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The Book of Three by Lloyd Alexander Teacher Guide The Book of Three by Lloyd Alexander Questions for Socratic Discussion by Melanie Huff © 2012, The Center for Literary Education 3350 Beck Road Rice, WA 99167 (509) 738-2837 www.centerforlit.com Contents Introduction 2 Questions about Structure: Setting 4 Questions about Structure: Characters 6 Questions about Structure: Conflict and Plot 11 Questions about Structure: Theme 14 Questions about Style 16 Questions about Context 18 Suggested Essay Assignments 19 Story Charts 20 Introduction This teacher guide is intended to assist the teacher or parent in conducting meaningful discussions of literature in the classroom or home school. Questions and answers follow the pattern presented in Teaching the Classics, the Center for Literary Education’s two day literature seminar. Though the concepts underlying this approach to literary analysis are explained in detail in that seminar, the following brief summary presents the basic principles upon which this guide is based. The Teaching the Classics approach to literary analysis and interpretation is built around three unique ideas which, when combined, produce a powerful instrument for understanding and teaching literature: First: All works of fiction share the same basic elements — Context, Structure, and Style. A literature lesson that helps the student identify these elements in a story prepares him for meaningful discussion of the story’s themes. Context encompasses all of the details of time and place surrounding the writing of a story, including the personal life of the author as well as historical events that shaped the author’s world. Structure includes the essential building blocks that make up a story, and that all stories have in common: Conflict, Plot (which includes exposition, rising action, climax, denouement, and conclusion), Setting, Characters and Theme. Style refers to the literary devices used by authors to create the mood and atmosphere of their stories. Recognition of some basic literary devices (alliteration, simile, personification, metaphor, etc) enables a reader not only to understand the author’s themes more readily, but also to appreciate his craftsmanship more fully. Second: Because it is approachable and engaging, Children’s Literature is the best genre to employ in teaching the foundational principles of literary analysis. Children’s books present these building blocks in clear, memorable language, and are thus treasure mines of opportunities for the astute teacher — allowing him to present Context, Structure and Style with ease to children and adults alike. Having learned to recognize these basic elements in the simple text of a classic children’s story, a student is well prepared to analyze complex works suitable for his own age and level of intellectual development. Third: The best classroom technique for teaching literary analysis and interpretation is the Socratic Method. Named after the ancient gadfly who first popularized this style of teaching, the Socratic method employs the art of questioning, rather than lecturing, to accomplish education. Based upon the conviction that the process of discovery constitutes the better part of learning, our program uses well placed questions to teach students how to think, rather than dictating to them what to think. The Teaching the Classics seminar syllabus supplies a thorough list of Socratic questions for teachers to use in class discussion. The questions are general enough to be used with any book, but focused enough to lead the student into meaningful contemplation of the themes of even the © 2012, The Center for Literary Education 2 most difficult stories. Questions on the list are arranged in order of difficulty: from grammar level questions which ask for the mere fact of a story, to rhetoric level questions which require discussion of ideologies and transcendent themes. Properly employed, this list can help teachers engage their classes in important discussions of ideas, and can also provide a rich resource for essay and other writing assignments! Used in conjunction with a good writing program, Teaching the Classics produces deep thinkers at any age. The questions used in this guide have been taken directly from the Socratic list, and will therefore be familiar to the seminar alumnus. More information about Teaching the Classics may be found at www.centerforlit.com. The Center for Literary Education Adam & Missy Andrews, Directors 3350 Beck Road Rice, WA 99167 (509) 738-2837 [email protected] [email protected] Note About Reference and Page Numbers Question numbers and reference numbers in parentheses refer to the complete Socratic List, which is included in the course syllabus of the Center for Literary Education’s flagship seminar, Teaching the Classics: A Socratic Method for Literary Education. © 2012, The Center for Literary Education 3 Questions about Structure: Setting Where does this story happen? (Question 1) The story takes place in the mythological land of Prydain, a land broken into many small kingdoms, or cantrevs, ruled over by one High King. (1.a.) Lloyd Alexander was greatly inspired by Welsh legend, and Prydain, though to use Alexander's own words, "is not to be used as a guide for tourists," was certainly influenced by that country and its legends, particularly those contained the collection known as The Mabinogion. Prydain is a land of farmers, herders, and artisans, dominated by a handful of legendary figures. Magic, though common enough to be recognized by all, is only practiced by a few. At the time when the story begins, Prydain has been at peace for many years, ruled by the wise and heroic Sons Of Don, but there is a growing threat from the neighboring kingdom of Annuvin (known as the Land of the Dead) and its king, the ruthless Arawn. (1.c. 1.g. 1.h.) The story begins in Caer Dallben, the farm which is home to the old enchanter Dallben. It is springtime, peaceful and serene. (1.e.) "The spring scent of apple blossom drifted through the open window. Beyond Dallben's chamber, Taran glimpsed the pale green fringe of forest. The fields, ready to cultivate, would soon turn golden with summer...From the forest came the monotonous tick of a beetle." (p. 13) However, the mood changes within the first few pages, as the animals of Caer Dallben begin to sense danger and try to flee. Later we learn that their panic was caused by the nearness of Arawn's new war lord, the Horned King. Taran, responsible for keeping watch over Hen Wen, the oracular pig, tries in vain to keep her from burrowing her way out, but he is not fast enough. As he runs after her the forest appears "dark and threatening" ahead of him. (p. 15) It is the same forest he saw before from the window, but now he knows the danger and his perception of it has changed. (1.d.) When does this story happen? (Question 2) The story takes place in the spring and summer. (2.c.) We are told that Taran is "barely on the threshold of manhood" when the story begins, probably in his middle teens. He is impetuous and dreams of being a great warrior like his hero, Gwydion, but his perceptions of heroism are highly romantic and unrealistic. When he does meet Gwydion, he is surprised and distressed to find the great man weather-hardened and clad in a travel-stained cloak. However, as they travel together he learns to revere Gwydion for his wisdom, nobility, courage, and skill as a tracker and fighter. His notions of heroism begin to change. (2.e.) © 2012, The Center for Literary Education 4 NOTES: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ © 2012, The Center for Literary Education 5 Questions about Structure: Characters Who is the story about? (Question 3) The story is told from the point of view of Taran, a boy in his teens. (3.a. 3.b. 3.c.) Raised by the enchanter Dallben, he has no knowledge of his past or parentage. He works with Coll on the farm and tends the oracular pig, Hen Wen, but this peaceful life is monotonous to him and he
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