A TEACHER’S GUIDE TO THE SIGNET CLASSICS EDITION OF THE MERRY ADVENTURES OF ROBIN HOOD BY HOWARD PYLE BY allen kRoMeR TEACHEr’S GuIdE 2 A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle Table of ConTenTs InTroduction ........................................................................................................................3 List of Main CharacterS ................................................................................................4 SYNOPSIS OF THE NOVEL .....................................................................................................4 PrE-rEAdInG ACTIVITIES .....................................................................................................6 I. BuildInG BackGround knowledge of HistorY And CulturE .....................................................................................6 II. BuildInG BackGround knowledge of LiterArY Elements ...........................................................................................7 III. BuildInG BackGround knowledge THrough Initial Exploration of Themes ............................................10 DURInG rEAdInG ACTIVITIES..........................................................................................13 I. Whole TExT Activities ....................................................................................13 II. Discussion QuestionS And DeepenInG undErstandInG .......15 AfTEr rEAdInG ACTIVITIES .............................................................................................18 I. Topics for Discussion And Essays .......................................................18 II. GrouP And Individual Projects ...........................................................19 III. TExT To Film ComparisonS .......................................................................23 ABOUT THE AuTHOR OF THIS GuIdE ...........................................................................24 ABOUT THE EdITORS OF THIS GuIdE ...........................................................................24 FREE TEACHEr’S GuIdES ....................................................................................................27 Copyright © 2013 by Penguin Group (USA) For additional teacher’s manuals, catalogs, or descriptive brochures, please email [email protected] or write to: PENGUIN GROUP (USA) In Canada, write to: Academic Marketing Department PENGUIN BOOKS CANADA LTD. 375 Hudson Street Academic Sales New York, NY 10014-3657 90 Eglinton Ave. East, Ste. 700 Toronto, Ontario http://www.penguin.com/academic Canada M4P 2Y3 Printed in the United States of America A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle 3 InTRoDUCTION In the Digital Age, much of what adults once the opportunity to revel in Robin’s exploits, considered commonplace has vanished from and its accessible examples of literary devices the experience of youth—telephones with are well suited for inclusion in today’s lan- dials with numbers on them, cassette tapes guage arts curricula. Pyle’s prose shines with that record music, and clocks with arms that vivid imagery, descriptions, and allusions to spin around seem as quaint to many middle medieval culture. The characters are complex and high school students today as steam but depicted simply enough, and the action locomotives and biplanes seemed to their rarely grows so convoluted as to create confu- grandparents. How is it, then, that a literary sion. And, many of the book’s narrative ele- figure conceived in 14th century ballads and ments are appealing because they recur popularized in the 19th century still resonates frequently in modern texts—characters will in popular culture? The outlaw Robin Hood seek revenge, do battle to protect their pride, is an underdog, a figure not uncommon in celebrate their triumphs and mourn their current media. Just as Rocky defeated Apollo defeats. These familiar motifs allow readers to Creed or Daniel-san defeated the bullies from draw from personal beliefs and past experi- Cobra Kai in The Karate Kid, Robin battles ences to understand and appreciate Pyle’s and triumphs against political and social sys- text. The novel is adaptable and approachable tems that profit from injustice and reward the for students of differing abilities with the already-powerful. Similarly, Robin Hood caveat that teachers should consider how the removes himself from an oppressive society— work sometimes relies on archaic diction and and what adolescent has not dreamed of syntax and plan appropriate pre-reading doing much the same thing, casting off the instruction. Also, teachers have the luxury of bands of academic servitude, and escaping to excerpting chapters or sections as they see fit the woods to live a merry life of permanent because structurally and thematically these summer with his best friends in tow? Perhaps shorter pieces can be explored independently. part of the legend’s allure rests in Robin’s The content and activities in this guide can be assembling his band of remarkable compatri- used as a resource for planning to teach the ots; his champions are not unlike the charac- novel. The Pre-reading activities set the foun- ters who comprise the Avengers or X-men of dation for appreciating the novel by estab- comic book lore. While they lack the ability lishing an awareness of the historical and to fly or harness the power of advanced tech- cultural underpinnings of Pyle’s novel, the nology, Robin’s Merry Men are exceptional literary techniques he employs in his narra- compared to their peers, and they can out- tive, and some of the themes of the tales. The shoot, outfight, outwit, and out-sing any who During-reading content will help students comes against them. Finally, Robin Hood is focus on specific elements and events in the an appealing figure because he is imminently text to explore the novel’s artfulness. The accessible; his modest beginnings, his cha- Post-reading activities promote a holistic risma, his wiliness, his sense of humor, and review of the novel, an analysis of the impact his overall sense of morality and decency of its parts, and the opportunity to establish combine to cast him as a man not terribly and debate meanings. The activities in this unlike typical men. Perhaps it is this accessi- guide should be used to address curricular bility that allows readers to glimpse a bit of requirements, reinforce preferred teaching themselves in the hero from Sherwood Forest. styles, and promote academic success for stu- First published in 1883, Howard Pyle’s The dents. The best approach is one that is selec- Merry Adventures of Robin Hood affords readers tive, adaptive, and creative. 4 A Teacher’s Guide to the Signet Classics Edition of The Merry Adventures of Robin Hood by Howard Pyle LisT of MaIn ChaRacteRs Although Robin’s band and his adventures involve a comprehensive cast of characters, the list below identifies the novel’s central characters. Robin Hood An outlaw for murder and the leader of a rebellious group in Sherwood Forest The Sheriff of Nottingham Robin’s main nemesis, the local law enforcement authority Little John Robin’s most loyal supporter, renowned for his abilities with the staff Will Scarlet Robin’s nephew, a dandy, and strongest man of the band Alan a Dale Troubadour and balladeer, renowned for his musical abilities Queen Eleanor Advocate for Robin Hood, married to Henry King Henry Villainous king who despises Robin and seeks his death The Bishop of Hereford Chief religious authority in the book, Henry’s advisor and Robin’s enemy sYNOPsIs OF THE NOVEL The Merry Adventures of Robin Hood consists battle, Robin recruits his new ally to join the of a series of linked episodes. In addition to Merry Band in Sherwood Forest. the Prologue and Epilogue, the narrative is For instance, in the second half of the Pro- conveyed through twenty chapters arranged logue, Robin, seeking sport, sets forth from in eight sections. Pyle provides summaries of Sherwood Forest and encounters a tall each chapter in the Table of Contents and stranger at a bridge. After an exchange of short summaries throughout the novel. As a taunts and challenges, Robin and the stranger result, the book lends itself to easy naviga- begin to battle with staffs. During the battle, tion. However, there are several main types of both combatants prove their expertise by episodes which re-occur and can be selected if unleashing powerful blows and parrying the opting not to read the entire novel. same. However, when Robin grows angry and lashes out at the stranger, the loss of his Robin Recruits New Members composure costs him the contest; the stranger to the Band “thwacks” Robin and sends him into the stream. Chagrined, Robin laughs and seeks The recruitment stories typically start with the stranger’s assistance in regaining the shore Robin’s boredom; in an effort to alleviate the where he then summons his men who set tedium he decides that he (sometimes with upon the tall stranger. Robin ends the assault his merry men) will seek adventure. Upon and asks the stranger to join his band. The setting off, Robin encounters a fellow trav- stranger, John Little, accepts the offer after eler, and, having either offended the traveler Robin demonstrates his prowess with a bow. or been offended himself, Robin and the new Because of his remarkable height and build, character engage in a battle. Then, after the the men laughingly call him “Little John.” A Teacher’s Guide to the Signet Classics