EXEMPLUM
To best illustrate a moral point,
characters in an exemplum are
usually good or evil. To which
category does the gambler seem
to belong? Cite evidence from
lines 149158 to support your
response.
169 florins: coins.
178 Fortune here means fate.
IRONY
way is the discovery the rioters
make ironic, or different from
what you had anticipated?
176
Figurative Language Remind students that

personification is a literary technique in which
an object, animal, or idea takes on human
qualities. Help them to identify examples
of personification in The Pardoners Tale
(such as Death, Mother Earth, and Fortune).
Encourage them to explain how each one is
described in the tale.
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Personification [paired option] Have students
explain how personification works within
The Pardoners Tale. How does it support
Chaucers purpose and meaning? In what way
would the tale be different without the use of
personification?
176
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195
200
And so as a solution I propose

We draw for lots and see the way it goes;
The one who draws the longest, lucky man,
Shall run to town as quickly as he can
To fetch us bread and winebut keep things dark
While two remain in hiding here to mark
Our heap of treasure. If theres no delay,
When night comes down well carry it away,
All three of us, wherever we have planned. g
He gathered lots and hid them in his hand
Bidding them draw for where the luck should fall.
It fell upon the youngest of them all,
And off he ran at once towards the town.
205
210
215
220
225
230
As soon as he had gone the first sat down

And thus began a parley with the other:
You know that you can trust me as a brother;
Now let me tell you where your profit lies;
You know our friend has gone to get supplies
And heres a lot of gold that is to be
Divided equally amongst us three.
Nevertheless, if I could shape things thus
So that we shared it outthe two of us
Wouldnt you take it as a friendly act?
196 keep things dark: act in secret,

without giving away what has
happened.
READING SKILL
Reread lines 183200. How do

you think the three men will
react to the challenge of sharing
their treasure?
Well, said his friend, you see that we are two,

And two are twice as powerful as one.
Now look; when he comes back, get up in fun
To have a wrestle; then, as you attack,
Ill up and put my dagger through his back
While you and he are struggling, as in game;
Then draw your dagger too and do the same.
Then all this money will be ours to spend,
Divided equally of course, dear friend.
Then we can gratify our lusts and fill
177
own the word
Language Coach
CORRUPT?
Fixed Expressions Many verbs

take on a special meaning
when followed by a particular
preposition. An example of this
type of xed expression is bring
about. Reread lines 219220: to
bring the thing about means
to cause the thing. Use bring
about in another sentence.
Discuss In lines 207229, is the rioters corruption surprising? Possible answer: The rioters
have shown themselves to be untrustworthy
thieves without conscience. The plot to gang up
on and kill one of the brothers is no surprise.
177
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Interpreting Dialogue Refer students to lines

212214. Ask them to discuss the wickedest
rioters various motives. Why is he turning
against the youngest (line 203) rioter? Does
he dislike the youngest rioter? Why did the
Pardoner call him the wickedest (line 175)?
Suggest that, going forward, students pay
attention to how Chaucer subtly characterizes
each of the three rioters through their words.
Vocabulary Support Point out the multiplemeaning words on pages 176177. Help
students use context clues to figure out the
meaning of each word: chaps (line 185), fellows; friends; draw (lines 193 and 202), pick;
lots (lines 193 and 201), objects used to determine something by chance; Bidding (line 202),
requesting; profit (line 208), advantage;
shape (line 212), manipulate; influence.

Language Coach
Fixed Expressions Sample response: Spring
will bring about many changes.
Encourage students to write two sentences
that use the words bring and about. The
first sentence should use the two words
independently, while the second sentence
should include them together as a fixed
expression.
177
L4
parley: Tell students that a parley is generally a discussion between opponents. In

what way is this conversation a parley?
Possible answer: The two men are not
friends; they are in fact opponents, one trying to rob the others.
RL 10
VOCABULARY
But how? the other said. He knows the fact

That all the gold was left with me and you;
What can we tell him? What are we to do?
Is it a bargain, said the first, or no?
For I can tell you in a word or so
Whats to be done to bring the thing about.
Trust me, the other said, you neednt doubt
My word. I wont betray you, Ill be true.
predict
Possible answer: The men will probably

turn on each other. Each will want to keep
the gold for himself.
parley (prPlC) n. a discussion or

a conference
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g PREDICT
177
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235
RL 3
exemplum
240
Possible answer: The youngest rioter thinks

only of the gold coins, without consideration for the mortal sin he plans to commit.
245
CORRUPT?
250
Discuss In lines 243259, how does the youngest rioters level of corruption compare to that
of his friends? Possible answer: The youngest
rioter seems to be every bit as corrupt as his
friends.
255
260
265
270
178
Language Coach
RL 4
Multiple Meanings Answer: Act of preparing

Invite students to identify additional
examples of words that use the suffix -ion
to change words from verbs to nouns in
the manner described. For each example
provided, ask students to evaluate the noun
and consider whether it carries an additional
special meaning.
178
The day with dicing at our own sweet will.

Thus these two miscreants agreed to slay
The third and youngest, as you heard me say.
The youngest, as he ran towards the town,
Kept turning over, rolling up and down
Within his heart the beauty of those bright
New florins, saying, Lord, to think I might
Have all that treasure to myself alone!
Could there be anyone beneath the throne
Of God so happy as I then should be? h
And so the Fiend, our common enemy,
Was given power to put it in his thought
That there was always poison to be bought,
And that with poison he could kill his friends.
To men in such a state the Devil sends
Thoughts of this kind, and has a full permission
To lure them on to sorrow and perdition;
For this young man was utterly content
To kill them both and never to repent.
233 dicing: gambling with dice.

234 miscreants (mGsPkrC-Ents):
evildoers; villains.
h EXEMPLUM
Which details in lines 236242

tell you that greed is the subject
of this moral story?
243 Fiend: the Devil; Satan.
249 perdition: damnation; hell.
And on he ran, he had no thought to tarry,

Came to the town, found an apothecary
And said, Sell me some poison if you will,
I have a lot of rats I want to kill
And theres a polecat too about my yard
That takes my chickens and it hits me hard;
But Ill get even, as is only right,
With vermin that destroy a man by night.
The chemist answered, Ive a preparation
Which you shall have, and by my souls salvation
If any living creature eat or drink
A mouthful, ere he has the time to think,
Though he took less than makes a grain of wheat,
Youll see him fall down dying at your feet;
Yes, die he must, and in so short a while
Youd hardly have the time to walk a mile,
The poison is so strong, you understand.
This cursed fellow grabbed into his hand
The box of poison and away he ran
Into a neighboring street, and found a man
Who lent him three large bottles. He withdrew
And deftly poured the poison into two.
RL 4
Language Coach
Multiple Meanings Usually,
the suffix -ion turns a verb
into a noun meaning act or
state of (verb + -ing). But
many -ion words also have
special meanings. Preparation
(line 260) means something
prepared (like medicine). Give
a more general meaning of
preparation.
178

Analyze Messages The stated lesson of The
Pardoners Tale is The love of money is the
root of all evil. However, another lesson the
exemplum teaches is that every man is like
the company he is wont to keep (Euripides).
Ask students how the rioters might affect each
others behavior. What can you infer about
the character of the rioters friend who was
taken by Death? Have students write a brief
character sketch of the rioters friend. Instruct
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them to keep in mind the characters of the

three rioters.
unit 1
178
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2/10
275
280
285
290
295
300
305
310
315
He kept the third one clean, as well he might,

For his own drink, meaning to work all night
Stacking the gold and carrying it away.
And when this rioter, this devils clay,
Had filled his bottles up with wine, all three,
Back to rejoin his comrades sauntered he. i
READING SKILL
i
Why make a sermon of it? Why waste breath?

Exactly in the way theyd planned his death
They fell on him and slew him, two to one.
Then said the first of them when this was done,
Now for a drink. Sit down and lets be merry,
For later on therell be the corpse to bury.
And, as it happened, reaching for a sup,
He took a bottle full of poison up
And drank; and his companion, nothing loth,
Drank from it also, and they perished both.
There is, in Avicennas long relation
Concerning poison and its operation,
Trust me, no ghastlier section to transcend
What these two wretches suffered at their end.
Thus these two murderers received their due,
So did the treacherous young poisoner too. j
O cursed sin! O blackguardly excess!
O treacherous homicide! O wickedness!
O gluttony that lusted on and diced! . . .
Dearly beloved, God forgive your sin
And keep you from the vice of avarice!
My holy pardon frees you all of this,
Provided that you make the right approaches,
That is with sterling, rings, or silver brooches.
Bow down your heads under this holy bull!
Come on, you women, offer up your wool!
Ill write your name into my ledger; so!
Into the bliss of Heaven you shall go.
For Ill absolve you by my holy power,
You that make offering, clean as at the hour
When you were born. . . . That, sirs, is how I preach.
And Jesu Christ, souls healer, aye, the leech
Of every soul, grant pardon and relieve you
Of sin, for that is best, I wont deceive you.
One thing I should have mentioned in my tale,
Dear people. Ive some relics in my bale
predict
Possible answer: They will probably all

come to bad endings. The two with treasure
plan to kill the youngest (lines 223229),
while the youngest plans to poison the two
with treasure (lines 250251).
290 Avicennas (BvQG-sDnPEz) long

relation: a medical text written by
an 11th-century Islamic physician;
it includes descriptions of various
poisons and their effects.
EXEMPLUM
Moral stories usually have
straightforward plots, where
events happen in quick
succession. In what way does
the storys conclusion fit this
pattern?
304 bull: an official document from

the pope.
exemplum

students evaluate the ending of the Pardoners
tale:
Connect Have you ever seen a movie in
which villains come to a terrible ending?
What was your reaction? Accept all
responses.
311 leech: physician.
315 relics in my bale: Relics are the

remains of a saintbones, hair, or
clothing. In medieval times, many
relics were counterfeit.
Analyze How does the rioters end support

the lesson that the desire for money is the
root of evil? Possible answer: The rioters evil
ways are driven by their desire for gold. They
all meet terrible ends because of their greed.
179
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work in small groups to take turns reading
aloud the stanzas in lines 269313. Direct
them to pay particular attention to punctuation and grammar of the poetry in order to
read it fluently. As each student completes a
stanza, ask his or her fellow group members
to work together to summarize the stanza
based on their peers reading. Allow students
to provide constructive feedback for improving the fluency of one anothers reading.
Point of View Have students discuss the

importance of the Pardoners point of view to
the story. How would the tale have been different if told by a more pious, honest pilgrim
or by a layperson not involved in the church?
12:19:31 PM
Evaluate Do the rioters get what they

deserve? Possible answer: Yes; each of the
murderers is murdered himself. Their punishment seems fitting and just.
179
RL 3
Possible answer: The events leading to

the storys conclusion happen quickly: The
youngest rioter poisons the wine, but the
other rioters stab him before they drink the
wine. Then the two drink the tainted wine
and die.
299 The Pardoner is now addressing

his fellow pilgrims.
179
RL 10
288 nothing loth: not at all

unwilling.
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PREDICT
What do you think will happen
to the three men? Support your
response with clues from the
text.
179
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320
CORRUPT?
Discuss In lines 326340, in what way does
the Pardoner reveal his corruption in the end?
Possible answer: He continues his usual pitch
and tries to sell his pardons to the pilgrims who
have just heard his tale. Is the Pardoner being
serious or facetious at this point? Possible
answer: Though he may hope that his tale will
have the same effect on the pilgrims that it
does on yokel minds, the Pardoner knows that
it probably wont.
325
330
335
selection wrapup
have read the selection, ask them to consider why Chaucer decides to have a corrupt
narrator relate this tale? Possible answers:
Chaucer suggests that even those that warn of
the dangers of corruption may be guilty of it
themselves.
340
And pardons too, as full and fine, I hope,

As any in England, given me by the Pope.
If there be one among you that is willing
To have my absolution for a shilling
Devoutly given, come! and do not harden
Your hearts but kneel in humbleness for pardon;
Or else, receive my pardon as we go.
You can renew it every town or so
Always provided that you still renew
Each time, and in good money, what is due.
It is an honor to you to have found
A pardoner with his credentials sound
Who can absolve you as you ply the spur
In any accident that may occur.
For instancewe are all at Fortunes beck
Your horse may throw you down and break your neck.
What a security it is to all
To have me here among you and at call
With pardon for the lowly and the great
When soul leaves body for the future state!
And I advise our Host here to begin,
The most enveloped of you all in sin.
Come forward, Host, you shall be the first to pay,
And kiss my holy relics right away.
Only a groat. Come on, unbuckle your purse!
319 shilling: a coin worth twelve

pence.
330331 The Pardoner reminds the

other pilgrims that death may come
to them at any time.
340 groat: a silver coin worth four

pence.
CRITIQUE
Did the Pardoner succeed in telling a tale
that gives the full measure / Of good
morality and general pleasure (The
Prologue to The Canterbury Tales, lines
817818)?
After completing the After Reading questions on page 177, have students revisit their
responses and tell whether they have
INDEPENDENT READING
Students may also enjoy reading The Alchemist, by Paulo Coelho.
Understand Cause and Effect Help students
to fill out a cause-and-effect chain that
illustrates the relationships between events
in The Pardoners Tale.
180
180
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1. Rioters learn that Death has

taken their friend.
Cause
Effect
2. Rioters vow to find and kill
death.
Cause-and-Effect Chain pp. B16, B39

Cause
Effect
3. Rioters come upon Old Man.
180 unit 1: the anglo-saxon and medieval periods
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Theme [small-group option] Point out to students that The Pardoners Tale deals with a
number of themes: Life is short; death comes
to all; avoid bad friends; heed the wisdom of
elders. Have groups discuss these themes
and identify others. Ask them to consider
how these themes tie in with a larger question that occupied Chaucer: How can people
lead good lives? Allow time for students to
share their findings.
Cause
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After Reading
Practice and Apply
Comprehension
1. Recall What event prompts the three rioters to seek Death?

of a story. RL 6 Analyze a case
in which grasping a point of
view requires distinguishing
what is directly stated in a
text from what is really meant
(e.g., irony). RL 10 Read and
2. Clarify In what way is their discovery at the old tree unexpected?

3. Summarize Describe the events that directly lead to their deaths.
Text Analysis
4. Examine Predictions Look back at your list of predictions and text clues.
Were you able to correctly anticipate everything that happened, or were you
surprised by how some events developed?

Exemplum p. 147
5. Compare and Contrast Characters A foil is a character who provides a striking

contrast to other characters. In what way does the old man serve as a foil to
the three rioters?
6. Analyze Exemplum For each convention
of medieval exemplum listed in the
chart shown, provide an example from
The Pardoners Tale. In what way is
this literary form in keeping with the
Pardoners occupation?
Conventions of Medieval
Exemplum
answers
1. When Death takes their friend, the rioters

seek revenge.
Examples
2. The rioters are looking for Death; instead

they find gold under the tree.
virtuous or evil characters

tightly structured plot events
3. The older rioters conspire to kill their youngest mate. The youngest rioter pours poison
into wine meant for the other two.
allegorical or symbolic figures
7. Make Judgments About Irony Chaucer

a distinct moral or lesson
is widely admired for his skillful use of
ironythe discrepancy between what appears to be true and what actually
is true. There are three main types of irony. Verbal irony occurs when a
character says one thing but means another. Situational irony occurs
when a character or reader expects one thing to happen but something
else actually happens. Dramatic irony occurs when the reader or audience
knows something that a character does not know. For each type of irony,
provide an example from The Pardoners Tale. How essential is irony to the
meaning of the story?
Possible answers:
4.
8. Historical Context During the mid-14th century, the Black Deatha massive
epidemic of the bubonic plagueswept through Asia and Europe. In
Europe alone, one-quarter of the population died. In what ways might these
circumstances have made people vulnerable to the tricks of the Pardoner and
other unscrupulous clergymen?
6.
corrupt?
What theme, or central message, about corruption do you think Chaucer

conveys in this story? How does it still hold true today?
8. Christians
181 would have feared dying without forgiveness for their sins, as doing so
would have meant eternal damnation.
The outbreak of the plague would have
led many to seek forgiveness in the form of
indulgences. They might also have looked
to the supposed power of his relics to keep
them healthy.
common core focus Predict Students are likely to be surprised by the rioters
discovery under the tree and perhaps by the
manner of the rioters deaths.
5. Unlike the rioters, the old man is calm,

sober, and respectful; he understands that
human beings have no control over death.
Text Criticism
RL 3, RL 6, RL 10
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181
1/8/11
CORRUPT?
Possible answer: Chaucer seems to
suggest that greed lies at the heart
of much corruption. It is greed that
drives the corrupt behavior of both the
Pardoner and the characters in his tale.
This theme applies to todays headlines
about corruption and greed within large
corporations.
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common core focus Exemplum

Evil characters: the rioters; Structured
events: the murders and death of the rioters; Symbolic figures: Death, Mother Earth,
Fortune, Old Age; Moral: The love of money
is the root of all evil. The Pardoners occupation involves the selling of indulgences, or
certificates of forgiveness. It seems appropriate for him to offer a tale with an explicit
moral concerned with the subject of greed.
7. Verbal irony: The Pardoner makes a speech

at the end of the selection, when he tries
to sell forgiveness; by his earlier admission,
he doesnt believe in the churchs teachings
about sin, forgiveness, and damnation.
Situational irony: The rioters expect to find
Death under the tree; instead they find
gold, which leads to their death.
Dramatic irony: The reader is aware that
the older rioters have conspired against the
youngest.
Answers will vary. Sample answer: Through
the use of irony, Chaucer uncovers the hypocrisy of the Catholic Church, the Pardoner,
and the rioters. Thus, irony is essential to
the story.
181
181
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answers
vocabulary practice
word list
Indicate why each statement below is true or false. Use your knowledge of the
boldfaced words and the context in which they appear to help you answer.
avarice
vocabulary practice
1. Counting your money all the time may be a sign of avarice.
1. true
2. Wise teachers castigate good behavior.
2. false
3. A parley might lead to peace between warring factions.
3. true
castigate
parley
concept

Suggest that students sketch a simple flow
chart to represent the structure of the selection. Then, encourage them to identify
examples from contemporary culture that
follow a similar structure, such as films, television programs, or online media.
the prefix -mal
L 4d, L 6
Guide students to identify and clarify the

meanings of the roots for each word included
in the organizer. Ask students to consider how
the prefix -mal works in tandem with these
root meanings to form the definition of each
term. Then, encourage students to use the root
meanings as clues to identify the discipline to
which each word belongs.
2. malnutrition; medical
parallel
section
structure
Would people today be taken in by the Pardoners performance? Examine the

structure of The Pardoners Tale in this section. Then, write a description of a
similar cautionary tale in todays culture. Use at least one Academic Vocabulary
word in your response.
vocabulary strategy: the prefix malIn line 8 of The Pardoners Prologue (page 170), the Pardoner quotes a Biblical
L 4d Verify the preliminary
verse in Latin: Radix malorum est cupiditas. . . . (The love of money is the root
determination of the meaning
of a word. L 6 Acquire and use
of all evil . . . ) You may recognize the word malorum. It gives us a prefix to many
English words across many content areas: the prefix mal-, meaning bad or
wrong. To understand the meaning of words that start with mal-,
use context clues as well as your knowledge of the prefix.
malfeasance
malaria
PRACTICE Answer each question in a complete sentence that uses
a word from the word web. Then tell in what discipline (medical or
mallegal, for example) each word is more likely to be used. Use your
knowledge of the prefix mal- to help you, and consult a dictionary
malnutrition
malaise
if necessary.
malpractice
1. What might a bad doctor be guilty of?
2. What might happen if a person does not get enough food?
3. What disease might a mosquito carry?
4. What physical condition might develop from chronic pain?
5. What act might result in imprisonment?
Answers:
1. malpractice; legal or medical
culture
Find a technical definition for one or more of the terms above using a specialized
dictionary, such as a medical or legal dictionary. These can be found in libraries
reference shelves or online databases. Share your definition with the class.
Interactive
Vocabulary
KEYWORD: HML12-182
3. malaria; medical
4. malaise; medical
5. malfeasance; legal
Assess and Reteach

Assess

Reteach
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1/8/11
Vocabulary Support Ask speakers of

Romance languages whether the words
in the chart appear in their languages as
well. If so, what meanings do they have?
Invite students to name other words with
French origins in their native languages.
Vocabulary Practice: Challenge Ask students

to write a travel letter, using all the words in
the chart.
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182
unit 1
182
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10:55:18 AM
The Age of Chaucer
Teach
The Wife of Baths Tale

Poem by Geoffrey Chaucer
Translated by Nevill Coghill
Do men
understand
RL 3, RL 5
women?
text analysis: narrator

The narrator of a story is the character or voice that relates
the storys events to the reader. Many narrators have distinct
personalities that are revealed through the subject matter,
tone, and language of their stories. In this selection, the
narrator is the Wife of Bath, one of the most charismatic
characters in The Canterbury Talesand, arguably, in all of
English literature. As you read, notice what she reveals about
herself and medieval society in her lively tale.
Many jokes suggest that when it comes

to emotional responses and attitudes
toward relationships, men and women
might as well be from different planets.
But is there really such a gulf between
the sexes? In The Wife of Baths Tale,
a man becomes motivated to gain
understanding of women when his life
is at stake.
reading skill: analyze structure

The Canterbury Tales has a sophisticated structure, or
organization. The collection features a frame storya
story that surrounds and binds together one or more different
narratives in a single work. The main story about the
pilgrimage serves this purpose. It unifies 24 unrelated tales
and provides a rationale for the entire collection.
In the interludes between the pilgrims tales, the characters
often argue with one another. Within the tales, narrators
sometimes digress in their storytelling. Both types of
interruptions contribute to the poems overall meaning and its
aesthetic impact. Use a chart like the one shown to keep track
of these breaks in narration.
QUICKWRITE Are the differences

between the sexes fundamental
or superficial? Write one or two
paragraphs in response to this
question. Include examples to support
your opinion.

a story or drama. RL 5 Analyze how an authors
choices concerning how to structure specific parts
of a text contribute to its overall structure and
meaning as well as its aesthetic impact. W 3b Use
dialogue to develop experiences, events, and/or
characters. L 4 Determine or clarify the meaning of
unknown words. L 5 Demonstrate understanding
of figurative language. L 6 Acquire and use
accurately general academic and domain-specific
words.
Do men UNDERSTAND
women?
Introduce the question and discuss with students.
Suggest that students keep this discussion in
mind as they do the QUICKWRITE activity.
RL 3
Interruptions
Reasons
The Pardoner interrupts the Wife

of Bath (lines 1-6).
The previous discussion has made

him afraid to marry.
Model the Skill: narrator

The Ant and the Grasshopper is a silly
old fable: A deluded grasshopper wastes
his days fiddling and singing, while
industrious ants do nothing but work.
To my mind, the grasshopper had a great
summer, and hell savor it all winter long.
The boldfaced words help convey the wit and charm of the
Wife of Bath. Use context clues to guess the meaning of each.
1. implore someone for a favor 4. bequeath a legacy
2. cackle like a crone
5. everyday temporal concerns
3. the kings sovereignty
6. rebuke someone for a mistake
Model for students how to interpret what

a narrator reveals by pointing out that this
narrator favors instant gratification over
hard work.
183
READING SKILL
NA_L12PE-u01s33-brWife.indd
V O C A B183U L A R Y S K I L L
Have all students complete Vocabulary in
Context. Check their definitions against the
following:
bequeath (bG-kwCthP) v. to leave in a will; to
pass down as an inheritance
crone (krIn) n. an ugly old woman
implore (Gm-plrP) v. to plead; to beg
rebuke (rG-byLkP) v. to criticize
sovereignty (sJvPEr-Gn-tC) n. rule; power
temporal (tDmPpEr-El) adj. of the material
world; not eternal
11/22/10
PRETEACH VOCABULARY Use the

following copy master to help students
predict word meanings.
L4
12:15:49 PM
RL 5
Model the Skill: analyze
structure
Model for students how to analyze structure by pointing out some types of interruptions that occur in the Wife of Baths
Tale: speaking to or answering another pilgrim; having a disagreement with another
pilgrim; being reminded of another story
and digressing to tell it.
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183
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Practice and Apply

summary
In the prologue to her tale, the Wife of Bath
promises a tale about marital strife. She
goes on to tell of a knight who is sentenced
to death but offered a reprieve if he discovers what women desire most. At the end of
a fruitless search, an ugly old woman gives
him the answer: Women desire sovereignty
over their husbands. In return for the answer,
the knight must marry her. He does so with
whining and insults. After a long rebuttal, she
offers him a choice: beauty or fidelity. The
knight lets his wife decide, whereupon she
is transformed into a beauty who promises
loyalty as well.
The
Geoffrey Chaucer
read with a purpose

them to read The Wife of Baths Prologue to
explore views about gender roles in Chaucers
time.
10
15
20
The Pardoner started up, and thereupon

Madam, he said, by God and by St. John,
Thats noble preaching no one could surpass!
I was about to take a wife; alas!
Am I to buy it on my flesh so dear?
Therell be no marrying for me this year!
You wait, she said, my storys not begun.
Youll taste another brew before Ive done;
Youll find it doesnt taste as good as ale;
And when Ive finished telling you my tale
Of tribulation in the married life
In which Ive been an expert as a wife,
That is to say, myself have been the whip.
So please yourself whether you want to sip
At that same cask of marriage I shall broach.
Be cautious before making the approach,
For Ill give instances, and more than ten.
And those who wont be warned by other men,
By other men shall suffer their correction,
So Ptolemy has said, in this connection.
You read his Almagest; youll find it there. a
3 noble preaching: In the passage

preceding this excerpt, the Wife of
Bath has spoken at length about her
view of marriage.
15 cask: barrel; broach: tap into.
20 Ptolemy (tJlPE-mC): a famous

astronomer, mathematician, and
geographer of ancient Egypt.
RL 3
narrator
Possible answer: The Wife of Bath offers

the opinion that the Pardoner should be
careful about marrying. She bases her
opinion on her significant experience with
marriage.
IF STUDENTS NEED HELP . . . Remind students that the Wife of Bath has had five
husbands. Then paraphrase lines 1012
and 1617: And after Im done telling you
my story about strife in marriage (lines
1012); be careful before you marry, keeping
in mind my examples (lines 1617).
Do men UNDERSTAND
women?
Discuss In lines 2225, what understanding of
women does the Pardoner hope to gain from
the Wife of Baths tale? Possible answer: He
hopes to gain some practical knowledge about
marriage, based on experience.
184
wife of baths prologue
25
30
184
Madam, I put it to you as a prayer,

The Pardoner said, go on as you began!
Tell us your tale, spare not for any man.
Instruct us younger men in your technique.
Gladly, she said, if you will let me speak,
But still I hope the company wont reprove me
Though I should speak as fantasy may move me,
And please dont be offended at my views;
Theyre really only offered to amuse. . . .
a NARRATOR
In lines 721, the narrator

introduces the subject of her
talemarriage and its many
difficulties. What personal
opinions and experiences does
she also reveal?
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Define Concepts Review with English Language Learners the meanings of concepts
important to this selection such as marriage,
sovereignty, beauty, and fidelity. Encourage
volunteers to offer written or oral definitions for these concepts. You may also invite
students to create illustrations that show the
meanings of these terms visually.

CD for this selection. Encourage students to
utilize this resource to mimic the correct pronunciation of difficult words and passages, as
well an appropriate pace at which to read.
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background
Education and Literacy in the Middle Ages
Chaucer died about a half-century before the
invention of movable type. Nevertheless,
literacy was very slowly becoming more widespread in the 14th century. The main reasons
were economic and bureaucratic: people
depended more and more on written records.
Property transactions and agricultural production, for example, were often recorded. So too,
were wills, surveys, deeds, and other financial
dealings. Readers held a great advantage over
those who could not read. Illiterate farmers
might find themselves at the mercy of corrupt
officials. The number of schools increased and
universities were established. Even so, most
people in England were unable even to sign
their names. Among women, no more than
one percent could read in Chaucers day. The
Wife of Bath, with her extensive knowledge,
was an anomaly. Chaucers educated audience
would have been well aware of this fact.
Analyze Visuals
Activity Does the picture of the Wife of Bath
reflect the personality of the character as
revealed in the text?
Possible answer: The art, like the text, suggests
a charismatic woman who commands attention and interest, and who is self-possessed,
self-confident, lively, and mischievous.
12:16:27
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185
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to teach these words: approach (line 16),
require (line 82), feature (line 136), guarantee
(line 190), display (line 251), conclude (line 347),
estate (line 375).
Background Discuss with students the concept of the battle of the sexes. Ask students
to explain the meaning of this phrase, and
identify familiar contexts in which it is used.
Encourage students to think about the roles
of men and women during the 15th century
and today. Guide them to consider ways in
which these roles have changed, as well as
ways in which they have remained the same.
12:16:37 PM
185
185
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The
35
40
45
50
READING SKILL
analyze structure
55
RL 5
Possible answer: The Wife of Bath describes

friars in unflattering terms: She says that
they are everywhere (lines 3945) and
facetiously suggests that their ubiquity has
caused the demise of fairies (line 46). Furthermore, she charges that they break their
vows of chastity and prey upon women.
60
IF STUDENTS NEED HELP . . . Call on a

volunteer to summarize the Wife of Baths
explanation about why there are no fairies.
65
70
Do men UNDERSTAND
women?
Discuss In lines 5764, how does the opening
of the Wife of Baths tale illustrate an extreme
case of a man who has no understanding of
women? Possible answer: The knight dominates the maiden by brute force, ignoring her
entreaties.
186
186
wife of baths tale
When good King Arthur ruled in ancient days

(A king that every Briton loves to praise)
This was a land brim-full of fairy folk.
The Elf-Queen and her courtiers joined and broke
Their elfin dance on many a green mead,
Or so was the opinion once, I read,
Hundreds of years ago, in days of yore.
But no one now sees fairies any more.
For now the saintly charity and prayer
Of holy friars seem to have purged the air;
They search the countryside through field and stream
As thick as motes that speckle a sun-beam,
Blessing the halls, the chambers, kitchens, bowers,
Cities and boroughs, castles, courts and towers,
Thorpes, barns and stables, outhouses and dairies,
And thats the reason why there are no fairies.
Wherever there was wont to walk an elf
Today there walks the holy friar himself
As evening falls or when the daylight springs,
Saying his matins and his holy things,
Walking his limit round from town to town.
Women can now go safely up and down
By every bush or under every tree;
There is no other incubus but he,
So there is really no one else to hurt you
And he will do no more than take your virtue. b
Now it so happened, I began to say,
Long, long ago in good King Arthurs day,
There was a knight who was a lusty liver.
One day as he came riding from the river
He saw a maiden walking all forlorn
Ahead of him, alone as she was born.
And of that maiden, spite of all she said,
By very force he took her maidenhead.
This act of violence made such a stir,
So much petitioning to the king for her,
That he condemned the knight to lose his head
By course of law. He was as good as dead
(It seems that then the statutes took that view)
But that the queen, and other ladies too,
35 mead: meadow.
42 motes: specks of dust.

43 bowers: bedrooms.
45 thorpes: villages; outhouses:

sheds.
47 wherever . . . elf: wherever an elf
was accustomed to walk.
51 limit: the area to which a friar

was restricted in his begging for
donations.
54 incubus (GnPkyE-bEs): an evil spirit
believed to descend on women.
b ANALYZE STRUCTURE
In the frame story of The

Canterbury Tales, the Wife
of Bath and the Friar have
an ongoing quarrel. In what
way does the Wife of Baths
digression in lines 3956 reflect
this dispute?
6364 of that maiden . . .
maidenhead: in spite of the maidens
protests, he robbed her of her
virginity.
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Analyze Metaphor [small-group option] Ask
a volunteer to reread and paraphrase the
metaphor in lines 5456. Then have group
members discuss these questions: Is the Wife
of Baths fantasy about the demise of fairies
just an excuse for her grave accusation? What
other purposes does the fantasy serve? To
what extent does this metaphor foreshadow
the premise of her tale? What does it reveal
about her wit?
unit 1
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Analyze Visuals
Activity Compare the queen in this illustration
with that of the Wife of Bath.
Possible answer: In both illustrations, the
women have expensive clothing and the same
regal pose; both project confidence.

In lines 5786, use these prompts to help students evaluate the queens reprieve:
Connect Do you think that punishments
should fit the crimes committed? Accept all
thoughtful answers.
Implored the king to exercise his grace

So ceaselessly, he gave the queen the case
And granted her his life, and she could choose
Whether to show him mercy or refuse.
75
80
85
90
implore (Gm-plrP) v. to plead;

to beg
The queen returned him thanks with all her might,

And then she sent a summons to the knight
At her convenience, and expressed her will:
You stand, for such is the position still,
In no way certain of your life, said she,
Yet you shall live if you can answer me:
What is the thing that women most desire?
Beware the axe and say as I require.
If you cant answer on the moment, though,
I will concede you this: you are to go
A twelvemonth and a day to seek and learn
Sufficient answer, then you shall return.
I shall take gages from you to extort
Surrender of your body to the court. c
VOCABULARY
own the word
87 gages: pledges.
Sad was the knight and sorrowfully sighed,

But there! All other choices were denied,
NARRATOR
Review lines 5788. What
characteristics of the Wifes
narrative style appear in the
storys introduction?
187

confident
interesting
Wife of Bath
bossy
humorous
witty
187
12:16:43 PM
Vocabulary: Multiple-Meaning Words Point

out the multiple-meaning words on this
spread. Help students use context to define
each word: courts (line 44), courtyards;
springs (line 49), rises from; comes out of;
liver (line 59), one who lives; stir (line 65),
commotion; course (line 68), rule; exercise (line 71), use; put into effect; case (line
72), legal action; might (line 75), strength,
power; will (line 77), bidding; stand (line 78),
remain.
187
RL 3

lively
narrator
Possible answer: Her style here is straightforward and to the point. She states the
knights crime and its effects plainly, without any embarrassment.
11/22/10
Character Ask students which words best

describe the Wife of Bath. Encourage them to
explain each choice. Help them to find textual
support. List their responses in a Character
Traits Web.
L4
implore: Reread the definition of implore

to students. Then have them name words
with similar meanings, but that carry less
intensity. Possible answers: ask, request
12:16:42
PM
Analyze Is the kings decision, that the

knight should die for his crime, fair? Some
students may say that the knights crime is
so heinous that he should die; others may
protest that he does not deserve such a harsh
punishment, as he did not kill anyone.
187
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And in the end he chose to go away

And to return after a year and day
Armed with such answer as there might be sent
To him by God. He took his leave and went.
95
100
105
RL 3
narrator
110
Possible answer: The Wife of Bath suggests

that women can be won over with flattery.
Her comments on this topic show that she
is honest about her personal weaknesses for
flattery and pampering. She likes them both.
115
120
Do men UNDERSTAND
women?
Discuss In lines 101124, the knight finds many
different opinions on understanding womens
one desire. What are they? Possible answer:
women want wealth (line 101), treasure (line
101), honor (line 102), fun (line 102), pleasure
(line 102), clothing (line 103), many husbands
(line 104), pampering (line 106), flattery (lines
106110), freedom (line 112), a lack of criticism
(lines 113120), and the trust of others, even if
its not deserved (lines 121127).
125
130
188
He knocked at every house, searched every place,

Yes, anywhere that offered hope of grace.
What could it be that women wanted most?
But all the same he never touched a coast,
Country or town in which there seemed to be
Any two people willing to agree.
Some said that women wanted wealth and treasure,
Honor, said some, some Jollity and pleasure,
Some Gorgeous clothes and others Fun in bed,
To be oft widowed and remarried, said
Others again, and some that what most mattered
Was that we should be cosseted and flattered.
Thats very near the truth, it seems to me;
A man can win us best with flattery.
To dance attendance on us, make a fuss,
Ensnares us all, the best and worst of us. d
Some say the things we most desire are these:
Freedom to do exactly as we please,
With no one to reprove our faults and lies,
Rather to have one call us good and wise.
Truly theres not a woman in ten score
Who has a fault, and someone rubs the sore,
But she will kick if what he says is true;
You try it out and you will find so too.
However vicious we may be within
We like to be thought wise and void of sin.
Others assert we women find it sweet
When we are thought dependable, discreet
And secret, firm of purpose and controlled,
Never betraying things that we are told.
But thats not worth the handle of a rake;
Women conceal a thing? For Heavens sake!
Remember Midas? Will you hear the tale?
Among some other little things, now stale,
Ovid relates that under his long hair
The unhappy Midas grew a splendid pair
Of asss ears; as subtly as he might,
He kept his foul deformity from sight;
106 cosseted (kJsPG-tGd): pampered.
d NARRATOR
What is the narrators opinion

of flattery in lines 101110?
Consider what this view
suggests about her personality.
115 ten score: 200.

117 but she will: who will not.
120 void of sin: sinless.
127 Midas: a legendary king of

Phrygia, in Asia Minor.
129 Ovid (JvPGd): an ancient Roman
poet whose Metamorphoses is a
storehouse of Greek and Roman
legends. According to Ovid, it was
a barber, not Midass wife, who told
the secret of his donkeys ears.
188
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188
Vocabulary: Outdated Forms Remind students that some words in this translation
are outdated, such as: took his leave (line 94),
said a formal goodbye; oft (line 104), often; she will kick (line 117), she will protest;
save for (line 133), except for; hold fast (line
155), persist; ere (line 170), before. Have
students reread the lines, substituting the
modern version for each outdated form.
Synthesize [small-group option] Remind

students of the Notable Quote they discussed
before reading The Prologue: Full wise is
he that can himself know. Encourage students to debate whether or not the Wife of
Bath seems to know herself well. Ask them
to provide textual support for their arguments. Within this context, they might take
a closer look at the Wife of Baths comment
that women can be won over easily by flattery. Is she being ironic?
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135
140
145
150
155
160
165
170
175
Save for his wife, there was not one that knew.
He loved her best, and trusted in her too.
He begged her not to tell a living creature
That he possessed so horrible a feature.
And sheshe swore, were all the world to win,
She would not do such villainy and sin
As saddle her husband with so foul a name;
Besides to speak would be to share the shame.
Nevertheless she thought she would have died
Keeping this secret bottled up inside;
It seemed to swell her heart and she, no doubt,
Thought it was on the point of bursting out.
Fearing to speak of it to woman or man,
Down to a reedy marsh she quickly ran
And reached the sedge. Her heart was all on fire
And, as a bittern bumbles in the mire,
She whispered to the water, near the ground,
Betray me not, O water, with thy sound!
To thee alone I tell it: it appears
My husband has a pair of asss ears!
Ah! My hearts well again, the secrets out!
I could no longer keep it, not a doubt.
And so you see, although we may hold fast
A little while, it must come out at last,
We cant keep secrets; as for Midas, well,
Read Ovid for his story; he will tell. e
This knight that I am telling you about
Perceived at last he never would find out
What it could be that women loved the best.
Faint was the soul within his sorrowful breast,
As home he went, he dared no longer stay;
His year was up and now it was the day.
133 save: except.
147 sedge: marsh grasses.

148 bumbles in the mire: booms in
the swamp. (The bittern, a wading
bird, is famous for its loud call.)
READING SKILL
e
analyze structure
IF STUDENTS NEED HELP . . . Have them fill

out a chart like the one on page 183.
Character Trait
189
Interruptions
Ovid relates that
under his long hair
(line 129)
189
11/22/10
Summarize Ask students to summarize the

events of the Midas tale, as told by the Wife
of Bath. Possible answer: King Midas hid his
donkey ears from everyone except his wife.
His wife swore that she would never tell, but
keeping the secret proved so painful that she
finally ran to a marsh and whispered it to the
water; afterwards, she felt much better.
Make Predictions/Research [paired option]

Ask partners to predict the ending of the
Midas tale. If they are already familiar with
the story, ask them to write down the ending in as much detail as possible. Then have
students research the ending on the Internet.
How close were their predictions or recollections of the ending? Invite them to share their
findings with the class.
Reasons
To show her literary knowledge
12:16:46 PM
189
RL 5
Possible answer: The Wife of Bath digresses

to tell the story of King Midas and his
wife. This interruption serves the purpose
of building suspense and of showing her
literary knowledge and worldliness. It also
provides comic relief from a story about a
debauched male who must find out what
women want in order to avoid a death
sentence. Finally, it is a humorous way of
acknowledging to her mostly male audience that women arent perfect, either.
As he rode home in a dejected mood

Suddenly, at the margin of a wood,
He saw a dance upon the leafy floor
Of four and twenty ladies, nay, and more.
Eagerly he approached, in hope to learn
Some words of wisdom ere he should return;
But lo! Before he came to where they were,
Dancers and dance all vanished into air!
There wasnt a living creature to be seen
Save one old woman crouched upon the green.
A fouler-looking creature I suppose
12:16:46
PM
ANALYZE STRUCTURE
way does the Wife of Bath
digress, or wander, from her
story about the knight? Explain
what purpose this interruption
might serve.
189
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180
Do men UNDERSTAND
women?
Discuss In lines 181216, according to the old
woman, what is the key to an understanding
of women? Possible answer: A woman wants
power over her husband.
185
VOCABULARY
own the word
L4
190
crone: Read the definition of crone to

students. Then have them suggest physical and personality attributes that would
suggest that an elderly woman is a crone.
Possible answers: frumpy, grumpy, illtempered, unattractive, unkempt, does not
take care of self
195
sovereignty: Remind students that in

their study of history and government,
they have been introduced to the term
sovereignty. A sovereign nation is one
that has the right, authority, and power to
govern itself. What rights do people have
that might be described as sovereign? Possible answers: the right to control oneself,
the right to make individual decisions such
as how and where to live
200
205
210
215
190
Could scarcely be imagined. She arose

And said, Sir knight, theres no way on from here.
Tell me what you are looking for, my dear,
For peradventure that were best for you;
We old, old women know a thing or two.
179 peradventure: perhaps.
Dear Mother, said the knight, alack the day!

I am as good as dead if I cant say
What thing it is that women most desire;
If you could tell me I would pay your hire.
Give me your hand, she said, and swear to do
Whatever I shall next require of you
If so to do should lie within your might
And you shall know the answer before night.
Upon my honor, he answered, I agree.
Then, said the crone, I dare to guarantee
Your life is safe; I shall make good my claim.
Upon my life the queen will say the same.
Show me the very proudest of them all
In costly coverchief or jewelled caul
That dare say no to what I have to teach.
Let us go forward without further speech.
And then she crooned her gospel in his ear
And told him to be glad and not to fear.
181 alack the day: an exclamation

of sorrow, roughly equivalent to
Woe is me!
They came to court. This knight, in full array,

Stood forth and said, O Queen, Ive kept my day
And kept my word and have my answer ready.
199 in full array: in all his finery.
There sat the noble matrons and the heady

Young girls, and widows too, that have the grace
Of wisdom, all assembled in that place,
And there the queen herself was throned to hear
And judge his answer. Then the knight drew near
And silence was commanded through the hall.
202 heady: giddy; impetuous.
crone (krIn) n. an ugly old

woman
194 coverchief: kerchief; caul (kaul):

an ornamental hairnet.
197 gospel: message.
203 grace: gift.
The queen gave order he should tell them all

What thing it was that women wanted most.
He stood not silent like a beast or post,
But gave his answer with the ringing word
Of a mans voice and the assembly heard:
My liege and lady, in general, said he,
A woman wants the self-same sovereignty
Over her husband as over her lover,
And master him; he must not be above her.
213 liege (lCj): lord.
sovereignty (sJvPEr-Gn-tC) n. rule;

power
190
11/22/10

that the speakers in the tale change quickly
in some sections. Help them to find places
where dialogue begins and ends. Ask them
to identify each speaker, such as the old
woman, lines 176180; knight, lines 181184;
old woman, lines 185188; knight, line 189; old
woman, lines 190196; knight, lines 200201
and 213218; all the ladies, line 221; old woman,
lines 224233; knight, lines 234237.
Interpret Context [paired option] How did

the knight know that the old womans answer
would please the queen and her ladies? Ask
students to review the various answers that
the knight rejected (lines 101124) and suggest
reasons why. Is his final choice satisfying,
humorous, or ironic? Allow time for partners
to share and compare their ideas.
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That is your greatest wish, whether you kill

Or spare me; please yourself. I wait your will.
220
225
230
235
240
245
250
255
In all the court not one that shook her head

Or contradicted what the knight had said;
Maid, wife and widow cried, Hes saved his life!
background
And on the word up started the old wife,

The one the knight saw sitting on the green,
And cried, Your mercy, sovereign lady queen!
Before the court disperses, do me right!
Twas I who taught this answer to the knight,
For which he swore, and pledged his honor to it,
That the first thing I asked of him hed do it,
So far as it should lie within his might.
Before this court I ask you then, sir knight,
To keep your word and take me for your wife;
For well you know that I have saved your life.
If this be false, deny it on your sword!
Alas! he said, Old lady, by the Lord
I know indeed that such was my behest,
But for Gods love think of a new request,
Take all my goods, but leave my body free.
A curse on us, she said, if I agree!
I may be foul, I may be poor and old,
Yet will not choose to be, for all the gold
Thats bedded in the earth or lies above,
Less than your wife, nay, than your very love!
My love? said he. By heaven, my damnation!
Alas that any of my race and station
Should ever make so foul a misalliance!
Yet in the end his pleading and defiance
All went for nothing, he was forced to wed.
He takes his ancient wife and goes to bed.
235 behest (bG-hDstP): promise.
244 race and station: family and rank.

245 misalliance (mGsQE-lFPEns): an
unsuitable marriage.
Now peradventure some may well suspect

A lack of care in me since I neglect
To tell of the rejoicing and display
Made at the feast upon their wedding-day.
I have but a short answer to let fall;
I say there was no joy or feast at all,
Nothing but heaviness of heart and sorrow.
He married her in private on the morrow
12:16:47
PM
The Economics of Knighthood Knighthood

was on the wane in the age of Chaucer. The
number of knights had dropped from about
five thousand in 1100 a.d. to about eleven
hundred in the year 1300. The problem: The
cost of knighthood was so high. Equipment
especially armor and horseswas very
expensive. In the 12th century, knights were
members of a military order that included
peasants as well as nobles. By Chaucers day,
most knights were aristocrats, the only class
who could afford the cost of knighthood. The
status attached to knighthood had more
to do with greatness of wealth than with
abundance of chivalry. Ask students to keep
this information in mind as they consider the
knights reaction to the status of his prospective wife, the old lady (lines 244245 and 277).
191
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describe the Knight. Encourage them to explain each choice. Help them to find textual
support. List their responses in an Open
Mind diagram.
lusty liver,
ungrateful,
mean, angry,
self-centered
Open Mind p. D9
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And all day long stayed hidden like an owl,

It was such torture that his wife looked foul.
READING SKILL
260
analyze structure
RL 5
Possible answer: The Wife of Baths digression serves several purposes: It builds suspense; it offers some humor, as the knights
wedding night is not enjoyable, but a fitting
punishment for a man who mistreats
women; and finally it clarifies the fact that
the Wife of Baths neglect (line 250) was
intentional. This is ironic, as there was no
need to explain; the pilgrims certainly know
that the Wife of Bath, who is an engaging
storyteller, is setting them up for another
turn of events.
265
270
275
VOCABULARY
own the word
Great was the anguish churning in his head

When he and she were piloted to bed;
He wallowed back and forth in desperate style.
His ancient wife lay smiling all the while;
At last she said, Bless us! Is this, my dear,
How knights and wives get on together here?
Are these the laws of good King Arthurs house?
Are knights of his all so contemptuous?
I am your own beloved and your wife,
And I am she, indeed, that saved your life;
And certainly I never did you wrong.
Then why, this first of nights, so sad a song?
Youre carrying on as if you were half-witted.
Say, for Gods love, what sin have I committed?
Ill put things right if you will tell me how.
Put right? he cried. That never can be now!
Nothing can ever be put right again!
Youre old, and so abominably plain,
So poor to start with, so low-bred to follow;
Its little wonder if I twist and wallow!
God, that my heart would burst within my breast!
L4
Is that, said she, the cause of your unrest?
280
bequeath: Have students write the answers

to these questions. What possessions do
they have that they might like to bequeath
to friends and to family? What possessions
might they like their family members to
bequeath to them?
Yes, certainly, he said, and can you wonder?
285
290
295
192
I could set right what you suppose a blunder,

Thats if I cared to, in a day or two,
If I were shown more courtesy by you.
Just now, she said, you spoke of gentle birth,
Such as descends from ancient wealth and worth.
If thats the claim you make for gentlemen
Such arrogance is hardly worth a hen.
Whoever loves to work for virtuous ends,
Public and private, and who most intends
To do what deeds of gentleness he can,
Take him to be the greatest gentleman.
Christ wills we take our gentleness from Him,
Not from a wealth of ancestry long dim,
Though they bequeath their whole establishment
By which we claim to be of high descent.
ANALYZE STRUCTURE
Consider why the Wife of Bath
speaks directly to the other
pilgrims in lines 249258.
What effect might this digression
have on her audience?
260 piloted: led. (In the Middle
Ages, the wedding party typically
escorted the bride and groom to
their bedchamber.).
261 wallowed (wJlPId): rolled
around; thrashed about.
Language Coach
Roots A words root contains
its core meaning. The root of
abomination, -omin, means
omen, or sign. Abominable
means disgusting, like a
bad omen. How does this
information help you understand
the meaning of abominably (line
276) and ominous?
bequeath (bG-kwCthP) v. to leave

in a will; to pass down as an
inheritance
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Vocabulary: Idioms Point out examples of
idiomatic expressions on this page. Help
students use context to determine the meaning of each one: all the while (line 262), the
whole time; carrying on (line 271), behaving
in an excited, foolish way; put things right
(line 273), correct the problem; Its little wonder (line 278), its no surprise; set right (line
282), correct the problem; cared to (line 283),
wanted to.
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Language Coach
Roots Answer: Abominably must mean
disgustingly; ominous must mean like a
bad omen.
Direct students to use both abonimably
and ominous in a sentence that describes
a contemporary scenario. For example,
students might describe a person behaving
abonimably at a social gathering.
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students understand the Wife of Baths observations about gentility:
Analyze According to the Wife of Bath, what
gives a man the distinction of being a great
gentleman? Possible answer: Virtuous deeds,
rather than high birth, make a great gentleman.
300
305
310
315
Synthesize Why does the old lady feel it

necessary to explain her ideas about gentility
to the knight? Possible answer: The knight
has been treating the old lady rudely because
she is not high born, rather than showing her
gratitude for saving his life. The old ladys
instructive comments illustrate why she
believes that the knight is no gentleman.
Our fathers cannot make us a bequest

Of all those virtues that became them best
And earned for them the name of gentlemen,
But bade us follow them as best we can.
Analyze Visuals
Thus the wise poet of the Florentines,

Dante by name, has written in these lines,
For such is the opinion Dante launches:
Seldom arises by these slender branches
Prowess of men, for it is God, no less,
Wills us to claim of Him our gentleness.
For of our parents nothing can we claim
Save temporal things, and these may hurt and maim.
But everyone knows this as well as I;
For if gentility were implanted by
The natural course of lineage down the line,
Public or private, could it cease to shine
In doing the fair work of gentle deed?
No vice or villainy could then bear seed.
Take fire and carry it to the darkest house
Between this kingdom and the Caucasus,
302 Dante (dnPtA): a famous

medieval Italian poet. Lines 304306
refer to a passage in Dantes most
famous work, The Divine Comedy.
193
310 gentility (jDn-tGlPG-tC): the quality

possessed by a gentle, or noble,
person.
Analyzing Character Development [smallgroup option] Have students consider what

the knight has learned so far. They might keep
in mind these questions: What was the knight
like at the beginning of the tale? How does he
treat the old lady who is now his wife? What
does this show about his character? Has he
absorbed the meaning of his answer to the
queens question? Have students use a Character Traits and Textual Evidence chartor
VOCABULARY
own the word
193
12:16:49 PM
a graphic organizer of their own designto

illustrate the knights development. Ask them
to share their findings with the class.
Character Traits and Textual Evidence p. D6
Character Traits
Quote: There was a
knight who was a lusty
liver. (line 59)
Quote: Nothing can ever
be put right again!
Youre old and so abominaably plain. (lines 275276)
Explanation: He
had great zest and
lascivious tastes.
Explanation: He
judges his own wife
by her outward
appearance.
193
L4
temporal: Tell students that the word temporal comes from the Latin word tempus,
which means time, and that temporal is
sometimes defined as limited by time.
Have students write a sentence that shows
an understanding of the word temporal.
316 Caucasus (kPkE-sEs): a region of

western Asia, between the Black and
Caspian seas.
11/22/10
Possible answer: The knight is turned away

from the old woman and has a disgusted look
on his face. The old woman has her hand on
the knights shoulder. Her face and her posture
suggest that she is fond of him.
temporal (tDmPpEr-El) adj. of the

material world; not eternal
12:16:48
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Activity Based on the illustration, how does

the knight feel about the old woman? How
does she feel about him?
301 Florentines: the people of

Florence, Italy.
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320

students understand the old womans
motivations:
Recall Why does the old woman launch
into a speech against the knight? Possible
answer: The knight mourns his situation and
insults the old woman. He berates her for her
ugliness and low class.
325
330
Analyze What arguments does the old

woman use to put the knight to shame?
Possible answer: She repeats that noble
deeds, rather than high birth, are signs of
gentility, and that poverty is neither shameful nor bad.
335
Synthesize Why does the old womans

speech (lines 285394) go on for so long?
Possible answer: The old woman is very angry, hurt, and annoyed by the knights crude,
ungrateful behavior toward her; she seems
to be at wits end. Perhaps she wants to give
the knight one last chance to change.
340
345
350
355
194
And shut the doors on it and leave it there,

It will burn on, and it will burn as fair
As if ten thousand men were there to see,
For fire will keep its nature and degree,
I can assure you, sir, until it dies.
But gentleness, as you will recognize,
Is not annexed in nature to possessions.
Men fail in living up to their professions;
But fire never ceases to be fire.
God knows youll often find, if you enquire,
Some lording full of villainy and shame.
If you would be esteemed for the mere name
Of having been by birth a gentleman
And stemming from some virtuous, noble clan,
And do not live yourself by gentle deed
Or take your fathers noble code and creed,
You are no gentleman, though duke or earl.
Vice and bad manners are what make a churl.
324 professions: beliefs; ideals.
327 lording: lord; nobleman.
334 churl (chrl): low-class person;

boor.
Gentility is only the renown

For bounty that your fathers handed down,
Quite foreign to your person, not your own;
Gentility must come from God alone.
That we are gentle comes to us by grace
And by no means is it bequeathed with place.
Reflect how noble (says Valerius)
Was Tullius surnamed Hostilius,
Who rose from poverty to nobleness.
And read Boethius, Seneca no less,
Thus they express themselves and are agreed:
Gentle is he that does a gentle deed.
And therefore, my dear husband, I conclude
That even if my ancestors were rude,
Yet God on highand so I hope He will
Can grant me grace to live in virtue still,
A gentlewoman only when beginning
To live in virtue and to shrink from sinning.
341 Valerius (vE-lrPC-Es): Valerius

Maximus, a Roman writer who
compiled a collection of historical
anecdotes.
342 Tullius (tOlPC-Es) surnamed
Hostilius (hJ-stGlPC-Es): the third king
of the Romans.
344 Boethius (bI-CPthC-Es): a
Christian philosopher of the Dark
Ages; Seneca (sDnPG-kE): an ancient
Roman philosopher, writer, teacher,
and politician.
As for my poverty which you reprove,

Almighty God Himself in whom we move,
Believe and have our being, chose a life
Of poverty, and every man or wife,
Nay, every child can see our Heavenly King
Would never stoop to choose a shameful thing.
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Literary Allusions [paired option] The Wife
of Baths Tale is full of many literary allusions, especially in the old womans rebuttal to the knight. She mentions Dante (line
302), Valerius (line 341), Boethius (line 344),
Seneca (lines 344 and 360), and Juvenal (line
368). Ask students how these allusions help
to characterize both the old woman and
the Wife of Bath. Ask why the old womans
rebuttal contains so many allusions and what
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they reveal about her. Then have partners

each research one or two of the allusions and
report their findings to the class. How does
this information help students understand
the text?
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360
365
370
375
380
385
390
395
No shame in poverty if the heart is gay,

As Seneca and all the learned say.
He who accepts his poverty unhurt
Id say is rich although he lacked a shirt.
But truly poor are they who whine and fret
And covet what they cannot hope to get.
And he that, having nothing, covets not,
Is rich, though you may think he is a sot.
True poverty can find a song to sing.
Juvenal says a pleasant little thing:
The poor can dance and sing in the relief
Of having nothing that will tempt a thief.
Though it be hateful, poverty is good,
A great incentive to a livelihood,
And a great help to our capacity
For wisdom, if accepted patiently.
Poverty is, though wanting in estate,
A kind of wealth that none calumniate.
Poverty often, when the heart is lowly,
Brings one to God and teaches what is holy,
Gives knowledge of oneself and even lends
A glass by which to see ones truest friends.
And since its no offense, let me be plain;
Do not rebuke my poverty again.
366 sot: fool.
368 Juvenal (jLPvE-nEl): an ancient

Roman satirist.
Discuss In lines 346388, is the old woman

helping the knight to gain an understanding
that goes beyond what women most desire?
Explain. Possible answer: The old woman is
helping him to understand what makes a good
man: a person who is dignified in his actions
and manners and is respectful of others.
375 wanting in estate: lacking in

grandeur.
VOCABULARY
376 calumniate (kE-lOmPnC-AtQ):

criticize with false statements;
slander.
own the word
rebuke (rG-byLkP) v. to criticize
rebuke: Have students list the reasons

Juvenal cites for not rebuking poverty.
Possible answers: nothing to steal, great
incentive to a livelihood, brings one closer to
God and teaches what is holy, gives knowledge of self, provides a way to judge friends
Lastly you taxed me, sir, with being old.

Yet even if you never had been told
By ancient books, you gentlemen engage,
Yourselves in honor to respect old age.
To call an old man father shows good breeding,
And this could be supported from my reading.
You say Im old and fouler than a fen.
You need not fear to be a cuckold, then.
Filth and old age, Im sure you will agree,
Are powerful wardens over chastity.
Nevertheless, well knowing your delights,
I shall fulfil your worldly appetites. g
You have two choices; which one will you try?
To have me old and ugly till I die,
But still a loyal, true, and humble wife
That never will displease you all her life,
Or would you rather I were young and pretty
390 cuckold (kOkPEld): a husband

whose wife is unfaithful.
g NARRATOR
In lines 285394, the old woman

offers a lengthy rebuttal to the
knights complaints. Why might
the narrator place her focus
on the old woman and not the
knight at this point in the story?
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Comprehension Support: Allusions Direct

students attention to the brief side notes,
explaining each allusion in the old womans
rebuttal to the knight (lines 301, 302, 316, 341,
342, 344, and 368). Remind them that an allusion is a reference to a famous person, place,
event, or work of literature. If necessary,
elaborate on the side notes to give students a
better understand of the text.

work in small groups to practice choral reading of the stanzas on this page. Encourage
group members to work together to identify
difficult or confusing passages and clarify
specific words, phrases, and punctuation that
prove challenging. After students have finished reading this material once, encourage
them to read again, focusing the second time
on reading with emphasis and expression.
narrator
12:16:52 PM
195
RL 3
Possible answer: The narrator focuses on

the old woman because she is the only one
who can deliver the moral of the tale; the
knight has proven by his actions and
behavior that he is still churlish and
mean-spirited. Only the old woman has
something to teach, while the knight still
has much to learn.
195
L4
389 fen: marsh.
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Do men UNDERSTAND
women?
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400
405
410
415
RL 3
narrator
420
Possible answer: The Wife of Baths attitude

toward controlling or miserly husbands is
negative and hostile: She asks that Jesus cut
short the lives of controlling husbands (lines
437438) and that God cause miserly husbands to die of pestilence (lines 439440).
425
IF STUDENTS NEED HELP . . . Reread and

help students paraphrase lines 437438
and 439440.
430
Extend the Discussion What does the

Wife of Baths tale suggest about her own
marriages?
435
selection wrapup
have read The Wife of Baths Prologue, ask
them whether the Wife of Bath was ahead
of her time or behind the times with regard
to her attitude toward gender roles. Possible
answers: The Wife of Bath was ahead of her
time, as she spoke out against mens control of
womens lives in her 14th-century society.
CRITIQUE
440
196
And chance your arm what happens in a city

Where friends will visit you because of me,
Yes, and in other places too, maybe.
Which would you have? The choice is all your own.
400 chance your arm: take your

chance on.
The knight thought long, and with a piteous groan

At last he said, with all the care in life,
My lady and my love, my dearest wife,
I leave the matter to your wise decision.
You make the choice yourself, for the provision
Of what may be agreeable and rich
In honor to us both, I dont care which;
Whatever pleases you suffices me.
Language Coach
And have I won the mastery? said she,

Since Im to choose and rule as I think fit?
Certainly, wife, he answered her, thats it.
Kiss me, she cried. No quarrels! On my oath
And word of honor, you shall find me both,
That is, both fair and faithful as a wife;
May I go howling mad and take my life
Unless I prove to be as good and true
As ever wife was since the world was new!
And if tomorrow when the suns above
I seem less fair than any lady-love,
Than any queen or empress east or west,
Do with my life and death as you think best.
Cast up the curtain, husband. Look at me!
And when indeed the knight had looked to see,
Lo, she was young and lovely, rich in charms.
In ecstasy he caught her in his arms,
His heart went bathing in a bath of blisses
And melted in a hundred thousand kisses,
And she responded in the fullest measure
With all that could delight or give him pleasure.
So they lived ever after to the end
In perfect bliss; and may Christ Jesus send
Us husbands meek and young and fresh in bed,
And grace to overbid them when we wed.
AndJesu hear my prayer!cut short the lives
Of those who wont be governed by their wives;
And all old, angry niggards of their pence,
God send them soon a very pestilence! h
INDEPENDENT READING
Students may also enjoy reading Jerry Elliss
Walking to Canterbury: A Modern Journey
Through Chaucers Medieval England.
h NARRATOR
Reread the last paragraph.

What is the Wife of Baths
attitude toward husbands
who are controlling or misers
(niggards)? Cite the details
that helped you draw this
conclusion.
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Ask students whether the Wife of Bath

succeeded in telling a tale that gives the
fullest measure / Of good morality and general pleasure (The Prologue to The Canterbury Tales, lines 817818). Have students
explain their responses.
Derivations The word pity

(sympathetic sorrow) has
several derivations, or related
words, including pitiful, pitying,
and piteous (line 404). Two
derivations mean causing pity,
one sometimes means causing
disgust, and one means having
pity. Match each derivation of
pity to its definition.
Language Coach
Derivations Answer: pitiful=causing
disgust; pitying=having pity; piteous=
causing pity
Ask student pairs to write three sentences, each with a derivation of pity. Have
students leave blanks where the words
should appear, and exchange sentences
with their partner.
12:16:53
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Stream of Consciousness [small-group
option] Does the Wife of Baths Tale
anticipate modern stream-of-consciousness
writing? Have students research streamof-consciousness writing and then consider
what the Wife of Baths digressions and
idiosyncrasies reveal about the way she
thinks.
196 unit 1
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After Reading
Practice and Apply
Comprehension
1. Recall Describe the knights original sentence and his revised punishment.
2. Recall What agreement does the knight make with the old woman?
3. Recall What information does the old woman share with the knight?
4. Summarize In what ways does the relationship between the knight and the
old woman change during the course of the story?

of a story. RL 5 Analyze how
an authors choices concerning
how to structure specific parts
of a text contribute to its overall
structure and meaning as well as
its aesthetic impact.


Narrator p. 167
Text Analysis
5. Examine Narrator In her tale, the Wife of Bath offers direct statements on
friars (lines 3956), womens desires (lines 101126), and marriage (lines 433
440). Summarize each statement and then explain what each reveals about
the Wifes personality.
answers
1. The original punishment is death by

beheading; the revised punishment is to
discover what women most desire.
6. Analyze Structure Review the chart you created as you read. Unlike
other pilgrims, the Wife of Bath interrupts her story with various personal
comments, anecdotes, and illustrative stories. What might she be trying to
convey about herself with this additional information?
2. He agrees to honor her request in exchange

for the answer to the queens question.
7. Evaluate Plot Review lines 404432. Is the conclusion of the story satisfying?
In your response, consider the knights crime and the outcome of his actions.
3. She tells him that women desire power

over men.
8. Make Judgments The enduring appeal of The Canterbury Tales stems in part
from Chaucers remarkable ability to match stories and storytellers. In what
way is the Wife of Baths unusual tale well-suited to her personality? Cite
evidence from the text to support your answer.
4. At first he despairs of having her as his wife.

As she shames him, he comes to appreciate
her and to understand her message. When
he defers to her better judgment, he knows
true bliss.
9. Compare Texts Compare the tales of the Pardoner and the Wife of Bath.
Which character tells a better, more entertaining story? Cite evidence from
both tales to support your opinion.
Possible answers:
Text Criticism
10. Social Context Around 1185, Andreas Capellanus wrote The Art of Courtly
Love. In this influential work, Capellanus states, Love makes an ugly and
rude person shine with all beauty, knows how to endow with nobility even
one of humble birth, can even lend humility to the proud. In what ways
does The Wife of Baths Tale reflect Capellanuss understanding of love
and its transforming power?
Do men
RL 3, RL 5
5.
common core focus Narrator Lines

3956 present her view that the church
has stripped away Englands old beliefs in
magic and that friars now prey on women,
showing that she is humorous, ironic, clever,
satiric; lines 101126 offer a frank description of womens sometimes earthy desires,
showing that shes honest about her desire
for pleasure, pampering, flattery, and
money; lines 433440 acknowledge the
flaws of both marriage and men, showing
that she is humorous, domineering, smart,
no-nonsense.
6.
common core focus Analyze

Structure With her literary and historical
allusions, she may be trying to show that
she is at least as knowledgeable and worthy
of respect as any educated, affluent male
pilgrim.
understand women?
Are male writers capable of portraying realistic female characters? How well
do you think Chaucer portrayed the Wife of Bath? What would you change
about his characterization of women?
9. Students
197 should back up their opinions
with evidence from the text. Details
might include the message that each story
conveys, the believability of the characters,
or the irony presented in each tale.
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10. Through love, the crone becomes beautiful and the knight becomes humble and
good-hearted.
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Do men UNDERSTAND
women? Possible answers: Answers
will vary, but students should offer
well-reasoned arguments, supported by
evidence from the selection.
12:09:21 PM
7. Some will say the conclusion is disturbing

because the knight is rewarded despite his
crime. Others will say that the knight has
changed into a decent human being who
deserves his reprieve.
8. Make Judgments The Wife of Bath is a
larger-than-life personality. Her tale is as
rollicking, multi-dimensional, and provocative as she is.
197
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answers
vocabulary practice
word list
Indicate whether the following pairs of words are synonyms or antonyms.

Check your answers in a dictionary.
crone
vocabulary practice
1. bequeath/inherit
4. rebuke/praise
bequeath
implore
rebuke
1. antonyms
4. antonyms
2. crone/maiden
5. sovereignty/rule
2. antonyms
5. synonyms
3. implore/beseech
6. temporal/eternal
3. synonyms
6. antonyms
sovereignty
temporal
concept
culture
parallel
section
structure

Encourage students to draw a T-chart or other
type of graphic organizer to organize their
ideas about the themes of love and fidelity in
these parallel stories. Students should use the
ideas they record in their organizers to construct their arguments for their paragraphs.
vocabulary strategy: the latin root temp

The word temporal contains the root temp, from the Latin tempus, which means
time or a fixed period. Something temporal exists in time and is not eternal.
The same root is found in several other English words.
PRACTICE In each sentence below, choose the word from the
pair in parentheses that correctly completes each sentence. Use
your knowledge of word parts and the context in which the
word appears to help you make the correct choice.
T Chart p. A25
the latin root temp
How do the two parallel storiesthe knight searching for love and the Wife of
Baths role in the pilgrimageshare some of the same concepts about love and
fidelity? Write a paragraph explaining how stories of those seeking love extend
across cultures.
1. The scientist explained that the age of the dinosaurs was

not (extemporaneous, contemporaneous) with human
existence.
L 4, L 6
Remind students that studying a words root

in conjunction with its definition can help
them to remember its meaning. Using the
word regularly will ensure that it becomes
part of their vocabulary.
L 4 Determine or clarify
the meaning of unknown
words. L 6 Acquire and use
contemporary
extemporaneous
temp
temporary
temporize
tempo
2. The band conductor suddenly increased the marchs (tempo,

temper).
3. The senator (contemporized, temporized), hoping to delay the bills passage.
Answers:
4. The brightly colored chart helped us (temporalize, extemporize) the different

geological areas we were studying.
Interactive
Vocabulary
5. President Lyndon B. Johnson was both respected and feared by many of his
(contemporaries, templates).
KEYWORD: HML12-198
1. contemporaneous
2. tempo
3. temporized
4. extemporize
5. contemporaries
198
198
198
1/8/11
Vocabulary Support Help students to create

word webs, showing words with the Latin
root temp in their home languages.
Vocabulary Practice: Challenge Ask students

to try to use all the temp words from the
word web in one sentence.
12:09:23
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unit 1
198
1/13/11
10:56:35 AM
8/11
Language
grammar and style: Add Descriptive Details
Review the Grammar and Style note on page 159. Chaucer was a keen observer
who conveyed memorable details about characters through his use of similes.
Similes are figures of speech that use like or as to make a comparison. In the
passage below, Chaucer conjures up a striking, if not complimentary, image of
the balding Pardoner.
Language
L 5 Demonstrate understanding
of figurative language. W 3b Use
dialogue to develop experiences,
events, and/or characters.
L 5, W 3b
grammar and style

Possible answers:
1. His fleshy ears protruded from his head
As far wings of birds that are outspread.
This Pardoner had hair as yellow as wax,

Hanging down smoothly like a hank of flax.
In driblets fell his locks behind his head
Down to his shoulders which they overspread;
Thinly they fell, like rat-tails, one by one. (lines 695699)
2. His prominent earlobes always seemed

a-twitching
Just like a dog whos always, always itching.
Notice how each of the highlighted prepositions is followed by a concrete

visual image. These similes greatly enrich Chaucers descriptions because
they allow readers to form a vivid mental picture of a character.
Add Descriptive Details p. 176
PRACTICE Write sentences modeled on Chaucers work.
Suggest that students select two pilgrims

who seem very different from each other
and from the Wife of Bath.
example
There was a Franklin with him, it appeared;

White as a daisy-petal was his beard.
Have them brainstorm a response to these

questions for each character: What do you
think about the Wife of Baths story? Did
you enjoy it? Did you think it was funny?
How did you feel about the knights predicament? How did you feel about the queens
reprieve? Did you think the ending was fair?
Do you agree with its message about mens
roles? Do you agree with its message about
womens roles?
There was a puppy with him, it appeared;

Striped like a skunk, which seemed very weird.
1. His eyes would twinkle in his head as bright

As any star upon a frosty night.
2. His prominent eyeballs never seemed to settle.
They glittered like the flames beneath a kettle.

YOUR
Expand your understanding of Chaucers characters by responding to

this prompt. Then, use the revising tips to improve your dialogue.
When they finish brainstorming, they can

put the responses together, creating a
dialogue by editing each response so that it
seems to flow naturally with the rest.
TURN
writing prompt
revising tips
CREATE A DIALOGUE How might the other

pilgrims have reacted to The Wife of Baths
Tale? Write a dialogue in which at least two
pilgrims, as well as the Wife of Bath herself,
comment on the story and its message about
mens and womens roles.
Add stage directions to

describe each pilgrims tone
of voice or body movements.
Clearly identify each pilgrims opinion about mens
and womens roles.
Interactive
Revision
KEYWORD: HML12-199
12:09:23
PM
Writing Online
199
199
1/8/11
[First Pilgrim]: My dear lady, let me explain

myself better. I

Offer this structure to students to help
them begin their dialogues:
[First pilgrim]: That story of yours was

.
[Second pilgrim]: Im afraid I still have to

(dis)agree. Id say
.
[Second pilgrim]: Im afraid I have to (dis)

agree. Id say
Wife of Bath: But gentlemen,

.
Wife of Bath: Gentlemen, Im afraid you

werent listening. It was
12:09:24 PM
The following tools are available online at

thinkcentral.com and on WriteSmart CD-ROM:
Interactive Graphic Organizers
Assess and Reteach

Assess

.
Reteach
.
199
199
1/13/11
10:56:43 AM
Focus and Motivate
Reading for
Information
Pilgrimages: Journeys of the Spirit consists of

three features that provide information about
a pilgrims trek: historian Barbara Tuchmans
description of hardships faced by travelers in
medieval times; a personal account of a modern pilgrimage to Santiago de Compostela; and
a map depicting medieval pilgrimage sites.
Book Excerpt, page 201

Magazine Article, page 202
Map and Illustrations, page 204
ecos
The Canterbury Tales is a collection of stories written as if they were told by

pilgrims on their way to a holy site. The following selections describe what it was
like to travel on a pilgrimage in Chaucers time and also reveal why this ancient
tradition still thrives today. As you read, consider how the information in these
selections enhances your understanding of the characters in The Canterbury Tales.
RI 2 Provide an objective summary of a text.

RI 7 Integrate and evaluate multiple sources of
information presented in different formats in order
to address a question.
summary
Pilgrimages: Journeyss of the Spirit
Use with selections from

The Canterbury Tales,
page 142.
RI 2 Provide an objective
summary of a text. RI 7 Integrate
and evaluate multiple sources of
information presented in different
formats in order to address a
question.
Standards Focus: Synthesize

Whenever you put together facts, ideas, and details from different
sources to form your own understanding of a topic, you are synthesizing,
or integrating, information. You can usually gain deeper insight into
a topic by synthesizing from several sources than by just reading one
source.
Use a chart like the one below to synthesize details about pilgrims.
Skim through The Prologue of The Canterbury Tales, looking for
information about pilgrims and pilgrimages. Add to the chart any
information that would help you answer the questions provided. Then,
read the selections that follow, and add more details about pilgrims to
your chart.
When your chart is complete, summarize, or briefly encapsulate, in no
more than a few sentences, the purpose of taking a pilgrimage and what
such a journey is like based on the information you collected about each
work. Your purpose is not to form an opinion, but simply to sum up each
authors viewpoint about pilgrimages and their importance.
Source
The
Canterbury
Tales
A Distant
Mirror
In the
Footsteps
of the
Faithful
Pilgrimage
Sites Map
What kinds of
people go on
pilgrimages?
Why do they go?
What is the
journey like?
Teach
How does the

pilgrimage affect
them?
Standards Focus: Synthesize

Help students to build background for finding
relevant information in The Prologue of The
Canterbury Tales by responding to these questions:
What conditions created turmoil for the
people of Chaucers day? Possible answer:
plague, war, revolt, food shortages, cold
weather
How did people travel from place to place in
Chaucers day? Possible answer: by foot, by
horse, or by boat
200
Selection Resources
NA_L12PE-u01s33-c3MirFoo.indd
200
Synthesize p. 185
2:33:09
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Lesson Support,* pp. 177190
INTERACTIVE READER
11/22/10
TECHNOLOGY
PowerNotes DVD-ROM
Audio Anthology CD
ExamView Test Generator on the
Teacher One Stop
200
unit 1
NA_L12TE-u01-RFI3-Faithful.indd
200
1/3/11
8:17:22 AM
22/10

In A Distant Mirror, historian Barbara Tuchman describes the hardships, including the
difficulties of travel, faced by people of all classes in 14th-century Europe.
Reading Support
about a selection.
A Distant Mirror
Barbara Tuchman
10
20
30
Travel, the mother of tidings, brought news of the world to castle and village, town
and countryside. The rutted roads, always either too dusty or too muddy, carried an
endless flow of pilgrims and peddlers, merchants with their packtrains, bishops
making visitations, tax-collectors and royal officials, friars and pardoners, wandering
scholars, jongleurs and preachers, messengers and couriers who wove the network of
communications from city to city. Great nobles like the Coucys, bankers, prelates,
abbeys, courts of justice, town governments, kings and their councils employed their
own messengers. The King of England at mid-century kept twelve on hand who
accompanied him at all times, ready to start, and were paid 3d. a day when on the
road and 4s. 8d. a year for shoes. . . .
The voyage from London to Lyon took about 18 days and from Canterbury to
Rome about 30 days depending on the Channel crossing, which was unpredictable,
often dangerous, sometimes fatal, and could take anywhere from three days to a
month. One knight, Sir Herv de Lon, was kept 15 days at sea by a storm and,
besides having lost his horse overboard, arrived so battered and weakened that he
never had health thereafter. It was no wonder that, according to a ballad, when
pilgrims took to sea for the voyage to Compostella or beyond, Theyr hertes begin to
fayle. . . . a
Travelers stopped before nightfall, those of the nobility taking shelter in some
nearby castle or monastery where they would be admitted indoors, while the mass of
ordinary travelers on foot, including pilgrims, were housed and fed in a guest house
outside the gate. They were entitled to one nights lodging at any monastery and
could not be turned away unless they asked for a second night. Inns were available to
merchants and others, though they were likely to be crowded, squalid, and flearidden, with several beds to a room and two travelers to a bedor three to a bed in
Germany, according to the disgusted report of the poet Deschamps, who was sent
there on a mission for the French King. Moreover, he complained, neither bed nor
table had clean linen, the innkeeper offered no choice of foods, a traveler in the
Empire could find nothing to drink but beer; fleas, rats, and mice were unavoidable,
and the people of Bohemia lived like pigs. b
Given the hardships and the length of time consumed, people journeyed over long
distances to an astonishing degreefrom Paris to Florence, from Flanders to Hungary,
London to Prague, Bohemia to Castile, crossing seas, alps, and rivers, walking to
China like Marco Polo or three times to Jerusalem like the Wife of Bath.
I N F O R M AT I O N A L A N A LY S I S
201
RI 2
RI 7
synthesize
Read lines 26 aloud to students. Explain
that when you synthesize information, you
need to think carefully about what the
author is saying and compare it to what
you already know.
Possible answer: Roads were rutted, dusty or
muddy, and crowded (lines 26); travel was
slow, tiring, and dangerous (lines 1218).
Extend the Discussion: How does the
information in the excerpt enhance your
understanding of medieval pilgrims lives?
a SYNTHESIZE

were the hardships of
traveling in the Middle
Ages?
b
b SYNTHESIZE
What was it like for a

pilgrim to stay at an inn?
2:33:09
PM
Model the Skill:
synthesize
RI 2
RI 7
Possible answer: Pilgrims often had to

share with other pilgrims a dirty, flea-ridden
room, or even a bed. Their choice of food
and drink was limited. The lodgings were
infested with rats and mice.
201
11/22/10
12:17:06 PM

Find it Online!
Features on thinkcentral.com that
support the selection include
comprehension
Options for Reading [small-group option]

Have students read the excerpt in groups of
four. Assign each student one paragraph.
When they finish reading, have each student
summarize the main idea and significant details of the paragraph. Then have them
put their summaries together.
201
201
1/3/11
8:17:30 AM
Many people today still go on pilgrimages, often walking for long distances
along ancient routes. Canadian writer Taras Grescoe writes about his journey
to one of the most famous European pilgrimage sites.
In the Footsteps of the Faithful

Taras Grescoe
RI 2
RI 7
synthesize
Possible answer: Today, some pilgrims go

to find absolution (line 15), to grow spiritually (lines 1516), or to show their gratitude
(lines 3338); others go for camaraderie
(line 7).
10
Extend the Discussion How are contemporary pilgrims similar to or different from
Chaucers pilgrims?
c
SYNTHESIZE
are some reasons why
people go on pilgrimages
today?
202
As they read the selections in Pilgrimages:
Journeys of the Spirit, students should complete the chart on the introductory page.
Canterbury Tales: Pilgrims: clergymen and
women, farmers, merchants, guildsmen,
wealthy widowers, doctors, lawyers, sailors,
knights, squires Why they go: to give thanks,
ask for Gods help, for pleasure What journey is like: long, boring Effect of pilgrimage:
202
ittle by little, the road to

Santiago de Compostela was
changing me. When I started off
on the Camino Francsa 1,200-yearold route across northern Spain to one
of Catholicisms holiest shrinesI was
unprepared for the camaraderie this
pilgrimage fosters. Since a.d. 813, when
the bones of St. James the Apostle were
discovered in a cave at the western tip of
Galicia, devout pilgrims from all over
Europe have tramped hundreds of miles
across the snow-streaked Pyrenees and
the sun-baked plains of Castile in a
quest for absolution and spiritual
growth. Beginning the walk in the
French town of St. Jean-Pied-de-Port,
I was part of this rare band of travelers
for three weeks. c
20
30
In the shade of eucalyptus forests and

olive groves, over tuna sandwiches and
chocolate bars, I heard stories by turns
touching and inspiring. A young
mothera Danish athletewas
alternately carrying and pushing her two
blond-haired infants over the mountain
trails and switchbacks, a feat of almost
superhuman endurance. A 60-year-old
man in disintegrating sandals and with
a long white beard paused just long
enough to tell me hed walked all the way
from Rome, 40 miles a day. Next to a
purling stream, I came across a pilgrim
whod lost his right leg and was being
borne to Santiago on his trusty mare
Lorenanamed after his daughter,
herself only recently recovered from
leukemia.
202
makes them think about their lives A Distant

Mirror: Pilgrims: peddlers, merchants, bishops,
royal officials, clergymen, scholars, preachers,
messengers, couriers Why they go: business,
work, religion, excitement, adventure What
journey is like: dangerous, unpredictable, difficult, sometimes fatal Effect of pilgrimage:
unclear In the Footsteps of the Faithful:
Pilgrims: men, women, children Why they go:
religion, excitement, adventure What journey is like: long, arduous, inspiring, pleasant
11/22/10
12:17:15
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Effect of pilgrimage: uplifting, life-changing

Pilgrimage Sites Map: What journey is like:
across mountains, water, valleys; long

Vocabulary Support: Idioms Help students
use context to analyze the meaning of these
idioms: by turns (line 22) alternately, first . . .
then; crash course (lines 4243), quick
lesson; fell by the wayside (lines 5859),
disappeared.
202
1/3/11
8:17:36 AM
2/10
Readingfor
forInformation
Information
Reading
40
50
60
The Camino Francs, which wends

past storks on the chimney stacks of
Rioja and seagulls on the moss-covered
church spires of Galicia, is a crash
course in medieval European history,
with daily seminars in Romanesque
architecture and the arcane
iconography of the Knights Templar.
I found myself walking on the original
paving stones of Roman roads, staining
my shoes on the red earth of the
vineyards of Rioja, and losing my way
in the fog of the Pyrenees. In a little
town outside Logroo, I joined the
queue at an unattended tap at a stone
wall, from which Navarran red wine
flowed free of charge, a local winerys
gift to passing pilgrims.
As I walked, materialism and
concern about self-image fell by
the wayside; I divested myself of
guidebooks and excess clothing, and
sought only to fill my belly with
nourishing food and to find simple
lodgings each evening. I learned to
expect the warm westerly wind that
crosses the land just before sunset, the
cool tramontana from the north, and
70
80
90
the afternoon breeze that sends

iridescent ripples through the fields. I
realized Id never truly seen the world
go by at this human pace, three miles
an hour, hour after hour, day in, day
outnor understood that the quality
of ones travel experience is inversely
proportional to the speed at which
one travels. d
I finally walked into Santiago in
the midst of a record spring heat wave.
Sweaty and unshaven, I approached
the wildflower- and lichen-covered
cathedral where the bones of St. James
the Apostle resteda fantastic
barnacle-encrusted reef looming over
waves of stone houses. As I strode up
the last set of stairs before my goal, I
was overwhelmed by a connection with
all those who, over the ages, had risked
losing home, family, and life to follow
their faith to some marvelous shrine at
the edge of the earth.
Step by step, the Camino had made
me one of its own: a pilgrim.
synthesize
RI 2
RI 7
Possible answer: The author has stopped

thinking about materialism and self-image
(lines 5859); begun eating good foods
(lines 6162); paid closer attention to slight
changes in weather and landscape (lines
6368); and come to understand the value
of traveling on foot (lines 6875).
d SYNTHESIZE
Reread lines 5775.

How has the author
been affected by his
pilgrimage?

students understand Grescoes transformation
during his pilgrimage:
Connect What do you think of the author,
Taras Grescoe, and the feelings he expresses in
this article? Accept all thoughtful responses.
Pilgrims stop to kneel along the main

pilgrimage route from southwest France
to Santiago de Compostela.
Analyze What factors influence Grescoe

during his three-week pilgrimage? Possible
answer: He is affected by the stories of other
pilgrims (lines 2238); being close to ancient
sites (lines 3951); the generosity of others
(lines 5156); the slowness of the travel (lines
6875); and the connection with pilgrims of
the past (lines 8389).
Evaluate Does Grescoes transformation
into a true pilgrim seem realistic? Explain
your answer. Possible answer: It seems
realistic; as he describes his transformation,
it appears to be a gradual process that
evolves over the weeks through experience,
awareness, understanding, and connections
with others.
12:17:15
PM
203
203
11/22/10
Check Predictions Have students summarize

the main points of this article. Then have
them check their summaries against the
predictions they made during prereading.
Compare and Contrast Have students

compare Chaucers narrator with Grescoe.
Encourage them to think about the values
and interests of each one, as well as the traits
they share. Why do Chaucers narrator and
Grescoe each follow in the footsteps of the
faithful? How does the historical period in
which each man was born affect his insights?
What do you think Chaucers narrator would
say about Grescoe?
12:17:27 PM
203
203
1/3/11
8:17:45 AM
Medieval pilgrims visited holy sites throughout Europe and in parts of

Asia. These sites continue to serve as important spiritual centers as well
as popular tourist attractions.
RI 7
Show students a local map and demonstrate how to use the scale to find actual
distances between places with which
students are familiar.
The map clarifies the huge commitment

that long pilgrimages required. Chaucers
pilgrims told stories to make the trip to
Canterbury go faster, yet their pilgrimage
was only about 40 miles. Considering the
dangers, hardships, and unpredictability of
travel in those days, medieval pilgrims must
have been determined and often devoted.
/THERCITY
4RONDHEIM
A map represents a
portion of the earths
surface and a map
scale shows the
relationship between
distance on a map
and the distance on
the earths surface.
Use the scale on the
map to measure the
distances between
London and the
pilgrimage sites, and
notice the geographic
features a pilgrim
would have to cross
to reach these sites.
What does this add to
your understanding
of what it was like to
make a pilgrimage in
Chaucers day?

MILES
KILOMETERS
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Possible answer:
Canterbury: approximately 50 mi.;
Walsingham: approximately 100 mi.;
Mont-Saint-Michel: approximately 200 mi.;
Chartres: approximately 220 mi.;
Aachen: approximately 275 mi.;
Cologne, Germany: approximately 300 mi.;
Tours: approximately 300 mi.;
Cologne, France: approximately 500 mi.;
Venice: approximately 700 mi.;
Santiago de Compostela: approximately
700 mi.;
Assisi: approximately 800 mi.;
Rome: approximately 850 mi.;
Trondheim: approximately 900 mi.;
Jerusalem: approximately 2,300 mi.
0ILGRIMAGESITE
RI 7
informational texts
!SSISI
RI
2OME
AT
IC
3
EA
R R
A N
E A N 3 E A
*ERUSALEM
Reliquary At many pilgrimage sites, relics

(personal items or body parts of saints)
are kept in containers called reliquaries.
Stained Glass In this

French cathedral
window, Saint Mary
of Egypt is shown on
a boat full of pilgrims
bound for Jerusalem.
204
Canterbury Cathedral Located 55

miles from London, Canterbury
Cathedral became an important
pilgrimage site after Archbishop
Thomas Becket was murdered
there in 1170.
204
12/15/10
7:30:34
NA_L12PE-u01
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Research [small-group option] Have groups
of students research each of the pilgrimage
sites on the map. They might address these
questions: What drew early pilgrims to this
site? What religious events are associated
with this site? What historical events are
associated with it? Who would be most likely
to visit the site today? Encourage students to
share their findings with the class.
204
unit 1
204
1/21/11
1:46:58 PM
15/10
After Reading
Practice and Apply
Comprehension
1. Recall According to Barbara Tuchman, what was sea travel like in Chaucers day?
2. Recall During medieval times, how did the lodging offered to the nobility
differ from the lodging available to members of other social classes?
3. Clarify How does Taras Grescoe feel about the slow pace of travel on
a pilgrimage?
RI 2 Provide an objective
summary of a text. RI 7 Integrate
and evaluate multiple sources of
information presented in different
formats in order to address a
question. W 9 Draw evidence
from literary or informational
texts to support analysis and
reflection.
Text Analysis
5. Synthesize Information from Graphic Aids Examine the photographs on

page 204. How do these images help you understand the appeal of going
on a pilgrimage?
2. The nobility stayed in castles or monasteries.

Ordinary travelers stayed at guest houses or
inns that were crowded and filthy.
According to Chaucer, the other authors, and the map in this section, what
is the purpose of a pilgrimage? What are the benefits and difficulties of a
making a pilgrimage?
3. Grescoe feels that the slow pace increases

the quality of his experience by allowing him
to closely observe and appreciate changes in
terrain and weather.
To answer this prompt, you will need to follow these steps:
Possible answers:
1. Gather information about the purpose of a pilgrimage from the three

selections as well as from The Prologue of The Canterbury Tales.
2. Consider the main ideas and information you have collected and the summary
you created of each work. Ask yourself what conclusion you can draw from
them about making a pilgrimage.
3. Present your conclusion in a topic sentence, and support it with ideas and
information from the texts.
Text 4
idea
idea
Read for Information:

Draw Conclusions
205
Read for Information
Read for Information Have students write

three paragraphs on the topic, one for
each text.
After students select a topic, help them to

write a topic sentence, using one of these
sentence starters:
Assess and Reteach

Assess
Travel during Chaucers day was likely to be

.
The benefits of making a pilgrimage included
.

Reteach
205
W9
Writing Prompt Student responses should

reflect an understanding that the purpose of
a pilgrimage is to visit a holy site. Students
205
should also understand that travel in Chaucers
day was slow, dangerous, and unpredictable.
The benefits should include companionship,
12/30/10
10:44:28 AM
adventure, inspiration, and excitement.
CONCLUSION
Have students use one supporting idea

from each text in their paragraph.
4. Grescoes connection with pilgrims of the

past comes from his interaction with other
travelers; from his new understanding of
the significance of each place he passes; and
from the slow pace.
5. The photographs reflect the sophistication
and religious devotion of medieval artists,
artisans, and architects. They also reflect
differences with todays secular world.
TOPIC
7:30:34
PM
RI 2, RI 7
1. Travel by sea was unpredictable and

dangerous.
writing prompt
Text 3
idea
idea

Draw Conclusions p. 185
answers
Read for Information: Draw Conclusions
Text 2
idea
idea

4. Analyze Authors Message Reread lines 8389 of In the Footsteps of the

Faithful. What experiences have allowed Grescoe to form the connection
he describes? Use details from the selection to support your answer.
Text 1
idea
idea

205
1/26/11
5:58:46 PM
Focus and Motivate

a story. RL 10 Read and comprehend literature,
including stories. SL 1 Initiate and participate
effectively in a range of collaborative discussions.
L 4c Consult general and specialized reference
materials (e.g., thesauruses). L 5b Analyze nuances
in the meaning of words with similar denotations.

the authors choices regarding
how to develop and relate
elements of a story. RL 10 Read
and comprehend literature,
including stories. SL 1 Initiate and
participate effectively in a range
of collaborative discussions.
Point out to students that in the late Middle

Ages, the frame story construction was
common. In The Decameron, each of the ten
characters tells a story over the course of ten
days. A significant difference between The
Canterbury Tales and The Decameron is that
each of Chaucers tales is named after its teller.
Tale by Giovanni Boccaccio
Meet the Author
Giovanni Boccaccio
did you know?

Giovanni Boccaccio . . .
about the author
Federigos Falcon: Fifth Day, Ninth Story

from The Decameron
survived the Black Death

when it struck Florence,
Italy, in 1348.
fell in love with a
woman whom he called
Fiammetta, or little
flame, who inspired his
early writing.
notable quote
I would much rather have a man who lacks
money than money that lacks a man.
Giovanni Boccacio
Call on a volunteer to read and paraphrase
the notable quote. Possible answer: Good
character is more important than wealth.
Ask students how this quote might relate
to Boccaccios own experience with money.
Possible answer: Boccaccio himself lived in
reduced financial circumstances; this experience
must have helped him to recognize that having
a strong character means more than money.
13131375
Writing at the end of the medieval

period, Giovanni Boccaccio helped set
a new direction for literature, focusing
on the human condition rather than
on spiritual matters. His masterpiece,
The Decameron, a strikingly modern
work, established the contemporary
language of his day as a legitimate mode
of literary expression. The work signaled
a sharp break from medieval literary
traditions and helped define the literary
sensibilities that held sway throughout
the Renaissance.
Some scholars speculate that
Boccaccios Decameron influenced
Geoffrey Chaucer in his writing of The
Canterbury Tales. Although no direct
evidence exists to support this view,
there are notable similarities between
the two collections. Both feature a
frame story construction, a treasury
of tales,, and various sharply
p y drawn
works contain
characters. Moreover, both work
adaptations of age-old narratives
narrati and
literary forms that strongly appealed
to their educated audiences.
audienc Most
significantly, few literary texts
celebrate humanity as freely
and
f
completely as The Decameron
Deca
and The Canterbury Tales.
Tal
An Overbearing Father G
Giovanni
Boccaccio grew up in Florence,

Flo
Italy, and he began to write
w
poetry when he was a child.
His father frowned upon his sons literary

leanings, demanding that he forget about
writing and learn business. While still a
teenager, Boccaccio was sent to Naples,
where he was apprenticed to a banker.
When he failed at banking, his father
arranged for him to study religious law.
Boccaccio was unsuccessful at law, too,
and after about 12 years in Naples, he
returned home to seek other employment.
Fame Without Funds Because his father
strove to bend his talent, Boccaccio
complained that he was never able to
reach his potential as a poet. Yet upon
publication of The Decameron, he
became something of a celebrity. In
later years, he applied himself to more
scholarly pursuits, producing a number
of biographical and moralistic works.
His literary and scholarly efforts never
brought in much money, and he was
nearly always in perilous financial straits.
Eventually, he was reduced to earning
a meager living by working as a scribe,
painstakingly copying his own works
and those of others. He died in 1375,
temporarily out of favor in both Florence
and Naples. It was not long, however,
before his works gained renewed
appreciation. His reputation has endured
over many centuries, influencing later
writers such as Shakespeare, Dryden,
Keats, Longfellow, and Tennyson.
Author Online
206
Selection Resources
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Skill, pp. 201204*
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TECHNOLOGY
Audio Anthology CD

TESTS
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Also in Spanish
1/3/11
8:29:36 AM
2/10
Teach
text analysis: plot elements

Many stories in The Decameron are adaptations of medieval
folk tales, fables, and anecdotes, from which Boccaccio borrows
a basic plot, or series of related events. He then transforms it
by adding plot devices such as complicationsproblems that
create moral dilemmas that motivate his characters behavior.
In Federigos Falcon, for example, Boccaccio introduces his
main character, Federigo, in the following way:
As often happens to most men of gentle breeding, he fell in love,
with a noble lady named Monna Giovanna. . . . [Yet] he lost his
wealth and was reduced to poverty, . . .
Boccaccio presents Federigo as a traditional romantic hero
who seeks the love of Monna Giovanna, a well-born woman.
However, he quickly adds a complication to this situation
Federigos loss of wealth. How can he win her love if he has no
money? As you read the selection, notice how Boccaccio builds
toward a surprising and powerful climax, or turning point,
through complications in the storys plot.
reading skill: analyze cause and effect

In a well-crafted story, events are often related by cause and
effect. The cause is an event that directly results in another
event, which is the effect. Analyzing cause-and-effect
relationships can help you better comprehend the complications
of the storys plot and how they affect characters actions. As
you read Federigos Falcon, keep track of examples of cause
and effect by making a diagram like the one shown.
Federigo
falls in
love with
Monna
Giovanna.
He spends
all of his
money to
impress
her.
What would you
What would you

SACRIFICE for love?
sacrifice
for love?
Read the question with students. Ask them to

name their favorite love stories from literature,
television, or movies, such as those of Lancelot
and Guinevere, Romeo and Juliet, and Odysseus and Penelope. Then have them complete
the DISCUSS activity.
Love is a powerful emotionone for

which some people are prepared to
make a great sacrifice. Federigos
Falcon is a tale of a noblemans idealized
love for a woman and the lengths to
which he goes to win her affection.
DISCUSS With a partner, list examples
of sacrifices for love that you have heard
of, read about, or seen in television
shows or movies. Discuss the results of
these sacrifices. Which examples do you
find reasonable? Which examples seem
extreme? Compare your conclusions
with those of other students.
RL 3
Model the Skill:
plot elements
To model for students the elements of a
plot, list the important events in the plot
of Boccaccios life: born in Florence, Italy;
wrote poetry as a child; father didnt support literary aspirations; went to Naples;
failed at banking; failed at law; published
Decameron; gained fame; forced to work as
a scribe; died out of favor
Examples of Sacrifices
for Love
1. Romeo gives up his family,
his honor, and finally his life
because of his love for Juliet.
2.
3.
GUIDED PRACTICE Ask students to circle

the complications among these events
that made Boccaccios struggle as an artist
more difficult. Possible answer: father
didnt support literary aspirations; forced to
work as a scribe
These boldfaced vocabulary words are key to understanding
Boccaccios tale about love and its sacrifices. Restate each
phrase, substituting a different word for the boldfaced term.
1. act with tact and discretion
2. deign to help a lowly peasant
READING SKILL
3. behave with presumption
RL 10
4. compel me to do my duty
Model the Skill:
5. offer consolation for your loss
analyze cause and effect
federigos falcon
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V O C A B 207
ULARY SKILL
DIAGNOSE WORD KNOWLEDGE Have students complete Vocabulary in Context. Check
their definitions against the following:
discretion (dG-skrDshPEn) n. wise restraint;
carefulness in ones actions and words
deign (dAn) v. to consider worthy of ones
dignity; to condescend
presumption (prG-zOmpPshEn) n. bold or
outrageous behavior
207
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L4
compel (kEm-pDlP) v. to force or be forced

to act in a certain way
consolation (kJnQsE-lAPshEn) n. something that
makes someone feel less sad or disappointed;
comfort
PRETEACH VOCABULARY Use the following

copy master to help students predict meanings.
To help students understand cause and

effect, discuss what caused Boccaccio to
work as a scribe. Tell them that he was
always in difficult financial straits; his literary and scholarly pursuits never brought in
enough money.
GUIDED PRACTICE Ask students to identify
the effect, according to Boccaccio, of his
fathers efforts to bend his talent.
Analyze Cause and Effect p. 203

(for student use while reading
the selection)
federigos falcon
207
207
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Practice and Apply

summary
In this tale of courtly love, Federigo squanders
his money trying to win the heart of Monna
Giovanna. Impoverished, he retreats to his
farm. When Monna Giovannas son becomes
gravely ill, the child has only one request:
Federigos falcon. She pays Federigo a visit.
Unaware of why she has come, Federigo roasts
his falcon to give her a suitable meal. The
child dies soon after. When Monna Giovannas
brothers later urge her to remarry, she agrees
to marry only Federigo.
Federigos Falcon
Fifth Day, Ninth Story
Giovanni Boccaccio
background Like Chaucers Canterbury Tales, The Decameron is a collection of

stories within a story. The frame, or outer story, involves ten characters who flee
to the country to escape a plague that is ravaging Florence, Italy. For ten days they
amuse themselves by telling stories, each day selecting a king or queen who
presides over the storytelling. Their 100 tales make up the bulk of The Decameron. As
this selection begins, the queen of the day decides that it is time to tell her own story.
read with a purpose

them to look for the ways the characters express their love for others.
10
RL 3
plot
Possible answer: Readers learn that the

tale involves Federigo, a young Tuscan man
known for his skill in arms and for his
courtliness.
20
Filomena had already finished speaking, and when the Queen saw there was no
one left to speak except for Dioneo,1 who was exempted because of his special
privilege, she herself with a cheerful face said:
It is now my turn to tell a story and, dearest ladies, I shall do so most willingly
with a tale similar in some respects to the preceding one, its purpose being not
only to show you how much power your beauty has over the gentle heart, but
also so that you yourselves may learn, whenever it is fitting, to be the donors of
your favors instead of always leaving this act to the whim of Fortune,2 who, as
it happens, on most occasions bestows such favors with more abundance than
discretion.
You should know, then, that Coppo di Borghese Domenichi,3 who once lived in
our city and perhaps still does, a man of great and respected authority in our times,
one most illustrious and worthy of eternal fame both for his way of life and his ability
much more than for the nobility of his blood, often took delight, when he was an
old man, in discussing things from the past with his neighbors and with others. He
knew how to do this well, for he was more logical and had a better memory and a
more eloquent style of speaking than any other man. Among the many beautiful
tales he told, there was one he would often tell about a young man who once lived in
Florence named Federigo, the son of Messer Filippo Alberighi,4 renowned above all
other men in Tuscany for his prowess in arms and for his courtliness. a
Analyze Visuals
What details in this
painting suggest that the
woman is wealthy?
discretion (dG-skrDshPEn)
n. wise restraint;
carefulness in ones
actions and words
a PLOT
The exposition of a story

introduces the characters
and setting. What do
you learn about these
elements in lines 1720?
1. Dioneo (dCQ-nAPI).
IF STUDENTS NEED HELP . . . Reread the section and point out that Florence is a city in
Tuscany, a region in Italy.
2. Fortune: a personification of the power that supposedly distributes good and bad luck to people.
3. Coppo di Borghese Domenichi (kpPpI dC bIr-gAPzD dI-mDPnC-kC).
4. Messer Filippo Alberighi (mAsPsDr fC-lCpPpI lQbD-rCPgC).
208
Portrait of a Lady (1522), Bernardino Luini.

Andrew W. Mellon Collection 1937.1.37
2005 National Portrait Gallery, Washington, D.C.
VOCABULARY
own the word
L4
discretion: Have students explain what

discretion is and why it is a very important
in relationships among friends. Possible
answer: We often tell friends things we do
not want others to know. We expect friends
to show discretion.
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to teach these words: authority
(line 12), behalf (line 26), obtain (line 51),
furthermore (line 61), contrary (line 85),
diminish (line 157), aware (line 174).
208 unit 1
208
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Analyze Visuals
Possible answer: The womans ruffled lace
collar, patterned dress, elaborate headpiece,
and jewelry (earrings) all suggest that she is
wealthy.
About the Art Bernardino Luini (14801532)
was born in Milan in Northern Italy. He was a
follower of Leonardo da Vinci, who spent time
in Milan. A prolific painter, Luini created frescoes as well as easel paintings. Luinis main
subjects were religious and mythological.
Activity What does Luinis painting suggest
about the personality and character of the
subject? Possible answer: The painting suggests a noblewoman who is modest, gracious,
and pious. Her headdress resembles a halo,
reinforcing the impression that she is devout
and religious.
background
Falconry in the Middle Ages In the middle
ages, falconry was a highly popular sport
among the aristocracy. The lower classes
also used falcons for hunting. In England,
laws restricted hunting in royal forests, which
covered huge areas of land. Other laws allotted specific birds to specific ranks. It was
illegal to hunt with a bird that was delegated
to a higher rank than the hunter. In medieval
England, stealing a trained hawk could bring
a death sentence on the thief. As as they read
Federigos Falcon, students should keep in
mind the high value attached to hawks in
Boccaccios day.
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The Audio Anthology CD provides extra support for students with reading difficulties. It
is also recommended for use with English
language learners. Point out to students that
this is a story within another story. Ask them
to identify where Federigos story begins as
well as who tells it. Answer: Federigos story
begins at the bottom of the page. It is told by
Coppo di Borghese Domenichi.
Make Judgements Ask students what they

feel makes a person admirable. Discuss the
characters in Federigos Falcon and have
students come up with reasons why each of
the characters are admirable or not admirable. Have them refer to the big question,
What would you sacrifice for love? Ask
them if they feel that making sacrifices is an
admirable quality.
12:18:03 PM
federigos falcon
209
209
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RL 3
plot
30
Possible answer: Federigo has fallen in love

with Monna Giovanna. She, however, does
not return his affections. He struggles to
win her heart.
40
READING SKILL
cause and effect
RL 10
Possible answer: Federigos love for Monna

Giovanna causes him to spend beyond
his means in an effort to impress her; his
overspending in turn causes him to become
impoverished, which forces him to move
from the city to a farm in Campi, where he
lives in reduced circumstances (lines 2729).
IF STUDENTS NEED HELP . . . Continue the
chart students began in the Reading Skill
activity.
Federigo falls in
love with Monna.
He spends all of his

money to impress
her.
He moves to a farm
in Campi.
He becomes
impoverished.
50
As often happens to most men of gentle breeding, he fell in love, with a noble
lady named Monna Giovanna, in her day considered to be one of the most
beautiful and most charming ladies that ever there was in Florence; and in order
to win her love, he participated in jousts and tournaments,5 organized and gave
banquets, spending his money without restraint; but she, no less virtuous than
beautiful, cared little for these things he did on her behalf, nor did she care for
the one who did them. Now, as Federigo was spending far beyond his means
and getting nowhere, as can easily happen, he lost his wealth and was reduced to
poverty, and was left with nothing to his name but his little farm (from whose
revenues he lived very meagerly) and one falcon, which was among the finest of its
kind in the world. b
More in love than ever, but knowing that he would never be able to live the
way he wished to in the city, he went to live at Campi, where his farm was.
There he passed his time hawking6 whenever he could, imposing on no one, and
enduring his poverty patiently. Now one day, during the time that Federigo was
reduced to these extremes, it happened that the husband of Monna Giovanna fell
ill, and realizing death was near, he made his last will: he was very rich, and he
left everything to his son, who was just growing up, and since he had also loved
Monna Giovanna very much, he made her his heir should his son die without any
legitimate children; and then he died. c
Monna Giovanna was now a widow, and every summer, as our women usually
do, she would go to the country with her son to one of their estates very close
by to Federigos farm. Now this young boy of hers happened to become more
and more friendly with Federigo and he began to enjoy birds and dogs; and after
seeing Federigos falcon fly many times, it made him so happy that he very much
wished it were his own, but he did not dare to ask for it, for he could see how
precious it was to Federigo. During this time, it happened that the young boy
took ill, and his mother was much grieved, for he was her only child and she loved
him dearly; she would spend the entire day by his side, never ceasing to comfort
him, asking him time and again if there was anything he wished, begging him to
tell her what it might be, for if it was possible to obtain it, she would certainly do
everything in her power to get it. After the young boy had heard her make this
offer many times, he said:
Mother, if you can arrange for me to have Federigos falcon, I think I would
get well quickly.
When the lady heard this, she was taken aback for a moment, and then she
began thinking what she could do about it. She knew that Federigo had been in
love with her for some time now, but she had never deigned to give him a second
look; so, she said to herself:
b PLOT
Reread lines 2131.

What is the main conflict,
or struggle, between
Federigo and Monna
Giovanna?
CAUSE AND EFFECT

What effects does
Federigos love for Monna
Giovanna cause? Cite
specific details in your
response.
deign (dAn) v. to consider

worthy of ones dignity; to
condescend
5. jousts and tournaments: competitions in which knights displayed their skill in combat.
6. he went . . . hawking: He went to live in a town called Campi (kmPpC) in Tuscany, where he passed his
time hunting with falcons, birds of prey trained to capture and retrieve small animals.
VOCABULARY
own the word
L4
deign: Have students create a semantic

map for deign. Write the word in a center
circle and add the definition given, to
consider worthy of ones dignity; to condescend. Draw spider legs from the center
circle and have students add synonyms to
complete the map. Possible answers: stoop,
see fit, lower oneself
210
210
210
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Vocabulary Support [paired option] Have

partners use context to figure out the meaning of these multiple-meaning words and have
students share their findings: breeding (line
21), upbringing and background; noble (line
21), aristocratic; means (line 27), resources,
income; will (line 37), a legal document;
bore (line 66), held, carried; modest (line 74),
simple; rose (line 78), stood up; host (line 88),
one who entertains or takes care of guests;
company (line 90), companionship.
Research [paired option] Ask partners to

research courtly love during the Middle Ages
and the Italian Renaissance on the Internet.
Encourage them to answer these questions:
12:18:09
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What did men do to win the favor of their

ladies?
How were ladies expected to respond?
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2/10
60
70
80
90
100
How can I go to him, or even send someone, and ask for this falcon of his,
which is, as I have heard tell, the finest that ever flew, and furthermore, his only
means of support? And how can I be so insensitive as to wish to take away from
this nobleman the only pleasure which is left to him?
And involved in these thoughts, knowing that she was certain to have the
bird if she asked for it, but not knowing what to say to her son, she stood there
without answering him. Finally the love she bore her son persuaded her that she
should make him happy, and no matter what the consequences might be, she
would not send for the bird, but rather go herself to fetch it and bring it back to
him; so she answered her son:
My son, cheer up and think only of getting well, for I promise you that first
thing tomorrow morning I shall go and fetch it for you. d
The child was so happy that he showed some improvement that very day. The
following morning, the lady, accompanied by another woman, as if they were out
for a stroll, went to Federigos modest little house and asked for him. Since the
weather for the past few days had not been right for hawking, Federigo happened
to be in his orchard attending to certain tasks, and when he heard that Monna
Giovanna was asking for him at the door, he was so surprised and happy that he
rushed there; as she saw him coming, she rose to greet him with womanly grace,
and once Federigo had welcomed her most courteously, she said:
How do you do, Federigo? Then she continued, I have come to make
amends for the harm you have suffered on my account by loving me more than
you should have, and in token of this, I intend to have a simple meal with you
and this companion of mine this very day.
To this Federigo humbly replied: Madonna,7 I have no recollection of ever
suffering any harm because of you; on the contrary: so much good have I received
from you that if ever I was worth anything, it was because of your worth and the love
I bore for you; and your generous visit is certainly so very dear to me that I would
spend all over again all that I spent in the past, but you have come to a poor host.
And having said this, he humbly led her through the house and into his garden,
and because he had no one there to keep her company, he said:
My lady, since there is no one else, this good woman, who is the wife of the
farmer here, will keep you company while I see to the table.
Though he was very poor, Federigo until now had never realized to what extent
he had wasted his wealth; but this morning, the fact that he had nothing in the
house with which he could honor the lady for the love of whom he had in the past
entertained countless people, gave him cause to reflect: in great anguish, he cursed
himself and his fortune, and like someone out of his senses he started running
here and there throughout the house, but unable to find either money or anything
he might be able to pawn, and since it was getting late and he was still very much
set on serving this noble lady some sort of meal, but unwilling to turn for help to
d PLOT
What important
complication is
introduced into the plot
in lines 4771? Explain
the moral dilemma this
complication in the plot
creates. How does it
affect Monnas behavior?
RL 3
plot
Possible answer: Monna Giovannas young

son becomes gravely ill. He has only one
request, which he believes will heal him:
to have Federigos prized falcon. Monas
dilemma is that she needs to ask a man
who loves her, but whom she does not love,
for a favor. In addition, he already sacrificed
for her love, then lost his fortune. Now she
will ask him to sacrifice for her again, and
again, he may give up something precious
and gain nothing in return.
Extend the Discussion Why does Monna
Giovanna go to fetch the falcon herself?
Language Coach
Fixed Expressions Some
verbs have a special
meaning when followed
by a certain preposition.
Reread lines 9192. Here,
see to means attend to
or take charge of. What
does Federigo mean
when he says he will see
to the table?
7. Madonna: Italian for my lady, a polite form of address used in speaking to a married woman. Monna
is a contraction of this term.
federigos falcon
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211
211
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Summarize and Predict Ask students to
summarize the events of Federigos Falcon
so far. Have students predict how Federigo
will react to Monna Giovannas request.
Possible answer: Answers will vary, but many
students will say that he will give her the
falcon.
12:18:10 PM

Language Coach
Fixed Expressions Possible answer: He will
attend to the table or prepare the meal and
bring it to the table. Read lines 7071 aloud.
Ask students to use the fixed expression
see to in the sentence to create a sentence
with the same meaning.
federigos falcon
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READING SKILL
cause and effect
RL 10
Possible answer: Monna Giovanna has

paid Federigo a visit. Federigo has nothing
appropriate to serve her and no means to
obtain a fitting meal. Without a second
thought, he kills his falcon, believing it to
be suitable food for a lady.
110

Use these prompts to help students understand the conflicts of Monna Giovanna and
Federigo in lines 80109:
Connect Have you ever had to ask a difficult
favor? How does that help you understand
Monna Giovannas situation? Accept all
Analyze Why does Monna Giovanna tell
Federigo that she has come to make
amends? Possible answer: She may hope
to ingratiate herself to him; she may feel
embarrassed or guilty for the pain she has
caused him.
120
130
VOCABULARY
own the word
L4
presumption: Tell students that the verb

presume means to take for granted;
to assume. Have them write a pair of
sentences that show an understanding of
both the verb and the noun.
compel: Have students reread the sentence with compels and then identify the
context clue that can help them determine the meaning of the word. Possible
answer: force of such laws
consolation: Ask students why individuals who come in second or third place
in contests are often given consolation
prizes. Possible answer: It makes them feel
better about their effort and success.
What would you SACRIFICE

for love?
140
even his own farmer (not to mention anyone else), he set his eyes upon his good
falcon, which was sitting on its perch in a small room, and since he had nowhere
else to turn, he took the bird, and finding it plump, he decided that it would be a
worthy food for such a lady. So, without giving the matter a second thought, he
wrung its neck and quickly gave it to his servant girl to pluck, prepare, and place
on a spit to be roasted with care; and when he had set the table with the whitest
of tablecloths (a few of which he still had left), he returned, with a cheerful face,
to the lady in his garden and announced that the meal, such as he was able to
prepare, was ready. e
The lady and her companion rose and went to the table together with Federigo,
who waited upon them with the greatest devotion, and they ate the good falcon
without knowing what it was they were eating. Then, having left the table and
spent some time in pleasant conversation, the lady thought it time now to say
what she had come to say, and so she spoke these kind words to Federigo:
Federigo, if you recall your former way of life and my virtue, which you
perhaps mistook for harshness and cruelty, I have no doubt at all that you will
be amazed by my presumption when you hear what my main reason for coming
here is; but if you had children, through whom you might have experienced
the power of parental love, I feel certain that you would, at least in part, forgive
me. But, just as you have no child, I do have one, and I cannot escape the laws
common to all mothers; the force of such laws compels me to follow them,
against my own will and against good manners and duty, and to ask of you a gift
which I know is most precious to you; and it is naturally so, since your extreme
condition has left you no other delight, no other pleasure, no other consolation;
and this gift is your falcon, which my son is so taken by that if I do not bring
it to him, I fear his sickness will grow so much worse that I may lose him. And
therefore I beg you, not because of the love that you bear for me, which does not
oblige you in the least, but because of your own nobleness, which you have shown
to be greater than that of all others in practicing courtliness, that you be pleased
to give it to me, so that I may say that I have saved the life of my son by means of
this gift, and because of it I have placed him in your debt forever.
When he heard what the lady requested and knew that he could not oblige her
because he had given her the falcon to eat, Federigo began to weep in her presence,
for he could not utter a word in reply. The lady at first thought his tears were
caused more by the sorrow of having to part with the good falcon than by anything
else, and she was on the verge of telling him she no longer wished it, but she held
back and waited for Federigos reply once he stopped weeping. And he said:
My lady, ever since it pleased God for me to place my love in you, I have felt
that Fortune has been hostile to me in many ways, and I have complained of
her, but all this is nothing compared to what she has just done to me, and I shall
never be at peace with her again, when I think how you have come here to my
poor home, where, when it was rich, you never deigned to come, and how you
requested but a small gift, and Fortune worked to make it impossible for me to
give it to you; and why this is so I shall tell you in a few words. When I heard that
212
CAUSE AND EFFECT

Reread lines 93
109. What specific
circumstances cause
Federigo to kill his
beloved falcon?
presumption
(prG-zOmpPshEn) n. bold or
outrageous behavior
compel (kEm-pDlP) v. to
force or be forced to act in
a certain way
consolation
(kJnQsE-lAPshEn) n.
something that makes
someone feel less sad or
disappointed; comfort
212
11/22/10
Comprehension Support Remind students

that personification is a figure of speech in
which an object, animal, or idea takes on
human qualities. Ask them to explain the
personification that appears in lines 139140.
Medieval Customs Monna Giovanna goes to

Federigos house accompanied by a companion. Ask students why she does not go alone.
Have them research ideas of propriety in
medieval Europe to find the answer.
12:18:11
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Discuss In lines 132152, how does Federigo

respond to learning that he has sacrificed
his falcon in vain? Possible answer: He weeps
inconsolably for not being able to help Monna.
212
unit 1
212
1/3/11
8:30:17 AM
2/10
150
160
170
180
you, out of your kindness, wished to dine with me, I considered it only fitting and
proper, taking into account your excellence and your worthiness, that I should
honor you, according to my possibilities, with a more precious food than that
which I usually serve to other people. So I thought of the falcon for which you
have just asked me and of its value and I judged it a food worthy of you, and this
very day I had it roasted and served to you as best I could. But seeing now that
you desired it another way, my sorrow in not being able to serve you is so great
that never shall I be able to console myself again. f
And after he had said this, he laid the feathers, the feet, and the beak of the bird
before her as proof. When the lady heard and saw this, she first reproached him
for having killed a falcon such as this to serve as a meal to a woman. But then to
herself she commended the greatness of his spirit, which no poverty was able, or
would be able, to diminish; then, having lost all hope of getting the falcon and
thus, perhaps, of improving the health of her son, she thanked Federigo both for
the honor paid to her and for his good intentions, and then left in grief to return
to her son. To his mothers extreme sorrow, whether in disappointment in not
having the falcon or because his illness inevitably led to it, the boy passed from
this life only a few days later. g
After the period of her mourning and her bitterness had passed, the lady was
repeatedly urged by her brothers to remarry, since she was very rich and still
young; and although she did not wish to do so, they became so insistent that
remembering the worthiness of Federigo and his last act of generositythat is,
to have killed such a falcon to do her honorshe said to her brothers:
I would prefer to remain a widow, if only that would be pleasing to you, but
since you wish me to take a husband, you may be sure that I shall take no man
other than Federigo degli8 Alberighi. h
In answer to this, her brothers, making fun of her, replied:
You foolish woman, what are you saying? How can you want him? He hasnt a
penny to his name.
To this she replied: My brothers, I am well aware of what you say, but I would
much rather have a man who lacks money than money that lacks a man.
Her brothers, seeing that she was determined and knowing Federigo to be of
noble birth, no matter how poor he was, accepted her wishes and gave her with all
her riches in marriage to him; when he found himself the husband of such a great
lady, whom he had loved so much and who was so wealthy besides, he managed
his financial affairs with more prudence than in the past and lived with her
happily the rest of his days.
Translated by Mark Musa and Peter Bondanella
Possible answer: Federigo discovers that

the real purpose of Monna Giovannas visit
was to ask for his falcon, which he killed to
provide her with worthy food.
PLOT
The climax, or turning
point, is the moment
of greatest intensity in
a story. What shocking
discovery does Federigo
make in lines 115152?
RL 3
plot
Possible answer: Monnas son dies, leaving

her the heir of her husbands fortune.
g PLOT
The resolution reveals the

final outcome of events
and ties up any loose
ends of the story. How
is the plot complication
involving Monnas son
resolved?
READING SKILL
cause and effect
RL 10
Possible answer: Recalling Federigos generous and honorable behavior, Monna decides
to marry only him.
h CAUSE AND EFFECT
Why, exactly, does Monna

Giovanna decide to marry
Federigo? Explain the
connection between her
decision and Federigos
earlier behavior toward her.
selection wrapup
8. degli (dDlQyC): Italian for of the; used in names as a sign of noble birth.
federigos falcon
12:18:11
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RL 3
plot
213
213
11/22/10
READ WITH A PURPOSE Have students note

the ways that Federigo showed his love for
Monna Giovanna; how she showed her love
for her son; and how her first husband showed
his love for both her and their son. Possible
answer: Federigo showed his love for Monna
by sacrificing his falcon in order to host her for
a meal. Monna showed her love for her son
by staying with him and comforting him while
he was sick, as well as by requesting the falcon
from Federigo. Monnas first husband showed
his love for both her and their son by leaving all
his riches to his son and by naming Monna his
heir should their son die.
12:18:11 PM
CRITIQUE
Vocabulary: Idioms Help students use context to determine the meaning of each idiom:
waited upon (line 111), served; fitting and
proper (lines 145146), sensible, prudent;
taking into account (line 146), considering;
making fun of (line 171), teasing.
Compare and Contrast Ask students to compare and contrast Federigo with the knight
in the Wife of Baths Tale. How are they
different? Which character seems to best
exemplify the medieval values of honor,
duty, and love? Have students use a graphic
organizer of their choice or create one to
illustrate this comparison. Allow time for
groups to share their findings.
Ask students whether they think Federigo

and Monna Giovanna made a good
marriage.
INDEPENDENT READING
Students may also enjoy reading Life in a
Medieval Castle by Joseph and Frances Gies.
federigos falcon
213
213
1/3/11
8:30:20 AM
After Reading
Practice and Apply
Comprehension
1. Recall How does Federigo lose his fortune?

2. Clarify Why does Monna Giovanna want Federigos falcon?
3. Summarize Describe the events that take place during Monna Giovannas
visit to Federigo.

Plot Elements p. 201
answers
Text Analysis
4. Analyze Cause and Effect Review the cause-and-effect diagram you created
as you read the selection. What does the storys sequence of events suggest
about the relationship between Federigo and Monna Giovanna? Cite details
from the text to support your answer.
5. Understand Plot Elements What specific moral dilemmas arise from love in
Boccaccios tale and complicate its plot?
RL 3, RL 10
1. Federigo spends all of his money trying to

impress Monna Giovanna.
6. Draw Conclusions About Character When Monna visits Federigos house, is

her behavior virtuous or manipulative? Explain why you think so.
2. Her young son is gravely ill; his only wish is

to have Federigos prized falcon.
7. Analyze Situational Irony In literature, situational irony occurs when a reader

or character expects one thing to happen but something entirely different
occurs. Explain the situational irony in lines 153162.
3. Monna Giovanna tells him she has come to

make amends. While she waits in his garden, Federigo tries to find a suitable meal
to serve her. Finding nothing to give her
or to pawn for food, he kills and roasts the
falcon. After the meal, Monna Giovanna
requests his bird. Despondent, he tells her
what has become of it.
8. Compare Texts Money plays an important role in both Federigos Falcon

and Chaucers The Pardoners Tale (page 169). Compare Federigos attitude
toward money with that of the three rioters in Chaucers tale. What do the
characters reactions reveal about their personalities?
Text Criticism
9. Critical Interpretations Author Walter Raleigh says of Boccaccios tales, The
scene in which they are laid is as wide and well-ventilated as the world.
The spirit which inspires them is an absolute humanity, unashamed and
unafraid. How does this opinion apply to Federigos Falcon? Cite evidence
from the text to support your response.
Possible answers:
4.
5.
common core focus Analyze Cause

and Effect The events show that Federigos
efforts to impress Monna Giovanna not
only fail to win her heart but also harm his
own well-being; however, his generosity
and nobility of spirit, which shine through
his deeds, ultimately gain her respect and
affection.
common core focus Plot Elements A moral dilemma is presented
when Federigos affection causes him first
to overspend and impoverish himself, and
later to kill his prized falcon. Had he been
less ardent and sacrificed less, he would not
have lost nearly everything he held dear;
but neither would he have gained everything his heart desired in the end.
What would you
7. Some students may say that they expected

Federigo and Monna Giovanna to be drawn
closer together because of his great sacrifice. They may also have expected her son
to survive his illness.
8. Federigo first sacrifices his money and then
his prized possession, all for love, demonstrating the depth of his affection and the
nobility of his spirit and thereby winning
sacrifice for love?
Federigo eventually marries Monna after making great sacrifices for her love.
What if you make a great sacrifice for love, but it does not produce the happy
ending you expect? Would it still be worth having made this sacrifice? Why
or why not?
214
214
love and social position.
By contrast, the
rioters demonstrate only selfishness and
extreme greed, which drive them along the
path to self-destruction.
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6. Answers will vary. Students could make a

case for either or both.
214

of a story. RL 10 Read and
stories.
9. Students may agree with this opinion of

Boccaccios writing, noting that the world
depicted in Federigos Falcon is complex.
Both Federigo and Monna Giovanna
suffer great losses before discovering love
in each other.
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What would you
SACRIFICE for love? Ask

students if they or someone they know
have ever sacrificed something for love.
Have them think about and discuss reallife examples of people who sacrifice
for love.
214
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10:57:38 AM
8/11
consolation
answers
deign
vocabulary practice
vocabulary practice
word list
Identify the antonym of the boldfaced vocabulary word.
compel
1. compel: (a) instigate, (b) fascinate, (c) prevent

2. consolation: (a) irritation, (b) derivation, (c) comfort
discretion
1. (c) prevent
4. (b) recklessness
4. discretion: (a) tactfulness, (b) recklessness, (c) strength
2. (a) irritation
5. (c) timidity
5. presumption: (a) assumption, (b) impudence, (c) timidity
3. (a) esteem
3. deign: (a) esteem, (b) intrude, (c) condescend
presumption

concept
culture
parallel
section
structure
Were Federigos sacrifices for love reasonable? Using Academic Vocabulary

words, discuss with a classmate Federigos concept of love as sacrifice.
Suggest that students reference Federigos

Falcon to help make their case.
vocabulary strategy: nuanced meanings in a thesaurus

The word thesaurus comes from the Greek word for treasure. If you are having
trouble finding just the right word to express an idea, a thesaurus will provide
a treasury of synonyms. Printed and online thesauri are arranged either
alphabetically or by subject with an alphabetical index. The example below
is based on the best-known thesaurus, Rogets. If you looked up compel, you
would find a short entry with a cross-reference to a longer entry that shows the
nuanced meanings of synonyms. For example, compels synonym force has two
shades of meaning, marked by the boldfaced numbers.
L 4c Consult general and

specialized reference materials
(e.g., thesauruses). L 5b Analyze
nuanced meanings in
a thesaurus
Point out that a thesaurus is a useful tool to

use when writing. Encourage students to
consult a thesaurus when they are having
trouble finding an appropriate word to use in
their writing.
compel v. coerce, constrain, make, obligate, oblige, pressure. See FORCE.

force v. 1. To compel by pressure or threats: blackjack, coerce, dragoon. Informal:
hijack, strong-arm. See PERSUASION. 2. To cause to act in spite of resistance:
coerce, compel, make, obligate, pressure. See ATTACK.
Answer: Sentences will vary but should include

synonyms that show the correct nuance.
PRACTICE The boldfaced word in each sentence below is slightly wrong for the
context of the sentence. Look up its synonym (in parentheses) in a thesaurus to
find another word with the correct nuance, or shade of meaning. Then use each
boldfaced word correctly in a new sentence.
1. He hated being compelled but couldnt ignore the villains threats. (forced)
2. The citizens of the peaceful region enjoyed a life of consolation. (comfort)
3. Each campaign had deigned to a new low in negative advertising. (stooped)
Interactive
Vocabulary
4. Juan removed the bandage with discretion. (caution)
5. The counselor tried to instill a sense of presumption in her students. (pride)
KEYWORD: HML12-215
federigos falcon
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L 4c, L 5b
215

1/8/11
Assess and Reteach
215
Assess
12:20:50 PM
Vocabulary Support Ask students to find

words on the Word List that are cognates
of words in their native languages.
Vocabulary Practice: Challenge Have students

choose a word to look up in a thesaurus. Tell
them to look for a synonym that retains the
precise meaning of the original word as well
as a synonym that has a slightly different
nuance, or shade of meaning. Then, have
students write three different sentences that
reveal the shade of meaning of each word.

Reteach
Reteaching Worksheets on thinkcentral.com
Literature Lesson 5: Elements of Plot
Reading Lesson 7: Recognizing Cause
and Effect
Vocabulary Lesson 18: Synonyms and
Antonyms
federigos falcon
215
215
1/13/11
10:57:45 AM
The Age of Chaucer
Focus and Motivate
RL 4 Analyze the impact of specific word choices

on meaning, including words with multiple
meanings. RL 5 Analyze how an authors choices
concerning how to structure specific parts of a
text contribute to its aesthetic impact. L 3 Apply
knowledge of language to understand how
language functions in different contexts and to
comprehend more fully when reading.

specific word choices on meaning,
including words with multiple
meanings. RL 5 Analyze how
how to structure specific parts of
a text contribute to its aesthetic
impact. L 3 Apply knowledge
of language to understand how
contexts and to comprehend
more fully when reading.
did you know?
about the ballads

Encourage students to identify contemporary forms of popular entertainment, such as
television, radio, and movies. After they read
the section on Popular Entertainment, ask
them to compare the subjects and themes of
medieval ballads with todays popular television shows. Students should recognize that,
although the form has changed dramatically,
the subjects and themes are similar.
In early English ballads,

Robin Hood was not a
champion of the poor
but a hardened criminal.
A sermon dating from
1405 reprimands those
who would rather listen
to a Robin Hood ballad
than attend church
services.
notable quote
Since my love died for me today, / Ill die for
him tomorrow.
Invite students to identify the subject matter
of the notable quote. Possible answer: The
subject matter is nrequited love or tragic love.
Ask them to predict from which of the three
ballads this quote comes. How can they tell?
Possible answer: It probably comes from Barbara Allan, because the subject of the quote
is tragic love, and according to The Legacy of
Barbara Allan, that is the subject of the Barbara Allan ballad.
Barbara Allan
Robin Hood and the Three Squires
Get Up and Bar the Door
Anonymous Ballads
Introduction
Ballads
Throughout history, lifes tragedies and
comediesreal and fictionalhave
been depicted in song. Narrative songs
called ballads were popular in England
and Scotland during the medieval
period, particularly among the common
people, many of whom could not read or
write. The best of the early ballads were
transferred orally from one generation
to the next. Stories often changed in the
retelling, sometimes resulting in dozens
of versions of the same ballad.
Popular Entertainment In the Middle
Ages, just as today, audiences craved
dramaticeven sensationalstories.
Typical subjects of ballads included tragic
love, domestic conflicts, disastrous wars
and shipwrecks, sensational crimes, and
the exploits of enterprising outlaws. Later
ballads celebrated historical events and
romantic heroes of an earlier chivalrous
age. Revenge, rebellion, envy, betrayal,
and superstition all found thematic
expression in the ballad.
Unknown Authorship The ballad genre is
thought to be nearly 1,000 years old, with
the earliest known ballad dating from
about 1300. Because ballads were not
written down until the 18th century, early
ballads are all anonymousthe names of
their composers lost forever in the mists

of time.
The Legacy of Barbara Allan When
waves of English, Irish, and Scottish

immigrants settled in the New World
during the 18th and 19th centuries,
they brought many traditions, including
their beloved ballads. Over time, some
examples have proven consistently popular,
becoming part of the American folk
heritage. Among these enduring ballads
is Barbara Allan. In the 19th century, a
young Abraham Lincoln reportedly knew
and sang this tale of unrequited love.
Much later, during the 1920s and 1930s,
famed country singer Bradley Kincaid
featured it on his radio broadcasts from
Chicago and Boston. In the 1960s, there
was a great resurgence of interest in folk
music, particularly in ballads. Singers
and political activists Bob Dylan and
Joan Baez both recorded the legendary
song to wide acclaim. Over the years,
countless variations of Barbara Allan
have been discovered in the United States,
with roughly 100 variations observed in
Virginia alone. Indeed, scholars believe that
Barbara Allan is the most widespread folk
song in the English language.
216
Selection Resources
NA_L12PE-u01s35-brBallad.indd

Skill, pp. 219222*
Character Traits Web, p. D7


TESTS
216
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TECHNOLOGY
Audio Anthology CD
NA_L12TE-u01s14-barbara.indd
216
Also in Spanish
1/3/11
7:59:34 AM
15/10
Teach
poetic form: ballad

Early English and Scottish ballads are dramatic stories told
in song, using the language of common people. These
ballads were composed orally and passed on to subsequent
generations through numerous retellings. The three ballads
in this lesson are written versions of folk songs that date back
centuries.
Like works of fiction, ballads have characters and settings.
Most examples also include certain conventions, such as
tragic or sensational subject matter
a simple plot involving a single incident
dialogue
Additionally, ballads usually feature four-line stanzas, or
quatrains, with rhyming second and fourth lines. The lines are
heavily accented, and the stanzas contain repetition of words,
phrases, and ideas. In the following example from Barbara
Allan, observe how the patterns of rhyme and repetition help
make the lines musically appealing and easy to remember:
O slowly, slowly rase she up,
To the place where he was lyin,
And when she drew the curtain by,
Why tell stories

in song?
Why tell stories

in SONG?
From time to time, youve probably

been infected by an earworma song
that gets stuck in your head and plays
over and over and over until you want to
scream. Although a nuisance, earworms
illustrate what a potent combination
rhyme, melody, and lyrics can be
something that no doubt helped
ensure the survival of ballads over
the centuries.
QUICKWRITE Think of a popular song,
radio commercial jingle, or song you
remember from your childhood for
which you know all or most of the words.
Write it down and analyze the elements
that make the song so memorable.
Read the question and paragraph with students. Then ask them to write down the next
ten words of each of these rhymes:
(1) Baa, baa, black sheep
(2) London Bridge is
(3) Twinkle, twinkle,
Discuss whether students knew the words and
why. Did they hear the songs in their minds
as they recalled the words? Then have them
complete the QUICKWRITE.
POETIC FORM
Young man, I think youre dyin.
RL 5
Model the Skill: ballad
reading strategy: understand dialect
To model for students the elements of a

ballad, have students use the quatrain
from Barbara Allan to (1) identify the
subject matter of the ballad; (2) name the
incident described in the example; and (3)
identify the dialogue in the example. Possible answers: a tragic love story; a woman
discovers that a young man she cares for is
dying; Young man, I think youre dyin.
Dialect is a distinct language spoken by a specific group of

people from a particular region. In the ballads you are about
to read, certain words from Scottish dialect appeartwa, for
example, meaning two. To help you understand other examples
of dialect in the poems, follow these steps:
Read each ballad through once, using the notes to help you
identify the meaning of each word in dialect, then reread the
line in which it appears.
Paraphrase the events in the section of the poem you are
reading to make sure you understand what is happening
at that point in the story. Understanding these events can
provide a context to help you decipher dialect used in that
section of the poem.
GUIDED PRACTICE Have students write

a quatrain of their own that has a clear
subject matter, desribes an incident, and
includes dialogue.
L3
Model the Skill:
217
understand dialect
7:31:00
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217
Paraphrasing Remind students that paraphrasing is restating information in their
own words. Point out that a paraphrase is
usually the same length as the original text;
however, a paraphrase is generally simpler
than the original, and it always contains
modern language. Encourage students to
pay careful attention to the side note glosses,
which include translations and definitions of
outdated forms. These notes will be helpful
as students paraphrase the ballads.
11/22/10
12:18:20 PM
To model for students how to understand

dialect, have them use the same quatrain
to follow these steps: (1) paraphrase the
quatrain; (2) read the quatrain again
slowly; (3) read it aloud with a partner.
Possible answer: Slowly, she went to the
place where he was resting. When she
pulled back the curtain around his bed, she
told him, I think you are dying.
Understand Dialect p. 221 (for student

use while reading the selections)
anonymous ballads
217
217
1/3/11
7:59:44 AM
Practice and Apply

summary
barbara
b
a
rb
b
a
r
a
alla
a
lla
ll
l
a
n
b
a
rb
a
r
a
a
ll
l
a
barbara
b
arb
r ara aalla
rba
lllan n
On his deathbed, Sir John Graeme sends for

Barbara Allan. She rebukes him, referring to
a past slight. When Graemes death bell tolls
her name, she prepares for her own death.
read with a purpose

them to look at the ways each of the three
ballads build suspense.
Why tell stories

in SONG?
It was in and about the Martinmas time,

When the green leaves were a-fallin;
That Sir John Graeme in the West Country
Fell in love with Barbara Allan.
Discuss In lines 120, the name Barbara Allan

is repeated in nearly every quatrain. In what
way does this repetition serve the song?
Possible answer: The name generally appears
at the end of a line, where it rhymes with
another word. The name Barbara Allan also
contains internal repetition, which has the
onomatopoetic effect of a bell. The repetition
of the name has an incantatory quality which
adds to the ballads feeling of doom and helps
to build suspense.
10
15
20
218
He sent his man down through the town

To the place where she was dwellin:
O haste and come to my master dear,
Gin ye be Barbara Allan.
O slowly, slowly rase she up,
To the place where he was lyin,
And when she drew the curtain by:
Young man, I think youre dyin.
O its Im sick, and very, very sick,
And tis a for Barbara Allan.
O the better for me ye sal never be,
Though your hearts blood were a-spillin.
O dinna ye mind, young man, said she,
When ye the cups were fillin,
That ye made the healths gae round and round,
And slighted Barbara Allan?
1 Martinmas: November 11 (St.

Martins Day).
8 Gin (gGn): if.
9 rase (rAz): rose.
15 sal: shall.
17 dinna ye mind: dont you

remember.
1920 made . . . Allan: made toasts
(drinking to peoples health) but
failed to toast Barbara Allan.
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218
11/22/10
218
Language: Conversational Patterns Explain

that in line 2, the g is left off the end in
the term a-fallin, and that this pattern is
repeated throughout the ballad. Have students work in pairs to identify the words that
have been abbreviated and hyphenated, and
ask them to identify the missing letters.
Options for Reading: Audio Recording

Have students listen to the ballads on the
Audio Anthology CD (also recommended for
English language learners) while they read
along in their texts. Ask students to pay attention to the speaker of each ballad. What
is his or her attitude toward the subject
matter?
For Robin Hood and the Three Squires,
draw their attention to the speakers reference to himself or herself in line 2.
unit 1
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2/10
Analyze Visuals
Possible answer: The dramatic lighting and
the deep reds and browns help to convey a
sorrowful mood.
background
Analyze Visuals
Notice the lighting and
colors in this photograph.
What mood do they help
convey? Explain.
He turned his face unto the wall,

And death with him was dealin:
Adieu, adieu, my dear friends all,
And be kind to Barbara Allan.
25
30
The Dead-Bell Also known as the passing

bell, the soul-bell, or the death bell, the
dead-bell (line 30) was rung by clergy when a
parishioner died. The ringing of a death bell
was not simply an announcement, but also a
request for prayers on behalf of the departing
soul. According to superstition, the dead-bell
also kept away evil spirits that waited at the
foot of the deathbed. The larger the bell, the
higher the price, as a great bell would be heard
by more parishioners and would be more
effective in fending off evil spirits.
23 Adieu: goodbye.
And slowly, slowly, rase she up,

And slowly, slowly left him;
And sighing said she could not stay,
Since death of life had reft him.
28 reft: deprived.
She had not gane a mile but twa,

When she heard the dead-bell knellin,
And every jow that the dead-bell gaed
It cried, Woe to Barbara Allan! a
29 gane (gAn): gone; twa: two.

30 dead-bell: a church bell rung to
announce a persons death.
31 jow (jou): stroke; gaed: gave.
a UNDERSTAND DIALECT
35
O mother, mother, make my bed,

O make it soft and narrow:
Since my love died for me today,
Ill die for him tomorrow.
Reread lines 2532. Which words

capture the Scottish dialect,
or regional language? Explain
the strategies you used to
understand these words.
barbara allan
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219
219
Summarize Ask students to summarize the

events of Barbara Allan. Possible answer:
Sir John Graeme sends his servant for Barbara
Allan. She arrives, pulls back the curtain around
his bed, and sees that he is dying. He declares
that he is lovesick, but she spurns him, recalling a past slight. On her way home, she hears
his death bell, but it seems to be tolling for her.
When she gets home, she asks her mother to
prepare her own deathbed, saying that she will
die the next day for her love, Sir John Graeme.
Research [paired option] Ask partners to find

another medieval ballad in the library or on
the Internet, for example:
219
Lord Randall
The Wife of Ushers Well
Bonny Earl of Murray
L3
Possible answer: Words that capture the

Scottish dialect: rase (line 25), reft (line 28),
gane (line 29), twa (line 29), jow (line 31),
gaed (line 31). Students may use side notes,
context clues, and their own knowledge
of similar words to help them understand
these Scottish terms.
11/22/10
Sir Patrick Spens
understand dialect
12:14:59 PM
Have partners practice reading the ballad.

Encourage them to give a recitation to
the class.
Debate Characterization One comment frequently made about Sir John Graeme is that
he is spineless and gives Barbara Allan up too
easily. Invite two teams of students to debate
this question. Allow time for preparation and
debate.
Bonny George Campbell

Thomas the Rhymer
The Three Ravens
barbar a allan
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summary
robin hood
three squires
Robin Hood learns that three squires are to

hang for shooting the kings deer. In disguise,
he meets a sheriff who tries to hire him as a
hangman. Instead, he and his band free the
squires and hang the sheriff.
and the
There are twelve months in all the year,

As I hear many men say,
But the merriest month in all the year
Is the merry month of May.
5
10
Now Robin Hood is to Nottingham gone,

With a link-a-down and a-day,
And there he met a silly old woman,
Was weeping on the way.
What news? what news, thou silly old woman?
What news hast thou for me?
Said she, Theres three squires in Nottingham town,
Today is condemned to dee.
7 silly: poor; innocent.
11 squires: well-born young men

who served as knights attendants.
12 dee: die.
15
20
understand dialect
They have no parishes burnt, good sir,

Nor yet have ministers slain,
Nor have they robbed any virgin,
Nor with other mens wives have lain.
O what have they done? said bold Robin Hood,
I pray thee tell to me.
Its for slaying of the kings fallow deer,
Bearing their longbows with thee. b
O have they parishes burnt? he said,

Or have they ministers slain?
Or have they robbed any virgin,
Or with other mens wives have lain?
L3
b UNDERSTAND DIALECT
Paraphrase lines 2124. Why

have the three squires been
condemned to die?
Possible answer: The squires have killed the

kings deer.
IF STUDENTS NEED HELP . . . Have students
reread the third and sixth quatrains and
make sure students can paraphrase them.
23 fallow: yellowish red.
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Build Background Invite students to share
information about Robin Hood movies they
have seen or Robin Hood tales that they have
heard. Then read aloud the background information about Robin Hood in the side column
on the next page.
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Analyze Visuals
Activity How does the photograph support
the text? Possible answer: The photograph
suggests the fate of the three squires: they have
been condemned to death by hanging. The
photograph supports the ominous tone and
suspense.
background
25
30
35
40
Dost thou not mind, old woman, he said,

Since thou made me sup and dine?
By the truth of my body, quoth bold Robin Hood,
You could not tell it in better time.
With a link-a-down and a-day,
And there he met with a silly old palmer,
Was walking along the highway.
31 palmer: someone who carried a

palm leaf to signify that he or she
had made a pilgrimage to the Holy
Land.
What news? what news, thou silly old man?

What news, I do thee pray?
Said he, Three squires in Nottingham town
Are condemned to die this day.
Come change thine apparel with me, old man,
Come change thine apparel for mine.
Here is forty shillings in good silver,
Go drink it in beer or wine.
The Story of Robin Hood Nobody knows for

sure who the real Robin Hood was or when, exactly, he lived. Some scholars believe that the
legend of Robin Hood is based on two different Robin Hoods. The heroic outlaw probably
lived during the reign of King John (11991216).
His popularity spread so far and wide that his
true identity was soon lost. During the 13th
and 14th centuries, there were many cases
of outlaws calling themselves Robin Hood
and Little John. Whatever the truth may be,
Robin Hoods popularity suggests that people
believed that the English king had become tyrannical and deserving of retribution. Forest
laws, alluded to in this ballad, were detested.
These strict laws gave royalty control over vast
forestlands that included some cultivated areas.
39 shillings: former English silver

coins, each worth 1/20 of a pound.
O thine apparel is good, he said,

And mine is ragged and torn.
Wherever you go, wherever you ride,
Laugh neer an old man to scorn.
robin hood and the three squires
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221
221
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Vocabulary: Outdated Forms Remind students that many words in this ballad are not
commonly used in modern English, such as:
hast thou (line 10), do you have; dee (line 12),
die; I pray thee tell to me (line 22), please
tell me; Dost thou (line 25), do you; quoth
(line 27), said; I do thee pray (line 34), I ask
you; neer (line 44), never. Have students
reread the lines, substituting modern
equivalents.
221
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45
POETIC FORM
RL 5
ballad
50
Possible answer: The question What

news? is repeated three times in lines 3334;
the order Come change thine apparel with
me(or mine) is repeated in lines 37, 38, 45,
and 46. The second and fourth lines rhyme
in each quatrain, and the rhyme is the same
in lines 38 and 40 as in 46 and 48. These
sound devices help to build suspense and to
illustrate Robin Hoods growing impatience
with the old man. They also provide support
for the listener and help for a singer memorizing the words.
55
60
Why tell stories

in SONG?
65
Discuss Many songs contain a repeated line

or lines with catchy nonsense words, such as
With a link-a-down and a-down (lines 6, 30, 70).
What purposes do these lines serve in this
ballad? Possible answer: Each example of this
type of repitition introduces a new character.
These lines also slow down the action, causing
the listener/reader to wonder what will happen
between Robin Hood and this new character,
thus building suspense.
70
75
80
222
Visualization The description of Robin Hood
transforming himself into a poor palmer is
graphic. Encourage students to visualize it
by having them close their eyes and listen as
you read aloud lines 4968. Then ask them to
recall specific details.
Background Remind students of the violence
of the Middle Ages. Public executions were
common. So, too, was torture or imprisonment in dark cells, where men languished
222
Then he put on the old mans hat,

It stood full high on the crown:
The first bold bargain that I come at,
It shall make thee come down.
BALLAD
Identify patterns of repetition
and rhyme in lines 3348. In
what ways do these sound
devices help you understand
Robins exchange with the
old man?
Then he put on the old mans cloak,

Was patched black, blue, and red:
He thought it no shame all the day long
To wear the bags of bread.
Then he put on the old mans breeks,
Was patched from ballup to side:
By the truth of my body, bold Robin can say,
This man loved little pride.
5758 breeks . . . side: trousers

reaching to just below the knees,
patched from the center to the side.
Then he put on the old mans hose,

Were patched from knee to wrist:
By the truth of my body, said bold Robin Hood,
Id laugh if I had any list.
61 hose: tight-fitting outer garment.
Then he put on the old mans shoes,

Were patched both beneath and aboon:
Then Robin Hood swore a solemn oath,
Its good habit that makes a man.
64 list: wish to do so.
66 aboon: above.
68 habit: clothing.

With a link-a-down and a-down,
And there he met with the proud sheriff,
Was walking along the town.
O Christ you save, O sheriff, he said,
O Christ you save and see:
And what will you give to a silly old man
Today will your hangman be?
Some suits, some suits, the sheriff he said,
Some suits Ill give to thee;
Some suits, some suits, and pence thirteen,
Todays a hangmans fee.
73 O Christ you save: A respectful

greeting meaning God save you or
God be with you.
79 pence thirteen: thirteen pennies.
Come change thine apparel with me, old churl,

Come change thine apparel with mine:
Here are twenty pieces of good broad gold,
Go feast thy brethren with wine. c
222
without hope. In such times, an outlaw like

Robin Hood, seeking justice against tyranny,
would have used violent means as well. Students should keep this in mind as they read
the ballad.
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Authors Purpose [paired option] Have partners write a paragraph about the authors purpose in this ballad, citing details to support their
findings. They might consider these questions:
Who was the intended audience?
What is the narrators attitude toward
Robin Hood?
What is the narrators attitude toward the
sheriff?
Have them share their findings in class.
unit 1: anglosaxon and medieval periods
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Then Robin he turns him round about,

And jumps from stock to stone:
By the truth of my body, the sheriff he said,
Thats well jumped, thou nimble old man.
85
90
95
100
I was neer a hangman in all my life,

Nor yet intends to trade.
But cursed be he, said bold Robin,
That first a hangman was made.
82 stock: a tree stump.

Use these prompts to help students understand the verbal and situational irony in lines
73116:
RL 4
Restate Ask students to restate Robin

Hoods greeting to the sheriff. Possible
answer: He greets the sheriff respectfully,
with God save you or God be with you.
Language Coach
Multiple Meanings Many words
have more than one denition.
For example, meal can mean
food served at a certain time
of day or ground grain. What
does it mean in line 89? What is
Robin Hood doing as he speaks
lines 8991?
Ive a bag for meal, and a bag for malt,

And a bag for barley and corn,
A bag for bread, and a bag for beef,
And a bag for my little small horn.
I have a horn in my pocket:
I got it from Robin Hood;
And still when I set it to my mouth,
For thee it blows little good.
O wind thy horn, thou proud fellow:
Of thee I have no doubt;
I wish that thou give such a blast
Till both thy eyes fall out.
Analyze How is Robin Hoods greeting an

example of verbal irony? Possible answer:
Though Robin Hood hopes to foil the sheriffs
plan to hang the three squires, he greets
the sheriff.
Evaluate Is the dramatic irony in this scene
effective? Possible answer: The sheriff has
no clue about Robin Hoods identity; he
even enlists Robin Hood to be his hangman.
This dramatic irony is effective in building
suspense and gallows humor.
97 wind: blow.
98 doubt: fear.
The first loud blast that he did blow,

He blew both loud and shrill,
A hundred and fifty of Robin Hoods men
Came riding over the hill.
105
110
The next loud blast that he did give,

He blew both loud and amain,
And quickly sixty of Robin Hoods men
Came shining over the plain.
106 amain: with full force.
108 shining: riding courageously.
O who are those, the sheriff he said,

Come tripping over the lea?
Theyre my attendants, brave Robin did say,
Theyll pay a visit to thee.
110 tripping over the lea (lC): running

over the meadow.
113 slack: a very small valley or
hollow.
POETIC FORM
d BALLAD
115
They took the gallows from the slack,

They set it in the glen;
They hanged the proud sheriff on that,
Released their own three men. d
Describe the subject matter of

this ballad. Which aspects of the
ballad would most likely appeal
to an audience of common
people? Explain your opinion.
12:14:56
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223

Historical Perspective [small-group option]
Have small groups discuss and report on the
historical context of the Robin Hood ballad.
They might consider these questions:
What does the ballad suggest about the
social system of Robin Hoods day?
RL 5
Possible answer: The subject matter is a

romanticized historical event: Robin Hoods
efforts on behalf of the downtrodden, powerless, common man. Aspects of the ballad
that would particularly appeal to an audience of common people: rebellion against
authority; the victory of right over might;
nobility of spirit over nobility of rank.
223
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7:31:09 PM

Language Coach
RL 4
Multiple Meanings Answer: ground

grain; Robin is describing what he is carrying. Have students write sentences using
both meanings of the word meal.
What assumptions did the audience probably make about the sheriff and Robin
Hood based on their knowledge of the
social system?
223
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GET UP
and
summary
A stubborn husband and wife both refuse to
get up and bar their door. They make a pact
that the first one to speak must bar it. When
two intruders threaten them, the husband
speaks, and the wife demands that he bar
the door.
BAR
the
DOOR
Why tell stories

in SONG?
Discuss Many ballads and songs contain slant
rhyme, or two words that sound similar, but
dont quite rhyme. In lines 128, what conclusions can be drawn about changes in the
English language based on the slant rhymes
of then/pan (lines 2, 4) and black/spake
(lines 26, 28)? Possible answer: Chances are
that the words in at least some of the pairs
both had the same vowel sounds hundreds of
years ago, and did not become distinct, separate
sounds until later.
10
understand dialect
15
L3
Possible answer: Whoever speaks first

has to get up and bar the door; they both
wanted the other person to bar the door.
20
It fell about the Martinmas time,

And a gay time it was then,
When our goodwife got puddings to make,
And shes boild them in the pan.
1 fell . . . time: happened around St.

Martins Day, November 11.
The wind sae cauld blew south and north,

And blew into the floor;
Quoth our goodman to our goodwife,
Gae out and bar the door.
5 sae cauld: so cold.
3 goodwife . . . make: mistress of the

household had sausages to make.
7 Quoth (kwIth) . . . goodwife: This

husband said to his wife.
8 Gae . . . door: Go out and use the
bar to fasten the door shut.
My hand is in my hussyfskap,
Goodman, as ye may see;
An it should nae be barrd this hundred year,
Its no be barrd for me.
They made a paction tween them twa,
They made it firm and sure,
That the first word whaeer should speak,
Should rise and bar the door. e
Then by there came two gentlemen,
At twelve oclock at night,
And they could neither see house nor hall,
Nor coal nor candle-light.
9 hussyfskap: household chores.

1112 An . . . me: If it should not be
barred for a hundred years, it shall
still not be barred by me.
13 paction . . . twa: agreement
between the two of them.
15 whaeer shoud: whoever should.
UNDERSTAND DIALECT
Reread and paraphrase lines
116. What do the husband and
wife agree to do? Why?
Now whether is this a rich mans house,

Or whether is it a poor?
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describe the husband and wife in the ballad. Encourage them to explain each choice.
Help them to find textual support. List their
responses in a Character Traits Web.

stubborn
proud
Husband
and Wife
foolish
short-sighted
224 unit 1: anglosaxon and medieval periods
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Vocabulary: Outdated Forms Help students

use context to clues define outdated words
in this ballad; for example: as ye may see (line
10), as you can see; wad (line 23), was; ane
o them (line 23), one of them; spake (line
28), spoke; nae (line 33), no; than (line
34), then; een (line 39), eyes; wi (line 40),
with; Gied (line 42), gave; foremost (line 43),
first. Then have students reread the lines,
substituting a modern equivalent for each
word or phrase.
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25
30
35
40
But neer a word wad ane o them speak,

For barring of the door.
And first they ate the white puddings,
And then they ate the black;
Tho muckle thought the goodwife to hersel,
Yet neer a word she spake.
POETIC FORM
31 tak . . . beard: take off the old

mans beard.
But theres nae water in the house,

And what shall we do than?
What ails ye at the pudding-broo,
That boils into the pan?
3536 What . . . pan?: Whats wrong

with using the broth the puddings
are boiling in?
40 scad: scald; bree: broth.
Then up and started our goodwife,

Gied three skips on the floor:
Goodman, youve spoken the foremost word,
Get up and bar the door. f
BALLAD
What might account for the
enduring popularity of Get Up
and Bar the Door? Consider the
ballads subject matter, dialogue,
and musical qualities in your
response.
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RL 5
Possible answer: Readers and listeners

relate to the humorous domestic scenario
of the ballad. The rhyme and repetition
make the ballad memorable and enjoyable.
The dialogue contributes to the humor and
to the characterization of the husband and
wife as well as the gentlemen.
28 spake: spoke.
Then said the one unto the other,

Here, man, tak ye my knife;
Do ye tak aff the auld mans beard,
And Ill kiss the goodwife.
O up then started our goodman,

An angry man was he:
Will ye kiss my wife before my een,
And scad me wi pudding-bree?
ballad
27 muckle: a great deal.
225
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selection wrapup
READ WITH A PURPOSE Have students select
a four-line stanza from each ballad that they
feel is the most dramatic or suspenseful. Ask
them to explain why. Possible answer: He
turned his face unto the wall, / And death with
him was dealin: / Adieu, adieu, my dear friends
all, / and be kind to Barbara Allan. This stanza
is dramatic and suspenseful because the narrator describes the mans death, and the man
dramatically speaks his last words. Accept all
responses that are adequately supported.
12:15:03 PM
CRITIQUE
Cause and Effect To ensure that students

recognize the cause-and-effect relationships
in Get Up and Bar the Door, help them fill
out a Cause-and-Effect Chain. Ask
Cause-and-Effect Chain pp. B16, B39
Why does the man ask his wife to bar

the door?
Why does she refuse?
What do they decide, as a result?
What happens because the door is open?
Why does the husband finally speak?
225

Satire Remind students that satire may be
gently witty, mildly abrasive, or bitterly critical. Invite them to characterize the satire in
this ballad. What does it satirize? What does
it suggest about marriage?
Ask students which ballad told the most

interesting story. Have them give their
reasoning.
INDEPENDENT READING
Students may also enjoy reading A Book
of Old English Ballads by George Wharton
Edwards.
get up and bar the door
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8:00:15 AM
After Reading
Practice and Apply
Comprehension
1. Recall Why does Barbara Allan want to die?

2. Summarize What specific steps does Robin Hood take to rescue the three
squires from execution?
3. Clarify In Get Up and Bar the Door, what do the couple argue about?
Ballad p. 219
Text Analysis
RL 5 Analyze how an authors

choices concerning how to
structure specific parts of a
text contribute to its aesthetic
impact. L 3 Apply knowledge
of language to understand how
contexts and to comprehend
more fully when reading.
4. Draw Conclusions About Characters What does each of the following events
suggest about the relationship between Barbara Allan and Sir John Graeme?
his request to see her (lines 18)
answers
the reason for his illness (lines 1314)
RL 5, L 3
her statement Ill die for him tomorrow (line 36)
1. She wants to die because her lover has died

from the heartache she caused him.
5. Make Inferences Poaching, the killing of a kings game, was punishable by

death, even though poaching was often the only way common people could
get meat. In Robin Hood and the Three Squires, what can you infer
is Robins motive for helping the men accused of this crime?
2. Robin Hood disguises himself in the clothes

of a poor palmer; he draws the sheriff into
his masquerade; and he blows the horn to
call up his men, who hang the sheriff and
free the squires.
6. Understand Dialect Dialect often provides clues about a poems setting, or

location and era. How does dialect help establish the setting of Get Up
and Bar the Door? Cite evidence to support your ideas.
7. Analyze Ballad Form Provide an example from one ballad of repetition
and regular rhyme and meter. How do these elements help make its story
memorable and entertaining?
3. They argue about barring the door.

Possible answers:
4. His request to see her suggests that they
had a romantic relationship; the breakup of
their relationship appears to have caused
him heartache and illness; her statement
suggests that she loved him, as he did her.
Text Criticism
8. Historical Context What general impressions of medieval society do you
get from reading the ballads? Support your response with details.
Why tell stories in
5. It seems that Robin doesnt believe that the

punishment fits the crime. His motive is to
fight the tyranny, materialism, and domination of the nobility.
6.
song?
What are some modern examples of stories told in song? Why do you think
telling stories through song remains popular today?
common core focus Understand

Dialect The dialect helps to establish the
ballads setting in rural Scotland long ago,
possibly in medieval times.
Assess and Reteach
226
Assess
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Reteach
Literature Lesson 12: Ballad
Literature Lesson 41: Dialogue and Dialect
7.
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common core focus Ballad

Examples will vary. These elements provide
a structure that is easy for the reader to
remember and follow, which makes it
easier for the reader to absorb the story.
They create a pleasing musicality as well.
8. Answers will vary. Students should use

evidence from the text to support their
statements about medieval society.
Why tell stories in SONG?
Ask
students to think about some of their
favorite songs. Do these songs tell
stories? Ask them what challenges they
think lyricists have when telling stories
through song.
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Wrap-Up: The Age of Chaucer
Medieval Life and Times

Centuries after they were written, the colorful, dramatic tales of
Chaucer and the lilting medieval ballads continue to entertain
modern readers. These lively stories also provide insight into the
culture of the Middle Ages. Medieval Europeans lived in a world
vastly different from the secular, scientifically ordered world we
know today. Consider Chaucers description of a doctor.
Extension
VIEWING & REPRESENTING On
the basis of Chaucers descriptive
details and your own impressions,
select one pilgrim and visually
represent that character in a
drawing or computer-generated
design. Be prepared to explain
why you have represented the
pilgrim as you have.
A Doctor too emerged as we proceeded;

No one alive could talk as well as he did
On points of medicine and of surgery,
For, being grounded in astronomy,
He watched his patient closely for the hours
When, by his horoscope, he knew the powers
of favorable planets, then ascendent,
Work on the images for his dependant.
W 2 Write explanatory texts to examine and

convey complex ideas and information through
the analysis of content. W 2b Develop the topic
thoroughly by selecting concrete details.
Wrap-Up: The Age of Chaucer
W 2 Write explanatory texts to examine and

convey complex ideas and information through
the analysis of content. W 2b Develop the topic
thoroughly by selecting concrete details.
Can you imagine a trip to the hospital in which your doctor

analyzed your horoscope? It was not only in matters of science
but also in courtship, communities, religion, and daily life that the
Middle Ages differed so wildly from our own contemporary age.
Writing to Analyze
Of the selections found on pages 144225, choose three and
analyze what they reveal about medieval lifenot just how
people looked and acted but what they believed and valued.
This Wrap-Up gives students a chance to

re-examine medieval culture through the
characters and tales of the day. What did
students learn about the role of religion in
the Middle Ages? How did medieval men and
women view love? How did they view death?
What challenges did they face in their everyday lives? Encourage students to keep in mind
historical events, such as the plague and the
Hundred Years War that informed the world
of Chaucer.
Writing to Analyze
Remind students that analyzing involves
breaking something down into parts to examine how it works; in other words, looking
at details from the selection to determine
what medieval life was like.
Consider
the conflicts faced by the characters, as well as their goals
and motivations
the physical descriptions of the characters, their professions,
their behavior, and any direct commentary on their values
After students choose three selections,

they might use a Three-Column Journal to
brainstorm what they learned from each
one about goals of medieval people, their
motivations, their conflicts, their work, their
actions, their values, their habits, and their
social contacts. Point out that not every
selection will yield information about all of
these topics.
details about the communities in which they lived

the tone displayed in the selections, and in particular
the sense of humor
View of London, Jan Griffier, the Elder. Galleria Sabauda, Turin, Italy.
Alinari/Art Resource, New York.
227

12:15:47
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Writing Support Ask students to answer

these questions as they analyze a character:
Structure To help students get started,

provide this structure for their writing:
gives insight into life in the Middle
What does the character do for a living?

What does the job suggest about medieval
life?
Ages.
What does the narrator think of this

character?
[Characters name] does
Before they begin analyzing, have students

use the excerpt on this page to answer two
or more of the questions.
The main character is
Ask students to each choose one or two pilgrims of interest to them. Then have partners
take turns listening with eyes closed as the
other student reads aloud a description of one
pilgrim from The Prologue. After each reading, the listener should jot down details that
left a strong visual impression. Students can
refer to these notes as they create their drawing or collage.
This job involves

This shows
for a living.
Extension
12:21:51 PM
wr apup
227
227
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Medieval Romance
Focus and Motivate
RL 1 Cite textual evidence to support inferences

drawn from the text. RL 3 Analyze the impact
of the authors choices regarding how to develop
and relate elements of a story. RL 5 Analyze how
an authors choices concerning how to structure
specific parts of a text contribute to its overall
structure. SL 1c Propel conversations by responding
to questions that probe reasoning and evidence.
L 2b Spell correctly.
about the author

After students have read about the Gawain
Poet, ask how it is possible to conclude that
the same poet wrote two or more works if
they have no attribution. Possible answer:
Similarities in style, subject, settings, and
themes could lead to such a conclusion.
from
RL 1 Cite textual evidence
to support inferences drawn
from the text. RL 3 Analyze
of a story. RL 5 Analyze how
how to structure specific parts
of a text contribute to its
overall structure. SL 1c Propel
conversations by responding to
questions that probe reasoning
and evidence. L 2b Spell correctly.
Sir Gawain and the Green Knight

g
Romance by the Gawain Poet Translated by John

n Gardner
VIDEO TRAILER
KEYWORD: HML12-228
notable quote
includes a dozen rough illustrations of

the four poems, though it is impossible
to verify who created the images for this
manuscript. Because Pearl is the most
technically brilliant of the four poems, the
Gawain Poet is sometimes also called the
Pearl Poet.
The Gawain Poets rich imagination

and skill with language have earned him
recognition as one of the greatest medieval
English poets. Yet his identity remains
unknown. Scholars can only speculate on
what the background of the Gawain Poet
(as he is known) may have been.
Provincial Genius The Gawain Poets
descriptions and language suggest that he

wrote the poem during the second half
of the 14th century, which would have
made him a contemporary of Chaucers.
His dialect, however, indicates that,
unlike Chaucer, he was not a Londoner
but probably lived somewhere in the
northwestern part of England.
His eyes, like lightning, flashed, / And it

seemed to many a man, / That any man who
clashed / With him would not long stand.
The only surviving early manuscript

of Sir Gawain and the Green Knight,
produced by an anonymous copyist
around 1400, also contains three religious
poemsPearl, Purity, and Patience
that are believed to be the work of the
Gawain Poet. The manuscript also
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TESTS
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228
A Man for All Seasons The Gawain

Poets works reveal that he was widely
read in French and Latin and had some
knowledge of law and theology. Although
he was familiar with many details of
medieval aristocratic life, his descriptions
and metaphors also show a love of the
countryside and rural life.
The Ideal Knight In the person of Sir
Gawaina nephew of the legendary King

Arthurthe Gawain Poet portrays the
ideals medieval knights would have striven
to meet. Although real knights were far
from perfect, legendary knights such as
Sir Gawain dutifully obeyed a code of
chivalry that represented a combination
of Christian and military ideals, including
faith, modesty, loyalty, courtesy, bravery,
and honor.
Perhaps the most important virtue
for a knight in the age of chivalry was
what the Gawain Poet calls trawthe, a
Middle English word translated variously
as truth, devotion, and fidelity.
Trawthe meant not only keeping ones
word but also remaining faithful to
the vows taken at the ceremony of
knighthood, which included both secular
and religious chivalric responsibilities.
228
Selection Resources

Skill, pp. 235238*
ecos
Meet the Author
did you know?

The first modern
edition of Sir Gawain
and the Green Knight
was translated by
J. R. R. Tolkien, a
respected scholar of
Old and Middle
English as well as the
author of The Lord of
the Rings.

Reader Response Starters,
p. D20
Predicting, p. A10
Visualizing, p. A11
INTERACTIVE READER
Also in Spanish
228
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Video Trailer
TECHNOLOGY
PowerNotes DVD-ROM
Audio Anthology CD
ExamView Test Generator on
the Teacher One Stop
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comprehension
instruction
1/21/11
1:51:18 PM
2/10
Teach
text analysis: medieval romance

A medieval romance is a dramatic verse or prose narrative
that usually involves adventurous heroes, idealized love, exotic
places, and supernatural events. This genre first appeared in
France during the 12th century and soon spread to England.
Many of the best-known romances celebrate the legendary
King Arthur and his knights, who often risk their lives for the
love of a noble lady or to uphold the code of behavior known
as chivalry. Sir Gawain and the Green Knight is considered one
of the finest Arthurian romances. As you read, look for these
characteristics of romance:
idealized or larger-than-life characters
a hero who faces a challenge or test
exotic settings and supernatural or magical elements
hidden or mistaken identity
Review: Character Traits
reading skill: make inferences

When you make inferences, you are making logical guesses
about a text or character based on your own experience and
the evidence or clues you find in the text. Making inferences
is sometimes called reading between the lines because you
come to understand something in the text that the author
has not explicitly stated. For example, we can infer from the
following lines that Arthur and his knights may be frightened
by the Green Knights challenge:
Is honor
worth dying for?
Whether honor is worth dying for is
a question a good medieval knight
would have no trouble answering. The
code of chivalry made it plain that it
was his duty to defendif necessary,
with his lifehis church, king, and
country. Today, blind obedience is often
looked upon with suspicion. Many
people cannot accept the belief that an
abstract concept is worth dying for.
Details from the Text
Inferences
And over his breast hung a beard

as big as a bush (line 4)
Theres something wild and

uncivilized about the Green Knight.
Read aloud the question and paragraph; then

invite a variety of definitions of the word
honor. After groups have completed the
DISCUSS activity, have them exchange and
compare their Venn diagrams.
DISCUSS Get together with several

classmates to make a Venn diagram
that compares and contrasts what it
means to be honorable today with what
it meant to a medieval knight. Are there
similarities in the way we define honor
today to a medieval knights definition
of it? Discuss how the idea of honor has
changed and whether there are leaders
today who might be thought of as
modern-day knights.
If they were like stone before, they were stiller now,

Every last lord in the hall, both the high and the low;
As you read the excerpt from Sir Gawain and the Green Knight,
pay close attention to the Gawain Poets descriptions of the
characters and settings. Record your inferences about the story
in a chart like the one shown.
Is HONOR
worth dying for?
a
M ediev l Times
Honor
RL 5
Model the Skill:
medieval romance
Share this passage with students:
Sir Gareth, pure of heart, laughed heartily as the giant approached. So you
want to fight? he asked. Who are
you? What do you seek? The giant said,
Guess.
Identify the four traits of medieval romance in the passage: idealized character
(Sir Gareth, pure of heart); hero motivated by adventurousness (laughed heartily
as the giant approached); supernatural
elements (the giant); hidden identity (The
giant said, Guess).
Today
defend the faith

defend the king
GUIDED PRACTICE Have students name

modern movies or books that include all
four traits.
READING SKILL
RL 1
Model the Skill:

sir gawain and the green knight
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Vocabulary Support
make inferences
229
chivalry, the system of knighthood during

the Middle Ages
12:25:22 PM
Review the previous page and identify

statements about the poets identity that
are inferences. Discuss possible bases for
the inferences. Help students recognize
that statements about the poets possible
traits are inferences, based on the poems
language and content.
speculate, to make intelligent guesses

without having absolute proof
fidelity, faithfulness or loyalty
contemporary, someone who lives during

the same time period as someone else
prose, writing in the form of sentences and

paragraphs (in contrast to verse)
technically brilliant, successful in using

techniques (in this case, poetic techniques)
idealized, viewed as better than it really is
exotic, unusual or strange
Make Inferences p. 237 (for student use

theology, the study of religion

striven, worked very hard to meet a goal
code, a set of rules or values to live by
229
verse, writing in the form of a poem
explicitly, directly and precisely
GUIDED PRACTICE Ask students to provide

examples of making inferences in everyday
life.
abstract, relating to ideas, not to things
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Practice and Apply

summary
The Green Knight challenges anyone at Camelot to strike his bare neck with an ax, provided that the Green Knight may return the blow
in a year and a day. Sir Gawain accepts the
challenge and chops off the knights head. The
Green Knight retrieves his head and rides off.
A year later, Gawain rides to his appointment.
Reaching a castle, he stays with the lord and
lady. The lady tries to seduce him; he refuses
but accepts her magical green sash. The Green
KnightGawains host in disguisemerely
nicks Gawains neck after finding Gawain to be
honorable, even if somewhat flawed.
Sir Gawain
and the
Green Knight
As the poem begins, Arthur and his knights are gathered to celebrate
Christmas and the new year with feasting and revelry. In the midst of
their festivities, an enormous manwho is entirely greenbounds
through the door.
read with a purpose

them to read Sir Gawain and the Green Knight
to learn about what honor meant in medieval
times.
5
10
15
230
Splendid that knight errant stood in a splay of green,

And green, too, was the mane of his mighty destrier;
Fair fanning tresses enveloped the fighting mans shoulders,
And over his breast hung a beard as big as a bush;
The beard and the huge mane burgeoning forth from his head
Were clipped off clean in a straight line over his elbows,
And the upper half of each arm was hidden underneath
As if covered by a kings chaperon, closed round the neck.
The mane of the marvelous horse was much the same,
Well crisped and combed and carefully pranked with knots,
Threads of gold interwoven with the glorious green,
Now a thread of hair, now another thread of gold;
The tail of the horse and the forelock were tricked the same way,
And both were bound up with a band of brilliant green
Adorned with glittering jewels the length of the dock,
Then caught up tight with a thong in a criss-cross knot
Where many a bell tinkled brightly, all burnished gold.
So monstrous a mount, so mighty a man in the saddle
Was never once encountered on all this earth
till then;
NA_L12PE-u01s41-Gawain.indd
1 knight errant (DrPEnt): a knight

who wanders about, searching for
adventure in order to prove his
chivalry; splay: display
2 destrier (dDsPtrC-Er): war horse.
5 burgeoning (brPjE-nGng): growing.
8 chaperon (shBpPE-rInQ): hood.

10 pranked with knots: decorated
with bows.
13 forelock: the part of a horses

mane that falls between the ears.
15 dock: the fleshy part of an
animals tail.
Analyze Visuals
Which details in this image
correspond with the Gawain
Poets description of the Green
Knight?
Illustration by Herbert Cole in

English Fairy Tales by Ernest and Grace Rhys.
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230 unit
Options for Reading First, read the selection

summary aloud so that students have an
overview of the events in the selection before
they begin to read it on their own. Then, have
students silently read along as they listen
to the Audio Anthology CD. Finally divide
students into Jigsaw groups and assign one
passage to each. Have students present their
passages to the other groups.
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Reading Support
about a selection.
Analyze Visuals
Possible answer: The Green Knights imposing
stature, his long hair and beard, and his lavish
attire are some of the details that correspond to
the Gawain Poets description.
About the Art This illustration of the Green
Knight uttering his challenge was painted
by English magazine illustrator Herbert Cole
(18671930). Coles clever, individualistic style
emphasizes the size and power of the Green
Knight and his ability to intimidate King
Arthur and his court.
background
An Overview of Chivalry Chivalry reached its
height in the 12th and 13th centuries. At age
7, boys from the nobility became pages in the
castles of nobles; at 14, they became squires,
serving knights and learning military skills
and horsemanship; at 21, they were knighted.
A chivalrous knight owed loyalty to God, to
his lord, and to a lady to whom he had sworn
his love (a platonic love). A knights prowess
was evaluated on the battlefield or in tournaments. Questions of chivalric love sometimes
were decided by courts of love presided over
by noblewomen.
cultural connection
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Hypothesize Ask students to think about
why the Green Knight has shown up at the
feast and presented this challenge. Is the
challenge about him and his power or is it to
test the knights? Why is it important to note
that he came unarmed? Invite students to
share their hypotheses.
Many cultures celebrate ancient warriors or

heroes who followed codes of behavior. In
Japan, for example, the samurai were the
equivalent of chivalric knights. Encourage
students to compare and contrast codes of
heroic behavior from other cultures with
which they are familiar.
12:21:03 PM
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231
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His eyes, like lightning, flashed,

And it seemed to many a man,
That any man who clashed
With him would not long stand.
20
RL 5
romance
Possible answer: Details making the Green

Knight a larger-than-life figure include
the richness in the appearance of both the
knight and his horse (lines 117), the description of his horse as monstrous (line 18),
and the statement that no man as mighty
as the Green Knight has ever been known
before (lines 1819).
25
30
a ROMANCE
What details in lines 123 make

the Green Knight a larger-thanlife figure?
But the huge man came unarmed, without helmet or hauberk,

No breastplate or gorget or iron cleats on his arms;
He brought neither shield nor spearshaft to shove or to smite,
But instead he held in one hand a bough of the holly
That grows most green when all the groves are bare
And held in the other an ax, immense and unwieldy,
A pitiless battleblade terrible to tell of. . . .
24 hauberk (hPbErk): a coat of chain

mail (a type of armor).
25 breastplate or gorget (grPjGt) or
iron cleats: armor for the chest, the
throat, or the shoulders and elbows.
Extend the Discussion Read ahead to

line 30, noting what the Green Knight
carries. What might be the significance
of these items, especially when carried
by a larger-than-life character?
About the Art This is a detail from a tapestry

called The Holy Grail Appears to the Knights
of the Round Table, designed by British artist Edward Burne-Jones (18331898) in 1891.
Burne-Jones was deeply influenced by the
Arthurian legend, and he helped revive the
medieval technique of stained glass art in
England. The religious subject of the Holy
Grail and the relatively peaceful mood of
the scene in the tapestry contrast with the
martial spirit and activity in the Gawain Poets
narrative; both scenes, however, share the
motif of a sudden, startling arrival that
prompts a reaction from the knights of
Camelot.
Detail of The Holy Grail Appears to the Knights of the Round Table (19271932), by Morris & Company, Merton Abbey Tapestry Works,
after design about 1891 by Edward Burne-Jones. 250 cm 530 cm. Mnchner Stadtmuseum, Munich.
232
232
Comprehension Support Have students

page through the selection, observing that it
consists of sections of verse that are separated
by italicized prose summaries of intervening
material. Explain that the italicized narrative
will help them follow the story line and keep
track of what has happened between sections.
Vocabulary Support Use Word Questioning to

teach these words: likewise (line 98), contract
(line 319), abandon (line 358).
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Comprehension: Text Structure [mixed-ability

pairs] Students may find it difficult to follow
a long poem. Use Jigsaw Reading to divide
the poem into more manageable sections,
choosing sections that are most important to
following the plot. Have mixed-readiness pairs
paraphrase sections of a few lines at a time and
share their paraphrases
with other pairs.
232
232
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35
40
45
50
55
60
65
70
King Arthur stared down at the stranger before the high dais
And greeted him nobly, for nothing on earth frightened him.
And he said to him, Sir, you are welcome in this place;
I am the head of this court. They call me Arthur.
Get down from your horse, I beg you, and join us for dinner,
And then whatever you seek we will gladly see to.
But the stranger said, No, so help me God on high,
My errand is hardly to sit at my ease in your castle!
But friend, since your praises are sung so far and wide,
Your castle the best ever built, people say, and your barons
The stoutest men in steel armor that ever rode steeds,
Most mighty and most worthy of all mortal men
And tough devils to toy with in tournament games,
And since courtesy is in flower in this court, they say,
All these tales, in truth, have drawn me to you at this time.
You may be assured by this holly branch I bear
That I come to you in peace, not spoiling for battle.
If Id wanted to come in finery, fixed up for fighting,
I have back at home both a helmet and a hauberk,
A shield and a sharp spear that shines like fire,
And other weapons that I know pretty well how to use.
But since I dont come here for battle, my clothes are mere cloth.
Now if you are truly as bold as the people all say,
You will grant me gladly the little game that I ask
as my right.
Arthur gave him answer
And said, Sir noble knight,
If its a duel youre after,
Well furnish you your fight.
31 dais (dAPGs): a raised platform

where honored guests are seated.
33 this place: Camelot, Arthurs
favorite castle and the site of his
court of the Round Table.
Is HONOR
worth dying for?
43 In medieval tournaments, knights

on horseback fought one another
for sport.
44 courtesy is in flower: the high
standards of behavior expected in a
kings court are currently flourishing.
47 spoiling for: eager for.
Use these prompts to help students grasp

the problem that the Green Knight poses
for the knights of the Round Table in
lines 5975:
Connect How does it feel to be dared to do
something? Explain. Students responses
should demonstrate an awareness of both
the danger of a dare and the appeal that a
dare presents to the competitive spirit.
61 hasped: fastened.
And so all I ask of this court is a Christmas game,

For the Yule is here, and New Years, and here sit young men;
If any man holds himself, here in this house, so hardy,
So bold in his bloodand so brainless in his head
That he dares to stoutly exchange one stroke for another,
I shall let him have as my present this lovely gisarme,
This ax, as heavy as hell need, to handle as he likes,
And I will abide the first blow, bare-necked as I sit.
233
Details from the Inferences

Text
Sir, you are

welcome in this
place; . . .
King Arthur is
courteous and
chivalrous.
Synthesize What motives or emotions may

lie beneath the surface of the Green Knights
cordial exterior? Possible answer: The Green
Knight may be a bully; he may be hostile to
King Arthur and his court; he may be testing
King Arthur and his knights for an unknown,
private reason.
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Concept Support: Make Inferences Have

students work with the Reading Skill chart
on the pre-reading pages to make inferences
about characters and topics in this first narrative scene. Possible subjects of inference
include the Green Knight and King Arthur and
his court, as in this example:
Interpret What is the Green Knights attitude as he presents his challenge to the
knights? Explain. Possible answer: He feels
an amused disdain for them; he mocks them
by calling his challenge a game (line 63)
and implying that the knights are children
(lines 60, 62, 64, and 72).
68 gisarme (gG-zrmP): a battle-ax

with a long shaft and a two-edged
blade.
Discuss In lines 3745, how does the Green

Knights greeting appeal to King Arthurs
sense of honor? Possible answer: In his greeting, the Green Knight speaks of Arthurs fame,
glorious castle, brave and skilled nobles, and
courtly standards. In essence, the Green Knight
is challenging Arthur to give him a hearing and
treat him well, lest Arthur violate his reputation
as an honorable king.
Good heavens, I want no such thing! I assure you, Sire,

Youve nothing but beardless babes about this bench!
If I were hasped in my armor and high on my horse,
You havent a man that could match me, your might is so feeble.
12:21:09
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12:21:14 PM

Analyze Symbolism As students read the
entire poem, encourage them to identify the
symbols that the Gawain Poet uses, and to
investigate the meaning of the symbols.
Symbols to consider include the bough of
holly, the color green, Gawains green sash, and
the cut that Gawain receives later in the tale.
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75
80
85
90
READING SKILL
Model the Skill:
RL 1
make inferences
To model how to answer this question,
guide students in pinpointing details that
show the Green Knight using words and
gestures to taunt the knights of Camelot
for example, he coughed, as if embarrassed (line 86) and Can this be King
Arthurs court? (line 88). Possible answer:
The Green Knight taunts Arthur and his
knights to insult their bravery and so goad
them into accepting his challenge.
95
100
105
110
234
If anyone here has the daring to try what Ive offered,

Leap to me lightly, lad; lift up this weapon;
I give you the thing foreveryou may think it your own;
And I will stand still for your stroke, steady on the floor,
Provided you honor my right, when my inning comes,
to repay.
But let the respite be
A twelvemonth and a day;
Come now, my boys, lets see
What any here can say.
If they were like stone before, they were stiller now,
Every last lord in the hall, both the high and the low;
The stranger on his destrier stirred in the saddle
And ferociously his red eyes rolled around;
He lowered his grisly eyebrows, glistening green,
And waved his beard and waited for someone to rise;
When no one answered, he coughed, as if embarrassed,
And drew himself up straight and spoke again:
What! Can this be King Arthurs court? said the stranger,
Whose renown runs through many a realm, flung far and wide?
What has become of your chivalry and your conquest,
Your greatness-of-heart and your grimness and grand words?
Behold the radiance and renown of the mighty Round Table
Overwhelmed by a word out of one mans mouth!
You shiver and blanch before a blows been shown! b
And with that he laughed so loud that the lord was distressed;
In chagrin, his blood shot up in his face and limbs
so fair;
More angry he was than the wind,
And likewise each man there;
And Arthur, bravest of men,
Decided now to draw near.
And he said, By heaven, sir, your request is strange;
But since you have come here for folly, you may as well find it.
I know no one here whos aghast of your great words.
Give me your gisarme, then, for the love of God,
And gladly Ill grant you the gift you have asked to be given.
Lightly the King leaped down and clutched it in his hand;
Then quickly that other lord alighted on his feet.
Arthur lay hold of the ax, he gripped it by the handle,
And he swung it up over him sternly, as if to strike.
The stranger stood before him, in stature higher
7677 let the respite . . . day: let the

period of delay be a year and a day.
b MAKE INFERENCES
Why does the Green Knight

taunt Arthur and his knights
in lines 8894?
102 folly: dangerous and foolish

activity.
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Comprehension Support Have students use

Reader Response Starters to engage with the
tale here and throughout, as the plot develops and characters are revealed.
Analyze Dialogue Point out that when King

Arthur makes his first reply to the Green
Knights challenge, he reinforces his words
with oaths: By heaven (line 101) and for the
love of God (line 104). Ask students to explain what such language may reveal about
King Arthurs character. Is Arthur expressing
religious faith? Is he expressing pride? Is he
belittling his opponent? For whom are such
words meant the most?
Reader Response Starters p. D20
234 unit
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115
120
125
130
135
140
By a head or more than any man here in the house;

Sober and thoughtful he stood there and stroked his beard,
And with patience like a priests he pulled down his collar,
No more unmanned or dismayed by Arthurs might
Than hed be if some baron on the bench had brought him a glass
of wine.
Then Gawain, at Guineveres side,
Made to the King a sign:
I beseech you, Sire, he said,
Let this game be mine.
Now if you, my worthy lord, said Gawain to the King,
Would command me to step from the dais and stand with you
there,
That I might without bad manners move down from my place
(Though I couldnt, of course, if my liege lady disliked it)
Id be deeply honored to advise you before all the court;
For I think it unseemly, if I understand the matter,
That challenges such as this churl has chosen to offer
Be met by Your Majestymuch as it may amuse you
When so many bold-hearted barons sit about the bench:
No men under Heaven, I am sure, are more hardy in will
Or better in body on the fields where battles are fought;
I myself am the weakest, of course, and in wit the most feeble;
My life would be least missed, if we let out the truth.
Only as you are my uncle have I any honor,
For excepting your blood, I bear in my body slight virtue. c
And since this affair thats befallen us here is so foolish,
And since I have asked for it first, let it fall to me.
If Ive reasoned incorrectly, let all the court say,
without blame.
The nobles gather round
And all advise the same:
Let the King step down
And give Sir Gawain the game! . . .
114 unmanned: deprived of manly

courage.
116 Guinevere: King Arthurs wife.

Have students use these prompts to explore
Gawains acceptance of the Green Knights
challenge in lines 120134:
Restate According to Gawain, why should
he take King Arthurs place? Possible
answer: Gawain should take King Arthurs
place because it is not right, according to
the chivalric code, for the king to answer a
challenge; Gawain is the least important
of the knights; Gawain is Arthurs nephew;
and Gawain has been the first knight to step
forward to take Arthurs place.
123 liege (lCj) lady: a lady to whom

one owes loyalty and service; here
used by Gawain to refer to Queen
Guinevere.
126 churl: rude, uncouth person.
Analyze What details in Gawains response

show his obedience to the rules of chivalry?
Possible answer: Obedience to the rules of
chivalry is seen in Gawains concern for his
king, in his deference to his liege lady (line
123), and in his modest description of himself
(lines 131134).
CHARACTER TRAITS
What traits does Gawain reveal
about himself in lines 120134?
Evaluate Gawains self-description in lines

131134 seems falsely modest. Would a
modern-day hero describe himself in this
way? Why or why not? Possible answer: No.
Gawains false modesty may be understandable in the context of chivalry, but it seems
obsolete today.
Arthur grants Gawains request to take on the Green Knights challenge. The Green Knight asks Gawain to identify himself, and the two
agree on their pact. Gawain then prepares to strike his blow against
the Green Knight.
n the ground, the Green Knight got himself into position,

His head bent forward a little, the bare flesh showing,
His long and lovely locks laid over his crown
Possible answer: Gawain reveals traits of

honor, of respect for and allegiance to his
king and his liege lady, and of modesty.
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235
Related Vocabulary Several words in this

narrative refer to noble or royal rank. Teach
these interrelated words:
Analyze a Motif Direct attention to King

Arthurs response to the Green Knight in lines
99109 and to Gawains response to Arthurs
action in lines 116119. Propose the idea that
the scene feels like a preordained ritual rather
than a spontaneous confrontationthat is,
that the players seem to know their roles. For
instance, does Arthur, in accepting the Green
Knights challenge, expect that one of his
knights will step up to fight for him? Why
court, important people around the king

lord, the owner of a large piece of land
noble, a person of high rank
baron, a noble
knight, a high-ranking warrior who serves
the king
235
Extend the Discussion What traits might

a present-day warrior reveal in responding
to the Green Knights challenge?
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king, the male ruler of a country
character traits
12:21:16 PM
does Gawain use the word game (line 119)

when risking his life? Challenge students
to write and share a paragraph about what
this gamelike motif suggests about medieval
romance as a genre.
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145
Is HONOR
worth dying for?
150
Discuss Reread the Green Knights parting

words in lines 172180. Is Gawains sense of
honor so extreme that it becomes foolishly
self-destructive? Possible answers: Yes, because
Gawain probably will be killed by the Green
Knight one year from now. No, because Gawain
may sense that the Green Knights challenge is a
test that he can survive.
155
160
Model the Skill:
RL 5
romance
165
Remind students of the four traits of medieval romance. As students read, have them
identify other supernatural, heroic qualities in the characters.
170
Possible answer: The larger-than-life figure

of the Green Knight and the element of
the supernatural in his surviving the blow
reflect characteristics of medieval romance.
175
180
Use these prompts to help students understand the encounter between Sir Gawain and
the lady of the castle in lines 190208:
Connect How good are most people at
resisting temptation? Students responses
should show an awareness that temptation is
quite hard for many people to resist.
Interpret State two reasons that the lady
might be trying to seduce Gawain. Possible
answer: The lady might be trying to seduce
Gawain because she finds him attractive or
because she is testing his chivalric virtue.
Synthesize What might Gawain gain by
giving in to this temptation? What might he
gain by resisting? Possible answer: By giving
in, Gawain might gain pleasure and even
love; by resisting, he might gain self-esteem
and the respect of his host.
236 unit
236
So that any man there might note the naked neck.

Sir Gawain laid hold of the ax and he hefted it high,
His pivot foot thrown forward before him on the floor,
And then, swiftly, he slashed at the naked neck;
The sharp of the battleblade shattered asunder the bones
And sank through the shining fat and slit it in two,
And the bit of the bright steel buried itself in the ground.
The fair head fell from the neck to the floor of the hall
And the people all kicked it away as it came near their feet.
The blood splashed up from the body and glistened on the green,
But he never faltered or fell for all of that,
But swiftly he started forth upon stout shanks
And rushed to reach out, where the Kings retainers stood,
Caught hold of the lovely head, and lifted it up,
And leaped to his steed and snatched up the reins of the bridle,
Stepped into stirrups of steel and, striding aloft,
He held his head by the hair, high, in his hand;
And the stranger sat there as steadily in his saddle
As a man entirely unharmed, although he was headless
on his steed.
He turned his trunk about,
That baleful body that bled,
And many were faint with fright
When all his say was said.
He held his head in his hand up high before him,
Addressing the face to the dearest of all on the dais;
And the eyelids lifted wide, and the eyes looked out,
And the mouth said just this much, as you may now hear:
Look that you go, Sir Gawain, as good as your word,
And seek till you find me, as loyally, my friend,
As youve sworn in this hall to do, in the hearing of the knights.
Come to the Green Chapel, I charge you, and take
A stroke the same as youve given, for well you deserve
To be readily requited on New Years morn.
Many men know me, the Knight of the Green Chapel;
Therefore if you seek to find me, you shall not fail.
Come or be counted a coward, as is fitting.
Then with a rough jerk he turned the reins
And haled away through the hall-door, his head in his hand,
And fire of the flint flew out from the hooves of the foal.
To what kingdom he was carried no man there knew,
149 asunder: into pieces.
156 shanks: legs.

157 retainers: servants or attendants.
165 baleful: threatening evil; sinister.
d ROMANCE
Which characteristics of
medieval romance are
reflected in lines 161174?
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Comprehension Support Encourage students
to use the Visualizing strategy and organizer
to explore the exciting scene in which
Gawain cuts off the Green Knights head,
only to have the Green Knight retrieve it,
speak to the assembly, and depart (lines
142185). Encourage students to reflect on
the results, responding with speculation
about who the Green Knight is and why he
is challenging the Round Table. Then invite
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students to use the Predicting strategy and

organizer to discuss what may happen as the
plot advances. Urge students to write their
predictions and then see which ones come to
pass by the storys end.
Predicting p. A10
Visualizing p. A11
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185
No more than they knew what country it was he came from.

What then?
The King and Gawain there
Laugh at the thing and grin;
And yet, it was an affair
Most marvelous to men. e
READING SKILL
e
As the end of the year approaches, Gawain leaves on his quest to find
the Green Chapel and fulfill his pledge. After riding through wild
country and encountering many dangers, he comes upon a splendid
castle. The lord of the castle welcomes Gawain and invites him to stay
with him and his lady for a few days.
The lord proposes that he will go out to hunt each day while
Gawain stays at the castle. At the end of the day, they will exchange
what they have won. While the lord is out hunting, the lady attempts
to seduce Gawain. Gawain resists her, however, and on the first two
days accepts only kisses, which he gives to the lord at the end of each
day in exchange for what the lord has gained in the hunt. On the
third day Gawain continues to resist the lady, but she presses him to
accept another gift.
190
195
200
205
She held toward him a ring of the yellowest gold

And, standing aloft on the band, a stone like a star
From which flew splendid beams like the light of the sun;
And mark you well, it was worth a rich kings ransom.
But right away he refused it, replying in haste,
My lady gay, I can hardly take gifts at the moment;
Having nothing to give, Id be wrong to take gifts in turn.
She implored him again, still more earnestly, but again
He refused it and swore on his knighthood that he could take
nothing.
Grieved that he still would not take it, she told him then:
If taking my ring would be wrong on account of its worth,
And being so much in my debt would be bothersome to you,
Ill give you merely this sash thats of slighter value.
She swiftly unfastened the sash that encircled her waist,
Tied around her fair tunic, inside her bright mantle;
It was made of green silk and was marked of gleaming gold f
Embroidered along the edges, ingeniously stitched.
This too she held out to the knight, and she earnestly begged him
To take it, trifling as it was, to remember her by.
237
Comprehension: Text Structure [paired option]

Have students pay special attention to the
italicized synopsis at the top of this page,
which is packed with important plot details.
Have students work with fluent English speakers to identify the events mentioned. As they
do so, urge them to pay attention to transitions
that indicate time and/or sequence, such as
After riding, At the end of the day, and
While the lord is hunting. Suggest that stu-
GRAMMAR
AND STYLE
Invite students to identify other examples of alliterative participial phrases (or

any examples of alliteration) in the text.
GRAMMAR AND STYLE

The Gawain Poet uses alliterative
participial phrases throughout
the poem, which creates a
rhythmic or musical effect in
the selection. Gleaming gold
in line 205 is a good example.
237
dents imagine each event as a picture and

create a simple caption for it; then have
partners share and elaborate upon the
captions. Encourage students to repeat this
activity when they come to the next italicized
synopsis at the end of line 240; students also
may find it useful for passages in the poetic
narrative.
12:21:17 PM

Analyze Foreshadowing Point out the description of the sash in lines 205206 and ask
students where they read a similar description
earlier in the selection. Answer: The description of the mane of the Green Knights horse
(lines 917) is similar. Challenge students to
write and share a brief essay in which they
analyze this similarity as an example of
foreshadowing, as well as any other examples
that they may find.
237
L1
Share these other examples of alliterative participial phrases: glistening

green (line 84), and Tied around her fair
tunic (line 204).
204 tunic . . . mantle: shirtlike

garment worn under a sleeveless
cloak.
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RL 1
Use Alliteration Seen often in Anglo-Saxon

poetry, alliteration was used later by the
Gawain Poet in Middle English, the language of medieval England. John Gardner
preserves much of the original alliteration in
this translation. By creating musically alliterative phrases, the poets turned a technical
constraint into a source of beauty.
197 implored: begged.
make inferences
Possible answer: The reader can infer that

Arthur and Gawain laugh from nervousness, being unsure about what awaits
Gawain in the future, or from enjoyment of
the adventure.
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MAKE INFERENCES
Reread lines 185 189. What
can you infer about Arthur
and Gawains feelings about
their encounter with the
Green Knight?
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About the Art English artist William Morris

(18341896) created this oil painting, Queen
Guinevere, in 1858. A leader of the Arts and
Crafts movement, which revived traditional
handicrafts, Morris created stained glass and
tapestries, wrote poetry and prose, printed
books, designed typefaces, and more. This
painting of Guinevere, King Arthurs wife (see
line 116), shows her as a beautiful but pensive
figure, standing in a luxuriously furnished and
draped bedroom, with a book open on a table.
The atmosphere is one of artistic refinement
and sensitivity. The violent aspects of the age
of chivalry are absent, and only the gentle
aspects are shown. It is easy to imagine that
the lady of the castle in Sir Gawain and the
Green Knight was similar in demeanor.
Queen Guinevere (1858), William Morris. Oil on canvas.
238
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Vocabulary: Outdated Forms Explain that

even though this poem is presented in a
modern translation, it contains some terms
that are not widely used in English today.
Provide these definitions for students. Then
have them reread the lines, substituting the
definitions for the outdated forms.
Analyze Character After students have

finished reading the selection, ask them to
review the words and actions of the lady of
the castle (lines 190240). Then have them
write a character sketch in which they present the ladys key traits, with textual support,
and explain how her presence in the story
clarifies the Gawain Poets main ideas. Work
with students to create a format for sharing
their insights.
perchance (line 222), maybe

suffered (line 231), allowed (Contrast with
suffer in line 229.)
238 unit
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210
215
220
225
230
235
240
But again he said no, there was nothing at all he could take,
Neither treasure nor token, until such time as the Lord
Had granted him some end to his adventure.
And therefore, I pray you, do not be displeased,
But give up, for I cannot grant it, however fair
or right.
I know your worth and price,
And my debts by no means slight;
I swear through fire and ice
To be your humble knight. g
Do you lay aside this silk, said the lady then,
Because it seems unworthyas well it may?
Listen. Little as it is, it seems less in value,
But he who knew what charms are woven within it
Might place a better price on it, perchance.
For the man who goes to battle in this green lace,
As long as he keeps it looped around him,
No man under Heaven can hurt him, whoever may try,
For nothing on earth, however uncanny, can kill him.
The knight cast about in distress, and it came to his heart
This might be a treasure indeed when the time came to take
The blow he had bargained to suffer beside the Green Chapel.
If the gift meant remaining alive, it might well be worth it;
So he listened in silence and suffered the lady to speak,
And she pressed the sash upon him and begged him to take it,
And Gawain did, and she gave him the gift with great pleasure
And begged him, for her sake, to say not a word,
And to keep it hidden from her lord. And he said he would,
That except for themselves, this business would never be known
to a man. h
He thanked her earnestly,
And boldly his heart now ran;
And now a third time she
Leaned down and kissed her man.
g CHARACTER TRAITS
In lines 209217, what does

Gawains refusal of gifts suggest
about his character?
character traits
Possible answer: Gawains refusal of gifts

suggests that he is honorable and strives to
live up to his agreement with the lord.
Is HONOR
worth dying for?
Discuss Is Gawain acting with honor when he
hides the gift of the sash? Explain. Possible
answers: Yes, because the lady asked him to keep
the gift a secret (lines 233234). No, because
Gawain agreed to exchange gifts with his host
each day (synopsis following line 189).
READING SKILL
h MAKE INFERENCES
Reread lines 227236. Why is

Gawain distressed when he
learns about the sashs magical
powers?
make inferences
RL 1
Possible answer: Gawain is distressed

because he realizes that although the sash
could save his life, taking it would require
him to deceive his host by keeping the gift
a secret. He also may be distressed because
using the gift would mean trusting in magic
for help instead of depending upon his own
strength and virtue.
When the lord returns at the end of the third day, Gawain gives him a
kiss but does not reveal the gift of the sash.
IF STUDENTS NEED HELP . . . Have them reread lines 227230 closely, beginning with
it came to his heart . . . . Ask:
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Synthesize a Parallel [small-group option]
Ask students to consider the plot situation:
A person on a mission is given the chance to
succeed with almost complete certainty, but
accepting the opportunity requires him or
her to compromise personal values. Invite
interested groups of students to respond to
one of these writing prompts and to share
the results:
239
What reason or reasons would Gawain

have for accepting the gift of the sash?
239
12:21:24 PM
In what way would accepting the sash be

dishonest?
Do some research to find a real-life figure

someone from political or sports history, for
examplewho faced this kind of choice.
What mission did the person have, what
was the nature of the choice, what decision
did he or she make, and what point does
this persons story make about honor?
Write a story about how a person today
might face such a decision. Consider the
persons mission, choice, decision, and results;
think, too, about what you want the story to
say about the nature or importance of honor.
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On New Years Day Gawain must go to meet the Green Knight.

Wearing the green sash, he sets out before dawn. Gawain arrives at
a wild, rugged place, where he sees no chapel but hears the sound
of a blade being sharpened. Gawain calls out, and the Green Knight
appears with a huge ax. The Green Knight greets Gawain, who,
with pounding heart, bows his head to take his blow.
Is HONOR
worth dying for?
Discuss In lines 247260, is it a lack of honor
that makes Gawain flinch? Why or why not?
Possible answers: Yes, because a perfectly honorable knight would value honor above his own
life. No, because flinching is a reflex; despite the
flinching, he is brave in risking his life and
following through on his promise.
245
250
255
260
265
270
READING SKILL
make inferences
RL 1
Possible answer: The Green Knight stops

because he is testing Gawain to see if
Gawain is a truly brave knight.
Extend the Discussion Since Gawain
has been told that the green sash would
protect him (lines 223226), is he truly
being brave at this moment? Explain your
answer.
275
uickly then the man in the green made ready,

Grabbed up his keen-ground ax to strike Sir Gawain;
With all the might in his body he bore it aloft
And sharply brought it down as if to slay him;
Had he made it fall with the force he first intended
He would have stretched out the strongest man on earth.
But Sir Gawain cast a side glance at the ax
As it glided down to give him his Kingdom Come,
And his shoulders jerked away from the iron a little,
And the Green Knight caught the handle, holding it back,
And mocked the prince with many a proud reproof:
You cant be Gawain, he said, whos thought so good,
A man whos never been daunted on hill or dale!
For look how you flinch for fear before anythings felt!
I never heard tell that Sir Gawain was ever a coward!
I never moved a muscle when you came down;
In Arthurs hall I never so much as winced.
My head fell off at my feet, yet I never flickered;
But you! You tremble at heart before youre touched!
Im bound to be called a better man than you, then,
my lord.
Said Gawain, I shied once:
No more. You have my word.
But if my head falls to the stones
It cannot be restored.
But be brisk, man, by your faith, and come to the point!
Deal out my doom if you can, and do it at once,
For Ill stand for one good stroke, and Ill start no more
Until your ax has hitand that I swear.
Here goes, then, said the other, and heaves it aloft
And stands there waiting, scowling like a madman;
He swings down sharp, then suddenly stops again,
Holds back the ax with his hand before it can hurt,
And Gawain stands there stirring not even a nerve;
He stood there still as a stone or the stock of a tree
Thats wedged in rocky ground by a hundred roots. i
O, merrily then he spoke, the man in green:
240
248 his Kingdom Come: his death

and entry into the afterlife; a
reference to the sentence Thy
kingdom come in the Lords Prayer.
259260 The Green Knight has

proclaimed himself a better man
than Gawain.
MAKE INFERENCES
Reread lines 271275. Why does
the Green Knight stop his axe
from falling a second time?
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Evaluate Theme Ask students to think about
how the external conflict between Gawain
and the Green Knight represents broader issues. Ask students to consider these themes:
What is courage and what is cowardice?
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What is the difference between a mortal

human being and a perfect hero, and which
is worthier?
Ask students to discuss these questions both
in the context of Sir Gawain and the Green
Knight and in relation to contemporary life.
When, if ever, is it permissible to avoid

telling the whole truth?
What makes a person worthy of respect?
240 unit
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280
285
290
295
300
305
310
315
Good! Youve got your heart back! Now I can hit you.
May all that glory the good King Arthur gave you
Prove efficacious nowif it ever can
And save your neck. In rage Sir Gawain shouted,
Hit me, hero! Im right up to here with your threats!
Is it you thats the cringing coward after all?
Whoo! said the man in green, hes wrathful, too!
No pauses, then; Ill pay up my pledge at once,
I vow!
He takes his stride to strike
And lifts his lip and brow;
Its not a thing Gawain can like,
For nothing can save him now!
Language Coach
Frequently Misused Words
Reread lines 278-280. Efficacious
can be a synonym for effective,
but only when applied to things.
Both words mean producing
the desired effect. Is efficacious
used correctly in this sentence?
King Arthur was an efficacious
leader. Why or why not?
He raises that ax up lightly and flashes it down,

And that blinding bit bites in at the knights bare neck
But hard as he hammered it down, it hurt him no more
Than to nick the nape of his neck, so it split the skin;
The sharp blade slit to the flesh through the shiny hide,
And red blood shot to his shoulders and spattered the ground.
And when Gawain saw his blood where it blinked in the snow
He sprang from the man with a leap to the length of a spear;
He snatched up his helmet swiftly and slapped it on,
Shifted his shield into place with a jerk of his shoulders,
And snapped his sword out faster than sight; said boldly
And, mortal born of his mother that he was,
There was never on earth a man so happy by half
No more strokes, my friend; youve had your swing!
Ive stood one swipe of your ax without resistance;
If you offer me any more, Ill repay you at once
With all the force and fire Ive gotas you
will see.
I take one stroke, thats all,
For that was the compact we
Arranged in Arthurs hall;
But now, no more for me!
The Green Knight remained where he stood, relaxing on his ax
Settled the shaft on the rocks and leaned on the sharp end
And studied the young man standing there, shoulders hunched,
And considered that staunch and doughty stance he took,
Undaunted yet, and in his heart he liked it;
And then he said merrily, with a mighty voice
With a roar like rushing wind he reproved the knight
Here, dont be such an ogre on your ground!
Nobody here has behaved with bad manners toward you
Synthesize How does Gawains behavior in

this scene help define what it means to be
a hero? Possible answer: Gawains behavior
suggests that a hero may not be completely
selfless or perfect; rather, a hero is someone
who keeps his or her word, regardless of the
danger or stress involved in doing so.
Is HONOR
worth dying for?
307 compact: binding agreement.
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Language Coach
Frequently Misused Words Answer: No;
the correct sentence is, King Arthur was an
effective leader. Efficacious in this sentence
would mean the potential to be an effective
leader, but the sentence is pointing out that
King Arthur was an effective leader. Ask
students to come up with another sentence
that uses the term efficacious correctly.
Discuss Does the way in which Gawain

reacts to the cut on his neck detract from
his example of honor? Why or why not?
Possible answers: Yes, because Gawain turns
nasty once the terms of the deal have been
met. No, because willingness to face a foe is
part of his code of honor.
313 staunch: firm; doughty (douPtC):

brave.
241
Summarize What happens to Gawain when

the Green Knight swings the ax the third
time? Answer: The Green Knights blade
breaks the skin of Gawains neck, spilling a
little blood.
Interpret Why is Gawain happy after he is
cut by the blade? Possible answer: Gawain
is happy because he has fulfilled his vow to
the Green Knight without experiencing injury
or death.
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12:21:25 PM

Comprehension Support Have students use
a Three-Column Journal to summarize what
happens at each of the three strokes of the
Green Knights ax.
241
241
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320

Use these prompts to help students understand the Green Knights explanation for
his actions in lines 324339:
Summarize Why did the Green Knight cut
Gawain on the third stroke after feinting
twice? Possible answer: The Green Knight
feinted the first two times out of a sense of
sport and out of respect for the fact that
Gawain had fulfilled his agreement with the
lord for the first two nights. He cut Gawain
the third time because Gawain had concealed
the sash on the third night.
Analyze What is important about the information in lines 336339? Possible answer:
The informationthat the Green Knight is
the lord of the castle, that the lady is his wife,
and that he arranged for her to give Gawain
the sashprovides an explanation for the
test that Gawain underwent at the castle.
Evaluate Did Gawain really fail the Green
Knight by not revealing the secret of the
green sash? If so, how severe a failure was
it? Was the punishment proportionate to
the failure? Possible answer: In the minds of
modern readers, Gawains fault was a slight
one, and therefore deserved the slight kind
of punishment that he received.
325
330
335
340
345
350
355
242
Comprehension Support To help students
understand the characters of Gawain and the
Green Knight, have them complete a Character Traits and Textual Evidence chart such as
the one excerpted here.
Or done a thing except as the contract said.

I owed you a stroke, and Ive struck; consider yourself
Well paid. And now I release you from all further duties.
If Id cared to hustle, it may be, perchance, that I might
Have hit somewhat harder, and then you might well be cross!
The first time I lifted my ax it was lighthearted sport,
I merely feinted and made no mark, as was right,
For you kept our pact of the first night with honor
And abided by your word and held yourself true to me,
Giving me all you owed as a good man should.
I feinted a second time, friend, for the morning
You kissed my pretty wife twice and returned me the kisses;
And so for the first two days, mere feints, nothing more
severe.
A man whos true to his word,
Theres nothing he needs to fear;
You failed me, though, on the third
Exchange, so Ive tapped you here.
That sash you wear by your scabbard belongs to me;
My own wife gave it to you, as I ought to know.
I know, too, of your kisses and all your words
And my wifes advances, for I myself arranged them.
It was I who sent her to test you. Im convinced
Youre the finest man that ever walked this earth.
As a pearl is of greater price than dry white peas,
So Gawain indeed stands out above all other knights.
But you lacked a little, sir; you were less than loyal;
But since it was not for the sash itself or for lust
But because you loved your life, I blame you less.
Sir Gawain stood in a study a long, long while,
So miserable with disgrace that he wept within,
And all the blood of his chest went up to his face
And he shrank away in shame from the mans gentle words.
The first words Gawain could find to say were these:
Cursed be cowardice and covetousness both,
Villainy and vice that destroy all virtue!
He caught at the knots of the girdle and loosened them
And fiercely flung the sash at the Green Knight.
There, theres my fault! The foul fiend vex it!
Foolish cowardice taught me, from fear of your stroke,
To bargain, covetous, and abandon my kind,
325 feinted (fAnPtGd): pretended

to attack.
336 scabbard (skBbPErd): a sheath

for a dagger or sword.
354 girdle: sash.
356 vex: harass; torment.
242
Gawain is very principled

Direct Example
Clarification
Cursed be cowardice Gawain is furious with
and covetousness
himself for what he
both . . . (line 352)
views as a failure.
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Evaluate Theme Ask students to reflect upon
the message of lines 332333. Then discuss
whether or not the message is valid. Encourage them to support their view with evidence.
Possible answers: Yes, it is valid. Whatever
external difficulties an honorable person
undergoes, he or she will face them bravely and
retain honor. No, it is not valid. It implies that
all opponents are honorable, and not all are as
honorable as the Green Knight.
242
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360
365
The selflessness and loyalty suitable in knights;

Here I stand, faulty and false, much as Ive feared them,
Both of them, untruth and treachery; may they see sorrow
and care!
I cant deny my guilt;
My works shine none too fair!
Give me your good will
And henceforth Ill beware. j
370
375
380
385
390
Language Coach
Roots and Affixes For words that
end in a vowel and consonant,
normal spelling rules require
doubling the final consonant
when adding a suffix that begins
with a vowel. Reread line 385.
Does revel follow this rule? What
other words are like revel?
243
Why would Gawain feel that he has

betrayed his host?
K PLOT

Knight is a narrative: it has a
clear beginning, middle and
end, and focuses on a conflict
and its eventual resolution.
These elements of story-telling
contribute to its plot, the
sequence of actions and events
that unfold in a narrative. Like
most stories, this one builds
to a climax as Gawain realizes
he has betrayed his chivalric
ideals, and the Green Knight
passes judgment on him. Reread
lines 366392. What judgment
does the Green Knight pass on
Gawain? How does Gawain
react? What is the resolution
that results from this final scene?

betrayed knighthood in general?

Hypothesize At the storys end, some
questions about the Green Knight remain:
Why did he want to test the knights of the
Round Table in the first place?
plot
RL 5
Read aloud lines 366392. Have students

identify the lines spoken by the Green
Knight, and the lines spoken by Gawain.
Remind students that in dramatic poetry,
there is usually a plot that builds up to a
conclusion.
Possible answer: The Green Knight absolves
Gawain of his sins and invites him back to
his castle. Gawain thanks him, but opts to
move on. They affectionately bid each other
goodbye. Sir Gawain, restored and revitalized, returns.
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Roots and Affixes

Answer: Revel does double the last consonant
because the word ends with a vowel and a
consonant. Point out spelling rule 11.3 on p. R77
that states that in words of more than one
syllable, the writer should double the final
consonant when the root word ends with
one consonant preceded by a vowel. Urge
students to employ the spelling rules as they
write English words with increasing accuracy.

focus on the key question word betrayed.
Ask:
RL 5
243
L 2b
RL 5

betrayed himself in accepting the sash?
Language Coach
romance
Possible answer: Paraphrase: Because I was

afraid, I made a deal and acted unworthily
for a knight. I am flawed and a liar, and I
curse the lies and deceit that I fear. I am
obviously guilty; but if you will give me
your good will, I will be more careful from
now on. Gawain believes that he has been
cowardly in coveting the sash and in being
disloyal to his host.
L 2b
And so they embraced and kissed and commended each other

To the Prince of Paradise, and parted then
in the cold;
Sir Gawain turned again
To Camelot and his lord;
And as for the man of green,
He went wherever he would. K
369 penance: punishment accepted

by a person to show sorrow for
wrongdoing; point: blade.
No, sir, said the knight, and seized his helmet

And quickly removed it, thanking the Green Knight,
Ive reveled too well already; but fortune be with you;
May He who gives all honors honor you well. . . .
12:21:26
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367371 The Green Knight is saying

that Gawain has paid for his fault by
admitting it and offering his head to
the ax.
t that, the Green Knight laughed, saying graciously,

Whatever harm Ive had, I hold it amended
Since now youre confessed so clean, acknowledging sins
And bearing the plain penance of my point;
I consider you polished as white and as perfectly clean
As if you had never fallen since first you were born.
And I give you, sir, this gold-embroidered girdle,
For the cloth is as green as my gown. Sir Gawain, think
On this when you go forth among great princes;
Remember our struggle here; recall to your mind
This rich token. Remember the Green Chapel.
And now, come on, lets both go back to my castle
And finish the New Years revels with feasting and joy,
not strife,
I beg you, said the lord,
And said, As for my wife,
Shell be your friend, no more
A threat against your life.
ROMANCE
Paraphrase lines 357365. What
ideals of chivalry does Gawain
believe he has betrayed?
12:22:23 PM
selection wrapup
have read Sir Gawain and the Green Knight, ask
them to discuss what it meant to be honorable in medieval times. Do they feel that Sir
Gawain acted honorably? Possible answer: Yes;
he acted like a true, chivalrous knight.
What gives him his powers?

What is his history?
How much of the future does he know?
INDEPENDENT READING
Students may also enjoy reading The Sword
in the Stone by T.H. White.
Invite students to discuss these questions and

others that they may have about the character.
243
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After Reading
Practice and Apply
Comprehension
1. Recall What challenge does the Green Knight make to King Arthur and
his knights?
2. Summarize What happens when Sir Gawain meets the Green Knight
on New Years Day?

Medieval Romance p. 235
answers
3. Clarify At the end of the poem, what is the Green Knights opinion
of Gawain?
Text Analysis
4. Examine Medieval Romance In medieval romances, there is often a character
whose identity is hidden or mistaken. Explain how this characteristic affects
the outcome of Sir Gawain and the Green Knight.
RL 1, RL 3, RL 5
5. Identify Situational Irony Situational irony is a contrast between what

is expected and what actually occurs. What is ironic about Sir Gawains
acceptance of the sash from the lady of the castle?
1. The Green Knight challenges the knights to

exchange strokes with an ax.
2. The Green Knight makes two feinted swings
of the ax and then nicks Gawains neck on
the third swing. The agreement fulfilled,
the Green Knight reveals that Gawains stay
at the castle was a test.
6. Analyze Characters Motives Why does Gawain decline the Green Knights
invitation to celebrate the new year together at the end of the poem?
3. The Green Knight thinks that Gawain is

imperfect but still the finest knight to
be found.
8. Compare Texts Both Sir Gawain and the Green Knight and Chaucers The
Wife of Baths Tale portray knights who undergo a test. Compare the tone,
or writers attitude toward a subject, in these two selections. Identify words
and details that help convey the tone in each poem.
7. Make Inferences Review the inference chart you created as you read. Which
character shows greater courage, Sir Gawain or the Green Knight? Support
your answer with evidence from the text.
Possible answers:
4.
Text Criticism
common core focus Medieval Romance The Green Knight hides his identity
so that he can test Gawain. Gawains performance on the test determines his fate.
9. Social Context It is believed that Sir Gawain and the Green Knight was
written in the late 1300s, as the age of chivalry began to wane. Though
legend has it that Gawain was one of Arthurs finest and most loyal knights,
the Gawain Poet depicts him as flawed. Why might the Gawain poet have
portrayed Gawain this way?
5. Gawain hopes that the sash will protect

him from the ax blow; ironically, he ends
up being slightly wounded by the ax for
accepting the sash.
Is
common core focus Make Inferences Some students may say the Green
Knight shows greater courage because he
faces a hall full of brave knights and allows
his head to be chopped off. Others may say
that since the Green Knight is supernatural
and Gawain is a mere mortal, Gawains
courage in the face of death counts for
more.
8. Chaucers tone is more humorous and

ironic than the tone of the Gawain Poet.
Students choices of details will vary and
may be found throughout the texts.
honor worth dying for?

King Arthurs knights devote themselves to following the code of chivalry.
Trying to live up to such high ideals can be a double-edged sword. What are
the advantages and disadvantages of having such high ideals?
6. Gawain declines the invitation because he

feels shame at having betrayed his host.
7.

support inferences drawn from
the text. RL 3 Analyze the impact
of the authors choices regarding
how to develop and relate
elements of a story. RL 5 Analyze
how an authors choices
concerning how to structure
specific parts of a text contribute
to its overall structure.
244
9. The Gawain Poet244

may be offering a critique
of the moral failure to live up to the chivalric
code due to the vanity and selfishness of
mankind and the sorrow that results for all
involved. However, the knights flaws also
reveal their humanity. Their recognition of,
and remorse for, their flaws suggests that
they find some redemption in the end.
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Is HONOR worth dying for?
Ask
students to think about real-life examples
of how doing the honorable thing can
sometimes have negative consequences.
Does being honorable in these instances
outweigh the consequences?
244
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11:00:20 AM
8/11
Language
grammar and style: Use Alliteration
Review the Grammar and Style note on page 237. The lilting quality of the
Gawain Poets verse owes much to his use of alliteration, the repetition of
consonant sounds at the beginning of wordsa technique that can add
emphasis, heighten mood, or create a musical effect in a line or passage. Many
of the alliterative elements in the poem consist of participles, verb forms that
function as adjectives, and participial phrases, participles plus their modifiers
and complements.
Fair fanning tresses enveloped the fighting mans shoulders,
And over his breast hung a beard as big as a bush; (lines 34)
L 1 Demonstrate command
of the conventions of
standard English grammar
when writing. W 3 Write
narratives to develop imagined
events. W 3ab, d Engage and
orient the reader by introducing
a narrator; create a smooth
progression of events; use
dialogue and description to
develop events and characters;
use precise words and phrases to
convey a vivid picture of events
and characters.
Language
L 1, W 3, W 3ab, W 3d
grammar and style

Remind students that a participle is a verb
form that is used as an adjective. Past participles usually end in -ed; present participles
usually end in -ing. (For more on participial
phrases, see Grammar Handbook, page R66.)
Possible answers:
1. Participle: shining
The bluster of the booming boasts inflamed
Arthur, / And seething anger nearly forced
him to draw his sword.
Notice how the writer uses the alliterative participles fanning and fighting,
repeating the consonant f to emphasize the Green Knights appearance.
PRACTICE Identify the participles in the following lines from the poem, then
write your own passages by similarly using participles to create alliteration.
2. Participle: rushing
And then he galloped off, with his chest
puffed with pride, / With a clatter like a
crashing cataract he cleft the night.
example
He lowered his grisly eyebrows, glistening green,

And waved his beard and waited for someone to rise;
He held a large ax, blinding bright,
But seemed friendly enough as he sized up the knights.
Use Alliteration p. 241

1. The sharp of the battleblade shattered asunder the bones
And sank through the shining fat and slit it in two,
readingwriting connection
Before students begin to write, encourage
them to reread lines 1189 (including the italicized passages), taking notes on details that
they want to include. Tell students to use their
notes to help them organize their eyewitness
accounts.
2. And then he said merrily, with a mighty voice

With a roar like rushing wind he reproved the knight

YOUR
TURN
Expand your understanding of Sir Gawain and the Green Knight by

responding to this prompt. Then, use the revising tips to improve your
eyewitness account.
writing prompt
revising tips
CREATE AN EYEWITNESS ACCOUNT Imagine

that you are a guest at King Arthurs court.
Write a three-to-five-paragraph eyewitness
account about the Green Knights first
appearance. Include a description of the
event and excerpts from interviews with
Knights of the Round Table who watched the
event unfold.
Organize your eyewitness

account in chronological
order and include quotations
from various knights.
Add participial phrases and
alliteration to at least one
sentence to enliven your
description.
245
Limit the length of the account to two or
three paragraphs.
Have groups of students brainstorm interview questions during prewriting.
Encourage students to jot down descriptive
words that they find in the text and then
to use those words as starters for their own
descriptions.
Remind students to organize their accounts
in chronological order.
The following tools are available online at

thinkcentral.com and on WriteSmart CD-ROM:
Interactive Graphic Organizers
KEYWORD: HML12-245
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Writing Online
Interactive
Revision
245
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Assess and Reteach

Assess

Reteach
Literature Lesson 21, Reading Lesson 8
245
245
1/13/11
11:00:27 AM
Medieval Romance
Focus and Motivate
RL 2 Provide an objective summary of the text.

a story. RL 4 Determine the meaning of words
and phrases as they are used in the text, including
connotative meanings. RL 5 Analyze how an
authors choices concerning how to structure
specific parts of a text contribute to its overall
structure and meaning. L 4 Determine or clarify
the meaning of multiple-meaning words.
L 4d Verify the preliminary determination of
the meaning of a word by checking the inferred
meaning in context.
about the author

After students have read the biography,
discuss the troubled times in which Malory
lived. Invite suggestions about what kind of
fictional kingdom an author with Malorys
experiences might be moved to create.
Encourage students to find parallels as they
read the excerpts from Le Morte dArthur.
from
RL 2 Provide an objective
summary of the text.
of a story. RL 4 Determine
the meaning of words and
phrases as they are used in
the text, including connotative
meanings. RL 5 Analyze how an
authors choices concerning how
to structure specific parts of a text
contribute to its overall structure
and meaning.
Le Morte dArthur
Romance by Sir Thomas Malory Retold by Keith Baines
Meet the Author
Sir Thomas Malory
early 1400 s 1471
He pleaded innocent to all the charges,

and his guilt was never proven. It is
possible that his outspoken opposition
to the ruling family provoked enemies to
accuse him falsely in some instances.
did you know?

Sir Thomas Malory . . .
completed Le Morte
dArthur while in
Newgate Prison
in London.
spent more than ten
years in prison, accused
of violent acts.
The legend of King Arthur is one of the

most popular and enduring legends in
Western culture. Most English-speaking
readers have been introduced to the
Arthurian legend through Le Morte
dArthur, a work consisting of a number
of interwoven tales that chronicle the rise
and fall of King Arthur and his court.
Adventurous Life Although his identity
is not certain, most scholars believe that

the author of Le Morte dArthur was
born into a fairly prosperous family in
Warwickshire, England. As a young man,
Thomas Malory fought in the Hundred
Years War. He was knighted in about
1442 and was later elected to Parliament.
Malory then became embroiled in the
violent political conflicts that preceded
the outbreak of the Wars of the Roses.
notable quote
Come forth, traitor, and this time I shall make
good my revenge! Sir Thomas Malory
Read the quote aloud and explain to students
that Sir Thomas Malory included it in his
Arthurian romance. Ask students to predict
what the story might be about, based on the
quote. Possible answer: The story will present
at least two people in combat, one of whom
wants revenge for a past wrong.
Video link at
thinkcentral.com
A staunch supporter of the house of

Lancaster and its claim to the throne,
Malory was imprisoned repeatedly by
the Yorkist government on a variety of
charges, including rape, robbery, cattle
rustling, bribery, and attempted murder.
Writing from Behind Bars Malory wrote

Le Morte dArthur while serving a series
of prison terms that began in 1451. He
finished the work in prison in 1469.
At the end of the book, he asks that
readers pray . . . that God send me good
deliverance. And when I am dead, I pray
you all pray for my soul.
The Arthurian Legends The first edition
of Le Morte dArthur was published
in 1485, fourteen years after Malorys
death. Le Morte dArthur remains the
most complete English version of the
Arthurian legends, which are believed
to have existed since the sixth century as
part of the oral tradition in France and
England. Some historians believe that
the fictional Arthur was modeled on a
real fifth- or sixth-century Celtic military
leader, although the historical Arthur was
undoubtedly very different from Malorys
Arthur, who ruled an idealized world of
romance, chivalry, and magic.
As the first prose epic written in

English, Le Morte dArthur is an
important milestone in English literature.
It has proved to be an astonishingly
popular work, having not once gone out
of print since it was first published in
1485a testament to Malorys singular
talent as a writer.
Author Online
246
Selection Resources
NA_L12PE-u01s42-brMorte.indd

Skill, pp. 253256*

Draw It, p. A2
Whats Most Important, p. D4
Two-Column Chart, p. A25
Story Map, p. D14
246
Video link at
thinkcentral.com
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TECHNOLOGY
Audio Anthology CD

TESTS
NA_L12TE-u01s16-lemorte.indd
246
Also in Spanish
1/3/11
8:32:09 AM
15/10
Teach
text analysis: conflict

The plot of a medieval romance is typically driven by conflict,
a struggle between opposing forces. The conflict can be
external, between a character and an outside force, or it
can be internal, taking place within the mind of a character.
Sometimes a single event contains both types of conflict; for
example, in a battle, a knight may externally struggle against
an enemy warrior and internally struggle to be courageous
and live up to the ideals of chivalry. In addition, conflicts often
reveal a characters motivations, or reasons for acting in a
certain way. As you read Le Morte dArthur, look for examples
of both types of conflict faced by King Arthur, Sir Launcelot,
and the other knights, and for how these conflicts shed light on
each characters motivations.
Review: Medieval Romance
reading skill: summarize

Summarizing can help you keep track of events in an actionfilled narrative, such as a romance. When you summarize
a narrative, you briefly describe its plot developments. An
effective summary should describe events in the same order
in which they appear in the narrative and leave out details
that are not essential to the plot. As you read, use a chart
like the one shown to help you summarize the main plot
developments.
Passage
Summary
lines 16
Arthur sails to France, where Launcelot has settled, and

attacks Launcelots lands.
What is your
ultimate
What is your ultimate
LOYALTY?
loyalty?
One of the most important components

of the medieval code of chivalry was
the requirement that a knight be loyal
to his king and country. In Le Morte
dArthur, Sir Launcelot, King Arthurs
most exemplary knight, falls in love
with the kings wife and faces a crisis of
loyalty of epic proportions.
Ask the question and have students read the

paragraph. After students have completed the
QUICKWRITE, invite volunteers to share their
responses. Have students use their responses
to create a class definition of loyalty that they
can keep in mind as they read the selection.
QUICKWRITE Loyalty is still a highly

valued human quality, one that
sometimes requires personal sacrifice.
Make a list of individuals or groups to
whom you owe some loyalty. Review
your list, then write a paragraph to
explain which person or group is the
one you would not abandon under any
circumstances.
RL 3
RL 5
Model the Skill: conflict
To model for students how to identify

internal and external conflict, share this
passage with students:
Inch by inch, I climbed the rock. One
false move and I would fall. Was reaching the summit worth this effort, or had
I made a terrible mistake? Just climb!
I growled to myself. This is no time
for doubt!
Point out that internal conflicts come from

within a person, while external conflicts
involve the character and an outside force.
Have students identify an external conflict
and an internal conflict in the passage.
Possible answer: The external conflict is the
physical challenge of a dangerous climb; the
internal conflict is the characters struggle
with self-doubt.
Knowing the following boldfaced words will help you read

Le Morte dArthur. To show that you understand the terms,
try to replace each one with a word or phrase that has the
same meaning.
1. The king established dominion over the nation.
2. It is incumbent upon the captain to try to save his ship.
3. Having been robbed and injured, we seek redress.
4. The leader of the rebellion was able to usurp the throne.
5. Some people are open and frank, while others use guile.
GUIDED PRACTICE Ask students to cite one

external conflict and one internal conflict
that a student might experience on the
first day of school.
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READING SKILL
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V O C A B247
ULARY SKILL
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RL 2
Have students complete Vocabulary in Context.
Check their definitions against the following:
dominion (dE-mGnPyEn) n. rule or power to rule;
mastery
guile (gFl) n. clever trickery; deceit
incumbent (Gn-kOmPbEnt) adj. required as a
duty or an obligation
redress (rG-drDsP) n. repayment for a wrong or
an injury
usurp (yL-srpP) v. to seize unlawfully by force
PRETEACH VOCABULARY Use the

following copy master to help students
understand word meanings:
L4
Model the Skill: summarize

Go through the biography of Sir Thomas
Malory with students paragraph by paragraph. Ask them to recall the most important details from each paragraph. Have
them use this information to summarize
the biography. Call on a few volunteers to
read their summaries to the class.
Summarize p. 255 (for student use

le morte darthur
247
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Practice and Apply
e
orte
d
rthur
summary
At Sir Gawains insistence, King Arthur and
his army besiege Sir Launcelot at Benwick.
Launcelot wounds Sir Gawain in battle. Meanwhile, Modred has seized Arthurs throne,
and Arthur sails back to England to reclaim it.
Gawain is mortally wounded as they attack
the shore; dying, he writes to Launcelot to
forgive him for killing his brothers and urges
him to aid Arthur. As an apparition, Gawain
warns Arthur that he will be killed if he attacks
Modred before Launcelot arrives. Arthur attempts a truce, but fighting erupts because of
a mistake at the signing ceremony. Modred
is mortally wounded, but he delivers a mortal
wound to Arthur. A barge takes the dying
Arthur away to Avalon.
Sir Thomas Malory
Analyze Visuals
background King Arthurs favorite knight, Sir Launcelot, has fallen in love with
the kings wife, Gwynevere. The secret love affair is exposed by Sir Modred, Arthurs
son by another woman, and Gwynevere is sentenced to burn at the stake. While
rescuing the imprisoned Gwynevere, Launcelot slays two knights who, unknown to
him at the time, are the brothers of Sir Gawain, a favorite nephew of Arthurs. After
a reconciliation, Launcelot returns Gwynevere to Arthur to be reinstated as queen.
At the urging of Sir Gawain, who still wants revenge on Launcelot, the king banishes
Launcelot to France, where the following excerpt begins.
read with a purpose

them to look for instances when the characters in the story felt regrets for going to battle.
What details in this

image suggest the
size and power of the
opposing armies?
he iege of enwick

RL 3
RL 5
conflict
Possible answer: In the past, Launcelot

betrayed Arthurs trust by falling in love
with Queen Gwynevere. Launcelot then
killed two of Sir Gawains brothers while
rescuing Gwynevere from execution.
10

attention to the first three sentences of
the Background note on the next page.
Ask them how they would feel in Arthurs
situation.
When Sir Launcelot had established dominion over France, he garrisoned the
towns and settled with his army in the fortified city of Benwick, where his father
King Ban had held court.
King Arthur, after appointing Sir Modred ruler in his absence, and instructing
Queen Gwynevere to obey him, sailed to France with an army of sixty thousand
men, and, on the advice of Sir Gawain, started laying waste1 all before him. a
News of the invasion reached Sir Launcelot, and his counselors advised him.
Sir Bors2 spoke first:
My lord Sir Launcelot, is it wise to allow King Arthur to lay your lands waste
when sooner or later he will oblige you to offer him battle?
dominion (dE-mGnPyEn)
n. rule or power to rule;
mastery
a CONFLICT
Reread lines 16 and the

background note. How
have Launcelots past
actions set the stage for
his current conflict with
King Arthur?
1. laying waste: destroying.

2. Sir Bors: Sir Bors de Ganis, Launcelots cousin and the son of King Bors.
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Arthur Uses Excalibur, Arthur Rackham.

Illustration from The Romance of King Arthur.
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VOCABULARY
own the word
L4
dominion: Tell students that the term

dominion comes from the Latin word
dominium which means property and
that it has its roots in domain, which comes
from the Latin word for lord. Then have
students explain the meaning of the phrase
. . . Lancelot had established dominion over
France.
248 unit

The Audio Anthology CD provides extra
support for students with reading difficulties.
language learners.
248
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2/10
Analyze Visuals
Possible answer: The many visible swords and
lances; the massed, partially obscured horses
and soldiers; and the way the mass of figures
seems to extend from the foreground to the
background all help emphasize the armies
size and power.
About the Art Arthur Rackham (18671939),
the British artist who created this image, is
best known for his rich, detailed illustrations
of childrens literature. Lauded as the leading
decorative illustrator of the Edwardian period,
Rackham illustrated collections of fairy tales
and fables as well as Arthurian legends.
background
Arthur in History Scholars still debate whether
the King Arthur legends originated with a
real person. Only scraps of evidence exist. An
early history of Britain lists 12 battles fought
by Arthur, mostly in the north of Britain. An
appendix in the same history records Arthurs
death in battle in the year a.d. 537. Welsh poems
describe Arthur in legendary terms as early as
the eighth century, allowing the inference that
he lived earlier. Archaeologists have looked for
Arthurian sites. One promising site, South
Cadbury, was a well-fortified hill fort from
about a.d. 500. Some people believe that it
may have been the original Camelot.
Cultural Connection
The Arthurian legend is the great national legend of England. Similar stories include those
of El Cid of Spain and Roland of Franceboth
of which also come from the Middle Ages.
Ask students to describe national or cultural
legends with which they are familiar.
12:22:21
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Analyze Character Have students read the
background information on the previous
page. Ask them to imagine that they are
directing a movie about the main characters:
Sir Gawain, Sir Launcelot, and King Arthur.
Based on the background information provided, what traits would they want the actors
playing each character to be able to portray?
le morte darthur
249
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READING SKILL
RL 2
summarize
Possible answer: Sir Lyonel advises Launcelot

to stay within Benwicks walls and attack
Arthurs army when it grows weak, while
King Bagdemagus and Sir Galyhud advise
leaving the city and attacking Arthurs
forces soon.
continue using the chart introduced on the
prereading page, as in this example:
Passage
Summary
lines 1113
Sir Lyonel: Stay

within the city
walls until the
invaders are weak;
then attack.
20
30
40
LOYALTY?
Discuss In lines 2233, how do Launcelot
and Arthur show mutual loyalty, even when
they are at war against each other? Possible
answer: They show loyalty through Launcelots
attempt to sue for peace instead of initiating
a battle against his liege and through Arthurs
wish to reconcile with him.
Sir Lyonel3 spoke next: My lord, I would recommend that we remain within
the walls of our city until the invaders are weakened by cold and hunger, and then
let us sally forth4 and destroy them.
Next, King Bagdemagus: Sir Launcelot, I understand that it is out of courtesy
that you permit the king to ravage your lands, but where will this courtesy end? If
you remain within the city, soon everything will be destroyed.
Then Sir Galyhud: Sir, you command knights of royal blood; you cannot
expect them to remain meekly within the city walls. I pray you, let us encounter
the enemy on the open field, and they will soon repent of their expedition. b
And to this the seven knights of West Britain all muttered their assent. Then Sir
Launcelot spoke:
My lords, I am reluctant to shed Christian blood in a war against my own
liege;5 and yet I do know that these lands have already suffered depredation 6 in
the wars between King Claudas and my father and uncle, King Ban and King
Bors. Therefore I will next send a messenger to King Arthur and sue7 for peace, for
peace is always preferable to war.
Accordingly a young noblewoman accompanied by a dwarf was sent to King
Arthur. They were received by the gentle knight Sir Lucas the Butler.
My lady, you bring a message from Sir Launcelot? he asked.
My lord, I do. It is for the king.
Alas! King Arthur would readily be reconciled to Sir Launcelot, but Sir Gawain
forbids it; and it is a shame, because Sir Launcelot is certainly the greatest knight
living.
The young noblewoman was brought before the king, and when he had heard
Sir Launcelots entreaties for peace he wept, and would readily have accepted them
had not Sir Gawain spoken up:
My liege, if we retreat now we will become a laughingstock, in this land and
in our own. Surely our honor demands that we pursue this war to its proper
conclusion.
Sir Gawain, I will do as you advise, although reluctantly, for Sir Launcelots
terms are generous and he is still dear to me. I beg you make a reply to him on
my behalf. c
Sir Gawain addressed the young noblewoman:
Tell Sir Launcelot that we will not bandy words with him, and it is too late
now to sue for peace. Further that I, Sir Gawain, shall not cease to strive against
him until one of us is killed.
The young noblewoman was escorted back to Sir Launcelot, and when she had
delivered Sir Gawains message they both wept. Then Sir Bors spoke:
b SUMMARIZE
Summarize in one
sentence the advice
Launcelot receives from
his counselors in lines
919.
CONFLICT
What internal conflict
does Arthur reveal in
lines 3442? How does it
motivate his decision?
3. Sir Lyonel (lFPEn-El): another of Launcelots cousins.

4. sally forth: rush out suddenly in an attack.
5. liege (lCj): a lord or ruler to whom one owes loyalty and service.
6. depredation (dDpQrG-dAPshEn) n. destruction caused by robbery or looting
7. sue: appeal; beg.
RL 3
RL 5
conflict
Possible answer: Arthurs internal conflict

is that he wants peace with his greatest
knight, Sir Launcelot, but that his favorite
nephew, Sir Gawain, another great knight,
presses him to make war, which motivates
his decision.
Extend the Discussion How would you
advise Arthur to settle this conflict? What
arguments would you use to persuade him?
250
250
Vocabulary Support Use New Word Analysis to teach these words: encounter (line 18),
pursue (line 38), challenge (line 57), recover
(line 111), period (line 139), despite (line 167),
available (line 198).
Analyze Viewpoints Note Gawains declaration Surely our honor demands that we pursue this war to its proper conclusion (lines
3839). Invite students to discuss the merits
and limitations of Gawains view, including
modern instances in which such a view has
been debated. To extend the activity, have
students discuss King Bagdemaguss comment about courtesy in dealing with ones
enemy (lines 1416).
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60
70
80
My lord, we beseech you, do not look so dismayed! You have many

trustworthy knights behind you; lead us onto the field and we will put an end to
this quarrel.
My lords, I do not doubt you, but I pray you, be ruled by me: I will not
lead you against our liege until we ourselves are endangered; only then can we
honorably sally forth and defeat him.
Sir Launcelots nobles submitted; but the next day it was seen that King Arthur
had laid siege to the city of Benwick. Then Sir Gawain rode before the city walls
and shouted a challenge:
My lord Sir Launcelot: have you no knight who will dare to ride forth and
break spears with me? It is I, Sir Gawain.
Sir Bors accepted the challenge. He rode out of the castle gate, they
encountered, and he was wounded and flung from his horse. His comrades
helped him back to the castle, and then Sir Lyonel offered to joust. He too was
overthrown and helped back to the castle.
Thereafter, every day for six months Sir Gawain rode before the city and
overthrew whoever accepted his challenge. Meanwhile, as a result of skirmishes,
numbers on both sides were beginning to dwindle. Then one day Sir Gawain
challenged Sir Launcelot:
My lord Sir Launcelot: traitor to the king and to me, come forth if you dare
and meet your mortal foe, instead of lurking like a coward in your castle!
Sir Launcelot heard the challenge, and one of his kinsmen spoke to him:
My lord, you must accept the challenge, or be shamed forever.
Alas, that I should have to fight Sir Gawain! said Sir Launcelot. But now I
am obliged to.
Sir Launcelot gave orders for his most powerful courser8 to be harnessed, and
when he had armed, rode to the tower and addressed King Arthur:
My lord King Arthur, it is with a heavy heart that I set forth to do battle with
one of your own blood; but now it is incumbent upon my honor to do so. For six
months I have suffered your majesty to lay my lands waste and to besiege me in
my own city. My courtesy is repaid with insults, so deadly and shameful that now
I must by force of arms seek redress.
Have done, Sir Launcelot, and let us to battle! shouted Sir Gawain.
Sir Launcelot rode from the city at the head of his entire army. King Arthur was
astonished at his strength and realized that Sir Launcelot had not been boasting
when he claimed to have acted with forbearance9. Alas, that I should ever have
come to war with him! he said to himself.
It was agreed that the two combatants should fight to the death, with
interference from none. Sir Launcelot and Sir Gawain then drew apart and

Use these prompts to help students grasp the
context of Gawains challenge to Launcelot in
lines 6480:
Connect What feelings might arise during
a disagreement with a friend? Students
responses should show understanding of the
anguish or mixed feelings that such a conflict
might arouse.
RL 4
Language Coach
Interpret Gawain and Launcelot are both

knights of the Round Table. In calling
Launcelot a traitor (line 68) and his mortal
foe (line 69), is Gawain exaggerating, or
is he telling the truth? Explain. Possible
answer: Gawain may be exaggerating
Launcelots treason and their enmity in order
to provoke Launcelot into fighting him, but
he is telling the truth: Either man may be
killed in the duel, and Launcelot did betray
Arthur by running away with Gwynevere.
Etymology A words
etymology, or origin, can
help you understand its
connotations. In line 61,
encountered means met
in battle. It comes from
the Old French encontre
(against). How does
the etymology help you
understand the more
current meaning of
encountered?
incumbent (Gn-kOmPbEnt)
adj. required as a duty or
an obligation
Synthesize Gawain does not challenge

Launcelot until six months after Arthurs
forces first laid siege to the city. Why
does Gawain make the challenge at this
point? Possible answers: Gawain makes
the challenge because Launcelot is the only
remaining opponent whom Gawain has not
beaten; Gawain makes the challenge at this
point because he has grown impatient for
a conclusion to the siege and to the series
of challenges.
redress (rG-drDsP) n.
repayment for a wrong
or an injury
VOCABULARY
own the word
L4
8. courser: a horse trained for battle.

9. forbearance (fr-brPEns) n. self-control; patient restraint
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251
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Comprehension Support To help students
engage with the text, invite them to sketch
key scenes, using the Draw It strategy. To
help students focus on the main points of
this scene and the selection as a whole, use
the Whats Most Important strategy.
Draw It p. A2
Whats Most Important p. D4

Language Coach
RL 4
Etymology Answer: The

etymology connects to the current meaning of encountered, to meet or face an
enemy or adversary. Ask students to use
a dictionary to research the etymology
of the word challenged on line 67. Using
the etymology of the word to help them
understand its meaning, have them write
sentences using the word challenged.
12:22:44 PM
incumbent: Read the definition of

incumbent to students and remind them
that in this instance, incumbent is used an
adjective. When used as a noun, incumbent means a person who currently holds
an office. Have students write a pair of
sentences, one with incumbent used as an
adjective, the other with it used as a noun.
Possible answers: adjective: It was incumbent upon the children to care for their
aging parents. noun: It is very difficult for
a newcomer to unseat the incumbent in a
congressional election.
redress: Tell students that common
synonyms for redress are restitution and
compensation.
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90
100
READING SKILL
summarize
RL 2
Possible answer: The two knights fight

for three hours in the morning, and
because Gawain seems strong, Launcelot
fights defensively. Once Gawain weakens,
Launcelot presses the attack. Launcelots
tactic is to make his strongest attack while
Gawain is weak.
summarize lines 97109, supplying one
sentence of summary for each paragraph.
Remind students to record their summaries
on the chart introduced on page 247.
Extend the Discussion In what ways does
the information about Gawains secret
affect the readers view of his character?
110
120
galloped furiously together, and so great was their strength that their horses
crashed to the ground and both riders were overthrown.
A terrible sword fight commenced, and each felt the might of the other as fresh
wounds were inflicted with every blow. For three hours they fought with scarcely a
pause, and the blood seeped out from their armor and trickled to the ground. Sir
Launcelot found to his dismay that Sir Gawain, instead of weakening, seemed to
increase in strength as they proceeded, and he began to fear that he was battling
not with a knight but with a fiend incarnate.10 He decided to fight defensively and
to conserve his strength.
It was a secret known only to King Arthur and to Sir Gawain himself that his
strength increased for three hours in the morning, reaching its zenith11 at noon,
and waning again. This was due to an enchantment that had been cast over him
by a hermit12 when he was still a youth. Often in the past, as now, he had taken
advantage of this.
Thus when the hour of noon had passed, Sir Launcelot felt Sir Gawains
strength return to normal, and knew that he could defeat him.
Sir Gawain, I have endured many hard blows from you these last three
hours, but now beware, for I see that you have weakened, and it is I who am the
stronger.
Thereupon Sir Launcelot redoubled his blows, and with one, catching Sir
Gawain sidelong on the helmet, sent him reeling to the ground. Then he
courteously stood back. d
Sir Launcelot, I still defy you! said Sir Gawain from the ground. Why do
you not kill me now? for I warn you that if ever I recover I shall challenge you
again.
Sir Gawain, by the grace of God I shall endure you again, Sir Launcelot
replied, and then turned to the king:
My liege, your expedition can find no honorable conclusion at these walls, so
I pray you withdraw and spare your noble knights. Remember me with kindness
and be guided, as ever, by the love of God.
Alas! said the king, Sir Launcelot scruples13 to fight against me or those of
my blood, and once more I am beholden to him.
Sir Launcelot withdrew to the city and Sir Gawain was taken to his pavilion,
where his wounds were dressed. King Arthur was doubly grieved, by his quarrel
with Sir Launcelot and by the seriousness of Sir Gawains wounds.
For three weeks, while Sir Gawain was recovering, the siege was relaxed and
both sides skirmished only halfheartedly. But once recovered, Sir Gawain rode up
to the castle walls and challenged Sir Launcelot again:
Sir Launcelot, traitor! Come forth, it is Sir Gawain who challenges you.
d SUMMARIZE
Describe the battle

between Launcelot and
Gawain. What tactic
does Launcelot use to
overcome Gawains secret
advantage?
10. fiend incarnate: devil in human form.
11. zenith: highest point; peak.

12. hermit: a person living in solitude for religious reasons.
LOYALTY?
13. scruples: hesitates for reasons of principle.
252
Discuss How does Launcelot display loyalty

to King Arthur during the fight scene in lines
110117? Possible answer: Launcelot displays
loyalty by refusing to kill Gawain (Arthurs
nephew) when he has the chance to do so and
by urging Arthur to withdraw from the fight,
with his blessing.
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Evaluate Authors Choices Ask students to
imagine that Gawain has no magical fighting
power. Discuss these questions:
How would the fight scene be different?
Possible answer: The fight might be more
one-sided in favor of Launcelot; Gawain
might be put out of commission quickly.
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Gawain a magical power increases the

suspense about the outcome of the fight.
Is this narrative strategy effective, or does
it seem like a trick on the authors part?
Explain. Possible answer: The strategy is
effective because supernatural or magical elements are characteristic of medieval
romance.
Why did the author supply Gawain with a

magical power? Possible answer: Giving
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140
150
Sir Gawain, why these insults? I have the measure of your strength and you
can do me but little harm.
Come forth, traitor, and this time I shall make good my revenge! Sir Gawain
shouted.
Sir Gawain, I have once spared your life; should you not beware of meddling
with me again?
Sir Launcelot armed and rode out to meet him. They jousted and Sir Gawain
broke his spear and was flung from his horse. He leaped up immediately, and
putting his shield before him, called on Sir Launcelot to fight on foot.
The issue14 of a mare has failed me; but I am the issue of a king and a queen
and I shall not fail! he exclaimed.
As before, Sir Launcelot felt Sir Gawains strength increase until noon, during
which period he defended himself, and then weaken again.
Sir Gawain, you are a proved knight, and with the increase of your strength
until noon you must have overcome many of your opponents, but now your
strength has gone, and once more you are at my mercy.
Sir Launcelot struck out lustily and by chance reopened the wound he had
made before. Sir Gawain fell to the ground in a faint, but when he came to he said
weakly:
Sir Launcelot, I still defy you. Make an end of me, or I shall fight you again!
Sir Gawain, while you stand on your two feet I will not gainsay15 you; but I
will never strike a knight who has fallen. God defend me from such dishonor! e
Sir Launcelot walked away and Sir Gawain continued to call after him:
Traitor! Until one of us is dead I shall never give in!
For a month Sir Gawain lay recovering from his wounds, and the siege
remained; but then, as Sir Gawain was preparing to fight Sir Launcelot once more,
King Arthur received news which caused him to strike camp and lead his army on
a forced march to the coast, and thence to embark for Britain.
VOCABULARY
own the word
usurp: Read the paragraph with usurp aloud

to students. Then have them list the steps
that Sir Modred took in order to usurp the
throne. Possible answer: wrote false letters
announcing the kings death, called a parliament, read the letters, persuaded nobility to
elect him king
e
MEDIEVAL ROMANCE
In what ways does
Launcelot exemplify the
ideals of chivalry in
lines 138148?
160
medieval romance
Possible answer: Launcelot exemplifies

the ideals of chivalry by being courageous
in battle and courteous to his opponent,
and by not taking unfair advantage of his
defeated opponentin short, by acting like
an honorable knight.
he ay of estiny

During the absence of King Arthur from Britain, Sir Modred, already vested with
sovereign powers,16 had decided to usurp the throne. Accordingly, he had false
letters writtenannouncing the death of King Arthur in battleand delivered
to himself. Then, calling a parliament, he ordered the letters to be read and
persuaded the nobility to elect him king. The coronation took place at Canterbury
and was celebrated with a fifteen-day feast.
Sir Modred then settled in Camelot and made overtures to Queen Gwynevere
to marry him. The queen seemingly acquiesced, but as soon as she had won his
confidence, begged leave to make a journey to London in order to prepare her
L4
IF STUDENTS NEED HELP . . . Urge them to

review the historical essay, focusing on
Chivalry and Courtly Love in the Ideas of
the Age section. Have them state traits
of chivalry that are described in that
passage. Then have students match the
traits against Launcelots behavior in
lines 138148 and decide which ones
apply to him.
usurp (yL-srpP) v. to
seize unlawfully by force
14. issue: offspring.

15. gainsay: deny.
16. vested with sovereign powers: given the authority of a king.
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Comprehension Support: Text Structure Point

out that line 154 is not the end of the selection.
Have students reread lines 151154 and speculate about what might make Arthur suddenly
abandon Benwick and return to England. Then
ask students to preview the next section by
reading its title. Invite students to predict what
might happen in this section.
Culture: Clarify Direct students attention to

the clause Sir Launcelot struck out in line 143.
Point out that struck out is a term in baseball.
Emphasize that struck out is not used in that
sense here; in this case, it means struck or hit
with his sword.
Evaluate Sir Thomas Malory surely did not

intend Gawains repeated assertions of
defiance against the stronger Launcelot
to be interpreted as comic. Do they seem
unintentionally comic today, and why? Accept
reasonable responses, such as that these scenes
seem long and windy in comparison to scenes
from todays fast-paced action films and
television shows.
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READING SKILL
summarize
RL 2
Possible answer: Sir Modred usurps the

throne by spreading the lie that King Arthur
is dead. He is officially crowned, he settles
in Camelot, and he attempts to woo Queen
Gwynevere. She pretends to consent but
then, with the support of some nobles, hides
from Modred in the Tower of London.
170
180
Model the Skill:
RL 3
RL 5
conflict
Read aloud lines 170178. Identify, with students, the outside forces that are causing
strife for Sir Modred and the Archbishop.
Possible answer: The external conflict is
that the Archbishop of Canterbury threatens to excommunicate Sir Modred, who in
turn threatens to behead the Archbishop.
190
Extend the Discussion What difference

does the Archbishops opposition make?
READING SKILL
summarize
RL 2
200
trousseau.17 Sir Modred consented, and the queen rode straight to the Tower which,
with the aid of her loyal nobles, she manned and provisioned for her defense. f
Sir Modred, outraged, at once marched against her, and laid siege to the Tower,
but despite his large army, siege engines, and guns, was unable to effect a breach.
He then tried to entice the queen from the Tower, first by guile and then by
threats, but she would listen to neither. Finally the Archbishop of Canterbury
came forward to protest:
Sir Modred, do you not fear Gods displeasure? First you have falsely made
yourself king; now you, who were begotten by King Arthur on his aunt,18 try to
marry your fathers wife! If you do not revoke your evil deeds I shall curse you
with bell, book, and candle.19
Fie on you! Do your worst! Sir Modred replied.
Sir Modred, I warn you take heed! or the wrath of the Lord will descend upon
you.
Away, false priest, or I shall behead you! g
The Archbishop withdrew, and after excommunicating Sir Modred, abandoned
his office and fled to Glastonbury. There he took up his abode as a simple hermit,
and by fasting and prayer sought divine intercession20 in the troubled affairs of his
country.
Sir Modred tried to assassinate the Archbishop, but was too late. He continued
to assail the queen with entreaties and threats, both of which failed, and then the
news reached him that King Arthur was returning with his army from France in
order to seek revenge.
Sir Modred now appealed to the barony to support him, and it has to be told
that they came forward in large numbers to do so. Why? it will be asked. Was not
King Arthur, the noblest sovereign Christendom had seen, now leading his armies
in a righteous cause? The answer lies in the people of Britain, who, then as now,
were fickle. Those who so readily transferred their allegiance to Sir Modred did so
with the excuse that whereas King Arthurs reign had led them into war and strife,
Sir Modred promised them peace and festivity. h
Hence it was with an army of a hundred thousand that Sir Modred marched
to Dover to battle against his own father, and to withhold from him his rightful
crown.
As King Arthur with his fleet drew into the harbor, Sir Modred and his army
launched forth in every available craft, and a bloody battle ensued in the ships
and on the beach. If King Arthurs army were the smaller, their courage was the
higher, confident as they were of the righteousness of their cause. Without stint21
they battled through the burning ships, the screaming wounded, and the corpses
Possible answer: Sir Modred now looked to

the land-owning nobles for help. Many of
them helped him because they were fickle
and because they believed Modreds promises of peace and good times.
Extend the Discussion In what other times
and places have people supported a ruler
for reasons that they have regretted later?
VOCABULARY
SUMMARIZE
Reread lines 155165
and summarize the
events that open this
section of the selection.
guile (gFl) n. clever
trickery; deceit
g CONFLICT
Describe the external

conflict in lines 166178.
What motivates
Mordreds behavior?
Analyze Visuals
William Morris was a
designer and artist who
was heavily influenced
by medieval arts and
crafts. What details
in this image suggest
Gwyneveres emotional
state?
h SUMMARIZE
Summarize lines 187193.

Why do many people in
Britain support Modred?
17. trousseau (trLPsI): clothes and linens that a bride brings to her marriage.
18. begotten . . . aunt: Modred is the son of Arthur and Queen Margawse, the sister of Arthurs mother,
Queen Igraine.
19. I shall curse you with bell, book, and candle: The archbishop is threatening to excommunicate Modred
that is, to deny him participation in the rites of the church. In the medieval ritual of excommunication, a
bell was rung, a book was shut, and a candle was extinguished.
20. divine intercession: assistance from God.
21. stint: holding back.
254
Guinevere (1858), William Morris.

Watercolor and drawing on paper,
1,264 mm 552 mm. Tate Gallery, London.
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guile: Remind students that the connotation of guile includes the idea of treachery
and betrayal. Have them explain what they
think Modred might have said to the queen
as he used guile to entice her to leave the
Tower. Possible answers: He might have said
that he would reward her, protect her, and
ensure her safety.
254 unit
Analyze Theme [small-group option] Point

out that the conflict between Modred and
the Archbishop of Canterbury can be seen in
thematic terms as a conflict between worldly
power and religious power. Ask small groups
of students to discuss which side seems more
powerful and why. As groups discuss the
theme, point out that Modred seems to win
the confrontation, but that his win may be a
pyrrhic victory (a victory in which the winner
actually loses more than the victory is worth).

Ask groups to discuss whether, in some sense,
the Archbishop is the true winner of the
confrontation, and Modred the loser. Invite
representatives to share each groups ideas
with the class.
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Analyze Visuals
Possible answer: Guineveres downcast gaze
and thoughtful expression, as well as the
paintings subdued color palette, convey a
somber air.
About the Art This watercolor portrait of
Queen Guinevere (spelled Gwynevere in
Malorys tale) was painted by English artist William Morris (18341896) around 1858.
Morris also created the oil painting of Guinevere that illustrates Sir Gawain and the Green
Knight (page 234). As in the oil painting, this
watercolor image shows the queen as a beautiful but pensive woman.
LOYALTY?
Discuss In lines 161174, what irony might
readers detect in Queen Gwyneveres show
of loyalty to King Arthur, which is supported
by the Archbishop? Possible answer: Readers
might note that Gwynevere was disloyal to
Arthur by loving Launcelot (indeed, she was
nearly executed for her sin) and that it therefore seems ironic that she would refuse Modred,
especially given that Arthur is believed to be
dead. It also may be ironic that the Archbishop
ignores Gwyneveres past disloyalty.
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breach (line 167), opening
Vocabulary Support
revoke (line 173), to give up
coronation (line 159), ceremony at which a

king or queen is crowned
abode (line 180), dwelling place
overtures (line 161), offers (specifically, offers to begin a relationship)

acquiesced (line 162), agreed
12:22:47 PM
assail (line 184), to attack (especially

verbally)
entreaties (line 184), powerful requests
barony (line 187), land-owning nobles
provisioned (line 165), supplied

effect (line 167), to cause to happen
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Gawains change of heart in lines 210234:
Restate What two things does Gawain
ask Launcelot to do? Answer: Gawain asks
Launcelot to visit his tomb and pray there,
and to join Arthur against Modred.
Analyze What is responsible for Gawains
change of heart toward Launcelot? Possible answer: Gawains change of heart may
come from the realization that he was wrong
to doubt Launcelots character or from the
understanding that his personal animosity
toward Launcelot is less important than the
need to help King Arthur.
Evaluate In this scene, Gawain makes a
deathbed repentance. How trustworthy
might this repentance be? Explain. Possible
answers: Gawains repentance is trustworthy;
the nearness of death makes him see the
truth. Gawains repentance is untrustworthy
because it may be motivated by fear.
210
220
230
READING SKILL
summarize
RL 2
Possible answer: Sir Launcelot, I, Sir Gawain,

will die at noon today from the wounds that
you gave me. My death is my own fault,
caused by my spiteful wish for revenge.
Please visit my tomb and pray for me. In
addition, please come and help King Arthur,
for Modred has usurped the throne and is
fighting against him.
240
floating on the bloodstained waters. Once ashore they put Sir Modreds entire
army to flight.
The battle over, King Arthur began a search for his casualties, and on peering
into one of the ships found Sir Gawain, mortally wounded. Sir Gawain fainted
when King Arthur lifted him in his arms; and when he came to, the king spoke:
Alas! dear nephew, that you lie here thus, mortally wounded! What joy is now
left to me on this earth? You must know it was you and Sir Launcelot I loved
above all others, and it seems that I have lost you both.
My good uncle, it was my pride and my stubbornness that brought all this
about, for had I not urged you to war with Sir Launcelot your subjects would
not now be in revolt. Alas, that Sir Launcelot is not here, for he would soon
drive them out! And it is at Sir Launcelots hands that I suffer my own death: the
wound which he dealt me has reopened. I would not wish it otherwise, because is
he not the greatest and gentlest of knights?
I know that by noon I shall be dead, and I repent bitterly that I may not be
reconciled to Sir Launcelot; therefore I pray you, good uncle, give me pen, paper,
and ink so that I may write to him.
A priest was summoned and Sir Gawain confessed; then a clerk brought ink,
pen, and paper, and Sir Gawain wrote to Sir Launcelot as follows:
Sir Launcelot, flower of the knighthood: I, Sir Gawain, son of King Lot of
Orkney and of King Arthurs sister, send you my greetings!
I am about to die; the cause of my death is the wound I received from you
outside the city of Benwick; and I would make it known that my death was of my
own seeking, that I was moved by the spirit of revenge and spite to provoke you to
battle.
Therefore, Sir Launcelot, I beseech you to visit my tomb and offer what
prayers you will on my behalf; and for myself, I am content to die at the hands of
the noblest knight living.
One more request: that you hasten with your armies across the sea and give
succor22 to our noble king. Sir Modred, his bastard son, has usurped the throne and
now holds against him with an army of a hundred thousand. He would have won
the queen, too, but she fled to the Tower of London and there charged her loyal
supporters with her defense.
Today is the tenth of May, and at noon I shall give up the ghost; this letter is
written partly with my blood. This morning we fought our way ashore, against the
armies of Sir Modred, and that is how my wound came to be reopened. We won
the day, but my lord King Arthur needs you, and I too, that on my tomb you may
bestow your blessing. i
Sir Gawain fainted when he had finished, and the king wept. When he came
to he was given extreme unction,23 and died, as he had anticipated, at the hour of
noon. The king buried him in the chapel at Dover Castle, and there many came to
see him, and all noticed the wound on his head which he had received from
Sir Launcelot.
SUMMARIZE
Reread lines 221239.
Briefly summarize
Gawains letter to Sir
Launcelot.
22. succor (sOkPEr) n. aid in a time of need; relief

23. extreme unction: a ritual in which a priest anoints and prays for a dying person.
256
256
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Idioms [mixed-readiness pairs] Help students use context clues to determine the
meanings of these idioms in the story:
give in (line 150), to surrender
put . . . to flight (lines 202203), caused
the opposing forces to retreat
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brought . . . about (lines 210211), made this

happen
give up the ghost (line 235), die
won the day (lines 237238), triumphed
give battle to (lines 267268), to fight
against
came to (line 206), returned to

consciousness
256 unit
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250
260
270
280
Then the news reached Arthur that Sir Modred offered him battle on the
field at Baron Down. Arthur hastened there with his army, they fought, and Sir
Modred fled once more, this time to Canterbury.
When King Arthur had begun the search for his wounded and dead, many
volunteers from all parts of the country came to fight under his flag, convinced
now of the rightness of his cause. Arthur marched westward, and Sir Modred once
more offered him battle. It was assigned for the Monday following Trinity Sunday,
on Salisbury Down.
Sir Modred levied fresh troops from East Anglia and the places about London,
and fresh volunteers came forward to help Arthur. Then, on the night of Trinity
Sunday, Arthur was vouchsafed24 a strange dream:
He was appareled in gold cloth and seated in a chair which stood on a pivoted
scaffold. Below him, many fathoms deep, was a dark well, and in the water swam
serpents, dragons, and wild beasts. Suddenly the scaffold tilted and Arthur was
flung into the water, where all the creatures struggled toward him and began
tearing him limb from limb.
Arthur cried out in his sleep and his squires hastened to waken him. Later, as he
lay between waking and sleeping, he thought he saw Sir Gawain, and with him a
host of beautiful noblewomen. Arthur spoke:
My sisters son! I thought you had died; but now I see you live, and I thank the
lord Jesu! I pray you, tell me, who are these ladies?
My lord, these are the ladies I championed25 in righteous quarrels when I was on
earth. Our lord God has vouchsafed that we visit you and plead with you not to give
battle to Sir Modred tomorrow, for if you do, not only will you yourself be killed,
but all your noble followers too. We beg you to be warned, and to make a treaty
with Sir Modred, calling a truce for a month, and granting him whatever terms he
may demand. In a month Sir Launcelot will be here, and he will defeat Sir Modred.
Thereupon Sir Gawain and the ladies vanished, and King Arthur once more
summoned his squires and his counselors and told them his vision. Sir Lucas and
Sir Bedivere were commissioned to make a treaty with Sir Modred. They were to
be accompanied by two bishops and to grant, within reason, whatever terms he
demanded.
The ambassadors found Sir Modred in command of an army of a hundred
thousand and unwilling to listen to overtures of peace. However, the ambassadors
eventually prevailed on him, and in return for the truce granted him suzerainty 26
of Cornwall and Kent, and succession to the British throne when King Arthur
died. The treaty was to be signed by King Arthur and Sir Modred the next day.
They were to meet between the two armies, and each was to be accompanied by
no more than fourteen knights.
Both King Arthur and Sir Modred suspected the other of treachery, and gave
orders for their armies to attack at the sight of a naked sword. When they met at
the appointed place the treaty was signed and both drank a glass of wine.
Language Coach
LOYALTY?
Roots and Affixes Two

examples of suffixes
(affixes at the end of a
word) are ness (state
of) and eous (full of).
Each suffix appears on
this page, in lines 250
and 266. What is the
base word in both cases?
What does each word
mean?
Discuss To what, if anything, does Modred

show loyalty? Explain. Possible answer:
Modred is loyal only to his own survival and
his dream of achieving power. He is not loyal
to any person other than himself or to any
principle, such as the ideal of chivalry. Instead,
he offers Arthur one battle after another, seemingly confident of his ultimate success, despite
the fact that Arthurs support is growing.
24. vouchsafed: granted.

25. championed: defended or fought for.
26. suzerainty (sLPzEr-En-tC): the position of feudal lord.
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257
257
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Language Coach
Roots and Affixes
Answer: Base word is right. Line 250: state
of being right; Line 266: morally right or
justifiable Have students list other words
that contain the suffixes ness and eous
and try to determine their definitions.
12:22:53 PM

Compare Interpretations Invite students
to interpret Arthurs dream (lines 255260)
and subsequent vision (lines 262271). Their
interpretations may use a variety of perspectives, such as analyzing Arthurs character,
predicting the narrative, or finding themes and
symbols. Encourage as many interpretations
as possible. Prompt discussion by asking these
questions:
What is the significance of the well, of

Arthurs fall into it, and of the creatures that
tear him apart?
Why does the vision include ladies whom
Gawain has championed?
Why is Gawain an appropriate messenger of
important news for Arthur?
By including the dream and the vision, what
is Malory telling the reader?
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290
READING SKILL
summarize
RL 2
Possible answer: Although Modred at first

rejects a truce, Arthurs ambassadors persuade him. Modred and Arthur meet, but
both leaders suspect treachery and order
their armies to attack at the first sight of a
blade. When a soldier draws his sword to
kill a snake, both armies mistakenly charge
into battle. The breaking of the treaty is the
result of a misunderstanding.
300
RL 3
RL 5
conflict
Possible answer: Despite Sir Belvederes

advice to allow this fateful day to pass,
Arthur is motivated by revenge against the
traitor Sir Modred. He says he wishes he
had died instead of his noble knights.
310
320
Then, by chance, one of the soldiers was bitten in the foot by an adder27 which
had lain concealed in the brush. The soldier unthinkingly drew his sword to kill it,
and at once, as the sword flashed in the light, the alarums28 were given, trumpets
sounded, and both armies galloped into the attack. j
Alas for this fateful day! exclaimed King Arthur, as both he and Sir Modred
hastily mounted and galloped back to their armies. There followed one of those
rare and heartless battles in which both armies fought until they were destroyed.
King Arthur, with his customary valor, led squadron after squadron of cavalry
into the attack, and Sir Modred encountered him unflinchingly. As the number
of dead and wounded mounted on both sides, the active combatants continued
dauntless until nightfall, when four men alone survived.
King Arthur wept with dismay to see his beloved followers fallen; then,
struggling toward him, unhorsed and badly wounded, he saw Sir Lucas the Butler
and his brother, Sir Bedivere.29
Alas! said the king, that the day should come when I see all my noble knights
destroyed! I would prefer that I myself had fallen. But what has become of the
traitor Sir Modred, whose evil ambition was responsible for this carnage?
Looking about him King Arthur then noticed Sir Modred leaning with his
sword on a heap of the dead.
Sir Lucas, I pray you give me my spear, for I have seen Sir Modred.
Sire, I entreat you, remember your visionhow Sir Gawain appeared with a
heaven-sent message to dissuade you from fighting Sir Modred. Allow this fateful
day to pass; it is ours, for we three hold the field, while the enemy is broken.
My lords, I care nothing for my life now! And while Sir Modred is at large I
must kill him: there may not be another chance. k
God speed you, then! said Sir Bedivere.
When Sir Modred saw King Arthur advance with his spear, he rushed to meet
him with drawn sword. Arthur caught Sir Modred below the shield and drove his
spear through his body; Sir Modred, knowing that the wound was mortal, thrust
himself up to the handle of the spear, and then, brandishing his sword in both
hands, struck Arthur on the side of the helmet, cutting through it and into the
skull beneath; then he crashed to the ground, gruesome and dead.
King Arthur fainted many times as Sir Lucas and Sir Bedivere struggled with
him to a small chapel nearby, where they managed to ease his wounds a little.
When Arthur came to, he thought he heard cries coming from the battlefield.
Sir Lucas, I pray you, find out who cries on the battlefield, he said.
Wounded as he was, Sir Lucas hobbled painfully to the field, and there in the
moonlight saw the camp followers stealing gold and jewels from the dead, and
murdering the wounded. He returned to the king and reported to him what he
had seen, and then added:
SUMMARIZE
Summarize lines 277
290. What leads to the
breaking of the treaty
between King Arthur
and Modred?
k CONFLICT
What motivates Arthurs

decision to fight Modred
despite Sir Bediveres
advice?
27. adder: a poisonous snake.

28. alarums: calls to arms.
29. Sir Lucas . . . Bedivere: brothers who are members of King Arthurs court.
258
258
Vocabulary: Prefixes [mixed-readiness

pairs] Point out these words with the common prefix un-: unwilling (line 278), unthinkingly (line 288), unflinchingly (line 295), unhorsed (line 299). Have pairs find definitions
in the dictionary. Discuss how the repeated
use of the prefix reinforces the gloomy tone
of this battle scene.
Analyze After students have read the selection, ask them to write three paragraphs in
which they explore the roles that chance and
choice play in Le Morte dArthur. Encourage
students to use a Two-Column Chart (like this
one, which notes some details from this part
of the tale) as a prewriting tool.
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Chance Events
Choice Events
A snake bites a
soldier.
Modred agrees
to a truce.
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Analyze Visuals
Possible answer: The raw, violent lines; the
dark palette; the grim clouds; the carrion birds;
the facelessness of the combatants; and the
amassed bodies of the dead all contribute to
the ferocity of this scene.
Arthur Versus Modred, Arthur Rackham. Illustration from The Romance of King Arthur.
330
My lord, it surely would be better to move you to the nearest town?

My wounds forbid it. But alas for the good Sir Launcelot! How sadly I have
missed him today! And now I must dieas Sir Gawain warned me I would
repenting our quarrel with my last breath.
Sir Lucas and Sir Bedivere made one further attempt to lift the king. He fainted
as they did so. Then Sir Lucas fainted as part of his intestines broke through a
wound in the stomach. When the king came to, he saw Sir Lucas lying dead with
foam at his mouth.
Sweet Jesu, give him succor! he said. This noble knight has died trying to
save my lifealas that this was so!
Analyze Visuals
What elements of this
image help convey the
ferocity of the battle
between Arthur and
Modred?
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259
Analyze Theme [small-group option] Invite

groups of students to discuss the themes
that they find in the final battle. In particular,
ask groups to create a statement about what
the story suggests about the nature of war.
Point out these details:
The war is all but over when it is reignited
by accident.
Although grieved by the carnage, Arthur
spurs himself to further violence at the
sight of his enemy.
259
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About the Art London-born Arthur Rackham

(18671939) has been called the most important illustrator of the early 20th century. His
work enriches many classic collections of
fairy tales, fables, and fantasy. Rackhams
style, which featured elves, fairies, and idyllic mountain forests, usually was known for
its nonthreatening qualities of joy, wonder,
innocence, and good humor. However, this
depiction of the final clash between Arthur
and Modred is anything but innocent, joyous, or good-humored. Dead bodies litter the
scene; dark birds fly overhead, perhaps looking
for carrion; a monochromatic dark brown
dominates the setting. Rackham created the
illustration in 1917, at the height of World
War I, when merciless battles between massive armies were devastating Europe. If guns
and uniforms replaced the swords and armor,
this picture could just as well illustrate World
War Ian event that ended the relative
innocence of the world, much as the events
in Malorys narrative brought the idyllic
Camelot to an end.
12:24:07 PM
Arthur loses his life by ignoring sound

advice.
The leaders of the two armies kill each
other in an act of mutual destruction.
Arthurs mortal enemy is the illegitimate
child that he has fathered.
Have groups exchange thematic statements
and discuss the statements that they receive.
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340

Sir Bediveres lie in lines 338359:
Recall How does Arthur know that Sir
Bedivere has disobeyed him? Possible
answer: Sir Bedivere tells Arthur that he sees
only wind and the waves at the lake. Arthurs
response makes it clear that if Sir Bedivere
had thrown Excalibur into the lake, he would
have had something different to report to
Arthur.
350
Interpret What does his disobedience reveal

about Sir Bediveres character traits? Possible answer: It reveals dishonesty, weakness,
and fallibility.
Synthesize Construct a selfish motive why
Sir Bedivere lies to King Arthur; then construct an unselfish motive. Which motive
appears more credible? Possible answer:
Selfish: Bedivere wants to keep the sword for
himself. Unselfish: Bedivere believes that his
wounded king has lost his reason; therefore, Bedivere wants to preserve the sword.
Students opinions of the credibility of these
motives will vary.
RL 3
RL 5
conflict
Possible answer: Sir Bediveres internal

conflict is that he cannot bring himself to
discard Arthurs magnificent sword. He
ultimately resolves the conflict by being a
dutiful knight and obeying his king.
360
370
Sir Bedivere wept for his brother.

Sir Bedivere, weep no more, said King Arthur, for you can save neither your
brother nor me; and I would ask you to take my sword Excalibur30 to the shore of
the lake and throw it in the water. Then return to me and tell me what you have
seen.
My lord, as you command, it shall be done.
Sir Bedivere took the sword, but when he came to the waters edge, it appeared
so beautiful that he could not bring himself to throw it in, so instead he hid it by
a tree, and then returned to the king.
Sir Bedivere, what did you see?
My lord, I saw nothing but the wind upon the waves.
Then you did not obey me; I pray you, go swiftly again, and this time fulfill
my command.
Sir Bedivere went and returned again, but this time too he had failed to fulfill
the kings command.
Sir Bedivere, what did you see?
My lord, nothing but the lapping of the waves.
Sir Bedivere, twice you have betrayed me! And for the sake only of my sword: it
is unworthy of you! Now I pray you, do as I command, for I have not long to live.
This time Sir Bedivere wrapped the girdle around the sheath and hurled it as
far as he could into the water. A hand appeared from below the surface, took the
sword, waved it thrice, and disappeared again. Sir Bedivere returned to the king
and told him what he had seen. l
Sir Bedivere, I pray you now help me hence, or I fear it will be too late.
Sir Bedivere carried the king to the waters edge, and there found a barge in
which sat many beautiful ladies with their queen. All were wearing black hoods,
and when they saw the king, they raised their voices in a piteous lament.
I pray you, set me in the barge, said the king.
Sir Bedivere did so, and one of the ladies laid the kings head in her lap; then
the queen spoke to him:
My dear brother, you have stayed too long: I fear that the wound on your head
is already cold.
Thereupon they rowed away from the land and Sir Bedivere wept to see them go.
My lord King Arthur, you have deserted me! I am alone now, and among
enemies.
Sir Bedivere, take what comfort you may, for my time is passed, and now I
must be taken to Avalon31 for my wound to be healed. If you hear of me no more,
I beg you pray for my soul.
The barge slowly crossed the water and out of sight while the ladies wept. Sir
Bedivere walked alone into the forest and there remained for the night.
In the morning he saw beyond the trees of a copse32 a small hermitage.
He entered and found a hermit kneeling down by a fresh tomb. The hermit was
CONFLICT
What internal conflict
does Sir Bedivere
experience in lines
343360? How does he
ultimately resolve it?
30. Excalibur (Dk-skBlPE-bEr): Arthurs remarkable sword, which originally came from the Lady of the Lake.
31. Avalon: an island paradise of Celtic legend, where heroes are taken after death.
32. copse (kJps): a grove of small trees.

attention to lines 343344 and discuss
why Bedivere hesitates at the edge of
the lake.
260
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Analyze and Evaluate [paired option] Remind
students that medieval romance features
larger-than-life or idealized characters;
exotic settings; the supernatural; hidden or
mistaken identity; and heroes motivated by
love, faith, honor, or a desire for adventure. In
contrast, realism shows people and situations
more as they might be in real life. Ask pairs
of students to review the scenes of the final
battle and its aftermath and to make these
determinations:
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which elements of these scenes are

romantic
which elements are realistic
whether any generalizations can be made
comparing Malorys treatment of the battle
with his treatment of its aftermath
whether the mixture of realism and
romance is effective
Work with student pairs to choose a format
for sharing their determinations.
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380
390
400
weeping as he prayed, and then Sir Bedivere recognized him as the Archbishop of
Canterbury, who had been banished by Sir Modred.
Father, I pray you, tell me, whose tomb is this?
My son, I do not know. At midnight the body was brought here by a company
of ladies. We buried it, they lit a hundred candles for the service, and rewarded me
with a thousand bezants.33
Father, King Arthur lies buried in this tomb.
Sir Bedivere fainted when he had spoken, and when he came to he begged the
Archbishop to allow him to remain at the hermitage and end his days in fasting
and prayer.
Father, I wish only to be near to my true liege.
My son, you are welcome; and do I not recognize you as Sir Bedivere the Bold,
brother to Sir Lucas the Butler?
Thus the Archbishop and Sir Bedivere remained at the hermitage, wearing the
habits of hermits and devoting themselves to the tomb with fasting and prayers
of contrition.34
Such was the death of King Arthur as written down by Sir Bedivere. By some
it is told that there were three queens on the barge: Queen Morgan le Fay, the
Queen of North Galys, and the Queen of the Waste Lands; and others include the
name of Nyneve, the Lady of the Lake who had served King Arthur well in the
past, and had married the good knight Sir Pelleas.
In many parts of Britain it is believed that King Arthur did not die and that he
will return to us and win fresh glory and the Holy Cross of our Lord Jesu Christ;
but for myself I do not believe this, and would leave him buried peacefully in
his tomb at Glastonbury, where the Archbishop of Canterbury and Sir Bedivere
humbled themselves, and with prayers and fasting honored his memory. And
inscribed on his tomb, men say, is this legend:
LOYALTY?
Discuss In lines 370371, Sir Bedivere complains that King Arthur has deserted him
that Arthur has lost his loyalty to Bedivere.
Is the complaint accurate? Why or why not?
Possible answers: Yes; Arthur should take
Bedivere with him, no matter what. No; Arthur
knows that he is dying and he can do nothing
more for Bedivere.
selection wrapup
READ WITH A PURPOSE How might the outcome of the story been different if the characters had chosen, at various times throughout
the story, not to go into battle? Possible
answer: Sir Gawain, Sir Lucas, and King Arthur
would not have been killed.
HIC IACET ARTHURUS,

REX QUONDAM REXQUE FUTURUS.35
CRITIQUE
Ask students how well the story of King
Arthur and his knights holds up after more
than 500 years. Have students explain
their views.
INDEPENDENT READING
Students may also enjoy reading Sun Dancing
by Geoffrey Moorhouse.
33. bezants (bDzPEnts): gold coins.

34. contrition (kEn-trGshPEn): sincere regret for wrongdoing.
35. Hic iacet Arthurus, rex quondam rexque futurus (hGk yPkDt r-tLPrMs rAks kwnPdm rAkPskwD
fM-tLPrMs) Latin: Here lies Arthur, the once and future king.
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261
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Comprehension Support [small-group option] To help students review the story as a

whole, have them work in small groups to
complete a Story Map.
Analyze and Evaluate The ending of The

Day of Destiny implies that Arthur someday
will return to lead England to greatness
although the narrator explicitly says that he
does not believe it. Invite students to use
these questions to discuss the function and
effect of this prophecy:
Story Map p. D14
12:23:03 PM
What is there about King Arthur that makes

him appropriate as the subject of such a
prophecy?
Malory obviously wanted to include the
prophecy; why, then, did he add a statement
of disbelief? Does that statement make the
ending less effective, or more so?
What does the prophecy contribute to the

ending? What would the ending be like
without it?
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William Caxton, the first English printer, had a significant impact on the literature of
his day. In his preface to the first edition of Malorys Le Morte dArthur (1485), Caxton
describes his anticipated audience and reveals his purpose in publishing the work.
connect
This selection provides additional information
on the publishing history of Le Morte dArthur.
You can also use it as a minilesson on reading
for information.
p r et o ft hae c e
first edition
Point out that the preface to Le Morte dArthur

is a brief prose introduction and that it was
written by the printer, not the author. Then ask
of
le morte darthur
wi l l am c
caxton
axton
What information do the terms preface

and first edition provide? Possible answer:
Preface indicates that this is a short text that
allows readers to preview a longer text. First
edition indicates that William Caxton wrote
this preface when he first printed Le Morte
dArthur, hundreds of years ago.
I have, after the simple cunning that God hath sent to

me, under the favor and correction of all noble lords and
gentlemen, enprised to enprint a book of the noble histories of
the said King Arthur and of certain of his knights, after a copy
unto me delivered, which copy Sir Thomas Malory did take
out of certain books of French and reduced it into English.
And I, according to my copy, have done set it in enprint to
the intent that noble men may see and learn the noble acts
of chivalry, the gentle and virtuous deeds that some knights
used in tho[se] days, by which they came to honor, and how
they that were vicious were punished and oft put to shame
and rebuke; humbly beseeching all noble lords and ladies with
all other estates, of what estate or degree they been of, that
shall see and read in this said book and work, that they take
the good and honest acts in their remembrance, and to follow
the same; wherein they shall find many joyous and pleasant
histories and noble and renowned acts of humanity, gentleness,
and chivalries. For herein may be seen noble chivalry, courtesy,
humanity, friendliness, hardiness, love, friendship, cowardice,
murder, hate, virtue and sin. Do after the good and leave the
evil, and it shall bring you to good fame.
What useful information does the preface

give in helping readers preview Le Morte
dArthur? Possible answer: The preface gives
readers insight into the writing of the book
and tells a little about what is in the book.

Use these prompts to help students gain
further insight into Le Morte dArthur.
Connect From reading the preface, what
image of Le Morte dArthur comes to mind?
Accept all reasonable answers, such as that
an image of old-fashioned chivalry comes
to mind.
Analyze According to Caxton, who is the
audience for this book? Why would such
an audience identify especially well with
Le Morte dArthur? Possible answer: Caxton
says that the book is for all noble lords and
ladies. This audience would identify well
with the story, because most of its characters
are noble in rank and strive to uphold noble
virtues.
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Evaluate Is the preface an effective promotional tool for Malorys book? Defend
your view. Possible answers: Yes; the preface
entices with mention of the storys good
qualities. No; it does not provide enough
specifics to interest readers.
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After Reading
Practice and Apply
Comprehension
1. Recall What prevents Arthur from accepting Launcelots peace offers?
2. Recall Why does Arthur call off the siege of Benwick and return to Britain?
3. Clarify What happens when Arthur fights Modred?
Text Analysis
4. Summarize Review the chart you created as you read. Then summarize the
ways in which Gawains hostility toward Launcelot contributes to Arthurs
downfall.
RL 2 Provide an objective
summary of the text.
of a story. RL 5 Analyze how an
authors choices concerning how
to structure specific parts of a text
contribute to its overall structure
and meaning.

Conflict p. 253
5. Analyze Conflict To what extent are Arthurs internal and external conflicts
with Launcelot similar to his conflicts with Modred? In what ways are they
different?
answers
6. Examine Medieval Romance Review the Text Analysis instruction on page

229. Le Morte dArthur is one of the most influential medieval romances.
What characteristics of medieval romance appear in this work?
7. Compare and Contrast Characters Make a Venn diagram like the one
shown to help you compare and contrast Gawains and
Sir Gawain
Launcelots character traits. Which knights failure to
exemplify the ideals of chivalry is greater? Support your
answer with evidence from the text.
1. Gawains opposition prevents Arthur from

accepting Launcelots peace offers.
2. Arthur returns because Modred has usurped
his throne.
Sir Launcelot
3. Arthur stabs Modred and kills him, but

before he dies, Modred stabs Arthur in the
skull, killing him.
8. Evaluate Texts In his preface on page 262, William Caxton

explains that he has published Le Morte dArthur to provide
a model for good behavior. How well does this selection from Malorys
romance fulfill Caxtons purpose?
Possible answers:
4.
9. Critical Interpretations One critic has suggested that when confronted by

a need to make a decision in a moment of crisis, Arthur invariably chooses
the wrong course of action because he is unable or unwilling to see the
situation as it really is. Think about the various conflicts, both internal
and external, that Arthur struggles with in the selection, and consider the
important decisions he makes. Do you agree or disagree that he invariably
chooses the wrong course of action? Cite evidence from the text to support
your opinion.
5.
loyalty?
le morte darthur
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LOYALTY?
Ask students what they

think it means to be loyal to someone,
such as a friend. Discuss with them
which acts of disloyalty would, in their
opinions, not be forgivable.
common core focus Conflict The

conflicts are similar in that both Launcelot
and Modred are formidable opponents who
are accused of treason; they are different
in that Launcelot is chivalrous, whereas
Modred is treacherous.
6. Gawains first battle: Launcelot exemplifies

chivalry; Gawains strength is supernatural.
Final battle: Both characters are larger than
life. Excalibur: The hand that emerges from
the lake to grab the sword is supernatural.
Should Arthur have forgiven Launcelot for his disloyalty? Why or

why not? Can loyalty, once lost, ever be restored? Explain your response.
9. Arthur
263 makes a correct choice in negotiating with Modred after his dream. However, he makes a fatally wrong choice
in attacking Modred on the battlefield
instead of abiding Gawains advice.
common core focus Summarize Gawains hostility toward Launcelot

prolongs the siege in France, allowing
Modred to seize the throne. It also deprives
Arthur of his two best knights, because
Gawain dies of his wounds and Launcelot
does not follow Arthur to England.
Text Criticism
RL 2, RL 3, RL 5
12:21:47 PM
7. Gawain: vengeful, boastful, hot-headed.

Launcelot: reluctant to fight, forgiving.
Both: brave, loyal to Arthur. Gawain fails
to exemplify chivalry more than Launcelot
does, as Gawain has less self-control and
courtesy.
8. This selection fulfills Caxtons purpose in
that Launcelots chivalrousness and his
refusal to give in to anger are a model
of dealing effectively with an extreme
dilemma.
le morte darthur
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answers
vocabulary practice
word list
Choose the vocabulary word that best completes each sentence. Use the
context clues in the sentence to help you decide.
dominion
vocabulary practice
1. incumbent
2. dominion
guile
1. It is _____ on you to work hard if you want to succeed.
incumbent
4. redress
2. The queen had _____ over six new colonies.
redress
5. guile
3. The kings nephew tried to _____ power for himself.
usurp
4. He demanded that someone offer _____ for his grievances.
3. usurp
5. Clever but dishonest, she often used _____ to trick others.

concept

Students discussions should draw parallels
between the internal conflicts of Gawain and
Arthur, and should include the correct use of
at least two Academic Vocabulary words.
culture
parallel
section
structure
How do the internal conflicts of Gawain and Arthur parallel each other?
Which of them changes most dramatically in response to his internal conflict
and why? Discuss these questions with a partner, using at least two additional
Academic Vocabulary words in your discussion.
vocabulary strategy: multiple-meaning words
multiplemeaning
words
L 4, L 4d
Suggest that students follow these steps to

find the applicable meaning:
Read the entire sentence to get a sense of its
overall meaning.
Incumbent has more than one possible meaning. To determine which meaning
applies in a particular instance, consider the context, or surroundings. For
instance, in the sentence It is incumbent on my honor to do so, the context
suggests that incumbent means required as a duty or obligation.
PRACTICE In the passage below, use context to
determine the likely meaning of each boldfaced word.
Then explain which context clues in the paragraph
helped you determine the correct meaning of the word.
Look for words and phrases that provide

clues to the meaning of the sentence.
L 4 Determine or clarify the

meaning of multiple-meaning
words. L 4d Verify the
preliminary determination of the
meaning of a word by checking
the inferred meaning in context.
required as a a
duty or an obligation
The legend of Arthur has captured the imagination

incumbent
of writers since at least 1136, with the appearance
of Geoffrey of Monmouths History of the Kings of
lying or leaning
the holder of a
Britain. From this text, later writers would adopt
on something
job or an office
some of the essential elements of Arthurian lore:
Merlin, Excalibur, and Arthurs final repose at Avalon.
Interactive
A few decades later, the French poet Chrtien de Troyes introduced the
Vocabulary
character of Launcelot to the growing body of Arthurian literature. Le Morte
dArthur (1469), one of the earliest books printed in English, would eventually
KEYWORD: HML12-264
become the ultimate source for writers of Arthurian literature.
Substitute each possible meaning; then

decide which one best reflects the meanings
of the key words and phrases.
Possible answers: to take into ones own family; any of the four substances that constitute
physical matter; to rest; the physical structure
of a human being; final.

264
Assess and Reteach

Assess

Reteach
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Task Support: Vocabulary Strategy Point

out that in the Practice for the Vocabulary
Strategy, the words sovereign, barge, and
legend are similar in form and meaning to
the Spanish words soberana, barcaza (or
barco), and leyenda. Urge students to substitute the Spanish words for the English
words and to use the Spanish words to help
determine the likely meaning.
Multiple-Meaning Words Have students

compose additional sentences for the five
words in the Practice activity, using the alternate meanings. For an added challenge, ask
students to create a sentence that uses each
word twice (or three times, in the case of
legend), once for each meaning. Invite students to share and compare their sentences.
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Wrap-Up: Medieval Romance
The Legacy of Medieval

Romance
Firmly embedded in the tradition of Arthurian romance is the code
of chivalry prescribed for all knights. Along with the traits of bravery,
courtesy, and personal honor, this code of conduct required that men
behave gallantly toward women. It is this treatment of women that,
even today, is most often associated with mention of the chivalric code.
Writing to Persuade
Re-examine the selections on pages 230261 for examples of
chivalric behavior, but look for more than just gallantry toward
women. Find examples of knights displaying the other ideals
of chivalry youve learned about: loyalty, modesty, faith, honor,
bravery, and courtesy. Use these examples to write an essay
persuading a contemporary audienceyour peers, parents,
and teachersthat chivalry is or is not an outmoded virtue in
the 21st century.
Consider
which details from the selections will provide you with
the best support for your argument
what language will best persuade your audience
how to organize your writing to prove your argument
clearly and logically
Extension
SPEAKING & LISTENING
Divide into teams to debate this
statement: Chivalry is dead. You
may use your persuasive essays
as a jumping-off point, but
with your team members find
additional examples from todays
world to prove that chivalry is
alive and well or has withered and
died in the face of our modern
sensibilities and values.
W 1 Write arguments to support claims

in an analysis of substantive topics or
texts. W 1a Create an organization that
logically sequences claim(s), reasons, and
evidence. W 9 Draw evidence from literary or
informational texts to support analysis.
SL 1a Come to discussions having read and
researched material under study.
The Holy Grail Appears to the Knights of the

Round Table (1450).
W 1 Write arguments to support claims in an

analysis of substantive topics or texts. W 1a Create
an organization that logically sequences claim(s),
reasons, and evidence. W 9 Draw evidence
from literary or informational texts to support
analysis. SL 1a Come to discussions having read and
researched material under study.
Wrap-Up: Medieval Romance

This Wrap-Up provides students with an
opportunity to revisit the idea of chivalry, a
concept at the heart of medieval romance.
Introduce the feature by asking students to
discuss their impressions of chivalry and any
examples of chivalry in modern life that occur
to them.
Writing to
Persuade
Remind students that writing to persuade
means presenting an opinion and evidence
to support it. Suggest that the listing of
chivalric ideals in the prompt can guide students as they search for evidence. Also direct
their attention to the instruction about
medieval romance before the selection from
Sir Gawain and the Green Knight and to the
coverage of chivalry and medieval romance
in the Historical Essay at the beginning of
the unit.
Point out that whichever view students take,
they should keep in mind possible arguments
for the other view as they write.
wrap-up
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265
265
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Writing Support Remind students to choose
an organizational pattern for their essays
before beginning to draft. Review the major
types of organizational patterns, such as
chronological order, spatial order, and order
of importance. Discuss why each type of
order would or would not be a good choice
for organizing a persuasive essay on the
topic of chivalry in the 21st century; elicit that
order of importance might be an effective
organizational plan.
Extension
Ideally, students should prepare
the debate in small groups of mixed profi12:22:00 PM
ciency, divided according to which sides the
members took in their essays.
Tell students to read their essays aloud
within the group while listeners take notes.
Reviewing these notes will help students
grasp the arguments for and against
their side.
Remind students to anticipate the other
sides arguments and to prepare rebuttals.
Urge students to practice before conducting
the debate.
wr apup
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Focus and Motivate
Media
Study
Legends in Film: King Arthur

Film Clips on
Media
Smart dvd-rom
How do movies
media shape
portray
RL 7 Analyze multiple interpretations of a story,
evaluating how each version interprets the source
text. W 1 Write arguments to support claims in
an analysis of substantive topics. W 7 Conduct
short projects to answer a question. W 10 Write
routinely over shorter time frames for a range of
tasks, purposes, and audiences.
perceptions
legends
?
?
A legend is an unverified story passed
down from earlier times. Legends often
change over time as storytellers embellish
some details and diminish others to appeal
to different audiences or achieve different
purposes. In addition, each society may
impose its own values on a legendary
figure. In examining two very different
film versions of King Arthur, one of the
Western worlds oldest legends, youll
see how the era in which the films were
created determined how the legendary
king was portrayed.
RL 7 Analyze multiple
interpretations of a story,
evaluating how each version
interprets the source text.
summaries
Both film clips show the first meeting
between King Arthur and Guinevere.
Camelot Arthur falls comically from a tree
branch into the snow near Guinevere. They
engage in light, flirtatious banter. The set is
stylized and deliberately artificial.
Background
A Tale of Two Arthurs Some historians
believe the Arthurian legend is based on
the exploits of a real 5th- or 6th-century
British military leader who defended
Britain against invading Anglo-Saxons.
In the 15th century, Sir Thomas
Malorys Le Morte dArthur combined
various versions of the legend to include
supernatural elements, love stories, and
detailed adventures of the Knights of the
Round Table. Malorys interpretation of
the Arthurian legend is the most widely
read English language version in history.
Nearly 500 years after Malorys version,
in December of 1960, Alan Jay Lerner
King Arthur Guinevere, in a coach, sharply

questions Arthur, on horseback, about his
political allegianceto Rome or to Britain.
The gritty scene is shot outdoors, on location,
and muted blue tones dominate.
How do movies portray
LEGENDS?
Have students name a familiar legend. Then
ask students to imagine that they are planning a movie version of the legend and that
they must decide whether to make the movie
optimistic or pessimistic. Discuss how they
would make that decision.
and Frederick Loewe debuted Camelot,

their musical retelling of the Arthurian
legend. The tenor of the time was
upbeat: the United States was a world
superpower and had experienced eight
years of unprecedented economic growth.
Lerner and Loewes Arthur reflects that
time. Eschewing the brutal battle tales
and death-defying adventures of Arthur
and his brave knights, the musical focuses
on the love triangle between Arthur,
Guinevere, and Sir Lancelot. The first
clip youll view is from the film version
of Camelot, which was released in 1967.
The second clip youll view is from
King Arthur, the 2004 film version of the
Arthurian legend. It reflects its time as
well. Filmed in the aftermath of the 2001
terrorist attacks on the United States
and during the U.S. war in Iraq, King
Arthur reflects the earliest known sources
of Arthurs history, presenting him as a
valiant but brutal defender of the failing
Roman Empire and the British people
under its rule. Youll view a clip from each
film. As you analyze these very different
interpretations of the King Arthur legend,
consider the time in which each film was
made and how it mayy have
ve impacted
iimp
mpaact
acte the
filmmakers
makers choices.
choi
oice
ces.
s.
background
The 2004 King Arthur strives for a realistic
portrayal of the history and politics of the
period when the Roman Empire was near
collapse. Arthur and his knights are hardened
veterans of the Roman army. Guinevere is not
the standard love interest of romanticized
legend; she is a partisan anti-Roman fighter;
Arthur rescues her from a Roman prison, and
they fight side by side against the Saxons. The
magical aspects of the legend are suppressed.
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Media Study Resources
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TECHNOLOGY

Summary, pp. 267*, 268*
Viewing Guide, p. 269
Close Viewing, p. 270
Media Activity, p. 271
Produce Your Own Media, p. 272

MediaSmart DVD-ROM
MediaScope on thinkcentral.com
Also in Spanish
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Teach
Media Literacy: Legends Over Time

Filmmakers adapting an old tale may go beyond a simple retelling. They can
weave their own interpretations and beliefs into a film through mise en scne,
a term that refers to the staging of a scenes action and the way in which it is
photographed. The elements of mise en scne include setting, props, lighting,
composition, facial expressions, body language, costumes, and makeup.
Filmmakers carefully choose and combine each detail to form their overall
vision. As you watch a legend adapted to film, think about how the filmmakers
used mise en scne to reflect the issues of their time.
Media Literacy
Discuss the term mise en scne, pointing out
its many elements. Then ask students to
imagine that they are shooting a movie about
King Arthur. Have them imagine showing
him two ways: positively and negatively.
Brainstorm choices that students would
make about mise en scne that would express
these different interpretations. Use the chart
on this page to focus on choices for these
elements:
from King Arthur
from Camelot
Setting and Props Have students imagine

King Arthur on a stage set, with fake trees
and sparkling snow. Then have them imagine him on a rugged, windy plain under a
dark sky. Discuss the feeling evoked in
each case.
Lighting Direct attention to the two still
images of King Arthur on this page. Ask
students to describe the lighting in each shot
and to compare and contrast the moods
evoked by the two images.
analyzing mise en scne
optimistic times
pessimistic times
Notice how the setting and props

establish the world of the film.
An upbeat time may be reflected in

lavish studio sets.
Less innocent times call for films

shot on grim, realistic locations.
Lighting helps create mood and

guide the audiences attention.
To reflect a positive time, soft

lighting may bathe a scene in a
tranquil glow.
The shadows and glares of harder,

direct lighting can create a harsh
mood of bleak reality.
Notice the compositioncamera

angles and movement, and the
placement of characters and
objects within the frame.
Characters moving closer together

within the frame can convey a
growing feeling of good will.
Choppy cuts and distance between

two characters in an argument can
imply conflict and create a disjointed
feeling.
Watch the actors facial expressions

and body language.
In an era of idealism, an actor may

portray a legendary hero as friendly
and unguarded, even playful.
In more cynical times, a hero might

be more closed-off, displaying the
tense posture and set jaw of grim
determination.
Consider the actors costumes and

makeup.
Idealized characters of traditional

legends may display a surprising
ability to remain clean and neat.
On the other hand, heroes in cynical

times may be dirty and rumpled
under the best of circumstances.
media study
12:23:16
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267
media study: teaching options

Teaching Option 1: The Basics (12 Days)
1. Begin the Media Study using the
material provided on pages 266267.
2. Show the Introduction on MediaSmart.
Then show the First Viewing. As they
watch, have students use the Viewing Guide on page 268, along with the
corresponding copy master on page 269
of the Resource Manager. Discuss their
responses.
3. Return to the pupil book for the extension activities on page 269.
267
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Teaching Option 2: In-Depth Study (23 Days)

1. Begin the Media Study using pages
266267.
2. Show the Introduction and First Viewing
from MediaSmart. Then continue on
MediaSmart with the Media Lessons,
using the teacher notes available in the
Resources section.
3. Show the Guided Analysis presentation.
Have students record their observations
on the Student Viewing Guide available in
the Resources section from MediaSmart.
4. Return to the pupil book, page 269.
Composition Ask students to imagine two

versions of a scene in which a man and a
woman meet. The first version consists
mostly of two-shots, showing both characters in one frame. The other version features
alternating close-ups of the characters. Elicit
that the first version would be appropriate
for depicting romance, whereas the second
version would be more appropriate for depicting conflict.
Facial Expressions and Body Language Have
students compare and contrast the facial
expressions of the two King Arthurs shown
on this page.
Costumes and Makeup Discuss how students would costume and make up an actor
12:23:34 PM
to portray a warrior. Then ask them how
they would costume and make up the same
character as a romantic lead.
media study
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Practice and Apply

viewing guide
Viewing Guide for
Media
1. As students prepare to view the clips, point

out that Camelot is a musical, whereas King
Arthur is an action film. Discuss ways in
which film treatments of the same subject might differ between the two genres.
For example, a musical version could be
expected to have a lighter mood than an
action film. Focus the discussion on the
elements of mise en scne: setting, props,
lighting, composition, facial expressions,
body language, costumes, and makeup. Ask
students how each element might contribute to creating the different moods of the
two genres.
Smart dvd-rom
Film 1: Camelot
Director: Joshua Logan
Genre: Musical
Running Time: 2 minutes
Film 2: King Arthur

Director: Antoine Fuqua
Genre: Action
Running Time: 2 minutes
King Arthur in Film

To critically analyze these clips, you may need to view them more
than once. Both scenes depict Arthur and Guineveres first meeting.
Notice how the directors stage the scenes and how the actors portray
their characters. Look for ways you think the Camelot clip might
reflect the hopeful idealism of the 1960s and how the King Arthur
clip might reflect a post-9/11 United States at war in 2004. Consider
the following questions to help you examine the clips.
now view
FIRST VIEWING: Comprehension
1. Recall In Camelot, what does Guinevere ask Arthur to do for her before
she learns his identity?
2. Recall In King Arthur, how does Guinevere describe the impression she
has of Arthur based on his reputation?
2. Recommend that students ask themselves

these questions as they view the clips:
CLOSE VIEWING: Media Literacy
Is this an optimistic scene or a pessimistic

scene? How can I tell?
3. Compare Performances Guinevere is prominent in both of these clips.

Compare the two actresses portrayals of the queen-to-be. Describe the
portrayals and cite details that create your impression of each. Consider
Which movie was made first? How

would I be able to guess the answer if
I did not know it already?
facial expressions
body language
costumes and makeup
Which version do I prefer, and why?
4. Make Judgments Consider your own perceptions of how a king should
RESOURCE MANAGER Copy Masters
actespecially a legendary king like Arthur. Of the two very different

portrayals in these clips, which Arthur seems more like a truly legendary
Viewing Guide p. 269

Close Viewing p. 270
Media Activity p. 271
king? Cite examples from the clips to support your answer.

5. Analyze Film Technique Think about each element of mise en scne in
the scenes you viewed. For each clip, describe the decisions the director
Use this resource with the Viewing Guide:
made and the effect they had on the look and mood of the scene.
MediaSmart DVD
MediaSmart DVD on thinkcentral.com
answers
FIRST VIEWING: Comprehension
1. Guinevere asks Arthur to run away with her
to travel the world and be her protector.
2. Guinevere describes Arthur as a great king
and leader, the sort of man who becomes a
legend.
268
more like a rough268

soldier. The Camelot
version seems almost buffoonish by comparison, as when he falls from the branch.
Students opinions about which Arthur is
more like a truly legendary king will vary.
CLOSE VIEWING: Media Literacy

Possible answers:
3. Camelot: Guinevere trades witty lines with
King Arthur and seems coolly confident. Her
stylized costume and perfect makeup indicate glamour and refinement. King Arthur:
Guinevere seems earthy and rather untamed.
She challenges Arthur and questions his
motives. Her clothing, hair, and makeup
suggest a rebellious nature.
4. The Arthur of Camelot looks neat and
speaks poetically; in King Arthur he seems
268
distance and defensive body language. The

handheld camerawork lends an edginess to
the scene.
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5. Camelot: The setting, lighting, costumes, and

makeup create a fairytale quality. The composition emphasizes the characters budding
romance by bringing them close together.
King Arthur: The natural setting and clouded
lighting give the scene a gritty, somber feel.
The composition shows the tension between
Arthur and Guinevere through physical
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Media Study
Assess and Reteach

Write or Discuss
Analyze Historical Context Think about the eras in which these films were
released. The musical that the film Camelot was based on came out in 1960,
a time when many Americans were optimistic about the future. King Arthur
was released in 2004, three years after the United States had been attacked by
terrorists and during the U.S. war in Iraq. Write a paragraph describing whether
you think these films reflect their times. Cite evidence from the clips to explain
your answer. Consider
RL 7 Analyze multiple
interpretations of a story,
evaluating how each version
interprets the source text.
W 1 Write arguments to
support claims in an analysis of
substantive topics. W 7 Conduct
short research projects to answer
a question. W 10 Write routinely
over shorter time frames for a
range of tasks, purposes, and
audiences.
Write or Discuss
Analyze Historical Context Students paragraphs should discuss ways in which the mise
en scne of each film contributes to the look
and feel of an optimistic or pessimistic era. For
example, the artificiality of the set in Camelot
contrasts markedly with the outdoor location
of King Arthur, reflecting a difference in the
attitudes and styles of the eras in which the
films were made.
the look of the films

the way the characters are portrayed
your knowledge of the eras in which the movies were released
how the audiences of the day might have reacted to or interpreted the films
Create a Film Treatment

Create a Film Treatment A film treatment is a brief written description of a
proposed film. It covers the basic plot lines and conflicts, the characters, and
even location ideas. The purpose of a treatment is twofold: to interest financial
backers, directors, and actors, and to provide those same people with a fully
conceived and visualized sense of what the movie will be.
Choose a famous myth or legend on which to base a movie treatment. What
message do you want to convey with your interpretation? What might the
story offer todays society? How do you want audiences to perceive this legend?
Your treatment should be as detailed as possible about the story youre going to
tell, as well as how youre going to tell it.
Media
Tools
Create a Film Treatment
KEYWORD: HML12-269
Rubric: Create a Film Treatment A strong film

treatment should have
a detailed presentation of major plot
elements, characters, and conflicts
information on elements of mise en scne
examples of important dialogue from the
proposed film
HERES HOW Keep the following in mind as you write your treatment:
information about the message of the film

in relation to society
Include details of the major plot lines.

Describe the events in a detailed manner so readers can visualize them.
Include information on costuming, setting, lighting, and composition.
Include some representative dialogue from a key moment in the film.
discussion of the intended effect of the film

upon audiences
Further Exploration
RESOURCE MANAGER Copy Master

Produce Your Own Media p. 272
Many More Arthurs There have been many different film adaptations of the
Arthurian legend, some that treat the legend respectfully and others that poke
fun at the ancient story. While many movies concentrate on the romantic
entanglements between King Arthur, Guinevere, and Sir Lancelot, others
highlight the adventures of the Knights of the Round Table. Research some of
the adaptations that have been filmed over the years, and choose a few that
were made at different time periods. Watch them in a small group. Analyze the
films to see how Arthur and the other main characters are presented. Are they
heroic? comical? romantic? tragic? Present your findings to the class.
Further Exploration
media study
Many More Arthurs Suggest that students

search in printed and online video guides for
titles and descriptions of films about or based
on the Arthurian legend. After students have
presented their findings, have them collaborate on a master list of films that includes plot
synopses, brief analyses of mise en scne, and
recommendations.
269
media study wrapup
reteach
Have students summarize what they have

learned about the techniques that filmmakers
can use to portray legends. In particular, have
students point out ways in which a filmmaker
can reflect societal attitudes and build messages into movies. Urge students to refer to
specific elements of mise en scne to explain
their knowledge.
To emphasize for students how language

choice can affect an audiences interpretation,
have them write two paragraphs explaining
how to do a common chore, such as mowing
the lawn or cleaning windows. Tell them to
use a formal, important tone in one paragraph
and an informal, relaxed tone in the other,
while including the same general instructions
in each.
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269
RL 7, W 1, W 7,
W 10
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Media Tools
Media study keywords point to MediaScope, a
Web site that helps students strengthen media
analysis and production skills.
media study
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Focus and Motivate
Writing
Workshop
informative text
W 2af Write informative/explanatory texts to

examine complex ideas clearly and accurately
through the effective selection, organization,
and analysis of content. W 4 Produce clear and
coherent writing appropriate to task, purpose, and
audience. W 5 Develop and strengthen writing as
needed by planning, revising, editing, rewriting, or
trying a new approach. W 9a (RL 1) Draw evidence
from literary texts to support analysis. W 10 Write
routinely over shorter time frames for a range of
tasks, purposes, and audiences. L 1 Demonstrate
command of the conventions of standard English
grammar and usage. L 2 Demonstrate command of
the conventions of standard English capitalization,
punctuation, and spelling.
Analysis of a Poem
Essential Course
of Study
ecos
You have seen how the literary elements of a poem work together to contribute to
the poems meaning. In this workshop, you will examine a poem of your choice and
will present your findings in an analysis.
Complete the workshop activities in your Reader/Writer Notebook.
write with a purpose
common core traits
writing task
1. development of ideas
Write an essay in which you analyze a poem. Help your audience

understand the poets use of stylistic elements.
presents an engaging introduction

develops a controlling idea that
offers an analysis of the authors
style
supports main points of analysis
with relevant details and
quotations from the text
concludes with a summary of
main points and insights
Idea Starters
a poem in this book
a poem by a local poet
regional poetry from a favorite state or country
poetry sites on the Internet
the essentials
Here are some common purposes, audiences, and formats for a
literary analysis.
write with a purpose

Tell students to select a poem that contains
several literary elements they can discuss in
their essays. Remind students that their purpose is to identify the literary elements and
explain how they add to the poems meaning.
common core traits

Review the COMMON CORE TRAITS with students, paying attention primarily to development and organization of ideas. Compare the
list of traits with the rubric on p. 278.
purposes
audiences
formats
to share your
analysis of a
poem
classmates and
teacher
essay for class
parents
to offer
insight into
the theme
and literary
techniques of
a poem
literary club
members
message board
posting
blog readers
blog
literary review in
school newspaper
podcast script
2. organization of ideas
organizes ideas in a logical way
uses varied transitions and
syntax to create cohesion and
connect ideas
3. language facility and

conventions
establishes and maintains a
formal style and objective tone
uses precise language and
defines domain-specific
vocabulary
punctuates quotations correctly
employs correct grammar, usage,
and spelling
additional tasks
Write About a Movie Write an essay about the
elements that make a film interesting to watch.
Possible subjects: your favorite film, a film critics have admired
Write About Music Analyze song lyrics that
contain literary elements.
Possible subjects: a favorite song, a popular
song, a song from another era
Writing
Writing
Online
Online
Go
Go to
to thinkcentral.com.
thinkcentral.com.
KEYWORD:
KEYWORD: HML12N-270
HML11-280
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Writing Workshop Resources
Writing Online
The
tools aretools
available
online aton
Allfollowing
of the interactive
and features
thinkcentral.com
WriteSmart
WriteSmart are and
also on
available
onlineCD-ROM:
Interactive
Graphic Organizers
in the Writing Center.
at thinkcentral.com

Plan and Teach pp. 273276
PrewritingEditing pp. 277281
Writing Rubric p. 282
Speaking and Listening p. 283
Writing Support p. 284*
TECHNOLOGY

Writing Template: Responding to Literature p. C38
Writing Center on thinkcentral.com
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See resources on the Teacher One Stop

DVD-ROM and on thinkcentral.com.
1/15/11
1:06:34 PM
3/11
Writing Workshop
W 2af Write informative/explanatory texts to examine
complex ideas clearly and accurately through the effective
selection, organization, and analysis of content. W 5 Develop
and strengthen writing as needed by planning.
Planning/Prewriting
Planning/
Prewriting
Getting Started
choose a poem
ask yourself:
To find a suitable poem, reread poems you have

enjoyed in the past, page through this book, or ask
others for a recommendation. Choose a poem of
twelve to twenty-five lines that is complex and rich
in meaning.
What is my initial reaction to the poem?

What is interesting about the poem?
What makes this poem rich or complex?
think about audience and purpose
ask yourself:
In selecting a poem, keep in mind that your

purpose is to analyze and share insights about
the poem. Your analysis should enhance your
audiences appreciation of the poem, so consider
your audiences prior knowledge when writing your
analysis.
Who is my audience?
What do I want my audience to know or think
about the work?
How can I convey my own analysis of the text
to my audience?
How might others analyze the poem?
gather ideas
tip
Read your poem several times, including a few times

out loud, to discover its unique aspects. Each reading
will provide you with new insights and a better
understanding of the poems literary elements. Look
for the following literary elements as you consider
the focus of your analysis:
Speaker: the voice that addresses the reader
Stylistic elements: the techniques a writer uses
to control language and create effects, such as
diction (word choice), sound effects (rhyme,
rhythm, alliteration, and repetition), figurative
language (metaphor, simile, and personification),
and imagery
Theme: an insight about the human experience
Tone: the poets attitude toward the subject, the
audience, or a character in the poem
Each time you read the poem, look for a different

literary element. The chart below identifies
elements and useful questions.
Element
Speaker
Style
Tone
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271
think about audience and purpose
Analysis Questions
* Who is the speaker?
Make sure students understand that they

must explain their analysis of the poem in
their essays. They must not only identify the
literary elements but also explain how they
work and add to the poems meaning. To help
students focus on audience and purpose, have
them work through the Ask Yourself questions.
Suggest that students write down the answers
in their Reader/Writer Notebooks.
gather ideas Remind students that a

poem may contain a number of different
literary elements. The students job is to focus
on the elements that open up the poem to
readers. Tell students to use the questions in
the chart to help them identify the poems
most important literary elements.
* Does the speaker narrate

a story or describe a scene or
emotion?
* How does diction affect the
poem?
RESOURCE MANAGER Copy Masters
* What figurative language does

the poet use?
* What is the poems main idea?
PrewritingEditing pp. 277281

Writing Rubric p. 282
Writing Support p. 284
* Does the main idea reveal

something about human nature?
* What attitude does the poet
express?
writing workshop
W 2af, W 5
choose a poem Encourage students to

choose a poem that contains at least three
literary elements so that they have enough
material for their analyses. If necessary,
provide students with a list of poems that you
consider appropriate.
* What sound effects does the

poet use?
Theme
Teach
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Language: Reinforce Literary Terms Write
these terms on the board and review them
with students:
analysis: the process of making meaning; an
analysis of a poem explains its meaning
style: the way a writer uses words in order
to make a piece of writing interesting,
rhythmic, or memorable; style is affected
by the words a writer chooses and the order
in which he or she presents them
figurative language: words or phrases that

describe one thing in terms of another
textual evidence: words or phrases from
a literary work that support the writers
analysis
elaboration: further explanation of connections among ideas
imagery: language that appeals to the
senses, particularly the sense of sight;
imagery helps readers create vivid pictures
in their minds
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Planning/Prewriting continued
Planning/Prewriting continued
narrow your focus Explain that
students should not try to explain every
stylistic element in their chosen poem.
Remind them to focus on the two or three
elements that are most helpful in
understanding the poems meaning.
write a controlling idea

Tell students that no two readers of the same
poem are likely to reach the same analysis. As
a result, students need to write a strong
controlling idea that clearly identifies the
literary elements they will discuss and why
the elements are important to the poems
meaning.
gather supporting evidence Remind

students that writing an analysis of a poem is
similar to writing an argument based on facts
and statistics. Students must support each
point they make by identifying specific
images, words, or lines from the poem and
then explaining how those images, words, or
lines support their ideas.
Getting Started
narrow your focus
ask yourself:
Once you have an understanding of the

significant ideas in the poem and how the
literary elements help communicate those
ideas, you can decide which of those elements
are most significant.
What elements dominate the poem?

How do these elements help to communicate the
poems meaning?
What domain-specific vocabulary, such as specialized
literary terms, will I need to define for readers so that
they can understand my analysis?
write a controlling idea
what does it look like?
Write a controlling ideaone or two

sentences that identify the poems key
elements and sum up your insights about
how they work together to create meaning.
Controlling idea: In Missing the Sea, poet Derek Walcott

uses images of absence and loss to express the agony of a
shore-bound sailor.
what does it look like?
Your analysis should include the most

significant and relevant textual evidence,
in the form of direct quotations or concrete
details from the poem, to support each of
your main points.
In symbolism, words or images represent something

else:
You must elaborate, or explain thoroughly,

how each piece of evidence supports your
points. Add depth to your analysis by
elaborating on the symbolism, complexities,
and subtleties that make good poetry rich
and meaningful.
The house in the poem may be a symbol of the living.

Complexities are elements of the poem that may be
more difficult to analyze.
By comparing the absence of the wind to the death of a
loved one, Walcott emphasizes a deep longing for the sea.
Subtleties are shifts in the tone or meaning of the poem.
The tone shifts from harsh images to the lonely, quiet ones
of the unused clothes of the dead.
Share your controlling idea with a peer. Ask: What words or lines from the poem will help
support my analysis?

YOUR
In your Reader/Writer Notebook, develop your writing plan and controlling idea.
Consider these tips as you gather evidence:
TURN
Reread the poem to find lines that contain key imagery.

Think about how your evidence supports your controlling idea. Be prepared to
adjust or revise your controlling idea as you analyze the evidence.

YOUR
For interactive graphic organizers, see
Major points: Imagery and figurative language are used to

reflect the emotions of the speaker.
gather supporting evidence
0%%22%6)%7
Give students time to select an

appropriate poem, identify stylistic
TURN
elements, form an analysis, and
generate a controlling idea. Have students
copy their poems onto blank sheets of paper
so they can underline key passages and jot
notes as they read and reread it.
Important elements: imagery, figurative language
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Culture: Connect Students may have difficulty making connections with or analyzing
a poem written in English. Tell students to
focus on making personal connections with
the poems they preview before focusing on
literary elements and forming an analysis.
Consider allowing students to work with
poems written in their first language (but
their analytical essays should be written in
English).
Organizational Pattern Work with students

to develop a logical organizational pattern to
use in their essays. Students may feel more
comfortable explaining literary elements as
they appear in the poem, analyzing them
stanza-by-stanza. Allow students time to
create an outline or draw a web diagram that
indicates the pattern of ideas. If students
find, as they write and revise, that they are
repeating ideas too much, suggest that they
use order of importance as their organizational strategy instead.
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Writing Workshop
W 4 Produce clear and coherent writing appropriate
to task, purpose, and audience. W 9a (RL 1, 4) Draw
evidence from literary texts to support analysis; analyze
the impact of specific word choices on meaning and
tone. L 1 Demonstrate command of the conventions of
standard English grammar and usage.
Drafting
The following chart shows a structure for organizing an
effective analysis.
Practice and Apply

Drafting
introduction Remind students that their
Organizing Your Text Analysis
readers may or may not be familiar with the

poem they are analyzing. Students need to
use the first paragraph of their paper to
introduce the poem. By quoting an interesting
or exciting line from the poem or providing an
anecdote about the poem or its author,
students can grab readers attention and show
them why the poem is interesting.
introduction
Start with an attention-grabbing quotation or bold statement.
Introduce the poems author and title. State your controlling idea and key literary elements you will
discuss.
body
Organize ideas so that each new element builds on the preceding ones to create a unified whole.
Cite concrete details, quotations, and other evidence from the text to support your analysis.
Use varied transitions such as in addition, although, and too to link related ideas and create cohesion.
Maintain a formal style and objective tone by avoiding contractions and slang, choosing precise language,
and discussing the poem in a neutral, unbiased way.
body Point out that by using order of

importance, students can emphasize two or
three stylistic elements. By using sequential
order, students can walk their readers through
the poem stanza-by-stanza. As students write
their drafts, encourage them to try both
methods of organization. (If students are
writing on a computer, they can create two
separate files and use the cut and paste
functions to move text around.)
concluding section
Restate your controlling idea, and summarize your main points.
Show how the poem relates to broader themes or experiences in life.
grammar in context: excerpting poetry

You will want to use excerpts from the poem as supporting evidence in your analysis. For help
excerpting poetry, study these guidelines and examples.
Quoting words, phrases, or clauses (up to one
line in length): Integrate the word, phrase,
or clause smoothly into your sentence,
setting off the quotation in quotation marks.
The poems speaker describes the wind as

something removed.
Quoting more than one line: Use a solidus,

a slash mark (/), with a space on both sides
to show line breaks.
The silence is said to sound like the gnashing

of windmills ground / To a dead halt.
Quoting more than two lines: An excerpt of

more than two lines is usually set off from
the text, either centered or indented. The
excerpt should use the same spacing as the
original. No quotation marks are used when
excerpts are set off in this way.
Walcott uses abstract imagery to express

the speakers feeling of numb isolation.

YOUR
W 4, W 9a (RL 1), L 1
concluding section Explain to students

that they should use their concluding sections
to provide a final insight into the poem or
express thoughts about its theme or message.
Remind students that the concluding section is
the last chance they have to convince readers
of the validity of their analysis.
grammar in context:
excerpting poetry
It hoops this valley, weighs this mountain,

Estranges gesture, pushes this pencil
For additional practice, have students write a

few sentences incorporating quotations from
the poems they are analyzing. Ask them to
correctly incorporate:
a phrase
Through a thick nothing now,
Develop a first draft of your analysis, following the structure outlined in the chart above.
As you write, be sure to follow the rules for excerpting poetry.
one line
TURN
writing workshop
273
a quotation of more than one line

YOUR
10:20:36
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273

Excerpting Poetry Provide students with the
following sample sentences. Discuss why
each excerpt is or is not presented correctly.
Incorrect: In the first line of Donnes The
Sun Rising, he personifies the sun by calling it a, Busy old fool.
Correct: In the first line of Donnes The
Sun Rising, he personifies the sun by calling it a Busy old fool.
Incorrect: Donne speaks to the sun directly,
telling it that Thine age asks ease, and
since thy duties be To warm the world,
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thats done in warming us.

Correct: Donne speaks to the sun directly,
telling it that Thine age asks ease, and
since thy duties be / To warm the world,
thats done in warming us.
Incorrect: Donne personifies the sun as
someone who forces lazy people to get to
work. Saucy pedantic wretch, go chide /
Late school boys and sour prentices, / Go
tell court huntsmen that the king will ride,
/ Call country ants to harvest office
Correct: Donne personifies the sun as
someone who forces lazy people to work.
Ask students to complete the Your

Turn activity independently. Tell
TURN
students to mark with a star at least
three points in their drafts that can be
bolstered by the addition of a quotation.
Suggest that students write their drafts
double-spaced so that they can make revisions
more easily later.
10:20:38 AM
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Revising
Revising
As you revise, evaluate the controlling idea, evidence, and organization of your
essay. Your goal is to determine if you have achieved your purpose and effectively
communicated your ideas to your intended audience. The questions, tips, and
strategies in the following chart will help you revise and improve your draft.
W5
Model the Skill Using a draft essay on a

transparency, model how to use the questions,
tips, and strategies suggested in the chart to
evaluate and revise. You might use the essay
of a student from another class or from last
year. Be sure to remove the students name
from the essay so that he or she is anonymous.
Ask volunteers to demonstrate using each step
of their own poetry analyses.
text analysis
Ask Yourself
Tips
Revision Strategies
1. Does the introduction engage

the audience and introduce the
poem?
Put parentheses around the

engaging opening. Circle
the title of the poem and
the name of the author.
If necessary, add an engaging

opening, such as a provocative
quotation or a bold statement. Add
the name of the poem and its author.
2. Does the introduction identify

the literary elements and state a
controlling idea?
Highlight the controlling

idea. Bracket the literary
elements.
If needed, add a controlling idea and

identify the poems literary elements.
3. Is each point supported by wellchosen and relevant textual

evidence, such as concrete
details and quotations?
Circle each piece of

evidence. Draw an arrow to
the point it supports.
Add concrete details or quotations

from the poem to bolster any
unsupported points.
4. Does the writing establish and

maintain a formal style and
objective tone?
Bracket contractions, slang,

and biased language.
Replace informal or biased language

with precise, objective text.
5. Are varied transitions and

syntax used to link ideas?
Place a check mark next to

each transitional word or
phrase. Draw a star next to
any consecutive sentences
that have the same
structures.
Add transitions where needed, or

replace transitions to create variety.
Vary the structures of starred
sentences.
6. Does the concluding section

restate the controlling idea and
make a connection between the
poem and life?
Highlight the sentence

restating the controlling
idea. Double-underline
the sentence or sentences
connecting the poem to life.
Add a sentence that restates the

controlling idea, or add a sentence
that connects the poem to life.

YOUR
Before students meet with their peers,

remind them always to begin by
TURN
saying something positive about the
draft. Their focus should be to improve weak
areas and point out strong ones, not simply to
find things that are wrong.

YOUR
TURN
274
0%%22%6)%7 Exchange your analysis with a classmate. As you

read and comment on your classmates essay, focus on the strength
of the controlling idea and evidence. Give concrete suggestions for
improvement, using the revision strategies in the chart.
For interactive revision tools, see

WriteSmart CD-ROM
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Writing: Paraphrasing Have students work

in pairs to read the poems that their partners
are analyzing. Then, partners should work
together to paraphrase the poem into simple,
everyday English. Students can use the paraphrases to guide them in their analyses.
Research and Compare Suggest that students use the library or Internet to search
for an analysis of their poem in a scholarly
journal. Have students compare their own
analysis to that of a respected scholar and
note any similarities or differences in the
analyses. Have students imagine that they
will present their paper to the scholarly writer
as they revise their paper.
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Writing Workshop
W 5 Develop and strengthen writing as
needed by revising, editing, rewriting, or
trying a new approach.
analyze a student draft

As you read this student draft, notice the comments on
its strengths as well as suggestions for improvement.
analyze a student draft

Explain that the Student Draft on this page is
the first half of an analysis of a poem. Model
reading the draft and the annotations in blue,
and explain that the yellow highlighting illustrates the students language choices. Explain
that the following Learn How mini-lessons
hold helpful information about ways to improve the student draft as well as their own.
Life and Death

by Robert Scott, Sea View High School
1
Born in 1930 on the island of Saint Lucia, and later living in Jamaica
and Trinidad, the poet Derek Walcott reveals the influence of countless
sailors in his poem Missing the Sea. The speaker laments the terrible
emptiness of a house when occupied by a person who loves the freedom
of the sea.
The poems speaker expresses his loss in images of sound or absence
of the sound of the wind. The wind is an effective synecdoche (using parts
to represent the whole) because it represents attributes associated with the
sea: water, salt, and vastness. Although absent from the house, this wind
becomes something removed [that] roars in the ears of this house. Strong
verbs (roars, hangs, stuns) describe a wind so strong it weighs this
mountain. Every image is harsh. Even those that emphasize the silence at
the same time create a grating noise, sound like the gnashing of windmills
ground / To a dead halt. An oxymoron is also used to illustrate its power:
a deafening absence, a blow. It is this absent force that propels the sailorpoet to write his lament: pushes this pencil. The present state of the
housebound speaker is thick nothing now, emphasizing the negative and
empty conditions through alliteration.
Roberts introduction
identifies the poet
and poem but does
not include a clear
controlling idea.
Robert cites examples of

figurative language and
defines domain-specific
vocabulary.
,%!2.(/7
,%!2.(/7 Add a Controlling Idea Although Roberts essay introduces the poet
Explain that the student writer has revised

his opening paragraph by creating a statement with the controlling idea that summarizes the point he intends to prove. Ask
students to comment on the clarity of this
statement.
and title of the poem, it does not include a clear controlling idea. His controlling
idea should connect the stylistic elements (imagery of absence and loss) to the
meaning of the poem (the expression of the agony of the land-bound sailor).
roberts revision to paragraph
The speaker laments the terrible emptiness of a house when occupied by a

person who loves the freedom of the sea.
Review with students that their introductions and controlling ideas should identify
the title and author of the poem and state
an idea about how the literary elements add
to the poems overall meaning.
In Missing the Sea, Walcott uses imagery of absence and loss to express the agony
of a shore-bound sailor.
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Writing: Controlling Idea Provide students

with sentence frames such as these to help
them develop controlling ideas that may be
missing from their drafts:
Identify the Controlling Idea Help students

see the connection between the controlling
idea and the body of an analytical essay.
Have students use a marker to highlight the
controlling idea in their essays. Then, tell students to go through the body of their papers
and highlight topic sentences that cover ideas
from the controlling idea. If students do not
have a controlling idea and at least two topic
sentences highlighted, meet with them in a
one-on-one conference to help them focus
their writing.
In the poem
elements of
press a feeling of
by
and
In the poem
elements of
the idea that
by
and
.
275
, the literary
help ex.
, the literary
illustrate
Add a Controlling Idea
Tell students to meet with a partner and

exchange their controlling ideas. Students
should then discuss whether the controlling
ideas are clear and direct.
3:47:52 PM
Remind students that the points raised in
the controlling idea should be explained
in the body of their essays. Have students
check their drafts to make sure the body
paragraphs support the controlling idea.
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analyze a student draft continued
analyze a student draft continued

Explain that the Student Draft is continued
and completed on this page. Read the draft
and annotations aloud, and discuss them. Ask
students to comment on the student writers
concluding section.
,%!2.(/7
Strengthen Your Concluding

Section
Explain that a concluding section must do

more than sum up the points made earlier.
It must also provide an insight or make a
connection. For example, the concluding
section might reveal feelings about the
poem or make a connection between the
poem and the world.
Point out that the student writer revises his
essay to make a connection between the
poem and readers. He suggests that even
readers who do not have the same experiences as the poems speaker can identify
with his or her sense of loss.
Have students reread their concluding section and underline sentences that make connections or discuss larger themes or ideas.
In the last full stanza, Walcott uses the images of objects found in the
house (silent cupboards and sour laundry), again using synecdoche. The
lack of sound is emphasized with the cupboard, and the negative sensory
images continue with the laundry.
These domestic images grow even stronger through the simile of the
clothes of the dead. The deceased persons clothes are left exactly as in life.
So too, the memory of the sea occupies the mind of the speaker, exactly as
it did when he lived on the sea. He expects the sound of the wind but is left
bereft and incredulous at its absence, just as one would feel looking at the
clothes of a loved one who has passed away; the living, remaining person
expresses his grief at the sight, just as the poems speaker expresses his loss.
By comparing the absence of the wind to the death of a loved one, Walcott
emphasizes the depth of his passion and longing for the sea.
The essay is arranged

sequentially, moving
from the poems
beginning to its end.
Instead of providing
a direct quotation,
Robert paraphrases
and elaborates on the
content of the last
stanza.
Roberts analysis could

be improved by a more
effective concluding
section.
,%!2.(/7 Strengthen Your Concluding Section Roberts analysis ends abruptly

after his examination of the poems last stanza. For his essay to be effective, he
must restate his controlling idea, summarize the main points of the analysis,
and articulate a related insight about life or human nature. Notice how he
strengthened his analysis by adding a more effective concluding paragraph.
roberts revision to the concluding section
By comparing the absence of the wind to the death of a loved one, Walcott
emphasizes the depth of his passion and longing for the sea.
Even if readers have not experienced a sailors life, most have suffered the loss
of something or someone cherished. In Missing the Sea, Walcott uses vivid imagery
and strong figurative language to express the universal feeling of losing what you
love most.

YOUR
TURN
Use the feedback from your peers and teacher as well as the two
Learn How lessons to revise, rewrite, or try a new approach to your
essay as needed. Evaluate how well you conveyed your controlling idea
and addressed what is most significant for your specific purpose and
audience.

YOUR
Ask students to complete the Your

Turn activity independently. Remind
TURN
students to review their concluding
section, ensuring that it includes a restatement of the controlling idea; a summary of key
points; and an insight into the poem, its
message, or the world.
For interactive revision tools, see
WriteSmart CD-ROM
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Writing: Concluding Section Introduce

students to vocabulary and phrases that will
help conclude their essay. Suggest that students consider the following transitions for
use in their essay:
Write a Concluding Section Suggest that

students meet with partners and read their
essays aloud to one another, starting with the
concluding section and reading backward to
the introduction. Afterward, students should
decide if their concluding sections were
strong enough to serve as introductions. If
not, students should work together to make
clearer connections between the body and
concluding section of their papers.
therefore
consequently
in contrast
as a result
despite the fact

Review any unfamiliar vocabulary with
students.
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Writing Workshop
W 5 Develop and strengthen writing as needed by editing.
L 2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling.
Editing and Publishing
In the editing stage, you review your analysis to make sure that it is free of
grammar, spelling, usage, syntax, and punctuation errors. Mistakes can distract
your audience from focusing on your ideas.
Editing and
Publishing
grammar in context: punctuating quotations
grammar in context:
punctuating quotations
Many of the quotations in your analysis may be fragments, or parts of a line or

sentence. As noted earlier, poetry excerpts of two lines or fewer are set off by
quotation marks.
W 5, L 2
Tell students to read their final draft and

circle all the quotations.
In the last full stanza, Walcott uses the images of objects found in the house
(silent cupboards and sour laundry), again using synecdoche.
Have students check that each quotation

is surrounded by quotation marks, that it is
capitalized correctly, and that any end punctuation is set inside the quotation marks.
[The quotation fragment is integrated into the sentence and set off by quotation marks.
marks.]
Commas and periods are set inside the closing quotation mark.
Question marks and exclamation points are set inside the quotation mark
only if the quotation itself is a question or exclamation; if the question
mark or exclamation point applies to the overall sentence rather than the
quotation, the punctuation is set outside the end quotation mark.
Semicolons, colons, and dashes are always placed outside the closing
quotation mark.
For practice, have students correct the punctuation in the following sentences:
1. In the third stanza, the speaker asks the
question, Do you feel the heat of the
sun? (sun?)
2. The next line answers that question with a
resounding Yes!; however, the speakers
enthusiasm soon wanes. (Yes!; however,)
As Robert edited his essay, he realized he had incorrectly punctuated a quotation.

The comma should be set inside the closing quotation mark.
The present state of the housebound speaker is thick nothing now ,
emphasizing the negative and empty conditions through alliteration.
publish your writing

Brainstorm with students about additional
ways to publish their analysis of a poem.
publish your writing

Share your analysis with an audience.
Share your analysis with members of a literary circle who enjoy poetry.
Publish your analysis on a Web site devoted to the poet whose work you
analyzed.
Turn your analysis into an oral presentation and deliver it to your classmates.

YOUR
TURN

YOUR
Allow students time to proofread their

drafts. Remind them to quote exTURN
cerpts from the original poem in their
essays. Tell them to pay close attention to
how they punctuate the quotations.
Correct any errors in your analysis. Make sure that you connect your
evidence to your controlling idea. Edit carefully and make sure you have
punctuated quotations correctly. Then, publish your final essay where
your audience is likely to see it.
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3:47:55 PM

Punctuating Quotations Remind students
that a quotation is the borrowing of another
writers exact words and that the quotation
marks ( ) help readers understand where
the quotation begins and ends. Ask students
to flip through this textbook to find examples
of quoted material. (Or, bring in newspapers
and magazines for students to peruse.) Tell
students to write down at least one example
of a sentence that contains a quotation.
Have students circle the punctuation in the

quoted material. Ask volunteers to share
their work by writing a line with a quotation
on the board and identifying its punctuation.
As a class, discuss how the punctuation helps
readers.
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Scoring Rubric
Scoring Rubric
Use the rubric below to evaluate your analysis from the Writing Workshop or
your response to the on-demand task on the next page.
Tell students that the best way to understand

a scoring rubric is to use it to score an actual
piece of writing. Have students exchange
papers with a partner. Tell students to use
the rubric to score their partners essay and to
write a brief paragraph using the language of
the scoring guide to explain the reasons for
their score.
text analysis
score
6
5
4
3
2
1
For Rubric Bank, see

WriteSmart CD-ROM
Assess and Reteach

Assess
Rubric for Evaluation p. 282

Online Essay Scoring at thinkcentral.com
Reteach
Level Up Online Tutorial at thinkcentral.com
278
Development Has an engaging introduction; includes a controlling idea with an

insightful analysis of the poem; supports main points with significant, relevant
evidence; ends powerfully
Organization Arranges ideas in an effective, logical order; uses varied transitions and
syntax to create cohesion and link ideas
Language Consistently maintains a formal style; effectively uses precise language;
shows a strong command of conventions
Development Has an effective introduction; provides a controlling idea that offers
an original analysis of the poem; supports main points with evidence; has a strong
concluding section
Organization Arranges ideas logically; uses transitions and syntax to link ideas
Language Maintains a formal style; uses precise language; has a few errors in conventions
Development Has an introduction that could be more engaging; includes a controlling
idea that states an analysis of the poem; could use some more evidence; has an
adequate concluding section
Organization Arranges ideas logically; could vary transitions more
Language Mostly maintains a formal style; needs more precise language at times; has
a few distracting errors in conventions
Development Has an adequate, though not memorable, introduction; has a controlling
idea that makes an obvious statement about the poems meaning; lacks sufficient
support; has a routine concluding section
Organization Has some flaws in organization; needs more transitions to link ideas
Language Frequently lapses into an informal style; uses some vague word choices; has
some significant errors in conventions
Development Has a weak introduction and a controlling idea that does not relate to
the writing task; lacks specific evidence; has a weak concluding section
Organization Has organizational flaws; lacks transitions throughout
Language Uses an informal style and vague language; has many errors in conventions
Development Has no introduction or controlling idea; offers unrelated points as
evidence; ends abruptly
Organization Includes a string of disconnected ideas with no overall organization
Language Uses an inappropriate style and language; has major problems with
conventions
278
common core traits
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3/11
Writing Workshop
W 10 Write routinely over
shorter time frames for a
range of tasks, purposes, and
audiences.
Preparing for Timed Writing

1.
analyze the task
5 min
Read the task carefully. Then, read it again, noting the words that tell the
topic, the audience, and the purpose.
W 10 Write routinely over shorter time frames for a

range of tasks, purposes, and audiences.
writing task
The plots of most stories and novels are set into motion by the conflict, or problem,
Topic
Preparing for Timed Writing
experienced by the main character. Think of a conflict from a story or novel you have
Audience
1. Analyze the Task Before students begin

writing, encourage them to answer the
following questions:
read. Then, write an analysis explaining to classmates whether the conflict is internal or
external and how it affects the plot and theme of the work.
Purpose
What is my time limit?

2.
plan your response
What are the core traits assessed in the

scoring rubric?
10 min
Once you have decided on a work of fiction and identified its main conflict,
ask yourself these questions:
Is the conflict external (caused by outside forces, events, or characters) or
internal (caused by the characters opposing needs, emotions, or desires)?
How does the conflict move the action forward?
How is the conflict resolved?
What theme does the author suggest through the resolution of the conflict?
3.
respond to the task
Who is my audience?
What is my purpose?
2. Plan Your Response Remind students that
the scoring rubric emphasizes the thoughtful analysis of the work. Tell students that
they should ask themselves the following
questions as they plan their draft: Can I
say something new and interesting about
the work? Can I support my ideas with
evidence from the text?
20 min
Begin your draft by writing your controlling ideaa statement about the conflict
and its effect on the plot and theme of the fictional work. Then, do the following:
Organize your response in sequential order, discussing the events as they occur
in the work.
Provide evidencedetails from the textto support your controlling idea.
Elaborate on how each piece of evidence supports your controlling idea.
Conclude your essay with a discussion of how the resolution affects the theme.
4.
improve your response
3. Respond to the Task Tell students that

unless they have the original story in front
of them, they should not try to include
quoted material as evidence. Instead, they
should draw on details they remember and
paraphrase events or dialogue from the
work to use as evidence.
510 min
Revising Check your draft against the task. Does your draft clearly state a controlling
idea about the conflict and its effect on the fictional work as a whole? Does it provide
sufficient evidence? Do you end with an insight into the fictional work and its theme?
Proofreading Find and correct any errors in grammar, usage, syntax, and spelling.
Make sure that your paper and any edits are neatly written and legible.
Checking Your Final Copy Before you submit your paper, examine it once more to
make sure that you are presenting your best work.
4. Improve Your Response Point out that the

scoring rubric also emphasizes developing ideas thoroughly. Remind students to
focus on supporting their main points with
relevant evidence.
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Assess
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Writing: Identifying Supporting Evidence

Ask students to underline the statements
in their essay that support their assertions about internal or external conflict. If
students have only one or two underlined
statements, they should meet with a partner
to discuss the story they are analyzing and
identify more evidence.
Explain Examples with Specificity Tell

students to review their work. Urge them
to evaluate the specificity of details and
examples in their writing. More specificity
including direct and paraphrased quotations
from the selection will clarify their ideas and
help their readers understand their thesis.
3:47:59 PM
Use the Scoring Rubric on p. 278 to assess

students essays.
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1:07:22 PM
Focus and Motivate
SL 3 Evaluate a speakers point of view, reasoning,

and use of evidence. SL 4 Present information,
findings, and evidence clearly. SL 6 Adapt speech
to a variety of tasks. L 1 Demonstrate command of
the conventions of standard English.
Speaking &
Listening
Workshop
Essential Course
of Study
ecos
Writing an analysis about a poem probably helped you gain new insight into the
poem. Now you can share your understanding with your classmates by adapting
your essay for an oral presentation. In presenting your ideas to listeners rather than
readers, you can use your voice as well as your body language to make your points.
Complete the workshop activities in your Reader/Writer Notebook.
speak with a purpose
speak with a purpose

Ask students to recall a time when they found
themselves really interested in an oral presentation, such as a speech. Have them answer
the following questions in a freewrite:
common core traits
task
a strong oral analysis . . .
Adapt your essay into a formal speech,

demonstrating an appropriate command
of formal English grammar and usage
when speaking. Practice your speech, and
then present it to your class.
conveys a clear perspective and supports it with

sufficient, relevant evidence
What was the situation?

Why was the subject matter interesting or
important to you?
How did the speaker look and act while giving the speech?
common core traits

As students prepare to deliver their speeches,
remind them to keep in mind the COMMON
CORE TRAITS of a strong analytical speech.
is appropriate to the purpose and audience

uses an effective blend of verbal and nonverbal
techniques to communicate key points
Adapt Your Essay

SL 3 Evaluate a speakers
point of view, reasoning, and
use of evidence. SL 4 Present
information, findings, and
evidence clearly. SL 6 Adapt
speech to a variety of tasks.
L 1 Demonstrate command of the
conventions of standard English.
You will need to reorganize your material to make your analysis clear to listeners.
Focus your oral presentation on the most important points about the literary
elements you analyzed in your essay. Use these suggestions as you develop your
presentation.
Introduction
Add an element of drama by

beginning with an interesting quotation from the work
stating an anecdote about the work or its author
making a provocative comment about the work
Body
reading aloud many lines from the poem
Practice and Apply

Adapt Your Essay
Model the Skill:
body
Students may need additional help in developing the body of their analytical speech.
Explain that because listeners may not be
familiar with the poem that is analyzed in
the speech, students should include more
quotations from the poem than appeared in
the original essay. In fact, students may wish
to create a handout or transparency of the
poem and distribute or display it during their
presentation.
GUIDED PRACTICE Have students work in
pairs to adapt their analytical essays into
oral presentations. Suggest that they pay
close attention to the way that they present
quotations from the original poems. Students
should practice reading the quotations expressively and with feeling.
Speaking and Listening p. 283
280
unit
NA_L12TE-u01-lsw.indd
Keep your listeners attention by

focusing on only the most important points of your
original analysis
Concluding
Section
Speaking &
Listening Online
Make a lasting impression on listeners by

framing a final observation in the context of a universal
theme
ending with a dynamic quotation from the poem
KEYWORD: HML12-280
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Language: Reinforce Literary Terms Explain
to students that their oral presentations
should have the same goal as their written
essaysto present an analysis of a work of
poetry and provide evidence in the form of
quotations that support that analysis. Review key terms used in the Writing Workshop
and in this workshop:
analysis: an examination of the elements;
an analytical essay explains why something
is meaningful
literary element: the elements (symbols,

figurative language, characterization) writers use to convey ideas in poems, stories,
novels, and plays
theme: the big idea or message a literary
work expresses
evidence: words or phrases from a literary
work that support the writers analysis
anecdote: a brief account or retelling of an
event or encounter
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1:00:25 PM
1/4/11
Teach
Deliver Your Speech
Deliver Your Speech
prepare note cards

To speak effectively, you need to sound as natural and relaxed as possible. Rather than
memorizing your presentation, use the following steps to help you prepare for your speech.
Model the Skill: use
verbal and
nonverbal techniques
Step 1 Make concise notes on note cards.

Step 2 In your notes, write down key words and phrases about the main points
in your analysis.
Step 3 Write down the quotations, details, and other evidence from the work that you will be
presenting to support your analysis, and make sure you can read them.
Step 4 Arrange your note cards in the right order for a smooth presentation.
Even though students may be nervous, they

need to show their listeners that they believe in
their words and ideas by using the techniques
described on p. 281. Model the techniques
for the class by delivering the instruction
while making eye contact, emphasizing and
enunciating key words, and using appropriate
gestures.
use verbal and nonverbal techniques

Verbal and nonverbal techniques can make your presentation more effective. Use the following
techniques to deliver an engaging presentation.
Pronunciation and Enunciation It is natural to be nervous when speaking to a group, so focus
on pronouncing words correctly. Speak clearly (enunciate) and speak at a natural pace so each
word is understandable.
GUIDED PRACTICE Have students work in

pairs to adapt their analytical essays into
speeches.
Emphasis To get your main points across to your audience, change your tone and volume for
emphasis. Pausing is also an effective way to emphasize something you have just said. It allows
your listeners time to digest a point you made and lends suspense to a point you are about to make.

YOUR
Have students exchange drafts of their

speeches. Instruct partners to mark
TURN
places in the speech that can be
emphasized or that lend themselves to gestures.
Then have pairs practice delivering their
presentations, incorporating the feedback.
Facial Expressions and Gestures Change your facial expressions as you deliver your
presentation. A blank face is the physical equivalent of a monotone
e speaking
p
g voice;; it
almost guarantees that your audience will tune out. Although you m
may
ay not use hand
gestures when speaking casually, relaxed gestures can help emphasize
sizze your words
and make the presentation seem more natural.
Eye Contact Remember to make eye contact with members of your
ourr audience.
Eye contact will engage your listeners and convey the message that
at you want
them to understand what you are saying.

YOUR
TURN
Assess and Reteach
As a Speaker Deliver your speech to a friend, making sure to

o
incorporate the verbal and nonverbal techniques described
d on
o
this page. Use your friends feedback to make adjustmentss to
o
your presentation and to improve your speaking skills.
Assess
Use the COMMON CORE TRAITS to assess students speeches:
As a Listener Evaluate a classmates delivery of his or her

analytical speech. Consider the speakers point of view and
d
whether it is well-supported with evidence from the poem.
m.
Listen carefully to see if you can follow the line of reasoning
g
among the speakers ideas, and note any places you feel lost.
st.
Consider whether the speaker emphasizes his or her pointss with
w
an appropriate tone and word choices.
speaking and listening workshop
3:48:02
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PM
281
for struggling students

Deliver a Speech Some students may not yet
be ready to present their speeches in front
of their classmates. Require each student
to attempt to deliver the speech in front
of the entire class, but if it is clear that the
students performance is affected by anxiety
or embarrassment, give him or her the option
of delivering the speech in front of only you.
Combine the two performance evaluations
into one that reflects the attempt to speak in
front of the class.
A strong analytical speech

presents a clear controlling idea about a
works literary elements or theme
offers specific points supported by compelling evidence from the text
reflects the speakers interest in the text
281
1/4/11
Reteach
Some students may have difficulty identifying the most important points from their
3:48:09 PM
original analysis. Suggest that they meet with
partners to talk casually about the poems. Tell
students to focus on just one or two of their
original points and to provide more quotations
from the poem to illustrate their ideas.
Speaking and Listening Online

Public speaking tips
Strategies for effective listening
speaking and listening workshop
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Assessment Practice
Assessment Practice
DIRECTIONS Read the following selections and then answer the questions.
RL 1 Cite textual evidence to support inferences

drawn from the text. RL 3 Analyze the impact of
the authors choices regarding how to develop and
relate elements of a story. RL 4 Determine the
meaning of words and phrases as they are used in
the text, including figurative meanings; analyze
the impact of specific word choices on meaning
and tone, including language that is particularly
fresh, engaging, or beautiful. RL 6 Analyze a
case in which grasping a point of view requires
distinguishing what is directly stated in a text from
what is really meant. W 5 Develop and strengthen
writing as needed by revising or editing.
L 4 Determine or clarify the meaning of unknown
and multiple-meaning words. L 5a Interpret figures
of speech.
check readiness
Read aloud the paragraph under ASSESS and
stress to students that this is not the full Unit
Test, but a way for them to check their readiness for it. Then have students examine the
standards listed under REVIEW and look back
in the unit or in the Student Resource Bank for
any skills they need to review.
from
assess
Taking this practice test
will help you assess your
knowledge of these skills
and determine your
readiness for the Unit Test.
review
After you take the practice

test, your teacher can help
you identify any standards
you need to review.
10
RL 1 Cite textual evidence
to support inferences drawn
from the text. RL 3 Analyze
meaning of words and phrases
as they are used in the text,
including figurative meanings;
analyze the impact of specific
word choices on meaning and
tone, including language that is
particularly fresh, engaging, or
beautiful. RL 6 Analyze a case
in which grasping point of view
requires distinguishing what is
directly stated in a text from what
is really meant. W 5 Develop and
strengthen writing as needed by
revising or editing. L 4 Determine
or clarify the meaning of
unknown and multiple-meaning
words. L 5a Interpret figures of
speech.
15
20
25
read the texts

Remind students to keep unit goals in mind as
they read each passage, paying particular attention to these literary and reading skills:
characteristics of an
epic
Old English poetry
alliteration
kenning
characterization
irony
making inferences
To help students focus on character traits

while reading, encourage them to ask questions such as
What words or phrases would best describe
Beowulf?
answer the questions

Direct students to pages R96R103 of the
Test-Taking Handbook to review test-taking
strategies.
Remind students to read each set of directions carefully, looking for key words. After
students complete the first item, they may
want to reread the directions to ensure that
they understand what is being asked.
282
unit
NA_L12TE-u01-tap.indd
30
Practice
Test
35
Beowulf
My people have said, the wisest, most knowing

And best of them, that my duty was to go to the Danes
Great king. They have seen my strength for themselves,
Have watched me rise from the darkness of war,
Dripping with my enemies blood. I drove
Five great giants into chains, chased
All of that race from the earth. I swam
In the blackness of night, hunting monsters
Out of the ocean, and killing them one
By one; death was my errand and the fate
They had earned. Now Grendel and I are called
Together, and Ive come. Grant me, then,
Lord and protector of this noble place,
A single request! I have come so far,
Oh shelterer of warriors and your peoples loved friend,
That this one favor you should not refuse me
That I, alone and with the help of my men,
May purge all evil from this hall. I have heard,
Too, that the monsters scorn of men
Is so great that he needs no weapons and fears none.
Nor will I. My lord Higlac
Might think less of me if I let my sword
Go where my feet were afraid to, if I hid
Behind some broad linden shield: my hands
Alone shall fight for me, struggle for life
Against the monster. God must decide
Who will be given to deaths cold grip.
Grendels plan, I think, will be
What it has been before, to invade this hall
And gorge his belly with our bodies. If he can,
If he can. And I think, if my time will have come,
Therell be nothing to mourn over, no corpse to prepare
For its grave: Grendel will carry our bloody
Flesh to the moors, crunch on our bones
And smear torn scraps of our skin on the walls
Take it at thinkcentral.com.
KEYWORD: HML12N-282
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1/8/11
Assessment Practice: Work Backward
Prepare students by having them read the
questions before reading the passages. Have
pairs find unfamiliar words in test directions
and questions and follow these steps:
1. Write each word on an index card.
2. Look up the meaning in a dictionary and
write it on the back of the card.
12:24:46
NA_L12PE-u01
PM
Language: Punctuation and Print Cues

Remind students that poetry has different
rules for capitalization and punctuation
than prose does. Point out that in Beowulf,
every line begins with a capital letter, even if
the word is in the middle of a sentence. Tell
students to read sentences according to end
punctuation, rather than line capitalization.
3. Use the cards to practice the words with

your partner and to teach them to others.
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11:52:34 AM
8/11
item analysis
Of his den. No, I expect no Danes
Will fret about sewing our shrouds, if he wins.
And if death does take me, send the hammered
Mail of my armor to Higlac, return
The inheritance I had from Hrethel, and he
From Wayland. Fate will unwind as it must!
40
Hrothgar replied, protector of the Danes:

Beowulf, youve come to us in friendship, and because
Of the reception your father found at our court.
Edgetho had begun a bitter feud,
Killing Hathlaf, a Wulfing warrior:
Your fathers countrymen were afraid of war,
If he returned to his home, and they turned him away.
Then he traveled across the curving waves
To the land of the Danes.
45
50
from
10
15
He had his son with him, a fine young Squire,

A lover and cadet, a lad of fire
With locks as curly as if they had been pressed.
He was some twenty years of age, I guessed.
In stature he was of a moderate length,
With wonderful agility and strength.
Hed seen some service with the cavalry
In Flanders and Artois and Picardy
And had done valiantly in little space
Of time, in hope to win his ladys grace.
He was embroidered like a meadow bright
And full of freshest flowers, red and white.
Singing he was, or fluting all the day;
He was as fresh as is the month of May.
Short was his gown, the sleeves were long and wide;
assessment practice
283
Assessment Support Consider these options

for completing the Assessment Practice:
Have students work backward to review
the questions before reading the passage.
Select random questions in the Assessment
and have students demonstrate how and
where to look for the answers.
Characteristics of an
Epic
1, 3, 4
41
Epic Hero
1, 3
Universal Themes
4
2, 6
Alliteration
Kenning
41
Characterization
7, 11, 12,
16
143
Character Traits
10, 14
143
Irony
5, 8, 11
141
Make inferences
9, 13, 15
229
vocabulary
items
unit
pages
Latin Words and Roots
1, 2, 3, 4
198
Multiple-Meaning
Words
5, 6, 7, 8
264
writing and grammar
items
unit
pages
Participial Phrases
245
Adjectives and Verbs
73
On thinkcentral.com students can complete

an interactive version of this practice test
and receive remediation for the skills they
have not yet mastered.
283
12/30/10
unit
pages
Practice Test
GOON
12:24:46
PM
items
Reading Old English

Poetry
by Geoffrey Chaucer
comprehension and
written response
11:41:19 AM
Ask students to locate unfamiliar words in

the Assessment. Elicit the words meanings from the class.
Have students record useful testing words
and definitions in their journals for later
reference.
Read the selection or parts of it aloud to
aid in student comprehension.
assessment practice
283
283
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11:52:42 AM
answers
Reading Comprehension
He knew the way to sit a horse and ride.

He could make songs and poems and recite,
Knew how to joust and dance, to draw and write.
He loved so hotly that till dawn grew pale
He slept as little as a nightingale.
Courteous he was, lowly and serviceable,
And carved to serve his father at the table.
Model a thinking process for answering

multiple-choice questions.
20
1. D is correct. [M]y duty was to go to the

Danes / Great king expresses Beowulfs
responsibility to fight the monster. A is
incorrect because honesty is not relevant to
the passage. B and C are incorrect because
he shows little mercy or charity.
Reading Comprehension
2. J is correct. Curving waves is a metaphorical compound phrase describing the sea.

The other choices are incorrect because they
do not describe the sea.
Use Beowulf (pp. 282283) to answer

questions 16.
1. In lines 13, which lofty ideal do Beowulf s
people expect him to uphold?
A. Honesty in all situations
B. Mercy toward his enemies
C. Charity for the less fortunate
D. Responsibility toward those in need
3. D is correct. Beowulf tells of defeating five

giants and mentions fate in line 10. A is incorrect because he is the opposite of fearful.
B is incorrect because the text does not suggest that he is exaggerating. C is incorrect
because the passage has nothing to do with
kindness.
2. Which phrase is a kenning for the word sea?

A. blackness of night C. hammered / Mail
B. this noble place
D. curving waves
4. D is correct. Beowulf uses the word evil in

line 18. A is a weaker choice because it overlooks the thematic content of the passage.
B is incorrect because intellect is not a factor in the passage. C is incorrect because life
and death are not represented by specific
sides in the battle.
3. In lines 511, Beowulf boasts of his

legendary
A. fear and need to overcome it
B. pride and tendency to exaggerate
C. kindness and desire to do good deeds
D. hunting skills and belief in fate
5. C is correct. It is ironic that no corpses will

be present after death. A is incorrect because the Danes would grieve for Beowulf.
B is incorrect because readers do not yet
know the men will survive. D is incorrect
because Beowulf does trust the Danes.
6. B is correct. The alliteration strengthens the
feeling of bitterness and links ideas. A is incorrect because alliteration does not clarify
meaning. C is incorrect because the b sound
is not a sensory aspect of the experience.
D is incorrect because use of an lliteration
does not help explain figurative language.
7. A is correct. Chaucer describes the Squires
appearance in lines 25 and 1115, and his
talents in lines 610 and 1622. B is incorrect because other young nobles are not
mentioned. C and D are incorrect because
no other characters interact with him.
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4. In lines 1118, Beowulf identifies the battle

with Grendel as one between
A. humans and monsters
B. intellect and emotion
C. life and death
D. good and evil
5. Beowulf s statement in lines 3637 is ironic

because
A. the Danes will not mourn Beowulf
B. Beowulf and his men will survive
C. there will be no corpses if Grendel wins
D. Beowulf does not trust the Danes
6. In line 45, the alliteration in begun a bitter
feud helps to
A. clarify the meaning of words
B. create rhythm and unify ideas
C. convey a sensory experience
D. explain metaphors and similes
Use The Canterbury Tales (pp. 283284) to
answer questions 712.
7. Chaucer develops the Squires character by
A. describing his appearance and talents
B. comparing him to other young nobles
C. showing other characters reactions to him
D. relating conversations between characters
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8. C is correct. Lines 79 portray the Squire as

a warrior. A is incorrect because the reader
does not assume this and the assumption
would not make the description ironic. B is
untrue; line 10 proves that the Squire wants
to please his lady. D is incorrect because his
horsemanship is not described as wild.
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Assessment Practice
8. In lines 714, it is ironic that the Squire is

described as singing he was, or fluting all the
day because
A. the reader assumes that all cadets receive
musical instruction as part of their
training
B. Chaucer suggests that the Squire is more
interested in traveling than in pleasing
his lady
C. the reader expects the Squire to be
training for battle rather than playing
music
D. Chaucer depicts the Squire first as a wild
horseman and then as a polite cadet
9. In lines 1115, the Squires style of dress
suggests that he is
A. youthful and vain
B. timid and scholarly
C. rugged and unkempt
D. strange and mysterious
10. Which one of the Squires character traits
emerges in lines 2122?
A. Bravery
B. Innocence
C. Leadership
D. Respectfulness
9. A is correct. Lines 11 and 14 imply youth and

vanity. B, C, and D are incorrect because
none of the poems details portray the
Squire as timid, scholarly, rugged, unkempt,
strange, or mysterious.
12. Which lines in the excerpt characterize the

Squire as a well-educated nobleman?
A. Lines 13
B. Lines 46
C. Lines 710
D. Lines 1618
10. D is correct. The Squires respectfulness is

shown in the courteous service he gives to
his father at the table. A, B, and C describe
traits of the Squire, but they are not the
traits that emerge in lines 2122.
SHORT CONSTRUCTED RESPONSE

Write three or four sentences to answer each
question.
11. B is correct. The Squires occupation is

martial, which contrasts with his peaceable
interests. A, C, and D are incorrect because
they give options that are related and compatible, not contrasting and ironic.
13. In line 41, Beowulf exclaims, Fate will

unwind as it must! What can you infer
about his beliefs from this statement?
14. List three character traits of the Squire. Cite
line references from the excerpt to support
your choices.
12. D is correct. Lines 1618 describe learned

accomplishments suited to an educated
nobleman. A, B, and C are incorrect because
those lines do not refer directly to results of
learning.
Write two to three paragraphs to answer each

question.
15. In lines 1927, Beowulf says that he, like
Grendel, needs no weapons to fight. What
can you infer about Beowulf s character from
these lines?
SHORT CONSTRUCTED
RESPONSE
16. Chaucer compares the Squire to different

things in nature. Identify two of these
comparisons and explain what they reveal
about the Squire.
Possible responses:
13. Beowulf believes that the outcome of battle
is predestined and beyond his control. He
believes he is destined either to defeat Grendel or to die nobly in battle.
11. Chaucers gently ironic depiction of the Squire

comes from the contrast between the young
mans
A. artistic talents and his well-groomed
appearance
B. occupation as a knight in training and his
personal interests
C. average height and his impressive athletic
abilities
D. love of family and his loyalty to his
country
14. Students may include these character traits

and line references: the Squire is flirtatious
(lines 10, 19), vain (lines 1112), talented
(lines 1618), fun-loving (lines 13, 1920), and
dutiful to his father (lines 2122).
GOON
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Assessment Vocabulary To help students
understand the Comprehension questions,
teach or review these key vocabulary words:
Item 5: ironicshowing a difference
between what is said and what is meant,
or between what is expected and what
happens
Item 7: developsdescribes a little at a
time
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Item 9: suggestshints
Item 10: emergesshows through
Item 12: characterizeto give information
that shows the way a person is
Item 13: inferto guess on the basis of
evidence
Item 14: character traitsaspects of a
characters personality, such as bravery
15. Students paragraphs should develop these

ideas: Beowulf is bold, fearless, boastful,
competitive, and eager to impress others.
He trusts in his fate as determined by God.
16. Students paragraphs should describe two
comparisons of the Squire to nature; for
11:41:28 AM
example: Chaucer compares the Squire to
fire, revealing an active spirit; to meadows,
flowers, and May, revealing youthful freshness; to a nightingale, revealing nocturnal
courting habits.
assessment practice
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answers
Vocabulary
Vocabulary
1. C is correct. The context clue of a moderate

length in line 5 is closest to the meaning of
stature. Neither A, C, nor D corresponds to
the meaning of an upright posture.
2. A is correct. B, the word changeable, has
nothing to do with measure. C and D are
incorrect because ideal and unusual are
both outside a standard measure.
3. B is correct. The idea of bravery typically
includes the idea of strength. Angrily (A) is
not linked to strength at all. C and D cite
qualities less linked to the definition to be
strong than bravely (B) is.
Use context clues and your knowledge of

multiple-meaning words to answer the
following questions.
1. The Latin word statura means an upright

posture. What is the most likely meaning of
the word stature as it is used in line 5 of the
excerpt from The Canterbury Tales?
A. Physical endurance
B. General intelligence
C. Height when standing
D. Professional reputation
5. The word shield in line 24 of the excerpt from

Beowulf means
A. decorative emblem
B. large lowland area
C. military officers badge
D. piece of hand-held armor
2. The Latin word moderari means to keep

within measure. What is the most likely
meaning of the word moderate as it is
used in line 5 of the excerpt from The
Canterbury Tales?
A. Average
B. Changeable
C. Ideal
D. Unusual
4. B is correct. Close combat contains the

idea of nearness. A is irrelevant to the idea
of nearness. C is a weaker choice because
the idea of merging is not contained in
nearby. D is incorrect because it conveys
the opposite of the meaning.
3. The Latin word valere means to be strong.

What is the most likely meaning of valiantly
as it is used in line 9 of the excerpt from
The Canterbury Tales?
A. Angrily
B. Bravely
C. Remarkably
D. Tirelessly
5. D is correct. Like armor, the shield provides

protection in battle and is big enough to
hide behind. A and C are incorrect because
emblems and badges are too small to provide protection. B is incorrect because an
area of land cannot be held in the hand.
6. A is correct. The passage describes the
Squires appearance, and his locks are
described as curly. B, C, and D are incorrect
because they do not fit the context in line 3.
4. The Latin word iuxta means nearby. The

meaning of joust as it is used in line 18 of the
excerpt from The Canterbury Tales is to
A. tell amusing stories
B. engage in close combat
C. meet and merge with
D. travel over long distances
7. C is correct. The connection with the

context word locks shows that the line
describes the Squires hair being pressed. A,
B, and D do not fit the context.
8. A is correct. Chivalric suitors hope to win
approval from their ladies. B is a weaker
choice because charm is apparent to all,
not just one suitor. C is incorrect because
no activity is mentioned from which the
Squire would seek exemption. D is incorrect
because the context is not religious.
Use context clues and the Latin word

definitions to answer the following
questions.
6. Which meaning of locks is used in line 3 of

the excerpt from The Canterbury Tales?
A. Lengths or curls of human hair
B. Devices operated by keys or combinations
C. Sections of a waterway closed off with
gates
D. Holds used in wrestling and self-defense
7. Which meaning of pressed is used in line 3
of the excerpt from The Canterbury Tales?
A. Crowded closely
B. Urged to take action
C. Squeezed into shape
D. Forced into military service
8. Which meaning of grace is used in line 10
of the excerpt from The Canterbury Tales?
A. Approval
B. Charm
C. Exemption
D. Short prayer
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Review Academic Vocabulary On the board,
list the academic vocabulary shown in italics. Then give the examples in random order
and have students match them to the terms.
Elicit additional examples from students.
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alliteration: monsters/men (Beowulf,

line 19)
kenning: curving waves
irony: The Squires job as a soldier is to
attack and fight, yet his interests are love,
poetry, and dancing.
epic hero: Beowulf

character traits: Beowulf is brave.
characterization: Beowulfs speech to the
Danes characterizes him as brave and
fearless.
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Assessment Practice
answers
Revising and Editing
Revising and Editing

DIRECTIONS Read this passage and answer the questions that follow.
1. C is correct. A repeats unnecessarily the

words trade routes. B sounds awkward
ending with an adjective. D also sounds
awkward with its two prepositions separated by a comma: along, over.
(1) In the mid-14th century, the Black Death swept across Europe. (2) The plague
had traveled along North African trade routes and over European trade routes. (3) Its
victims suffered from symptoms such as a high fever and bad headaches and usually
died. (4) In some cities, corpses were gathered in the streets. (5) The stench of bodies
permeated the air. (6) By the year 1400, the awfully plague had killed approximately
25 million Europeans.
1. What is the most effective way to revise

sentence 2?
A. For a while, the plague had traveled along
North African trade routes and European
trade routes.
B. The plague had traveled along North
African trade routes and over European.
C. The plague had traveled along North
African and European trade routes.
D. The plague had traveled along, over
North African and European trade routes.
2. What change, if any, should be made in
sentence 3?
A. Insert an apostrophe in Its
B. Insert a comma after fever
C. Change died to dead
D. Make no change
2. D is correct. No change is needed. Its in

A does not mean it is and so does not require an apostrophe. A comma after fever
in B would separate items in a series. Died
in C is the correct form of the verb.
3. What is the most effective way to combine

sentences 4 and 5?
A. In some cities, corpses were gathered in
the streets so that the stench of bodies
permeated the air.
B. In some cities, corpses were gathered in
the streets where the stench of bodies
permeated the air.
C. In some cities, corpses were gathered in
the streets, the stench of bodies permeated
the air.
D. In some cities, whose corpses were
gathered in the streets where the stench of
bodies permeated the air.
3. B is correct. A uses so to incorrectly join the

sentences in a cause-and-effect relationship. C incorrectly joins the sentences with
commas alone rather than commas and a
coordinating or subordinating conjunction.
D incorrectly makes both sentences subordinate or dependent, making the sentence a
fragment.
4. C is correct. A and B suggest changes that
do not correct the error and also introduce
new ones. D is incorrect because the adverb
awfully should be the objective awful.
4. What change, if any, should be made in

sentence 6?
A. Change had killed to has killed
B. Insert a comma after killed
C. Change awfully to awful
D. Make no change
5. D is correct. It makes sense to add the sentence to the end of the paragraph because
it extends an idea introduced in sentence 6.
5. Where is the best place to insert this sentence?

Nearly two-thirds of the population of many
European cities died within the first two years
of the epidemic.
A. At the beginning of the paragraph
B. After sentence 2
C. After sentence 3
34/0
D. After sentence 6
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Assessment Support: Participial Phrases and
Vivid Adjectives and Verbs
Review with students that a participial
phrase consists of a participle (a verb form
used as a modifier) and related words.
Ask students to find examples of participial phrases in the excerpts from Beowulf
and The Canterbury Tales.
11:41:34 AM
Remind students that effective imagery

appeals to one or more of the five senses:
sight, hearing, touch, smell, or taste. Effective imagery uses concrete, specific adjectives and verbs.
Ask students to discuss which images
in the selection they find most effective
and which senses the images appeal to.
Discuss the language used to create these
images.
assessment practice
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unit
Great Reads
Ideas for Independent Reading

Continue exploring the Questions of the Times on pages 2021 with
these additional works.
hero?
society?
RL 10 Read and comprehend literature. RI 10 Read

and comprehend literary nonfiction.
What makes a true
introduce great reads
Beowulf
Life in a Medieval Village
translated by Seamus Heaney
by Frances and Joseph Gies
In this translation of Beowulf, Nobel-prize-winning poet Seamus

Heaney uses direct, rich, and moving language to tell the tale of
Beowulfs battles with the monster Grendel, Grendels equally
monstrous mother, and the dragon who brings about Beowulfs
death. Heaneys translation is vivid and engaging, drawing new
audiences into this ancient tale of honor and heroism.
Most people of the Middle Ages lived in villages, not castles or

cities. This description of the medieval English village of Elton
gives modern readers a sense of the everyday lives and concerns
of the people who lived during this period. Many aspects of life
are examineddress, diet, housing, marriage, work, and the
relationship between peasants and their lords.
Grendel
The History of the Kings of Britain
by John Gardner
by Geoffrey of Monmouth
In Beowulf, Grendel is a fearsome beast whose demise makes

Beowulf a lauded hero. This modern retelling of the epic,
however, views the whole story from a new perspective
namely, Grendels. What is it like to be Grendel? What makes
Grendel tick? When everyone thinks youre a monster, how
does it change the way you look at yourself?
By what right did the elite families of Britain come to rule over
everyone else? In this influential volume written in the 12th
century, Geoffrey of Monmouth shows that in many cases,
becoming king was more the result of fast-talking and brute
force than anything such as divine right. The author tears
through the royal lines of Britain, touching upon such notables
as Brutus of Rome, King Lear, and the legendary King Arthur.
While unreliable as history, this chronicles no-nonsense yet
lyrical style makes it hard to put down.
In Unit 1, students have discussed a number

of big questions. Invite students to tell which
question they found most intriguing and
why, and then focus attention on the four
questions that appear on pages 288289.
Discuss the recommended books and their
summaries, pointing out how each connects
to the related question. Encourage students to
choose one or more of these great reads to
study independently.
The Death of King Arthur

translated by James Cable
Who really shapes
This story of Arthur begins with a sadly depleted Round Table as

knight after knight heads to a strange land, searching for glory
and the Holy Grail. Meanwhile, King Arthur is humiliated by
the continuing romance between his queen, Guinevere, and his
most famous knight, Lancelot. Weakened from within, Arthurs
kingdom is attacked by the evil Mordred, and Arthur must rouse
himself and his flawed yet loyal band to avert the worst.
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RL 10 Read and comprehend

literature. RI 10 Read and
comprehend literary nonfiction.
fate control
Does
our lives?
Can people live up

to high
?
The Anglo-Saxon World: An Anthology
The Once and Future King
translated by Kevin Crossley-Holland
by T. H. White
This anthology presents a wide selection of Anglo-Saxon

poetry and prose, including chronicles, letters, and many of the
greatest surviving poems printed in their entirety. Works such
as The Seafarer, The Wanderer, the Anglo-Saxon Chronicle, and
Beowulf give readers a fine sense of the values and lifestyles
of the Anglo-Saxon people.
This retelling of the Arthurian legend follows Arthur from

birth to death. Based largely on Sir Thomas Malorys Le Morte
dArthur, this volume contains four full novels: The Sword in the
Stone, The Queen of Air and Darkness, The Ill-made Knight, and
The Candle in the Wind. Author T. H. White brings life, passion,
and humor to a beloved legend.
Everyman and Other Miracle and Morality Plays
The Letters of Abelard and Heloise
In Everyman, an ordinary man faced with impending death

gathers about him his friends, his family, and his best personal
qualities. Everyman is an allegory, so these abstract qualities
take bodily form in characters such as Good Deeds, Knowledge,
and Beauty. Yet as his fate draws near, Everymans friends and
familyeven his wifedesert him, leaving him with only his
Good Deeds to accompany him to his reckoning.
translated by Betty Radice
ideals
The most famous love story from medieval times is actually a

true story told through the letters of two real-life lovers. Peter
Abelard was a Parisian scholar and cleric who fell in love with his
gifted pupil Heloise. Marrying in secret, Heloise bore Abelards
child. Yet the scandal associated with the marriage drove them
apart. Abelard became a monk and Heloise the abbess of a
convent, yet even as they tried to live according to their ideals,
their feelings for one another remained strong.
NovelWise
Get Novel
Wise
The keyword on this page points to NovelWise,

a Web site that helps students choose a novel
or other book-length work to read. NovelWise
also provides
study guides
KEYWORD: HML12-289
reading strategies and literary elements
instruction
presentations to introduce classic novels
project ideas
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great reads
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unit

Complete text of the Common Core State

Understand historical context and cultural influences of the Anglo-Saxon

Preview Unit Goals

Identify and analyze an authors purpose

Explain to students that they can get more from

Paraphrase and summarize

Write an analysis of a poem

Prepare and deliver an analysis

Understand that the English language changes over time

Analyze multiple interpretations of a story, evaluating how each version

concept (knPsDpt) n. general notion or idea

parallel (pBrPE-lDlQ) adj. having comparable parts,

Use the copy master to help students learn

For help in planning this unit, see

introduce the unit

the origins of a nation

Great Stories on Film

See resources on the Teacher One Stop DVD-ROM and on thinkcentral.com.

RESOURCE MANAGER UNIT 1

The Epic pp. 3839

Epic pp. 41, 44, 4749,

Old English Poetry

Simile and Epic Simile

The Legacy of the Era

The Legacy of the Era

Old English Poetry

from The Book of

from The Paston

Imagery pp. 103, 105,

The Prologue from

from The Pardoners

Exemplum pp. 169, 173,

Autobiography pp. 117,

Primary Sources pp. 127,

Discuss pp. 117, 120 SL 1

Analyze Style p. 138 L 3

Prefixes (-mal ) p. 182

Language Coach p. 177

Ballad pp. 217, 222, 223, 225,

Synthesize pp. 200, 201, 202,

Writing Prompt p. 199 W 3b

Barbara Allan/Robin Hood

Plot Elements pp. 207, 208,

Narrator pp. 183184, 187188,

Pilgrimages: Journeys of the

Themes Across Cultures:

Writing Prompt p. 205 W 9

Latin Roots temp p. 198 L 4

Understand Dialect pp. 217,

Medieval Romance pp. 228,

Conflict pp. 247248, 250,

Writing Prompt p. 245 W 3,

Writing to Compare and

Write an Analysis of a Poem

Writing to Compare p. 139

Extension p. 139 SL 1ab

Language Coach p. 243 L 2b

Excerpting Poetry, p. 273 L 1

To see the complete

Teacher One Stop DVD-ROM

Student One Stop DVD-ROM

Best Practices Toolkit