Focus and Motivate from Utopia Fiction by Sir Thomas More READING 6 Analyze the Effect of Paradox in Speeches

The Rise of Humanism Focus and Motivate from Utopia Fiction by Sir Thomas More READING 6 Analyze the effect of paradox in speeches. 8 Analyze the consistency and clarity of Speech Before the Spanish Armada Invasion TEKS Focus the expression of the controlling Q idea and the ways in which the Speech by ueen Elizabeth I organizational and rhetorical Essential Course of Study ecos patterns of text support or confound the author’s meaning READING 6 Analyze the effect of paradox in or purpose. speeches. 8 Analyze the consistency and clarity of the expression of the controlling idea and the ways Meet the Authors in which the organizational and rhetorical patterns of text support or confound the author’s meaning Sir Thomas Sir Thomas More was uncommonly A Fatal Falling Out The publication of or purpose. 1C Use the relationship between More 1478–1535 gifted. He became a powerful statesman Utopia thrust More into the spotlight, words encountered in analogies to determine and—400 years after his death—a saint. and in 1517 he joined King Henry VIII’s their meanings. WRITING 16 Write a persuasive More was also considered one of the council. Twelve years later, Henry text. ORAL AND WRITTEN CONVENTIONS 17B Use a greatest lawyers and scholars of his day. appointed More lord chancellor. variety of correctly structured sentences. A Utopian Vision Born in London in However, a rift soon developed between 1478, More entered Parliament when he More and Henry over the king’s desire about the authors was 26. His experience in the political to break England’s ties with the Roman world convinced him that the time was Catholic Church. In 1534, More refused Sir Thomas More Ask students how More’s po- ripe for change. In 1516, More wrote to approve legislation that would install litical and religious beliefs might have shaped Utopia, a fictional work in which he Henry as head of the Church of England. More was tried and found guilty of his vision of an ideal state. enumerates the political, economic, and social problems afflicting 16th-century treason. His final words as he stood before Queen Elizabeth I Invite students to discuss Europe. He also describes an ideal state the executioner were, “The King’s good why Henry VIII’s treatment of his daughter ruled by reason. servant, but God’s first.” differed from his treatment of More. Queen On the day Elizabeth I was crowned, to boys. This education would prove Elizabeth I crowds cheered as she was carried through invaluable when she became queen. the streets. It was an auspicious beginning 1533–1603 Glorious Reign Elizabeth I ascended the to her 45-year reign as queen of England. throne in 1558. Her reign was a time of Stark Beginning The daughter of King great prosperity and artistic achievement. Henry VIII and Anne Boleyn, Elizabeth Elizabeth also proved to be a shrewd probably had a lonely childhood. Her politician and orator. In 1588, when father was deeply disappointed that his a fleet of Spanish ships known as the wife hadn’t produced a male heir. Two Spanish Armada was preparing to invade years after Elizabeth’s birth, he had her England, Elizabeth delivered an inspiring mother executed on charges of treason. speech to her soldiers. Despite having fewer ships and soldiers, the English fleet Despite his bitterness at not having a defeated the Armada. son, Henry provided Elizabeth with an AuthorsAuAuththorors excellent education normally given only AuthorsOnlineOnOnlilinene Online GoGo toto thinkcentral.comththiinnkkccenenttrralal coomm GoKEYWORD: to thinkcentral.com HML11-#### . KEYWORD: HML12-444

444 Selection Resources

TX_L12PE-u02s31-brUtopia.indd 444 9/10/09 11:42:18TX_L12PE-u02s31-brUtopia.indd AM 445 9/10/09 11:42:43 AM

Print resources are on the Teacher One Stop DVD-ROM and on thinkcentral.com. Find it Online! RESOURCE MANAGER UNIT 2 BEST PRACTICES TOOLKIT TECHNOLOGY Features on thinkcentral.com that support the selection include Plan and Teach, pp. 159–166 Word Questioning, p. E9 Teacher One Stop DVD-ROM • PowerNotes presentation Summary, pp. 167–168†‡* Analysis Frame: Literary Student One Stop DVD-ROM • ThinkAloud models to enhance Literary Analysis and Reading Nonfiction, pp. D21, D48 PowerNotes DVD-ROM comprehension Skill, pp. 169–172†* Mapping Main Ideas and Audio Anthology CD • WordSharp vocabulary tutorials Vocabulary, pp. 173–175* Details, C6 GrammarNotes DVD-ROM • interactive writing and grammar Grammar and Style, p. 178 Guiding Peer Review, p. C3 INTERACTIVE READER ExamView Test Generator instruction DIAGNOSTIC AND SELECTION ADAPTED INTERACTIVE READER on the Teacher One Stop TESTS ELL ADAPTED INTERACTIVE Selection Tests, pp. 121–124 READER

* Resources for Differentiation † Also in Spanish ‡ In Haitian Creole and Vietnamese

TX_L12TE_u02s15_utopia.indd 444 9/29/09 3:07:46 PM literary analysis: rhetorical devices Teach Both Sir Thomas More and Elizabeth I use rhetorical devices— techniques that communicate their ideas and support and What should we strengthen their arguments. As you read, pay attention to their What should we expect use of the following techniques: expect from our from our LEADERS? • An analogy is a comparison made between two dissimilar things in order to explain an unfamiliar subject in terms of leaders? Read the question aloud and have students a familiar one. For example, More compares a bad ruler read the paragraph about leadership. Lead to an incompetent physician who cannot cure a disease During the Renaissance, a nation’s into the SURVEY by encouraging students except by creating another. leaders did not have to run for office. to complete this sentence in as many ways However, both Sir Thomas More and • Repetition is the repeated use of a word or phrase. For as possible: I would support a leader who Elizabeth I suggest that even kings and example, Elizabeth I repeats the phrase “I myself” to . Encourage students to share their emphasize her personal involvement in England’s defense. queens must demonstrate effective leadership to win the support of their responses with a classmate. • A rhetorical question is a question to which no answer is people. expected. (Who is more eager for revolution than he who is discontented with his present state of life?) SURVEY What qualities do you think TEKS Focus • Antithesis expresses contrasting ideas in parallel gram matical are important in a leader? Rate each LITERARY ANALYSIS TEKS 8 structures. (I know I have the body but of a weak and feeble quality listed below by choosing a woman; but I have the heart and stomach of a king. . . .) number from 1 (least important) to 5 rhetorical (most important). Discuss your ratings Model the Skill: reading skill: draw conclusions with a classmate. devices When you draw conclusions about a text, you make judgments To model how to identify rhetorical devices, about the author’s meaning based on statements in the text. conduct the following activity. Write this Q For example, if a writer consistently criticizes corruption in Leadership ualities passage on the board: public officials, you might conclude that the writer values Rate the importance of each quality honesty and integrity. As you read the following selections, by circling a number. As the highland path is shrouded in fog, note ideas and supporting details that Thomas More and least most so the future is unclear. Every turn is Q ueen Elizabeth consistently include that help you draw Intelligence 1 2 3 4 5 blind and every mile mysterious. conclusions about their views of the proper role of a ruler. Have students identify the rhetorical Morality 1 2 3 4 5 vocabulary in context devices in the passage. Point out that the first sentence presents a brief analogy; The words shown here help convey Elizabeth I’s and Sir Courage 1 2 3 4 5 Thomas More’s convictions about what constitutes a good the second sentence uses repetition of the ruler. Replace the boldfaced word in each of the following Eloquence 1 2 3 4 5 word every for emphasis. sentences with a word from the list. GUIDED PRACTICE Have students create Charisma 1 2 3 4 5 word indolence plundering their own examples of each rhetorical device. list lamentation subjection READING SKILL TEKS 8 1. Loud weeping was heard at the good king’s funeral. 2. The conquerors began looting the village after the battle. Model the Skill: draww 3. As a result of his idleness, the bridge was never built. conclusions Complete the activities in your Reader/Writer Notebook. To model how to draw conclusions from biographical information, encourage 445 students to use this information to discuss Henry VIII’s desire to have More as an advi-

TX_L12PE-u02s31-brUtopia.indd 444 9/10/09 11:42:18TX_L12PE-u02s31-brUtopia.indd AM 445 9/10/09 11:42:43 AM sor. Point out that Utopia showed that More VOCABULARY SKILL TEKS 1 thought deeply about the kinds of matters vocabulary in context subjection (sEb-jDkPshEn) n. the state of being that would be important to a monarch; under the authority or control of another Henry VIII probably realized that such a DIAGNOSE WORD KNOWLEDGE Have all thinker could have valuable insights. students complete Vocabulary in Context. RESOURCE MANAGER—Copy Master Check their words and phrases against the Vocabulary Study p. 173 GUIDED PRACTICE Have each student following: write one paragraph with biographical information. Then, have students exchange indolence (GnPdE-lEns) n. the tendency to avoid papers and write two sentences drawing work; laziness; idleness conclusions about the author. lamentation (lBmQEn-tAPshEn) n. an expression of sorrow or regret RESOURCE MANAGER—Copy Master plundering (plOnPdEr-Gng) n. taking property by Draw Conclusions p. 171 (for student force plunder v. use while reading the selections)

utopia / speech before the spanish armada invasion 445

TX_L12TE_u02s15_utopia.indd 445 9/29/09 3:08:01 PM Practice and Apply utopia summary Sir Thomas More In this passage, More discusses his view that an effective king cares more about his subjects’ welfare than about his own. Suppose I should show that men choose a king for their own sake and not for his—to be plain, that by his labor and effort they may live well and safe from A 2(%4/2)#!,ß$%6)#%3 2EREADßLINESß¯ßß7HATß injustice and wrong. For this very reason, it belongs to the king to take more care RHETORICALßDEVICEßDOESß read with a purpose for the welfare of his people than for his own, just as it is the duty of a shepherd, -OREßUSE ßß(OWßDOESßITß insofar as he is a shepherd, to feed his sheep rather than himself.1 A STRENGTHENßHISßARGUMENT Help students set a purpose for reading. Instruct The blunt facts reveal that it is wrong to think that the poverty of the people is them to determine what might cause a king to the safeguard of peace. Where will you find more quarreling than among beggars? be hated by his people. Who is more eager for revolution than he who is discontented with his present state of life? Who is more reckless in the endeavor to upset everything, in the hope SUBJECTIONß`:O"W9XE`U:[ß 10 of getting profit from some source or other, than he who has nothing to lose? Now LITERARY ANALYSIS TEKS 8 NßTHEßSTATEßOFßBEINGß if there were any king who was either so despicable or so hateful to his subjects that UNDERßTHEßAUTHORITYßORß subjection plundering, a rhetorical devices he could not keep them in otherwise than by ill usage, CONTROLßOFßANOTHER and confiscation and by reducing them to beggary, it would surely be better for PLUNDERINGß]YD[EQ:_"<[Tß Possible answer: More uses an analogy, him to resign his throne than to keep it by such means—means by which, though NßTAKINGßPROPERTYßBYß comparing a king to a shepherd. This he retain the name of authority, he loses its majesty. It is not consistent with the FORCEßPLUNDERßV analogy underscores a main idea of the dignity of a king to exercise authority over beggars but over prosperous and happy subjects. This was certainly the sentiment of that noble and lofty spirit, Fabricus, work—namely, that an effective king is a who replied that he would rather be a ruler of rich people than be rich himself.2 caretaker. To be sure, to have a single person enjoy a life of pleasure and self-indulgence 20 amid the groans and lamentations of all around him is to be the keeper, not of LAMENTATIONßß a kingdom, but of a jail. In fine,3 as he is an incompetent physician who cannot Y7ZF:["a6E`U:[ßNßANß cure one disease except by creating another, so he who cannot reform the lives of EXPRESSIONßOFßSORROWß ORßREGRET b grammar and TEKS 17B citizens in any other way than by depriving them of the good things of life must style admit that he does not know how to rule free men. Yea, the king had better amend his own indolence or arrogance, for these two INDOLENCEß<[EQ:"Y:[`ß Use Effective Sentence Types Point out vices generally cause his people to either despise him or to hate him. Let him live NßTHEßTENDENCYßTOßAVOIDß that although the “Let him” statements are harmlessly on what is his own. Let him adjust his expenses to his revenues. Let WORKßLAZINESSßIDLENESS him check mischief and crime, and, by training his subjects rightly, let him prevent B '2!--!2ß!.$ß349,% commands to the reader, grammatically rather than allow the spread of activities which he will have to punish afterwards. 2EREADßLINESß¯ßß speaking, they are meant as indirect com- .OTEßTHATß-OREßUSESßAß 30 Let him not be hasty in enforcing laws fallen into disuse, especially those which, mands to a king. SUCCESSIONßOFßIMPERATIVEß long given up have never been missed. Let him never take in compensation for SENTENCESßTOßCONVEYßHISß violation anything that a private person would be forbidden in court to appropriate IDEASßABOUTßHOWßAßKINGß for the reason that such would be an act of crooked craftiness.4 B SHOULDßBEHAVE VOCABULARY TEKS 1 ßßTHEßDUTYßOFßAßSHEPHERDßßßßHIMSELFß-ORE´SßMETAPHORßPARAPHRASESßTHEß"IBLEß%ZEKIELß ß±7OEßBEßTOßTHEß own the word SHEPHERDSßOFß)SRAELßTHATßDOßFEEDßTHEMSELVESßSHOULDßNOTßTHEßSHEPHERDSßFEEDßTHEßFLOCKS ² ßß&ABRICUSßßßßHIMSELFß'AIUSß&ABRICIUSß,USCINUSßWASßAß2OMANßCOMMANDERßFAMOUSßFORßHISßVIRTUESßß4HEß • subjection: Tell students that subjects STATEMENTßATTRIBUTEDßTOßHIMßHEREßWASßACTUALLYßMADEßBYßHISßASSOCIATEß-ß#URIUSß$ENTATUS ßßINßFINEßINßCONCLUSION are a group of people under the power of ßßANßACTßOFßCROOKEDßCRAFTINESSßSLY ßDISHONESTßBEHAVIOR another. Then have them explain the rela- Bishop Sherbourne with Henry VIII (1800s), Louise Barnard. Chichester tionship between subject and subjection. unit 2: the english renaissance Cathedral, Sussex, United Kingdom. © Bridgeman Art Library. • plundering: Have students name synonyms for plundering. • lamentation: Remind students that the differentiated instruction root of lamentation is the verb lament. for english language learners for advanced learners/ap Have them write one sentence with Q the verb lament and one with the noun Vocabulary Support Use Word uestioning Expert Groups Encourage students to lamentation. to teach these words from Utopia: welfare become subject experts by selecting and (line 4), reveal (line 6), revolution (line 8), researching one of these topics: • indolence: Tell students that an indolent source (line 10), retain (line 15), adjust (line 27), person is one who is habitually lazy. Then • the plot of Utopia appropriate (line 32). ask why the king might be described as • the influence of Utopia on literary history indolent. BEST PRACTICES TOOLKIT—Transparency • popular perceptions and historical evalua- Q Word uestioning p. E9 tions of Queen Elizabeth I • short-term and long-range effects of the defeat of the Spanish Armada

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TX_L12TE_u02s15_utopia.indd 446 9/29/09 3:08:14 PM Reading Support This selection on thinkcentral.com includes embedded ThinkAloud models–students “thinking aloud” about the story to model the kinds of questions a good reader would ask about a selection.

tiered discussion prompts Use these prompts to help students grasp More’s view of the relationship between a king and his subjects in lines 6–33: Recall To what has More compared a king? What was his point? Possible answer: More has compared a king to a shepherd (lines 4–5) to make the point that a king, like a shepherd, should consider caring for those who depend on him his highest priority. Interpret Why does More keep referring to an incompetent king’s subjects as beggars? Possible answer: More’s terminology refers to what a king does when he appropriates his subjects’ goods (lines 12–13) or keeps his subjects from prosperity (lines 8–10 and 15–17). The references strengthen the image of an abusive king and of subjects who are driven to the point of rising up against him. Evaluate Is More’s argument effective? Why or why not? Students may agree with More but suggest that factual examples would have strengthened his argument.

About the Art In this wall painting, Henry VIII (at far left) is confirming Robert Sher- burne (at far right) as the bishop of Chichester Cathedral. (Henry became king just one year after Sherburne had become bishop.) Bishop Sherburne had Lambert Barnard paint this and other works for the cathedral; he also made changes in the work and services of the church during the early years of Henry’s reign. How- for struggling readers Vocabulary Support ever, after Henry VIII broke with the Roman Catholic Church and started exerting control Develop Reading Fluency Have students • safeguard (line 7), “protector; guarantee” listen to the Audio Anthology CD. Instruct over Catholic churches in England, Sherburne • amend (line 25), “to correct or reform” students to list unfamiliar words and phrases resigned, one year after Sir Thomas More’s they hear while listening. Then have students • check (line 28), “to control or hold back” execution. reread the text and write definitions for those terms.

utopia / . . . spanish armada invasion 447

TX_L12TE_u02s15_utopia 447 2/22/09 11:07:11 AM speech before the summary Queen Elizabeth I assures her subjects that she stands with them against Spain. She praises Spanish Armada their courage and forecasts victory. Invasion read with a purpose Queen Elizabeth I Help students set a purpose for reading. Tell them to read this speech to learn how Queen Elizabeth says she will reward her subjects for their support in time of war. Portrait of Elizabeth I, Queen of MY LOVING PEOPLE, England (1500s), Anonymous. National Portrait Gallery, London. © revisit the big question Bildarchiv Preussischer Kulturbesitz/ We have been persuaded by some that are careful of our safety, to take heed how Art Resource, New York. What Should We Expect from Our we commit our selves to armed multitudes, for fear of treachery; but I assure you I do not desire to live to distrust my faithful and loving people. Let tyrants fear, I TEKS 6 LEADERS? have always so behaved myself that, under God, I have placed my chiefest strength c PARADOX Discuss What does Elizabeth I say that she will and safeguard in the loyal hearts and good-will of my subjects; and therefore I am 1 A paradox is an apparent do to prove her leadership? Possible answer: come amongst you, as you see, at this time, not for my recreation and disport, contradiction that is prove her leadership by resolving “to live or die but being resolved, in the midst and heat of the battle, to live or die amongst you actually true. During the amongst you all.” all; to lay down for my God, and for my kingdom, and my people, my honor Renaissance, to be both 10 and my blood, even in the dust. I know I have the body but of a weak and feeble female and the powerful woman; but I have the heart and stomach of a king, and of a king of England too, ruler of a nation was a contradiction in terms. 2 c paradox TEKS 6 and think foul scorn that Parma or Spain, or any prince of Europe, should dare to As the female ruler of invade the borders of my realm; to which rather than any dishonor shall grow by England, Queen Elizabeth Paradoxes are a bit like puzzles. Point out me, I myself will take up arms, I myself will be your general, judge, and rewarder I was herself a paradox. to students that the one referred to in this of every one of your virtues in the field. I know already, for your forwardness you Reread lines 10–11. How does this rhetorical device passage has become a moot issue. There have deserved rewards and crowns; and We do assure you in the word of a prince, help Elizabeth present are, however, many modern-day political they shall be duly paid you. In the mean time, my lieutenant general shall be in herself as a powerful 3 paradoxes. Have students name and discuss my stead, than whom never prince commanded a more noble or worthy subject; female monarch? How not doubting but by your obedience to my general, by your concord4 in the camp, does she expand on this several that have been in the news lately. paradox in the course of 20 and your valor in the field, we shall shortly have a famous victory over those her speech to inspire her Possible answer: She states that she is a weak enemies of my God, of my kingdom, and of my people. c d people? woman but she is willing to take up arms 1. disport: entertainment. herself to protect her country from invaders. 2. Parma or Spain . . . Europe: the duke of Parma, the king of Spain, or any other monarch of Europe. d DRAW CONCLUSIONS Alessandro Farnese, duke of the Italian city of Parma, was a skillful military leader whom Philip II, king Reread lines 17–21. What of Spain, often relied upon. Philip’s plan was to send the Spanish fleet to join the army under Parma’s conclusions can you command in the Netherlands and invade England. draw about the kinds of READING SKILL TEKS 8 3. my lieutenant general . . . stead: Elizabeth refers to Robert Dudley, the earl of Leicester. He was a courtier feelings a ruler should who for a time was Elizabeth’s favorite at court. inspire in times of war? d Model the Skill: draww 4. concord (kJnPkôrdQ) n. friendly and peaceful relations; harmony; agreement conclusions 448 unit 2: the english renaissance To model how to draw conclusions, point

out that it can be helpful to begin by plac- TX_L12PE-u02s31-Utopia.indd 448 9/10/09 11:43:43 AM ing the text in your own words. Describe differentiated instruction how you might rephrase lines 17–21 (“My extremely capable lieutenant general will for advanced learners/ap be taking my place...”). Possible answer: A Analyze a Speech [small-group option] Have ruler should inspire feelings of unity, nation- a group of students collaborate to create a alism, and so forth. diagram that illustrates the organization of this speech. Alternatively, have students work individually to complete the Analysis selection wrap–up Frame for Literary Nonfiction and then meet in groups to share insights. READ WITH A PURPOSE Ask students to make a general statement about a leader’s roles and BEST PRACTICES TOOLKIT—Copy Master responsibilities. Analysis Frame: Literary Nonfiction pp. D21, D48

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TX_L12TE_u02s15_utopia.indd 448 9/29/09 3:08:32 PM !FTERß2EADING Practice and Apply #OMPREHENSION ß ß 2ECALLß !CCORDINGßTOß3IRß4HOMASß-ORE ßWHATßSHOULDßAßKING´SßLABORßANDßEFFORTß 2%!$).'ßß !NALYZEßTHEßCONSISTENCYß For preliminary support of post-reading SECUREßFORßHISßPEOPLE ß ANDßCLARITYßOFßTHEßEXPRESSIONßOFß questions, use these copy masters: THEßCONTROLLINGßIDEAßANDßTHEßWAYSß ß ß 2ECALLß 7HYßDOESß-OREßTHINKßITßISßINßAßKING´SßINTERESTßTOßENSUREßTHEßPROSPERITYß INßWHICHßTHEßORGANIZATIONALßANDß RHETORICALßPATTERNSßOFßTEXTßSUPPORTß RESOURCE MANAGER—Copy Masters OFßHISßPEOPLE ß ORßCONFOUNDßTHEßAUTHOR´SßMEANINGß ORßPURPOSE Reading Check p. 176 ß ß 3UMMARIZEß 7HATßDOESß%LIZABETHß)ßCLAIMßSHEßWILLßDOßIFß±ANYßPRINCEßOFß%UROPE²ß Rhetorical Devices p. 169 DARESßTOßINVADEßHERßREALM ß Question Support p. 177 ,ITERARYß!NALYSIS Additional selection questions are ß ß 5NDERSTANDß0ERSUASIVEß4ECHNIQUESß 0ERSUASIVEßTECHNIQUESßAREßTHEßMETHODSß provided for teachers on page 163. WRITERSßUSEßTOßINFLUENCEßOTHERSßTOßACCEPTßTHEIRßVIEWSßß(OWßDOESß-OREßAPPEALß TOßTHEßVALUESßOFßKINGSßTOßPERSUADEßTHEMßNOTßTOßIMPOVERISHßTHEIRßSUBJECTS ßß answers TEKS 8

ß ß !NALYZEß2HETORICALß$EVICESß 2EREADßLINESß¯ßINßTHEßSELECTIONßFROMß5TOPIAßß 1. The king should secure a good life for his 7HATßEFFECTßDOßTHESEßRHETORICALßQUESTIONSßPRODUCE ß(OWßDOßTHEYßHELPß people, a life in which they prosper and are SUPPORTß-ORE´SßARGUMENT ß2EREADßLINESß¯ßß7HATßDOESß-OREßEMPHASIZEß safe from injustice and wrong. THROUGHßTHEßUSEßOFßANßANALOGYßINßTHISßSENTENCE ß 2. Ensuring prosperity is important because ß $RAWß#ONCLUSIONSß 2EVIEWßTHEßNOTESßYOUßTOOKßASßYOUßREADßTHEßTWOßSELECTIONSßß ß prosperous people are content and less 7HATßCONCLUSIONSßCANßYOUßDRAWßABOUTßWHATß%LIZABETHßFELTßWASßTHEßPROPERßROLEß OFßAßRULER ßß$OßYOUßTHINKß-OREßWOULDßHAVEßAPPROVEDßOFßHERßGOVERNINGßSTYLE ßß likely to cause trouble or rebel. %XPLAINßYOURßIDEASßUSINGßSPECIFICßDETAILS 3. Elizabeth I claims that she will take up arms ß ß #OMPAREß4ONEß 4HEßEXPRESSIONßOFßAßWRITER´Sß herself, lead her army, and make sure to Utopia ATTITUDEßTOWARDßAßSUBJECTßISßTONEßß&ORßEACHß reward those who serve under her. SELECTION ßUSEßAßGRAPHICßORGANIZERßLIKEßTHEß Words and Details: Possible answers: ONEßSHOWNßTOßRECORDßWORDSßANDßDETAILSßTHATß CONVEYßTHEßTONEßß7HATßSIMILARITIESßINßTONEß 4. More makes the appeal by saying that it DOßYOUßFINDßINß5TOPIAßANDß%LIZABETH´SßSPEECH ßß Tone: is beneath a king’s dignity to rule over )NßWHATßWAYSßDOßTHESEßTEXTSßDIFFERßINßTONE beggars. ,ITERARYß#RITICISM 5. teks focus Rhetorical Devices The rhetorical questions help More prove his ß ß 3OCIALß#ONTEXTß -OSTßWOMENßHADßLITTLEßORßNOßROLEßOUTSIDEßTHEßHOMEßINßTH point that kings should not impoverish CENTURYß%NGLAND ßYETß%LIZABETHß)ßSUCCESSFULLYßRULEDßTHEßCOUNTRYßß7HATßDETAILSß INßHERßSPEECHßSUGGESTßHOWßSHEßGAINEDßTHEßRESPECTßOFßHERßSUBJECTSßASßAßRULERß their subjects. The analogy emphasizes the WHOßWOULDßFIGHTßTOßDEFENDßHERßCOUNTRY incompetence of a ruler who can control his subjects only by keeping them in poverty. What should we expect from our leaders? 6. teks focus Draw Conclusions More 5NDERßWHATßCIRCUMSTANCESßMAYßAßLEADERßBENEFITßFROMßREVEALINGßAßPERSONALß might have approved of Elizabeth I because FLAW ß5NDERßWHATßCIRCUMSTANCESßMAYßITßHURTßAßLEADERßTOßDOßSO she cares about having the support of her subjects, and she talks about putting their needs before her own. On the other hand, he might not have approved because Elizabeth focuses on words rather than utopia / speech before the spanish armada invasion actions. Nothing that she says addresses his concerns about keeping one’s subjects TX_L12PE-u02s31-Utopia.indd 448 9/10/09 11:43:43 AM What should we expect from our 8. Elizabeth disarms concern over any from beggary. 7. LEADERS? Possible answer: perceived weakness by acting and speak- Both texts have a formal tone; but while Citizens recognize leaders are human; ing fearlessly and confidently. More the excerpt from Utopia has a didactic, may sympathize and understand difficult specifically, she skillfully uses antithesis moralizing tone, the tone of Elizabeth’s problems. Revealing flaws might diminish to emphasize that although she may be speech is more exalted and inspiring. a leader’s influence. physically weaker than a man, she has the courage (“heart”) and determination (“stomach”) of a king of England.

utopia / speech before the spanish armada invasion 449

TX_L12TE_u02s15_utopia.indd 449 9/29/09 3:08:44 PM Vocabulary in Context answers vocabulary practice word list Decide whether the boldfaced words make the statements true or false. indolence Vocabulary in Context lamentation 1. A slave is in a state of subjection. vocabulary practice plundering 2. A lamentation is made in a mournful tone. 1. 3. subjection true true 3. An idle aristocrat typically displays indolence. 2. true 4. false 4. Plundering does not result in damage or loss. academic vocabulary in writing RESOURCE MANAGER—Copy Master Vocabulary Practice p. 174 • attribute • feature • monitor • phase • primary

academic vocabulary in writing Queen Elizabeth marks an important phase in her rule when she presents Suggest that students think of leaders they herself to her subjects as a powerful warrior. Thomas More notes that a leader who lacks moral integrity could not lead effectively. Write a paragraph in which admire and consider the characteristics those you discuss the primary characteristics you think make someone an ineffective leaders have in common. leader. Use at least one of the Academic Vocabulary words in your response. vocabulary strategy: vocabulary strategy: analogies and connotations analogies and TEKS 1C An analogy, which compares two terms to clarify the meaning of the less connotations familiar one, can illustrate the relationship between synonyms’ connotations. READING 1C Use the relationship between words encountered For example, you could say “Indolence is to laziness as urbanity is to politeness.” in analogies to determine their Answers: Just as indolence and laziness are synonyms, so are urbanity and politeness. meanings. 1. b However, like indolence, urbanity is a more formal term. A shorthand for this 2. c analogy is

3. d INDOLENCE : LAZINESS :: urbanity : politeness 4. a PRACTICE Choose the item that correctly completes each analogy below. Use a 5. c dictionary if necessary. RESOURCE MANAGER—Copy Master 1. STEALING : PLUNDERING :: criticizing : ____ Vocabulary Strategy p. 175 (a) pouting, (b) berating, (c) praising, (d) scolding 2. LAMENTATIONS : WHIMPERS :: accolades : ____ (a) sincerity, (b) attacks, (c) praise, (d) criticism 3. TYRANT : RULER :: hurricane : ____ (a) tropics, (b) tranquility, (c) monsoon, (d) rainstorm 4. Q BEAUTIFUL : EX UISITE :: surprising : ____ Interactive (a) shocking, (b) amusing, (c) confirming, (d) numbing Vocabulary 5. STUPID : ASININE :: sad : ____ Go to thinkcentral.com. KEYWORD: HML12-450 (a) sorry, (b) relieved, (c) inconsolable, (d) agitated

450 unit 2: the english renaissance

TX_L12PE-u02s31-arUtopia.indddifferentiated 450 instruction 9/10/09 11:46:37 AM Interactive Vocabulary for english language learners for advanced learners/ap Keywords direct students to a WordSharp Task Support: Vocabulary in Writing [small- Connotation and Denotation [paired option] tutorial on thinkcentral.com or to other types group option] Emphasize that the brief Have pairs of students choose the same para- of vocabulary practice and review. speech that students are to write will benefit graph from the excerpt from Utopia or from from planning. Have students use Mapping Elizabeth I’s speech and rewrite it, replacing Main Ideas and Details to plan their speeches, words of their choice with synonyms that starting individually but then meeting in have different connotations. Instruct students small groups to share and refine their plans to exchange the rewritten passages and to and, later, to share their completed speeches. discuss (1) how the impact of each rewrite dif- fers from that of the original and (2) how the BEST PRACTICES TOOLKIT—Transparency two rewrites differ from each other. Mapping Main Ideas and Details p. C6

450 unit 2: the english renaissance

TX_L12TE_u02s15_utopia.indd 450 11/23/09 8:23:40 AM #ONVENTIONSßINß7RITING ßGRAMMARßANDßSTYLEß5SEß%FFECTIVEß3ENTENCEß4YPES 72)4).'ßß 7RITEßAßPERSUASIVEß Conventions in TEKS 16, 17B 2EVIEWßTHEß'RAMMARßANDß3TYLEßNOTEßONßPAGEßßß.OTICEßTHATß3IRß4HOMASß-OREß TEXTßß /2!,ß!.$ß72)44%.ß #/.6%.4)/.3ß"ß 5SEßAßVARIETYßOFß Writing USESßAßSERIESßOFßIMPERATIVEßSENTENCES ßORßSENTENCESßTHATßEXPRESSßAßCOMMAND ß CORRECTLYßSTRUCTUREDßSENTENCES TOßPRONOUNCEßHOWßAßGOODßKINGßSHOULDßBEHAVEßß"YßUSINGßIMPERATIVEßSENTENCESß grammar and style INSTEADßOFßLESSßFORCEFULßDECLARATIVEßSENTENCES ß-OREßEMPHASIZESßTHEßURGENCYßOFß More’s imperatives begin with “Let us,” an in- HISßMESSAGE direct command that conveys an inspirational (EREßISßANßEXAMPLEßOFßONEßSTUDENT´SßUSEßOFßIMPERATIVEßSENTENCES tone. Today’s imperative sentences tend to be &OLLOWßMYßLEADßß*OINßMEßINßTHEß½ßGHTßAGAINSTßHUNGER more direct—“Join me” instead of “Let us join,” .OTICEßTHATßIMPERATIVEßSENTENCESßBEGINßWITHßAßVERBßINßTHEßACTIVEßVOICEßß4HEß for example. Possible answer: Make a difference SUBJECT°YOU°ISßUNDERSTOODß in the lives of those less fortunate than you by giving a contribution today. Donate canned 02!#4)#%ß 2EWRITEßTHEßFOLLOWINGßPARAGRAPH ßCHANGINGßSOMEßSENTENCESßTOßMAKEß THEMßIMPERATIVEß goods to your local shelter. Surprise a needy family with the ingredients for a special meal. 9OUßCANßMAKEßAßDIFFERENCEßINßTHEßLIVESßOFßTHOSEßLESSßFORTUNATEßTHANßYOUßBYß GIVINGßAßCONTRIBUTIONßTODAYßß9OUßMIGHTßCONSIDERßDONATINGßCANNEDßGOODSßTOß RESOURCE MANAGER—Copy Master YOURßLOCALßSHELTERßß9OUßCOULDßEVENßSURPRISEßAßNEEDYßFAMILYßWITHßTHEßINGREDIENTSß Use Effective Sentence Types p. 178 FORßAßSPECIALßMEALßß4OGETHER ßWEßCANßDEFEATßHUNGER reading-writing connection READING WRITINGßCONNECTION Provide a few models of political editorials YOUR %XPANDßYOURßUNDERSTANDINGßOFß5TOPIAßANDß±3PEECHß"EFOREßTHEß3PANISHß from current magazines and newspapers. !RMADAß)NVASION²ßBYßRESPONDINGßTOßTHISßPROMPTßß4HENßUSEßTHEßREVISINGß Emphasize that an effective editorial is built TURN TIPSßTOßIMPROVEßYOURßEDITORIALß on factual support; it is not just one opinion WRITINGßPROMPTß REVISINGßTIPS heaped upon another. Have students complete a Persuasive Writing: Editorial writing 72)4%ß!.ß%$)4/2)!,ß )NßTHEßSELECTIONßFROMß ßß"RIEFLYßDEFINEßHOWßYOUß template. 5TOPIA ß3IRß4HOMASß-OREßEXPLAINSßHOWßAß BELIEVEßAßGOODßLEADERßSHOULDß GOODßKINGßSHOULDßBEHAVEßß4HINKßOFßAßFEWß BEHAVEßTOßHELPßESTABLISHß BEST PRACTICES TOOLKIT—Transparency YOURßPOSITION IMPORTANTßLEADERSßTODAYßß#HOOSEßONE ßANDß Persuasive Writing: Editorial pp. C16, C32 WRITEßAßTHREE TO FIVE PARAGRAPHßEDITORIALßINß ßß"RIEFLYßEVALUATEßTHEßLEADER´Sß WHICHßYOUßEXPRESSßYOURßOPINIONSßABOUTßTHISß OVERALLßPERFORMANCEßTOßGIVEß LEADERßß#ONSIDERßBOTHßPOSITIVEßANDßNEGATIVEß YOURßREADERSßAßCONTEXTßFORß ASPECTSßOFßTHEßLEADER´SßPERFORMANCEßß"EßSUREß YOURßOPINIONS Writing Online TOßPROVIDEßINSTRUCTIONßONßHOWßHEßORßSHEßCOULDß ßß5SEßSPECIFICßDETAILSßTOß BECOMEßAßBETTERßLEADER The following tools are available online at DESCRIBEßHOWßYOUßTHINKßTHEß LEADER´SßPERFORMANCEßNEEDSß thinkcentral.com and on WriteSmart CD-ROM: TOßIMPROVE • Interactive Graphic Organizers >ciZgVXi^kZ ßß5SEßATßLEASTßTWOßIMPERATIVEß GZk^h^dc • Interactive Student Models SENTENCESßINßYOURßEDITORIALß • Interactive Revision Lessons TOßURGEßTHEßLEADERßTOßCHANGE 'OßTOßTHINKCENTRALCOM +%97/2$ß(-, For additional grammar instruction, see GrammarNotes on thinkcentral.com.

utopia / speech before the spanish armada invasion Assess and Reteach

Assess for struggling writers • Encourage students to try to create an ex- DIAGNOSTIC AND SELECTION TESTS • Limit the length of the editorial to one or ample of each of the rhetorical devices dis- Selection Tests A, B/C pp. 121–122, 123–124 two paragraphs, focusing on one of the cussed in this lesson and then decide where Interactive Selection Test on thinkcentral.com and how to use the results in the editorial. leader’s strengths or weaknesses and one Reteach tip for improvement. • Urge students to discuss their drafts with Level Up Online Tutorials on thinkcentral.com • Ask students to spend extra time on the classmates. Oversee the discussions, using sentence that expresses the editorial’s a Guiding Peer Review strategy. Reteaching Worksheets on thinkcentral.com: main idea. Remind students that the BEST PRACTICES TOOLKIT sentence should indicate their overall Literature Lesson 35: Rhetorical Devices Guiding Peer Review p. C3 opinion of the leader and address some area of improvement.

utopia / . . . spanish armada invasion 451

TX_L12TE_u02s15_utopia 451 2/22/09 11:07:39 AM