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

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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 OnlineOnOAuthorsnlilinene Online GoGo toto thinkcentral.comththiinnkkccenenttrralal coomm KEYWORD:Go 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.
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