<<

SAMPLE A Publication of Complete Curriculum

Gibraltar, MI

©2015 Complete Curriculum

All rights reserved; No part of this publication may be reproduced or transmitted in any form or by any means without prior permission from the Publisher or Authorized Agent. Yearly membershipsSAMPLE to access over 8,000 lessons, available at www.completecurriculum.com Published in electronic format in the U.S.A.

TM Acknowledgments

Complete Curriculum’s K-12 curriculum has been team-developed by a consortium of teachers, administrators, educational and subject matter specialists, graphic artists and editors.

In a collaborative environment, each professional participant contributed to ensuring the quality, integrity and effectiveness of each Compete Curriculum resource was commensurate with the required educational benchmarks and contemporary standards Complete Curriculum had set forth at the onset of this publishing program.

SAMPLE

Higher Altitudes in 11th Grade Language Arts 6WXGHQWManual SAMPLELessons 1-180 Module 1: Transformation in Language and Life Unit 1: Lessons 1-20 : A Prototypical Hero Unit 2: Lessons 21-32 Reading and Understanding Middle English Tales by Chaucer Module 2 : Reading and Understanding Middle English Tales by Chaucer Unit 1: Lessons 33-39 The Dynamics of the Literary Point of View Module 3: Literature and Thought in Transition Unit 1: Lessons 40-43 Sonnets of the Renaissance Unit 2: Lessons 44-48 Shakespeare’s Sonnets Unit 3: Lessons 49-53 Intermission Unit 4: Lessons 54-62 Hamlet Unit 5: Lessons 63-69 Further Exploration of Hamlet Unit 6: Lessons 70-79 Hamlet Unit 7: Lessons 80-87 Hamlet Unit 8: Lessons 88-91 Hamlet Module 4: Literature and Technology Unit 1: Lessons 92-112 Frankenstein Part I Unit 2: Lessons 113-123 Frankenstein Part 2 Unit 3: Lessons 124-130 Frankenstein Part 3 Unit 4: Lessons 131-138 Frankenstein Part 4 Unit 5: Lessons 139-152 Frankenstein Part 5 Unit 6: Lessons 153-158 Frankenstein Part 6 Unit 7: Lessons 159-164 Frankenstein Part 7 Unit 8: Lessons 165-168 Frankenstein Part 8 Unit 9: Lessons 169-180 I-Search Published by: HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 1

Table of Contents Higher Altitudes in 11th Grade Language Arts

Module 1: Transformations in Language and Life Unit 1: Beowulf : A Prototypical Hero

Lesson 1 Heroes: Seeing the Present through the Past Objectives: The student will reinforce previous understanding of the high and publishing. The student will begin to use this process to develop an essay about heroes in literature. Lesson 2 WritingSAMPLE about Heroes Objective: The student will demonstrate ability to use the writing process to write a rough draft about the value of studying the past. The essay should be complete with logical reasoning, supporting arguments, and counterarguments.

Lesson 3 Seeing the Present and Future through the Past Objective: The student will practice using the peer editing process to edit ?@ ask questions about the rough draft in an effort to clarify, and improve the style and readability of the essay.

Lesson 4 Transformation: Looking at Change from a Different Perspective “Metamorphoses: The Chrysalis” Objectives: The student will read, understand, and respond to an article about the transformation of a Chrysalis. The student will then compare the transformation described in the article to transformations that occur in individual’s lives.

Lesson 5 Changing Yourself with Creativity “Using Creativity to Transform Your Life” Objectives: The student will practice understanding and interpreting an informational text and analyzing the process of transformational thinking.

Lesson 6 Creating New Understanding Objective: The student will gain the ability to apply the CREATE model to a movie clip and relate it to an informational text. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 2

Lesson 7 The English Language: Where it All Began “The Anglo-Saxons” Objectives: The student will read a short article about living in medieval Great Britain and complete a guided reading chart while building background information on the subject. The student will then complete a Quick Write demonstrating understanding of the article.

Lesson 8 Beowulf: Anglo-Saxon Poetry “Transformation and Qualities of the English Language” Objectives: The student will reinforce the ability to read and understand an informative text, build background information on a subject, and extend understanding of the concept of transformation to the development of the English language.

Lesson 9 IntroductionSAMPLE to Beowulf Objectives: The student will practice performing a close contextual reading of a classic text. The student will also learn to identify subject and predicate within a sentence.

Lesson 10 The Epic Hero: Beowulf “From Beowulf: Excerpt 1” – Part 1 Objectives: The student will reinforce the ability to perform a close contextual reading of a classic text. The student will also complete a creative writing exercise mimicking the writing style of Beowulf.

Lesson 11 Reading Beowulf “Beowulf: Excerpt 1” – Part 2 Objective:< XBeowulf.

Lesson 12 Vocabulary Stop! Words to Own Beowulf, Part 1 “How to Own a Word” Objective: The student will read and understand an article that explains

Objective: The student will write about the theme of a story based on prior knowledge and perform a close contextual reading of a classic text. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 3

Lesson 14 The Epic Hero: Beowulf “The Monster’s Mother: Beowulf, Excerpt 2” Objective: The student will practice or learn to identify the elements of an epic story and demonstrate understanding of the text Beowulf.

Lesson 15 The Epic Hero: Beowulf, continued Objective:< important Vocabulary words found in an excerpt from Beowulf.

Lesson 16 Vocabulary Stop! Words to Own Beowulf, Part 2 Objective: The student will demonstrate understanding of a story by answering discussion questions.

Lesson 17 The Epic Hero Review Objective:SAMPLE The student will learn to apply knowledge about epic heroes to create an original, modern hero relevant to today’s society.

Lesson 18 Modern Day Hero: Create Your Own Comic Strip, Part 1 Objective: The student will learn to apply knowledge about epic heroes to create an original, modern hero relevant to today’s society.

Lesson 19 Modern Day Hero: Create Your Own Comic Strip, Part 2 Objective: The student will create a modern hero story relevant to today’s society and visually represent an original text.

Lesson 20 Beowulf : Unit 1 Assessment Objective: The student will demonstrate understanding of a classic text by completing a formal Assessment on the poem, Beowulf.

Unit 2: Reading and Understanding Middle English Tales by Chaucer

Lesson 21 The Canterbury Tales: The Man Behind the Stories Objectives: The student will read and understand an expository text. The student will take organized notes to classify and understand meaning. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 4

Lesson 22 Chaucer’s English: Decoding Middle English “A Guide to Chaucer’s English: Middle English” Objectives: The student will read and understand an expository text. The student will use a Venn Diagram to compare and contrast Old and Middle English. The student will also begin to decipher the meaning of Middle English phrases.

Lesson 23 The Canterbury Tales: The Prologue Objectives: The student will read The Canterbury Tales: The Prologue, by Geoffrey Chaucer for meaning. The student will use a Character Chart to identify character’s and author’s opinion.

Lesson 24 The Canterbury Tales: The Prologue, continued Objectives: The student will read The Canterbury Tales: The Prologue, by GeoffreySAMPLE Chaucer for meaning. The student will use a Character Chart to identify character’s and author’s opinion.

Lesson 25 The Canterbury Tales: The Prologue, Day 3 Objectives: The student will read The Canterbury Tales: The Prologue, by Geoffrey Chaucer for meaning. The student will use a Character Chart to identify character’s and author’s opinion.

Lesson 26 “Grammar Stop! Progressive Verb Forms” Objectives: The student will learn the meaning and function of progressive verb forms. The student will demonstrate understanding of the Lesson by completing a Worksheet based on the information presented.

Lesson 27 The Canterbury Tales: The Pardoner’s Tale Objectives: The student will read and understand The Pardoner’s Tale from The Canterbury Tales \ and resolution. The student will become able to verbally summarize this literary work.

Lesson 28 The Canterbury Tales: The Pardoner’s Tale, continued Objectives: The student will continue to read and understand The Pardoner’s Tale from The Canterbury Tales by identifying setting, \< summarize this literary work.

Lesson 29 The Pardoner’s Tale Assessment Objective: The student will demonstrate understanding of The Pardoner’s Tale through completion of a comprehensive Assessment. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 5

Lesson 30 The Canterbury Tales: The Knight’s Tale Objectives: The student will read and understand The Canterbury Tales: The Knight’s Tale\ and resolution. The student will analyze literary symbols and use the English language effectively in a variety of contexts and settings.

Lesson 31 The Canterbury Tales: The Knight’s Tale Objectives: The student will continue to read and understand The Canterbury Tales: The Knight’s Tale and identify setting, characters, \<' use the English language effectively in a variety of contexts and settings.

Lesson 32 The Canterbury Tales: The Knight’s Tale Objectives: The student will continue to read and understand The Canterbury Tales: The Knight’s Tale and identify setting, characters, \<'SAMPLE use the English language effectively in a variety of contexts and settings.

Module 2: Unit 3: The Dynamics of the Literary Point of View

Lesson 33 Critiquing Human Behavior Objective: <\' uses The Canterbury Tales to critique human behavior.

Lesson 34 Critiquing Human Behavior: Peer Editing Objective: The student will use the peer editing process to edit a rough ?

Lesson 35 Creating your Own Pilgrimage: A DigiTale Experience, Part 1 Objective: The student will create a DigiTale storyboard for an original modern pilgrimage similar to those in The Canterbury Tales.

Lesson 36 Creating your Own Pilgrimage: A DigiTale Experience, Part 2 Objective: The student will continue to create a DigiTale storyboard for an original modern pilgrimage similar to those in The Canterbury Tales.

Lesson 37 Creating your Own Pilgrimage: A DigiTale Experience, Part 3 Objective: The student will create an original, modern character for a DigiTale based on The Canterbury Tales. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 6

Lesson 38 Creating your Own Pilgrimage: A DigiTale Experience, Part 4 Objective: The student will continue to create a digital presentation of an original, modern character based on The Canterbury Tales.

Lesson 39 Creating your Own Pilgrimage: A DigiTale Experience, Part 5 Objective: The student will complete and give a digital presentation of an original, modern character based on The Canterbury Tales.

Module 3: Literature and Thought in Transition Unit 1: Sonnets of the Renaissance

Lesson 40 The Middle Ages: A New Way of Thinking From Medieval to Renaissance Objective:SAMPLE The student will read and understand an article on the transition from the Middle Ages to the Renaissance. The student will demonstrate understanding of the topic by responding to a writing prompt about the article.

Lesson 41 Poetry of the Renaissance Sonnets 30 and 75 by Edmund Spenser Objective: The student will discover the traits of traditional sonnets by analyzing the work of Edmund Spenser.

Lesson 42 Poetry of the Renaissance Spenserian Sonnets Assessment Objective: The student will demonstrate understanding of the form sonnets by writing an original sonnet in Spenserian form.

Lesson 43 Spenser’s Sonnets: The Assessment Spenserian Sonnets Assessment Objective: The student will demonstrate understanding of the form and elements of sonnets by completing the Spenserian Sonnets Assessment.

Unit 2: Shakespeare’s Sonnets

Lesson 44 Wherefore Art Thou, Shakespearian Sonnet? Shakespeare’s Sonnets 29, 116, and 130 Objective: The student will discover the elements and forms of Shakespearian sonnets by reading by analyzing his work. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 7

Lesson 45 Wherefore Art Thou, Shakespearian Sonnet? Continued Objective: The student will demonstrate understanding of Shakespeare’s writing by composing an original sonnet in Shakespearian style.

Lesson 46 Wherefore Art Thou, Shakespearian Sonnet? Day 3 Objective: The student will continue to develop and demonstrate understanding of Shakespearian sonnets by editing an original sonnet written in the previous Lesson.

Lesson 47 Grammar Stop! Participle and Participial Phrases Grammar Stop! Participle and Participial Phrases Objective: The student will understand the meaning and proper use of participles and participial phrases. Lesson 48 Shakespeare’sSAMPLE Sonnets: Unit Assessment Objective: The student will demonstrate understanding of Shakespearian Sonnets by completing the Shakespeare’s Sonnets Assessment.

Unit 3: Intermission

Lesson 49 Changes and Decisions that Shape Peoples’ Lives Objectives: The student will examine techniques for decision making and respond to a writing prompt about those techniques.

Lesson 50 Changes and Decisions that Shape Peoples’ Lives Continued Objective: The student will use the peer editing process to revise a rough =

Lesson 51 Decisions, Decisions, Decisions! Objective: The student will develop understanding of decision making by writing about an important decisions being made in the surrounding world.

Lesson 52 Good Grief! Objective: The student will examine the concept of grief and how it affects an individual in order to create a personal connection to a major theme of the play Hamlet.

Lesson 53 The Shape of a Tragedy Objective: The student will understand the elements of a literary tragedy in preparation for reading Hamlet. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 8

Unit 4: Hamlet

Lesson 54 Vocabulary Stop! Words to Own: Hamlet Act I Objective:< XHamlet.

Lesson 55 A Ghost Among Us Hamlet, continued Objective: The student will read and interpret an excerpt from Hamlet and then demonstrate understanding of the text by answering Reading Comprehension Questions.

Lesson 56 Do I Call You Uncle or Dad? Hamlet, continued Objective:SAMPLE The student will read and interpret an excerpt from Hamlet, and answer Comprehension Questions about the text.

Lesson 57 If I want your advice, I’ll ask for it! Hamlet, continued Objective: The student will read and interpret a portion of Hamlet, and develop understanding of the text by imitating Hamlet’s speech.

Lesson 58 “Something is Rotten in the State of ” Hamlet, continued Objective: The student will critically examine an excerpt from Hamlet for plot details and elements of tragedy.

Lesson 59 Why is this MY problem? Hamlet, continued Objective: The student will read and interpret an excerpt from Hamlet, answer Comprehension Questions, and complete a Quick-Write about the reading.

Lesson 60 Who is this Hamlet Guy? Objective: The student will review and analyze the events in Act I of Hamlet.

Lesson 61 What Do You Know? Thine Own Act I Assessment Hamlet Act 1 Assessment Objective: The student will demonstrate knowledge of characters, events, and relationships in Hamlet by completing the Hamlet Act I Assessment. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 9

Lesson 62 Do all Heroes Live Happily Ever After? “Attributes of a Tragic Hero” Objective: The student will understand the concept of a tragic hero in literature and in real life.

Unit 5: Further Exploration of Hamlet

Lesson 63 Vocabulary Stop! Words to Own: Hamlet, Act II Objective:< Vocabulary words from the second act of Hamlet.

"$ Objective:SAMPLE < as antecedents.

Lesson 65 What Happened to my Boyfriend? Hamlet, continued Objective: The student will read and understand Act II, scene I of Hamlet, and answer Comprehension Questions related to the text.

Lesson 66 Hamlet: On the Edge of Reason! Hamlet, continued Objective: The student will read and understand a portion of the text Hamlet, and complete Reading Comprehension Questions about the text.

Lesson 67 Hamlet: On the Edge of Reason! Part Two Objective: The student will read and understand a portion of the text Hamlet, and complete Reading Comprehension Questions about the text.

Lesson 68 The Plot Thickens: A Review of Act II Objective: The student will review the characters, themes, and events in Act II of Hamlet.

Lesson 69 What Do You Know? Thine Own Act II Assessment Objective: The student will demonstrate understanding of the characters and events in Hamlet Act II by completing an Assessment. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 10

Unit 6: Hamlet Act III

Lesson 70 Vocabulary Stop! Words to Own: Hamlet, Act III Objective: <X words from the third act of Hamlet.

Lesson 71 To be or not to be – That Really is the Question! Hamlet Act III Objective: The student will read and interpret Hamlet and demonstrate understanding of the text by completing Comprehension Questions.

Lesson 72 To be or not to be – That Really is the Question! Part Two Objective: The student will read and interpret an excerpt from Hamlet and thenSAMPLE imitate that portion of text in writing.

Lesson 73 The Play’s the Thing! Hamlet Act III continued Objective: The student will read and interpret an excerpt from Hamlet, and demonstrate understanding of the text by answering Reading Comprehension Questions.

Lesson 74 Hamlet, Those are Some Mean Mood Swings! Objective: The student will develop understanding of Hamlet by completing a character analysis of Hamlet.

Lesson 75 Sins, Sadness, and Sanity Hamlet Act III continued Objective: The student will read and interpret an excerpt from Hamlet, and demonstrate understanding of the text by answering Reading Comprehension Questions.

Lesson 76 Claudius: King or Criminal? Objective: The student will develop knowledge of Hamlet and write a new scene based on the play. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 11

Lesson 77 It’s all Mom’s fault Hamlet Act III continued Objective: The student will read and interpret an excerpt from Hamlet and demonstrate understanding of the text by answering Reading Comprehension Questions.

Lesson 78 Seeing your own ‘vision’ – Imagery in Hamlet Objective: The student will explore and understand the imagery in the play Hamlet, and create a poem based on images from the play.

Lesson 79 What Do You Know? Hamlet Acts I-III Assessment Objective: The student will demonstrate knowledge of characters and eventsSAMPLE of Hamlet by completing an Assessment over Act III of the play. Unit 7: Hamlet Act IV

Lesson 80 Vocabulary Stop! Words to Own: Hamlet, Act IV Objective: <X from Act IV of Hamlet.

Lesson 81 Death of a Hero Hamlet Act IV Objective: The student will read and interpret an excerpt from Hamlet, and answer Reading Comprehension Questions about the text.

Lesson 82 A Journey into Insanity Hamlet Act IV continued Objective: The student will read and interpret an excerpt from Hamlet and answer Reading Comprehension Questions about the text.

Lesson 83 Vengeance will be mine! But when is it worth it? Hamlet Act IV continued Objective: The student will read and interpret a soliloquy from the text of Hamlet, and relate the themes of that soliloquy to modern society.

Lesson 84 Vengeance will be mine! But when is it worth it? Continued Objective: The student will apply a theme learned from the text Hamlet to \ HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 12

Lesson 85 Sing me a song, Ophelia! Hamlet Act IV continued Objective: The student will read and interpret an excerpt from Hamlet, and demonstrate understanding of the text by completing Reading Comprehension Questions.

Lesson 86 A Surprise Party for Hamlet Hamlet Act IV continued Objective: The student will read and interpret an excerpt from Hamlet and demonstrate understanding of the text by answering Comprehension Questions.

Lesson 87 What Do You Know? Thine Own Act IV Assessment Objective: The student will demonstrate understanding of Act IV of Hamlet by completingSAMPLE the Hamlet Act IV Assessment.

Unit 8: Hamlet Act V

Lesson 88 Vocabulary Stop! Words to Own: Hamlet, Act V Objective: < XHamlet.

Lesson 89 Just like in the movies? Hamlet Act V Objective: The student will read and interpret an excerpt from Hamlet, and demonstrate understanding of the text by answering Reading Comprehension Questions.

Lesson 90 As the Curtain Closes Hamlet Act V Objective: The student will read and interpret an excerpt from Hamlet, and demonstrate understanding of the text by answering Reading Comprehension Questions.

Lesson 91 What Do You Know? Thine Own Act V Assessment Objective: The student will demonstrate understanding of Hamlet Act V by completing the Act V Assessment. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 13

Module 4: Literature and Technology Unit 1: Frankenstein Part I

Lesson 92 Don’t Judge a Book by its Cover! – Part 1 Objectives: The student will examine the theme of appearance versus reality in the play, Hamlet and will create an abridged comic strip version of the play that points to main ideas and themes from the work.

Lesson 93 Don’t Judge a Book by its Cover! – Part 2 Objectives: The student will examine the theme of appearance versus reality in the play, Hamlet and will create an abridged comic strip version of the play that points to main ideas and themes from the work. Lesson 94 Don’tSAMPLE Judge a Book by its Cover! – Part 3 Objectives: The student will examine the theme of appearance versus reality in the play, Hamlet and will create an abridged comic strip version of the play that points to main ideas and themes from the work.

Lesson 95 Technology – Monster or Friend? Objectives: The student will examine a theme, brainstorm about a prompt related to that theme, and create an essay relating to the topic.

Lesson 96 Technology in our Lives – Part 1 Objectives: The student will examine a theme, brainstorm about a prompt related to that theme, and write an essay relating to the topic.

Lesson 97 Technology in our Lives – Part 2 Objective: The student will use the peer editing process to edit a rough ?

Lesson 98 Isn’t it Romantic? An exploration of the age of Romanticism Objective: The student will learn about the characteristics of the Age of Romanticism in preparation for reading a novel from the Age of Romanticism.

Lesson 99 Isn’t it Romantic? An exploration of the age of Romanticism, Continued Objective: The student will continue to explore characteristics of the Romantic Movement in preparation for reading Frankenstein.

Lesson 100 Vocabulary Stop! Words to Own: Frankenstein, Letters I-IV Objectives: < important Vocabulary words from Frankenstein, Letters I-IV. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 14

Lesson 101 Into the Unknown: Frankenstein, Letters I-IV Frankenstein, Letters I-IV Objectives: The student will read and understand Frankenstein, Letters I-IV and then demonstrate understanding of the text by answering Reading Comprehension Questions.

Lesson 102 Letters from Abroad Objectives: The student will read and understand Frankenstein, Letters I-IV and then demonstrate understanding of the text by answering Reading Comprehension Questions.

Lesson 103 Crime and Confession: The Rime of the Ancient Mariner The Rime of the Ancient Mariner by Samuel Taylor Coleridge Objective: The student will read The Rime of the Ancient Mariner to understandSAMPLE the connection between the poem and Frankenstein. Lesson 104 Crime and Confession: The Rime of the Ancient Mariner, Continued Objective: The student will continue reading The Rime of the Ancient Mariner to further understanding of the connection between the poem and the novel Frankenstein.

Lesson 105 Grammar Stop! Essential and Nonessential Adjective Clauses Objective: The student will understand and use essential and nonessential adjective clauses.

Lesson 106 You be the Literary Expert! Reader’s Sketchbook – Letters I-IV Objective: The student will begin a Reader’s Sketchbook based on information learned in Letters I-IV of Frankenstein.

Lesson 107 Vocabulary Stop! Words to Own: Frankenstein, Chapters 1-4 Objectives: < Vocabulary words from Frankenstein, Chapters 1-4.

Lesson 108 Once Upon a Time…The Stranger’s Story Frankenstein Chapters 1-2 Objectives: The student will read and interpret a portion of the text Frankenstein.

Lesson 109 You be the Literary Expert! Reader’s Sketchbook – Chapters 1-2 Objective: < chapters of Frankenstein by completing the Reader’s Sketchbook entry for those chapters.

+,*+(5$/7,78'(6,17+*5$'(/$1*8$*($5767$%/(2)&217(176²

/HVVRQ 7KH6WUDQJHU¶V6WRU\&RQWLQXHV Frankenstein &KDSWHUV 2EMHFWLYHV7KHVWXGHQWZLOOGHPRQVWUDWHXQGHUVWDQGLQJRI&KDSWHUV RI)UDQNHVWHLQE\FRPSOHWLQJWKH)UDQNHQVWHLQ$VVHVVPHQW   /HVVRQ 7KH6WUDQJHU¶V6WRU\&RQWLQXHV Frankenstein &KDSWHUV 2EMHFWLYHV7KHVWXGHQWZLOOUHDGDQGLQWHUSUHWDSRUWLRQRIFrankenstein   DQGGHPRQVWUDWHXQGHUVWDQGLQJRIWKHWH[WE\SUHSDULQJIRUD5HDGHU¶V    6NHWFKERRNHQWU\DERXWWKHUHDGLQJ

/HVVRQ

/HVVRQ 7KH3RZHUWR&KDQJHWKH:RUOG  ³,QWURGXFWLRQ WR*RWKLF´  2EMHFWLYH 7KHVWXGHQWZLOOH[SORUHUHDOZRUOGVFHQDULRVWKDWUHODWHWRD   WKHPHLQDSLHFHRIOLWHUDWXUH

/HVVRQ:KDW¶VVR*RWKLFDERXWLW"  2EMHFWLYHV 7KHVWXGHQWZLOOXQGHUVWDQGWKHJHQUHRIJRWKLFIFWLRQDQG    DSSO\WKLVNQRZOHGJHWRWKHQRYHOFrankenstein

/HVVRQ :KDW¶VVR*RWKLFDERXWLW"&RQWLQXHG  2EMHFWLYHV 7KHVWXGHQWZLOOXQGHUVWDQGWKHJHQUHRIJRWKLFIFWLRQDQG    DSSO\WKLVNQRZOHGJHWRWKHQRYHOFrankenstein

/HVVRQ 9RFDEXODU\6WRS:RUGVWR2ZQFrankenstein&KDSWHUV  2EMHFWLYH 7KHVWXGHQWZLOOOHDUQ9RFDEXODU\ZRUGVLQSUHSDUDWLRQIRU   UHDGLQJ Frankenstein&KDSWHUV

/HVVRQ $EUDFDGDEUD Frankenstein&RQWLQXHG  2EMHFWLYHV 7KHVWXGHQWZLOOUHDGDSRUWLRQRIFrankensteinDQG     GHPRQVWUDWHXQGHUVWDQGLQJRIWKHWH[WE\ZULWLQJDQHQWU\LQWKH5HDGHU¶V   6NHWFKERRN HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 16

Lesson 119 It’s a boy! Objective: The student will use words and phrases from Chapter 5 of Frankenstein to create a poem about Frankenstein’s monster.

Lesson 120 Secrets, Secrets are no fun! Frankenstein, Continued Objectives: The student will read and interpret a portion of Frankenstein, and demonstrate understanding of the text by completing a Reader’s Sketchbook entry about the reading.

Lesson 121 Grammar Stop! Simple Past Tense Review Objective: The student will understand and use the simple past tense.

Lesson 122 You be the Literary Expert! Reader’s Sketchbook – Chapters 6-7 Objective:SAMPLE < chapters of Frankenstein by completing the Reader’s Sketchbook for those chapters.

Lesson 123 A Monster of an Assessment: Frankenstein Assessment, Chapters 3-7 Objective: The student will demonstrate understanding of Chapters 3-7 of Frankenstein by completing the Frankenstein Assessment II.

Unit 3: Frankenstein Part III

Lesson 124 Vocabulary Stop! Words to Own: Frankenstein, Chapters 8-11. Objective: <X reading Frankenstein Chapters 8-11.

Lesson 125 Justice for Justine? Frankenstein Chapter 8 Objectives: The student will carefully read an excerpt from Frankenstein and demonstrate understanding of the text by completing a Quick-Write.

Lesson 126 Dear Diary, I Don’t Know What To Do… Frankenstein Chapter 9 Objectives: The student will read the text of Frankenstein and demonstrate understanding of the text by completing the Chapter 9 Quick-Write.

Lesson 127 You be the Literary Expert! Reader’s Sketchbook – Chapters 8 and 9 Objective: The student will demonstrate understanding of Frankenstein Chapters 8 and 9 by completing Reader’s Sketchbook entries about both chapters. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 17

Lesson 128 The Monster’s Turn to Talk Frankenstein chapters 10 and 11 Objective: The student will demonstrate understanding of Frankenstein Chapters 8 and 9 by completing Reader’s Sketchbook entries about both chapters.

Lesson 129 You be the Literary Expert! Reader’s Sketchbook – Chapters 10 and 11 Objective: The student will interpret Frankenstein Chapters 10 and 11 by completing Reader’s Sketchbook entries about both chapters.

Lesson 130 A Monster of a Quiz: Frankenstein, Chapters 8-11 Frankenstein Assessment Chapters 8-11 Objective: The student will demonstrate understanding of Frankenstein ChaptersSAMPLE 8-11 by completing the Frankenstein Assessment III. Unit 4: Frankenstein Part IV

Lesson 131 Vocabulary Stop! Words to Own: Frankenstein, Chapters 12-15. Objective: <X reading today.

Lesson 132 Victor vs. The Monster: Are they really that different? Frankenstein Chapter 12 Objectives: The student will read a portion of Frankenstein, and develop understanding of the text by completing a Quick-Write.

Lesson 133 Friend or Fiend? Frankenstein Chapter 13 Objectives: The student will read a portion of Frankenstein, and develop understanding by completing a Quick-Write.

Lesson 134 You be the Literary Expert! Reader’s Sketchbook – Chapters 12-13 Objective: The student will develop understanding of Chapters 12-13 of Frankenstein by writing Reader’s Sketchbook entries about each chapter.

Lesson 135 It’s all Relative! Frankenstein Chapter 14 Objective: The student will read and interpret a portion of Frankenstein and demonstrate understanding of the text by completing a Quick-Write about the reading. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 18

Lesson 136 The Lonely Monster Frankenstein Chapter 15 Objective: The student will read and interpret a portion of Frankenstein and develop understanding of the text by completing a Quick-Write about the text.

Lesson 137 You be the Literary Expert! Reader’s Sketchbook – Chapter 15 Objective: The student will develop understanding of Chapters 14-15 of Frankenstein by completing Reader’s Sketchbook entries about each chapter.

Lesson 138 A Monster of an Assessment: Frankenstein, Chapters 12-15 Frankenstein Assessment Chapters 12-15 Objective: In this Lesson, the student will demonstrate understanding of Chapters 12-15 of Frankenstein by completing the Frankenstein ChaptersSAMPLE 12-15 Assessment.

Unit 5: Frankenstein Part V

Lesson 139 Vocabulary Stop! Words to Own: Frankenstein, Chapters 16-18. Objective: <X Chapters 16-18 of Frankenstein.

Lesson 140 From Rejection to Revenge Frankenstein Chapters 16-17 Objectives: The student will read and interpret Chapters 16-17 of Frankenstein and demonstrate understanding of the text by completing the Quick-Write.

Lesson 141 You be the Literary Expert! Reader’s Sketchbook – Chapters 16-17 Objective: The student will develop understanding of Chapters 16-17 of Frankenstein by writing Reader’s Sketchbook entries about each chapter.

Lesson 142 Victor: Trapped by the Monster, or Trapped by Himself? Frankenstein Chapter 18 Objective: The student will read and interpret Chapter 18 of Frankenstein and develop understanding of the text by completing a Quick-Write.

Lesson 143 You be the Literary Expert! Reader’s Sketchbook – Chapter 18 Objective: The student will develop understanding of Chapter 18 of Frankenstein by writing a Reader’s Sketchbook entry about each chapter. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 19

Lesson 144 A Monster of a Quiz Frankenstein Assessment Chapters 16-18 Objective: In this Lesson, the student will demonstrate understanding of Chapters 16-18 of Frankenstein by completing the Frankenstein Chapters 16-18 Assessment.

Lesson 145 Vocabulary Stop! Words to Own: Frankenstein, Chapters 19-22. Objective:<X for reading Frankenstein Chapters 19-22.

Lesson 146 Victor: What a Wicked Web He Has Woven! Frankenstein Chapter 19 Objectives: The student will read and interpret Chapter 19 of Frankenstein and SAMPLEdevelop understanding of the text by completing a Quick-Write. Lesson 147 You be the Literary Expert! Reader’s Sketchbook – Chapter 19 Objectives: The student will develop understanding of Chapter 19 of Frankenstein by writing a Reader’s Sketchbook entry about the chapter.

Lesson 148 A Promise Broken Frankenstein Chapters 20-21 Objective: The student will read Frankenstein Chapters 20-21 and develop understanding of the text by completing a Quick-Write about the reading.

Lesson 149 You be the Literary Expert! Reader’s Sketchbook – Chapters 20-21 Objective: The student will develop understanding of Chapters 20-21 of Frankenstein by writing Reader’s Sketchbook entries about each chapter.

Lesson 150 Matters of the Heart, or Matters of the Mind? Frankenstein Chapter 22 Objectives: The student will read and interpret Chapter 22 of Frankenstein and develop understanding of the text by completing a Quick-Write.

Lesson 151 You be the Literary Expert! Reader’s Sketchbook – Chapter 22 Objective: The student will develop understanding of Chapter 22 of Frankenstein by writing a Reader’s Sketchbook entry about each chapter.

Lesson 152 A Monster of a Quiz: Frankenstein, Chapters 19-22 Frankenstein Assessment Chapters 19-22 Objective: The student will demonstrate understanding of Frankenstein Chapters 19-22 by completing the Frankenstein Chapters 19-22 Assessment. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 20

Unit: 6 Frankenstein Part 6

Lesson 153 Vocabulary Stop! Words to Own: Frankenstein, Chapters 23-24. Objective: The student will learn Vocabulary in preparation for reading Frankenstein Chapters 23-24.

Lesson 154 You be the Literary Expert! Reader’s Sketchbook – Chapter 23 Objective: The student will read and interpret Chapter 23 of Frankenstein and develop understanding of the text by completing a Reader’s Sketchbook entry about the reading.

Lesson 155 The Death of Evil? Frankenstein Chapter 24 Objectives: The student will read Frankenstein Chapter 23 and develop understandingSAMPLE of the text by completing a Quick-Write.

Lesson 156 You be the Literary Expert! Reader’s Sketchbook – Chapter 24 Objective: The student will develop understanding of Chapter 24 of Frankenstein by writing a Reader’s Sketchbook entry about the chapter.

Lesson 157 You be the Literary Expert! Reader’s Sketchbook – The Final Letters Objective: < Frankenstein and develop understanding of the text by completing Reader’s Sketchbook entries about each letter.

Lesson 158 A Monster of an Assessment: Frankenstein, Chapters 23-24 & Final Letters Objective: The student will demonstrate understanding of Chapters 23 to the end of Frankenstein, by completing Frankenstein Assessment VII.

Unit 7: Frankenstein Part 7

Lesson 159 Is Ignorance Really Bliss? – Part 1 Objective: The student will begin writing an essay about the consequences of knowledge.

Lesson 160 Is Ignorance Really Bliss? – Part 2 Objective: The student will use the peer editing process to develop the Ignorance vs. Knowledge Brainstorm. HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 21

Lesson 161 Frankenstein on Trial – Opening Statements of a Playwright Objective: The student will develop understanding of Frankenstein by beginning a dramatic continuation of the novel.

Lesson 162 Frankenstein on Trial – A Playwright’s Trial Objectives: The student will develop understanding of the novel Frankenstein by writing a dramatic continuation of the novel.

Lesson 163 Frankenstein on Trial – A Playwright’s Closing Argument. Objective: The student will apply creative understanding of the novel Frankenstein by completing the Victor’s Mock Trial project.

Lesson 164 A Monster of an Assessment: Frankenstein Frankenstein Final Assessment Objective:SAMPLE The student will demonstrate understanding of the novel Frankenstein by completing the Frankenstein Final Assessment.

Unit 8: Frankenstein Part 8

Lesson 165 Writing your Own Monster of a Tale Part 1 Objective: The student will display knowledge of the genre of gothic

Lesson 166 Writing your Own Monster of a Tale Part 2 Objective: The student will display knowledge of the genre of gothic

Lesson 167 Writing your Own Monster of a Tale Part 3 Objective: <= continuing to create an original gothic story.

Lesson 168 Writing your Own Monster of a Tale Part 4 Objective: The student will display knowledge of the genre of gothic HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 22

Unit 9: I-Search

Lesson 169 I-Search Paper – The It’s All About Me Kind of Research Paper Objective: The student will research a topic of interest, and develop an I-Search project about that topic.

Lesson 170 I-Search: Finding the Facts Objective: The student will develop a topic, research the topic, and write a report that is both analytical and informative.

Lesson 171 I-Search: Finding the Facts Part 2 Objective: The student will continue to research for the I-Search Project.

Lesson 172 I-Search: Preparing for the Interview Objective:SAMPLE The student will prepare for conducting an interview for the I-Search Project.

Lesson 173 I-Search: Preparing for the Interview Part 2 Objective: The student will continue to prepare for conducting an interview for the I-Search Project.

Lesson 174 I-Search: You’re the Reporter! Objective: The student will conduct the interview for the I-Search Project.

Lesson 175 I-Search: The Search is Over! Objective: The student will conduct research to begin developing the I-Search Project.

Lesson 176 I-Search: What I Learned Objective: The student will begin to write the conclusion to the I-Search Project.

Lesson 177 I-Search: Give Credit Where Credit is Due! Objective: The student will create a Works Cited Page for the I-Search Project.

Lesson 178 The Clean-Up Crew: Revising Objective: The student will revise the I-Search project in preparation for HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS — 23

Lesson 179 A Look in the Writing Mirror: Portfolio Project Objective: The student will assess individual strengths, weaknesses, and improvements as a writer by creating a Writer’s Portfolio of work conducted in these Lessons.

Lesson 180 Show Yourself Off! Portfolio Presentation Objective: The student will write a letter of introduction to accompany the Writer’s Portfolio created in Lesson 179 and continue to self-assess =\ for inclusion in it. SAMPLE Higher Altitudes in 11thSAMPLE Grade Language Arts

Teacher Manual Module 4 Unit 9: Lessons 169-180 Key Skills and Concepts:

Writing: Quick-Writes; I-Search Project

Published by Module 4: Literature and Technology

Unit 9: I-Search STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 1-1

Lesson 1 Heroes: Seeing the Present through the Past

In this Unit, you will be reading and writing about the importance of understanding and adapting to change.

This Unit will be focused on the following theme:

In the transformation from oral language to the written word, universal truths of human nature were formalized.

In this Unit, you will be reading, viewing, and hearing about changes and decisions that shape people’s livesSAMPLE and values. In the transformation from oral language to written word, universal truths of human nature were formalized. These truths or values help in making decisions that will support positive changes in a person’s life.

It is important to learn these values from heroes in literature, as well as history. One way to further understand these truths is to write an essay exploring them. In this Lesson, you will be writing an essay about heroes in literature.

Before you are ready to write an essay, you need to go through the following steps of the writing process.

Brainstorming Brainstorming is thinking and talking about the topic or theme of the writing and relating it to your own personal life. Brainstorming involves asking the following questions:

Can the past affect the future? Which incident or situation could I write about? What did I learn? What interesting details can I choose to tell about the situation or incident? How should I organize my writing?

1RZEHJLQWREUDLQVWRUPDERXWDKHUR¿FWLRQDORUUHDOZKRPDGHDSRVLWLYHLQÀXHQFH in his own life that affected his decisions. What values or skills does the hero display in making good decisions?

Write the hero’s name on the top of the Hero Brainstorming sheet and then write notes about the hero’s values and skills that demonstrate good decision making. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 1-2

Drafting Drafting is getting ideas down on paper and trying to organize them. It involves asking the following questions: How will I start my writing to get my reader to want to read it? What details, examples, anecdotes, and/or explanations should I write to prove my point to my reader? How shall I end my writing?

Revising Revising is the real work of writing and begins when the writer makes sure that the writing has everything it should have, that it will appeal to the reader, and tell or prove what it is supposedSAMPLE to. Revising involves asking the following questions: Will my reader know what my point is? Is my point or central idea clear and connected to the theme or topic? Have I given important and relevant details, examples, and/or anecdotes to support my point? Is my writing well organized with a beginning that makes my audience want to UHDGRQDPLGGOHWKDWPDNHVDQGVXSSRUWVP\SRLQWDQGDQHQGWKDWVDWLV¿HV my audience? Have I used interesting words and a variety of sentence lengths and types to engage my reader?

Proofreading and Editing Proofreading and editing include making sure that the audience can read and understand the words and the point. Proofreading and editing involve asking the following questions: Have I checked and corrected my spelling, punctuation, and capitalization to help my audience understand what I have written? Have I read my work to a friend or myself to make sure it sounds good? Have I looked my writing over to make sure that it’s neat and invites my audience to read it? It is also very important to have someone else proofread and edit the material, to catch things that the writer may miss. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 1-3

Publishing 3XEOLVKLQJLVSXWWLQJZULWLQJLQLWV¿QDOIRUPIRUDQDXGLHQFH3XEOLVKLQJLQYROYHVDVNLQJ ³,VP\¿QDOFRS\MXVWWKHZD\,ZDQWP\DXGLHQFHWRVHHLW"´ As you go through each step of the writing process, remember these steps and questions. They will make writing your essay much easier.

Lesson Wrap-Up: What three tips should you remember about writing?

SAMPLE STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 1-4

Hero Brainstorming

%HJLQWREUDLQVWRUPDERXWDKHUR¿FWLRQDORUUHDOZKRPDGHDSRVLWLYHLQÀXHQFH LQKLVRZQOLIHE\PDNLQJJRRGGHFLVLRQV:KDWYDOXHVRUVNLOOVGRHVWKHKHUR GLVSOD\LQPDNLQJDJRRGGHFLVLRQ"

Write the hero’s name on the top of this sheet of paper and then write notes below DERXWWKHKHUR¶VYDOXHVDQGVNLOOVWKDWGHPRQVWUDWHJRRGGHFLVLRQPDNLQJ SAMPLE STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 1-5

SAMPLE

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 2-1

Lesson 2 Writing about Heroes

In the transformation from oral language to written word, universal truths of human nature were formalized. These truths or values help in making decisions that will support positive changes in each of our lives. We can learn these values from heroes in literature, as well as history.

Many experts believe we need to learn from the mistakes of the past to improve our future. Others contend that we will continue to make the same mistakes, so we need to forge ahead.

In your opinion, can studying the past lead to new opportunities for the future?

In your essay, takeSAMPLE a position on this question. You may write about either one of the two points of view given, or you may present a different point of view on this question. 8VHVSHFL¿FUHDVRQVDQGH[DPSOHVWRVXSSRUW\RXUSRVLWLRQ

Remember to state your position clearly.

 6XSSRUW\RXUSRVLWLRQZLWKORJLFDOUHDVRQVXVLQJVSHFL¿FH[DPSOHV

Include and support the counterargument.

Now, begin organizing your essay by completing the Hero’s Essay Rough Draft.

Homework Required: Complete the Heroes Essay Rough Draft for the next session.

Lesson Wrap-Up: What super-power did you give your hero? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 2-2

Use the space below to begin writing a rough draft on the following prompt.

Many experts believe people should learn from the mistakes of the past to improve the future. Others contend that we will continue to make the same mistakes, so we need to forge ahead. What do you think?

SAMPLE STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 2-3

SAMPLE STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 2-4

SAMPLE

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 3-1

Lesson 3 Heroes: Seeing the Present and Future through the Past

In this Lesson, you will have the opportunity to peer edit your rough draft with a partner. Each partner will read aloud his or her draft to the other, who will listen carefully while thinking about the following questions:

Is the position clearly stated? Is the position or point supported by important and relevant details, examples, and/or anecdotes? Does the writing begin with an interesting and engaging lead, continue with a middle that supports and SAMPLEdevelops the point, and conclude with an ending that summarizes the point? Is the writing interesting with engaging words and different sentence lengths and types? Is the counter position stated, explained, and supported? What do I, as the listener, think is good about the writing? Do I have questions and/or suggestions for the writer?

Now, you and your partner should switch places and repeat the process. Refer to the ³5HYLHZRI:ULWLQJ3XEOLVKLQJ)LQDO&RS\´SDJHDV\RXHGLWDQGZULWH\RXU¿QDOGUDIWV

Homework Required: +DYHDFRPSOHWHG¿QDOGUDIWRI\RXU+HURHV(VVD\IRUWKHQH[W session.

Lesson Wrap-Up: Name some of the questions you asked during the editing process. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 3-2

Review of Writing: Publishing Final Copy

Now you will be doing three things: revising your paper (which means to rethink your ideas); polishing your paper (which means to edit and proofread); and recopying your paper as neatly as possible.

Use the following checklist as you revise and edit the writing that you have done. When \RXDUH¿QLVKHGUHYLVLQJFUHDWHD¿QDOFRS\RI\RXUSDSHU7KHQSURRIUHDG\RXU¿QDO copy to make sure that all of your revisions have been made.

Checklist for Revision:

1. Do I have a clear central idea that connects to the topic? 2. Do I stay focused on my central idea? 3. 'R,VXSSRUWP\FHQWUDOLGHDZLWKLPSRUWDQWDQGUHOHYDQWGHWDLOSAMPLE VH[DPSOHV" 4. 'R,QHHGWRWDNHRXWGHWDLOVH[DPSOHVWKDW'2127VXSSRUWP\FHQWUDOLGHD" 5. Is my writing organized and complete, with a clear beginning, middle, and end? 6. Do I use a variety of interesting words, phrases, and/or sentences?

Checklist for Editing

7. Have I checked and corrected my spelling to help readers understand my writing? 8. Have I checked and corrected my punctuation and capitalization to help readers understand my writing?

Checklist for Proofreading

9. ,VHYHU\WKLQJLQP\¿QDOFRS\MXVWWKHZD\,ZDQWLW"

Reread your writing. You should cross out or erase any errors you make.

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 4-1

Lesson 4 Transformation: Looking at Change from a Different Perspective

Today’s Lesson will focus on the idea of transformation. One way of noting transforma- tion is to consider the effect of the past on the future. Take a moment to ponder the meaning of that statement.

Then provide brief answers to the following questions: What evidence do I have that I am committed to learning? :KHUHZLOO,¿QGZLVGRP" :KHQLVOR\DOW\WRP\VHOIPRUHLPSRUWDQWWKDQOR\DOW\WRDIULHQG" +RZGR,GHPRQVWUDWHWKDW,DPRSHQPLQGHGHQRXJKWROHDUQIURPP\H[SHULHQFHV"SAMPLE +RZGRWKHKHURHVRIOLWHUDWXUHUHÀHFWWKHYDOXHVRIWKHWLPH" :KDWMRXUQH\ZLOO,WDNHWREHFRPHP\RZQKHUR"

7DNHDVKHHWRISDSHUDQGZULWHEULHÀ\DERXWWKHDERYHTXHVWLRQV

Reading: Now, you will be reading an article titled “Metamorphosis: The Chrysalis”. Before reading, review the three questions listed below to focus your reading of the article.

:KDWLVKDSSHQLQJLQVLGHWKHFKU\VDOLV" :K\LVLWKDSSHQLQJ" :KDWLVQHHGHGWREULQJDERXWWKLVFKDQJH"

:KHQ\RXKDYH¿QLVKHGUHDGLQJWKHDUWLFOHWDNHZKDW\RXOHDUQHGWRFRPSOHWHWKH Metamorphosis Quick Write.

Lesson Wrap-Up: Describe an example of transformation from your own life. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 4-2

Metamorphosis Quick Write

Take a few minutes to respond to the following question: When does the transformation of the chrysalis begin and why do you think it occurs at this stage?

SAMPLE STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 4-3

Metamorphosis: The Chrysalis

The word chrysalis refers to the pupal stage of butterflies, specifically to the gold color contained in the pupae of the butterflies. It comes from the Greek word for gold, χρυσός (chrysós).

Chrysalids are vibrant and are formed in the open making them the most familiar examples of pupae. Most chrysalids are joined to a surface by a sticky arrangement of a silken pad spun by the caterpillar and a set of hooks at the tip of abdomen of the pupae.

In most types of pupae, the chrysalis stage involves very little movement. However, some butterfly pupae are capable of moving their abdominal segments for self defense. This kind of motion SAMPLEproduces a sound that scares away predators. Within the chrysalis, growth and differentiation occur. The adult butterfly emerges and pumps haemolymph into the wing veins forcing the wings to expand. There is a rapid and sudden change from pupae to imago in a process called metamorphosis.

A biological miracle occurs inside the caterpillar in which it releases enzymes that digest caterpillar tissue, converting it into a rich cultural medium. The caterpillar has several sets of little cells on its inside that are in different parts of the body. These sets of cells are called “imaginal disks.” Imaginal disks are groups of embryonic cells, and as soon as the metamorphosis gets going and as that chrysalid forms, the skin is shed off the larvae, and the larva turns into a chrysalid. These little cells grow at an incredible rate. One imaginal disk will become a wing (so there are at least 4 imaginal disks because there are 4 wings in the butterfly). There are also imaginal disks that form the legs, the antennae, and all the organs of the adult butterfly.

Thus, during the first few days, the inside of the chrysalis is literally a bag of rich fluid on which the cells grow. The process of transformation is a miraculous phenomenon unique to insects. Nothing like this happens in vertebrates.

The imaginal disks start developing very early in the caterpillar’s life but they slow down and don’t start growing again until the very end of the 5th instar which is the last stage of caterpillar development. Then, the imaginal disks start growing very quickly developing into different tissues, so that the entire internal contents of the caterpillar — the muscles, the entire digestive system, even the heart and nervous system — is totally rebuilt. The process is like taking an old car into the shop, leaving it for a week, and coming back to find a brand new Cadillac. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 4-4

During the development of the adult, the chrysalid loses nearly half of its weight. This is evidence that the process of metamorphosis requires an enormous amount of energy. During the whole time it is a chrysalis, it is unable to excrete any kind of waste. When the adult emerges, it releases a reddish-colored liquid. This liquid is stored nitrogenous waste accumulated during the metamorphosis.

SAMPLE

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 5-1

Lesson 5 Changing Yourself with Creativity

To begin this Lesson, consider the concept of transformational learning. This process encourages you to absorb what you have learned or experienced in your life in a meaningful way to bring about a better change. The process involves questioning assumptions, beliefs, and values and considering multiple points of view, while always seeking to verify reasoning.

Now, read the article “Using Creativity to Transform Your Life”. When you KDYH¿QLVKHGUHDGLQJWDNHZKDW\RXOHDUQHGIURPWKHDUWLFOHWRFRPSOHWHWKH “Transformational Learning Graphic Organizer”.

After completing the Graphic Organizer, introduce the student to the CREATE process which stands for –connect,SAMPLE relate, explore, analyze, transform, and experience. Each part of the CREATE process is broken down for you below.

Connect two or more seemingly different things or ideas such as the chrysalis to modern language.

Relate those seemingly different things or ideas to things that are familiar and start to observe commonalities. Beowulf to Blogs.

Explore these commonalities. Draw them, build models, role-play, and describe them. .HHSDVNLQJRSHQHQGHGTXHVWLRQV+RZLVWKHEXWWHUÀ\OLNHWKHUHQDLVVDQFHRIPRGHUQ language? How did the change from the language in Beowulf to the language in the EORJVDQGLQWHUQHWHQF\FORSHGLDVRIWRGD\UHÀHFWWKHFKDQJHVLQWKHFXOWXUHRIWKH time—oral language to printed language?

AQDO\]HZKDW\RXKDYH¿JXUHGRXWVWHSSLQJEDFNDQGWDNLQJDORRNDWZKDW\RXKDYH PDGH:KDWLQVLJKW V GLG\RXUH[SORUDWLRQSURGXFH"2UDOODQJXDJHLVPRUHÀXLG allowing it to meet the needs of change in communication or the situation. Printed ODQJXDJHLVPRUHFRQ¿QHGDQGGHSHQGHQWRQWKHLQWHUSUHWDWLRQVRIWKHUHDGHUV &RPSXWHUODQJXDJHDQGLQWHUQHWVRXUFHVUHYHDOPRGHUQODQJXDJHWREHPRUHÀXLGDQG dynamic in a time of rapid changes.

Transform the drawing, model, or object you have made: discover or invent something new based on your connections, explorations, and analysis. Modern language is more FRPPXQLFDWLYHDQGFROODERUDWLYHUHÀHFWLQJWKHGLYHUVLW\RIWRGD\

Experience and apply your drawing, model, or invention in as many new contexts as possible: rap song, digital story, text messaging, blogs, etc.

Lesson Wrap-Up: Do you remember what the acronym CREATE stands for? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 5-2

Transformational Learning Graphic Organizer

Topic:

Main Ideas, Key words, Questions, Drawings What I’ve Learned

1.

2.

3. SAMPLE

1.

2.

3.

1.

2.

3.

1.

2.

3. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 5-3

Using Creativity to Transform Your Life

“Imagination is the beginning of creation,” wrote novelist George Bernard Shaw. “You imagine what you desire; you will what you imagine and at last you create what you will.” The only barriers and limits to achieving our dreams are the barriers and limits that we create. Instead of using our creativity to limit ourselves, it’s possible to harness our creativity to propel ourselves beyond our wildest dreams.

This sounds quite good, but before anyone can harness their creativity toward productivity, that person must establish one very basic concept. What is creativity? There are all kinds of answers to this question, and the answers will be as unique as the individuals asked. Some people find the work of a classic artist like Michelangelo to be profoundly creative, while others might find the more progressive work of Salvador Dali to be the pinnacle of creativity. But what is creativity? Is it only limited to art? How about Bette Graham, an office worker who chose to correct typing mistakes with liquidSAMPLE paper, and proceeded to manufacture the product for worldwide office use? What about the entrepreneurial university student who attempted to recreate the entire social experience in the online medium?

We all have potential for vast creativity, and we limit ourselves with our down-sized definition of the word. Are you downsizing creativity?

Assess yourself. Write down your immediate thoughts to the next few questions:

What does creativity mean to you?

How can creativity improve the lives of yourself and others?

Who are some individuals that you find particularly creative.

How have these people used their creativity in ground-breaking ways?

What are creative people like? How do they think? What do they do that other, “less creative” people don’t do? Maybe they listen to the world differently, like the jazz composer and musician John Coltrane who once said, “You can play a shoestring if your sincere.” Maybe creative people look at the world differently –trying to find new meanings, solutions, and purposes as the founder of Microsoft, Bill Gates, does. Whatever the difference is, we must establish how we measure creativity before we can truly understand the term. We must recognize and understand the source of creativity in the people we admire. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 5-4

What symbols, stories, or mediums do you utilize in your creative process?

Our world is full of symbols. It always has been. One look at the drawings in the caves of Lascaux or Altamira demonstrates our human gravitation towards symbolic expression. Symbolism is an ingrained part of our lifestyles. It is present in so many expressions of knowledge. Dr Seuss’s library of wisdom expressed in the rhyming of invented words is a fine example. Film, music, visual art, and modern modes of poetry embody some of today’s finest mediums for creative expression. The fact that symbolism is so inescapably present in our lives is not a curse, but a phenomenal tool for designing the world around us as we envision it. In fact, our greatest creative faculty may be that we are so rooted in symbolism and thus, able to communicate through symbols in unlimited contexts.

There is no end in sight for the way our creativity through symbolism can change the world, as it changes the waySAMPLE we communicate on a day to day basis. Take one glance at the mass of information networked through the internet. We are able to instantly contact people on the other side of the world, a capability that would make us the envy of societies a hundred years ago. Yet, it is none other than our bold and ever-evolving creativity that makes it reality.

Take a moment to consider how we demonstrate our creativity in our most advanced venues. In our most progressive science, children’s museums, and learning organizations worldwide, we are continuing the evolutionary process of change to create even greater ways of reaching people and prompting discourse on ground-breaking topics.

We live in a society comprised of unending possibilities, creative vehicles, and infinite contexts that allow people to utilize their imaginations to express ideas. Creative transformation is all about using the world, taking advantage of its mediums, and manipulating its structures to discover new things, improve existing ones, and communicate ideas in a better way.

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 6-1

Lesson 6 Creating New Understanding

7REHJLQWKLV/HVVRQ\RXZLOOEHZDWFKLQJWKH¿OPThe Chronicles of Narnia. This PRYLHSURYLGHVDSHUIHFWPRGHORIWKH&5($7(SURFHVV

:KLOHZDWFKLQJWKHPRYLHORRNDWThe Chronicles of Narnia&5($7(4XHVWLRQV :RUNVKHHWDQGWKLQNDERXWWKHTXHVWLRQVOLVWHG:KHQ\RX¶YH¿QLVKHGZDWFKLQJWKH PRYLHDQVZHUWKHTXHVWLRQVRQWKH:RUNVKHHW

1RZWDNHRXWDVKHHWRISDSHU:ULWHWKHOHWWHUV&5($7(GRZQWKHVLGHRIDVKHHW RISDSHUDQGIROORZWKHPRGHOEHORZWRFRPSOHWHD&5($7(PRGHOIRUThe Chronicles of NarniaDQG&KU\VDOLV$VDPSOHDQVZHULVSURYLGHGEHORZ

Model for CREATE:SAMPLE Connecting two different ideas—Chrysalis/The Chronicles of Narnia. Relate ideas between Cocoon/Narnia. Explore - How are the changes in the cocoon similar to the changes the characters undergo in Narnia? Analyze - Not all changes are physical. TUDQVIRUP&DWHUSLOODUWUDQVIRUPVLQWRDEXWWHUÀ\3HWHU6XVDQ(GPXQGDQG/XF\ transform into better people. Experience - Changes that occur from knowledge and experience.

Lesson Wrap-Up::KDWLV\RXURSLQLRQRIWKH&5($7(PHWKRG"'R\RX¿QGLWKHOSIXO IRURUJDQL]LQJ\RXUWKRXJKWV" STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 6-2

Chronicles of Narnia: CREATE Questions

:KLOHZDWFKLQJWKHPRYLHFRQVLGHUWKHIROORZLQJTXHVWLRQV:KHQ\RX¶YH¿QLVKHG the movie, answer these questions in the space provided.

How is The Chronicles of NarniaOLNHWKH&KU\VDOLV"

+RZLVWKHNLQJGRPRI1DUQLDOLNHWKH&RFRRQ"SAMPLE

$VWKHFDWHUSLOODUXQGHUJRHVFKDQJHVZKDWFKDQJHVGR3HWHU6XVDQ(GPXQGDQG /XF\XQGHUJR"

:DVWKHUHVXOWRIWKHLUFKDQJHVDVEHDXWLIXODVWKHEXWWHUÀ\¶V":K\RU:K\QRW"

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 7-1

Lesson 7 The English Language: Where it All Began

In the previous Lesson, you developed a clear understanding of transformational thinking. In the next Lesson, you will begin reading the story Beowulf.

Beowulf is an epic poem that illustrates the beginnings of the English language, and the poem begins the journey of the transformation of language from Old English, to Middle English, to Modern English of today. Furthermore, the poem represents the transition from oral to written language.

Today, you will read The Anglo-Saxons which provides background and historical information about the society in which Beowulf was written.

As you read the textSAMPLE The Anglo-Saxons, complete the Guided Reading Chart of important facts and information from the reading. You will compile notes on the topics listed on the chart below.

Environment and Important Beliefs Daily LIfe Religion Community and Traditions

Notes about the Should contain Beliefs and physical Important notes about what traditions that were environment, developments in their daily lives were important parts of housing, and layout religion. like. life. of communities.

Now, begin reading the text.

Writing: Life in a small Anglo-Saxon community was obviously very different from life in the United 6WDWHV3LFWXUHDVPDOOYLOODJHRIKXWVDURXQGDODUJHFHQWUDOKDOO7KHUHLVDVPDOO¿UH ZHDNO\WU\LQJWR¿JKWRIIWKHELWWHUFROGRIWKHKDUVK(QJOLVKZLQWHUQLJKW

It is easy to picture this scene, but imagining how the Anglo-Saxon’s lived and what they WKRXJKWLVDOLWWOHPRUHGLI¿FXOW

Homework Required: Explore the ideas listed above by completing the Anglo-Saxon Quick Write.

Lesson Wrap-Up: What did you learn about Anglo-Saxon society? Would you like to live in that society? Why or why not? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 7-2

Guided Reading Chart: Anglo-Saxon Life

As you read, complete this chart with important information and notes on each topic.

Environment and Important Beliefs Daily LIfe Religion Community and Traditions SAMPLE STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 7-3

Anglo-Saxon Quick Write

Picture the Anglo-Saxon setting you read about in the article. Think about what you have just learned about the Anglo-Saxon way of life and the structure of their society.

Now imagine yourself as a young man or woman about to come of age. What do you think your life is like? What choices do you have? What limitations do you face? Take the role of this Anglo-Saxon youth and write a narrative describing your life and thoughts. SAMPLE STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 7-4

The Anglo-Saxons

The lush, green island of Great Britain sits covered in mist and fog, removed from the continent of Europe. The country side was dotted with small cottages, quaint churches, and mysterious stone ruins; the setting was perfect for myths and stories of warriors, fairies, and dragons. This land of mystery has produced many great legends including Robin Hood, Beowulf, and the writings of SAMPLEShakespeare. Great Britain has a long history of invasions and settlements by many groups of people. The Iberians, the Celts, the Romans, the Angles and Saxons, the Vikings, and the Normans all possessed parts of the island at one time or another. Each group of people left characteristics that over time have blended to form the English culture.

The Anglo-Saxons Come to Great Britain

In the middle of the fifth century, the Angles, Saxons, and attacked Great Britain from the north, what is today Germany and Denmark. They drove out the Britons and settled the majority of the island. The language of the Anglo-Saxons began to dominate the land.

The land initially was made up of several independent territories, each with its own ruler. However, the Vikings threatened to cross the sea and plunder and destroy everything in England which was enough to unify the Anglo-Saxons. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 7-5

King Alfred of Wessex, along with the reemergence of Christianity brought the Anglo-Saxon people a common faith and a common system of morality and conduct. The Anglo-Saxons fought to protect their culture, people, and church from the Vikings under the direction of Alfred the Great.

SAMPLE The Anglo-Saxon Religion

Christianity was gaining popularity in Great Britain, but the warrior gods of the old Anglo-Saxon mythology remained popular. The Anglo-Saxons brought the dark and fatalistic religion with them from Germany.

Odin was the god of death, poetry, and magic. He was a very important god to . The Anglo- Saxons called this god Woden, which is where we get the word Wednesday (for Woden’s day). It was Woden’s job to assist humans in communication with spirits. Woden is often associated with trances and burial rites. Since poetry was a very important part of Anglo-Saxon culture, Woden was a very important god.

The god named Thunor was the god of thunder and lightning. This god’s symbol was the hammer and also possibly the bent cross that we call the swastika—which is found on many Anglo-Saxon gravestones. It is from the name Thunor that we get the word Thursday (’s day).

In addition to the gods, dragons also played a key role in Anglo-Saxon mythology. In the myths, dragons usually protected treasure. The fire-breathing dragon is also a personification of death. He is the guardian of the grave—where the warrior’s ashes and his treasure lay. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 7-6

Hope for an Afterlife: The Scops

Besides enjoying the warmth and shelter offered by the communal halls, the Anglo-Saxons attended meetings and enjoyed the entertainment of storytellers in the village centers. The storytellers of the village were also called bards or scops. The scops told stories of gods and heroes. The stories were often sung to the music of a harp. They were heroic tales that spoke to the people who were under the constant threat of war, disease, or the problems of old age. They told stories of brave kings, the truths of good and evil, and battles from long ago.

The scops were an importantSAMPLE part of Anglo-Saxon culture since the people valued creating poetry and stories just as much as fighting, hunting, or farming. Poetry was also valued because, for some of the non-Christian Anglo-Saxons, the only form of afterlife was to achieve fame in poetry. If someone became a character of one of the bard’s popular stories, they lived on through songs. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 7-7

The Other Hope: Christianity

In addition to the stories of the bards, Christianity also gained popularity with the Anglo-Saxons. The monasteries were centers for learning and they had just as much influence as older Anglo-Saxon religion.

In addition to providing for the religious needs of the people, the monks in the monasteries maintained many of the stories of the villages and kingdoms by writing down the stories of the scops. They spent their days copying thousands of books by hand, since there was no printing press. SAMPLE The monks wrote the stories mostly in Old English, the language of the people, instead of Latin, the language of the church.

The Anglo-Saxon stories were written in Old English, but Latin remained the language of study until the time of King Alfred. King

Alfred ordered the writing of the Anglo-Saxon Chronicle, a very long history of England, and he wanted it written in Old English. As more and more texts were written in English, the language gained respect and many of the Old English stories and poems were recognized as great works of literature.

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 8-1

Lesson 8 Beowulf : Anglo-Saxon Poetry

In this Unit, you have been thinking, talking, reading, and writing about transformation from oral language to the written word and how through this transformation, universal truths of human nature were formalized.

Now, you will look at the transformation of the English language by reading the oldest surviving epic ever written in English, Beowulf.

7RGD\\RXZLOO¿UVWEHOHDUQLQJDERXWWKHEDFNJURXQGRI2OG(QJOLVKSRHWU\2OG(QJOLVK ZDVWKH¿UVWZULWWHQIRUPRIZKDWLVWKHPRGHUQGD\(QJOLVKODQJXDJH2OG(QJOLVKZDV very different from the language that we speak today.

Now, read “TransformationSAMPLE and Qualities of the English Language”. While you are UHDGLQJFRPSOHWHWKH³0\/HDUQLQJ1RWHV*UDSKLF2UJDQL]HU´

Lesson Wrap-Up: What three phases did the English language go through that were mentioned in this Lesson? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 8-2

My Learning Notes Graphic Organizer

Topic:

Main Ideas, Key words, Questions, Drawings What I’ve Learned

1.

2.

3. SAMPLE

1.

2.

3.

1.

2.

3.

1.

2.

3. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 8-3

Transformation and Qualities of the English Language

The English language has transformed through three major time periods since its beginning. It started as Old English from 450-1100. It then progressed into Middle English from 1100-1500. It finally developed into Modern English from 1500 to the present. Thus, though people think of Shakespeare’s writing style as old, he actually wrote in the Modern English period. Meanwhile, Chaucer’s The Cantebury Tales are a fine example of Middle English, while Beowulf is a good representation of Old English.

SAMPLEIt is important to note that the changes that occurred between each time period were progressive. Old English didn’t suddenly become Middle English in 1100, and Middle English didn’t abruptly turn into Modern English in 1500. The development of each period into the next took place slowly over large spansof time. Also, spelling and grammar from one English speaking location to the next were not entirely consistent. Standard language is a modern idea given the invention of the printing press, which not only made distributing the written word possible, but it also allowed for the standardization of language on a grand scale.

Though the changes from each time period involved a process spanning hundreds of years, the dates 1100CE and 1500CE are quite significant. The Norman invasion of England in 1066 introduced French words into the language making the English of 1100 quite different from the English 100 years prior. Likewise, there was such a significant change in pronunciation of English around the year 1500, that it remains a useful date for signifying a new period of English.

Poetics: Writers and translators will try, but no Modern English version of Beowulf will have all of the elements that encompass authentic Old English. Attempting to capture one element of the language implacably forfeits other crucial characteristics. For example, a version that tries to represent the authentic alliterative verse will have to do so at the expense of features like compounding and formula. Similarly, any version of Beowulf attempting to capture the phrasing of the story is forced to neglect alliteration. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 8-4

Alliteration: Alliteration is the repetition of one consonant at the beginning of words over the course of a phrase. It serves a similar purpose to rhyme. Take for example, “Peter Piper picked a pack of pickled peppers.”

Compounding: Compounding is the combining of two words to make one new word. A common example is feorhseoc, which literally means “life-sick” (feorh = life, seoc=sick). It is used to mean “mortally-wounded.” In the first line of Beowulf, the author uses the compounded word Gar- Dena, which literally means “Spear-” (gar = spear, Dena = Danes). Compounding was often used to create alliteration.

Kennings: is a form of compounding used to create metaphor. The kenning hronrad (hron + rad), literally means “whale’s road,” and refers to the sea. Rodores candel, translates, “sky’s candle,” and refers toSAMPLE the sun. Formulas: Formulas are common phrases used throughout poetry that fulfill the metrical needs of a line. They are like cliché’s that happen to fit perfectly into a line of verse. They give the writing a very traditional quality, and often indicate that the poem was of the oral tradition, though scholars disagree on this point. One formula used in Beowulf is Gomban gyldan which translates, “give tribute.” It is a half-line formula that appears commonly throughout Old English poetry.

Versification: Verification is the way in which a style of poetry is organized and universalized. All Old English poems utilize alliteration as a way of organizing a poetic line. Also, Old English uses accents for organization using four stressed beats in a given line. These stresses are often alliterative as the third stress alliterates with the first or second stressed syllable. Meanwhile, the fourth stress is not alliterative. Typically, Old English separates two half-lines by a caesura, which is an emphatic pause. Here is an example of alliterative verse present in Beowulf. metod for þy mane, mancynne fram.

Notice that the first three stressed syllables are alliterative while the fourth is not.

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 9-1

Lesson 9 An Introduction: Beowulf

To begin this Lesson, read the introduction to the story Beowulf:KHQ\RXKDYH¿QLVKHG reading, complete the Beowulf Introduction Quick Write based on the introduction.

Grammar: Now, review the following rules of grammar before completing the Grammar Stop! Complete Subjects and Predicates Worksheet.

The complete subject includes all the words that identify the person, place, thing, or idea the sentence is about.

The gifted authorSAMPLE of Beowulf is unknown to us. (complete subject)

The complete predicate includes all the words that tell or ask something about the subject.

He wrote powerful verses in Old English. (complete predicate)

Each complete subject contains a simple subject, and each complete predicate contains a simple predicate (the verb).

The gifted author of Beowulf is unknown to us. (simple subject)

He wrote powerful verses in Old English. (simple predicate)

Now, take what you have learned to complete the Grammar Stop! Complete Subjects and Predicates Worksheet.

Lesson Wrap-Up: What are the traits of an epic hero? Do you think Beowulf is an epic hero? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 9-2

Beowulf Introduction Quick Write

7REHJLQOLVWVHYHUDOFRQWHPSRUDU\¿FWLRQDOKHURHVIURPQRYHOV¿OPVRUHYHQ television on the lines below.

1RZFLUFOHRQHRIWKHDERYHFKDUDFWHUVDQGEULHÀ\DQDO\]HKLPRUKHUXVLQJ these questions: What sort of evil or oppression does he/she confront? SAMPLE

Why does he/she do it? What’s his/her motivation?

For whom does he/she do it?

What virtues doe he/she represent?

Now, look at some of the other heroes you wrote down and discuss them with your instructor. Do they all seem to qualify as hero-types, or do some of them fall short in one way or another? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 9-3

Grammar Stop! Complete Subjects and Predicates in order to draw on this document goto ->Tools in the Menu Bar - > Click Comments & Markup ->Click Show Comments & Markups Toolbar at the bottom of list Part 1: Identifying Complete Subjects: Underline the complete subject in each of the following sentences. Then circle the simple subject.

1. The hero of Beowulf lived in what is now .

2. His noble instincts to assist the Danes caused him to travel afar.

3. Loyalty to one’s leader was prized by the Anglo-Saxons. 4.5XJJHGEUDYHDQGVHOÀHVV%HRZXOIVHWDJUHDWH[DPSOHIRUKLSAMPLE VPHQ 5. +LVMRXUQH\ZDVDORQJDQGGLI¿FXOWRQH

Part II: Identifying Complete Predicates: Underline the complete predicate in each of the following sentences. Then circle the simple predicate.

1. Epics like Beowulf tell of great deeds and adventures.

2. The poet uses formal language in the epic.

3. The fate of a nation may depend on the hero’s success.

4. Beowulf is well received by the Danish king.

5.,QRXURZQWLPHZHEHQH¿WIURPWKHJRRGH[DPSOHRIWUXHKHURHV STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 9-4

Introduction to Beowulf

The epic poem Beowulf is an extremely influential piece in English literature as it is one of the very first to be written in English instead of Latin. The epic lives on in a single manuscript created by two scribes at the end of the 10th century. It is the earliest piece of literature found that was written in Old English.

The poem describes the life of Beowulf, a Swede, who travels to Denmark by sea to save King Hrothgar from Grendel, a great and terrible monster. As was the tradition, the story of Beowulf was passed down orally from generation to generation. It was altered and embellished as it was passed from one scop or minstrel to the next. Oral story-telling was an important aspect of Anglo-Saxon culture. The people would crowd into community halls at night and listen to the heroic stories of monsters and great men, much like people today crowd around a television night after night. The legendsSAMPLE were about dreams, war, the great quests of heroes, and of communities threatened and saved from evil.

Like many of the other epics, Beowulf is long by standards of a poem, but relatively short compared to most stories, as it is about 3,200 lines. It was first recorded around 750, though the culture and detail of Beowulf reads more like a story of the 500s. Since the story contains elements of Christianity, it is suspected that it was penned by a monk. There is one surviving manuscript of Beowulf from about 1000 which now resides in the British Museum in London. The manuscript miraculously survived King Henry VIIIs destruction of the monasteries. It was discovered in 1800, 200 years after King Henry VIII, but the manuscript is burned and stained from the destruction.

Beowulf is the quintessential hero of ancient England. He was a rescuer in a time when a happy community was threatened by great evil in the form of a monster. Beowulf confronts terror, battle, and death for the sake of the community. Though the story takes place centuries ago, it resonates with people today making Beowulf a lasting hero. He carries many of the traits of an epic hero. He has unbelievable strength, unshakable ethics, and he is praised by those he saves.

The glorification of Beowulf by the common people is a quality of the story that makes it relevant today. In many societies, regardless of time or place, the people have an impulse towards glorifying their heroes. The monuments in Washington D.C. are one example of this in America. Each society has its own way of finding hope in great individuals. The fact that the epic Beowulf embodies society’s need for a hero gives Beowulf longevity, and makes it a literary classic.

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 10-1

Lesson 10 The Epic Hero: Beowulf

Today you will begin reading the epic tale, Beowulf. As you read, take time to complete WKH¿UVWKDOIRIWKHBeowulf Graphic Organizer.

:KHQ\RXKDYH¿QLVKHGWKHVWRU\H[FHUSWORRNDWWKHIROORZLQJOLVWWRKHOS\RX remember the characters and places in Beowulf.

A Guide to the Characters and Places of the Epic Beowulf Beowulf :$*HDWZDUULRUVRQRI(GJHWKRDQG.LQJ+LJODF¶VQHSKHZ Brecca: &KLHIRIWKH%URQGLQJVWULEHDQG%HRZXOI¶VIULHQG Grendel:$PDQHDWLQJPRQVWHUZKROLYHVDWWKHERWWRPRIDODNH Herot:7KHJXHVWKDOOEXLOWE\.LQJ+URWKJDUSAMPLE Hrothgar:.LQJRIWKH'DQHVEXLOGHURI+HURW+HZDVRQFHIULHQGVZLWK   %HRZXOI¶VIDWKHU+HZDVWKHVRQRI+HDOIGDQH Unferth:2QHRI+URWKJDU¶VFRXUWLHUVKHKDGWKHUHSXWDWLRQRIDVNLOOHGZDUULRU   %HRZXOIXVHVKLVVZRUG+UXQWLQJLQDODWHUEDWWOH Welthow: +URJWKDU¶VZLIHWKHTXHHQRIWKH'DQHV Wiglaf:$*HDWZDUULRURQHRI%HRZXOI¶VEDQG:LJODILVWKHRQO\RQHWRKHOS   %HRZXOILQKLV¿QDO¿JKWZLWKWKHGUDJRQ

Writing:

7DNHDORRNDW%HRZXOI¶VERDVWLQVHFWLRQ'R\RXQRWLFHKRZ %HRZXOI³WDONVKLPVHOIXS´"

0DNHVXUH\RXXVHVWURQJZRUGFKRLFHWRDPSOLI\\RXUVWUHQJWKVDQG talents. Lay aside your humility!

Lesson Wrap-Up::KRLV\RXUIDYRULWHFKDUDFWHUIURPWKHWH[WVRIDU" 'HVFULEHZK\WKDWFKDUDFWHULV\RXUIDYRULWH STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 10-2

Boasting like Beowulf

Write a boast about yourself. Your boast must show your understanding of Anglo- Saxon poetry by following the Anglo-Saxon poetic format.

Four hard beats per line No end-rhyme A caesura in each mid-line Heavy alliteration in each line Also, include at least two examples of an original kenning. SAMPLE STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 10-3

Beowulf Graphic Organizer

$V\RXUHDGXVHWKHVWRU\WR¿OOLQWKHIROORZLQJSLHFHVRILQIRUPDWLRQZLWK\RXU GLJLWDOSHQFLOWRRO ([DPSOHVRIKRZ(DUO\0HGLHYDOUXOHUVJDLQHGSRZHU

([DPSOHVRIKRZ(DUO\0HGLHYDOUXOHUVJDLQHGWKHOR\DOW\RIWKHLUYDVVDOV

:D\VHDFKNQLJKWSOD\HGGLIIHUHQWUROHVSAMPLE

:D\V%HRZXOILVOLNHDUHDOOLIHKHUR

3HRSOHRIWKH0LGGOH$JHVSUREDEO\OLNHGWKLVVWRU\EHFDXVH«

,OOXVWUDWH\RXUIDYRULWHVFHQH STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 10-4

From Beowulf

Introduction: We meet the monster

He sang who knew tales of the early time of man, how the Almighty made the earth, fairest fields enfolded by water, set, triumphant, sun and moon for a light to lighten the land-dwellers, and braided bright the breast of earth with limbs and leaves, made life for all of mortal beings that breathe and move. So lived the clansmen in cheer and revel a winsome life, till oneSAMPLE began to fashion evils, that field of hell. Grendel this monster grim was called, march-riever mighty, in moorland living, in fen and fastness; fief of the giants the hapless wight a while had kept since the Creator his exile doomed. On kin of Cain was the killing avenged by sovran God for slaughtered Abel. Ill fared his feud, and far was he driven, for the slaughter’s sake, from sight of men. Of Cain awoke all that woful breed, Etins and and evil-spirits, as well as the giants that warred with God weary while: but their wage was paid them! STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 10-5

The Monster Grendel what murder and massacre, many a year, feud unfading, -- refused consent 1 to deal with any of Daneland’s earls, make pact of peace, or compound for gold: . . .WENT he forth to find at fall of night still less did the wise men ween to get that haughty house, and heed wherever great fee for the feud from his fiendish hands. the Ring-Danes, outrevelled, to rest had gone. But the evil one ambushed old and young Found within it the atheling band death-shadow dark, and dogged them still, asleep after feasting and fearless of sorrow, lured, or lurked in the livelong night of human hardship. Unhallowed wight, of misty moorlands: men may say not grim and greedy, he grasped betimes, where the haunts of these Hell- be. wrathful, reckless, from resting-places, Such heaping of horrors the hater of men, thirty of the thanes, and thence he rushed lonely roamer, wrought unceasing, fain of his fell spoil, faring homeward, harassings heavy. O’er Heorot he lorded, laden with slaughter, his lair to seek. gold-bright hall, in gloomy nights; Then at the dawning,SAMPLE as day was breaking, and ne’er could the prince approach his throne, the might of Grendel to men was known; -‘twas judgment of God, -- or have joy in his hall. then after wassail was wail uplifted, Sore was the sorrow to ’-friend, loud moan in the morn. The mighty chief, heart-rending misery. Many nobles atheling excellent, unblithe sat, sat assembled, and searched out counsel labored in woe for the loss of his thanes, how it were best for bold-hearted men when once had been traced the trail of the fiend, against harassing terror to try their hand. spirit accurst: too cruel that sorrow, Whiles they vowed in their heathen fanes too long, too loathsome. Not late the respite; altar-offerings, asked with words with night returning, anew began that the slayer-of-souls would succor give them ruthless murder; he recked no whit, for the pain of their people. Their practice this, firm in his guilt, of the feud and crime. their heathen hope; ‘twas Hell they thought of in mood of their mind. Almighty they knew not, Doomsman of Deeds and dreadful Lord, 2 nor Heaven’s-Helmet heeded they ever, Wielder-of-Wonder. -- Woe for that man They were easy to find who elsewhere sought who in harm and hatred hales his soul in room remote their rest at night, to fiery embraces; -- nor favor nor change bed in the bowers, when that bale was shown, awaits he ever. But well for him was seen in sooth, with surest token, -- that after death-day may draw to his Lord, the hall-thane’s hate. Such held themselves and friendship find in the Father’s arms! far and fast who the fiend outran! Thus ruled unrighteous and raged his fill one against all; until empty stood that lordly building, and long it bode so. Twelve years’ tide the trouble he bore, sovran of Scyldings, sorrows in plenty, boundless cares. There came unhidden tidings true to the tribes of men, in sorrowful songs, how ceaselessly Grendel harassed Hrothgar, what hate he bore him, STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 10-6

3

THUS seethed unceasing the son of with the woe of these days; not wisest men assuaged his sorrow; too sore the anguish, loathly and long, that lay on his folk, most baneful of burdens and bales of the night. This heard in his home Hygelac’s thane, great among Geats, of Grendel’s doings. He was the mightiest man of valor in that same day of this our life, stalwart and stately. A stout wave-walker he bade make ready. Yon battle-king, said he, far o’er the swan-road he fain would seek, the noble monarch who needed men! The prince’s journeySAMPLE by prudent folk was little blamed, though they loved him dear; they whetted the hero, and hailed good omens. And now the bold one from bands of Geats comrades chose, the keenest of warriors e’er he could find; with fourteen men the sea-wood he sought, and, sailor proved, led them on to the land’s confines.

Beowulf arrives in Denmark and is directed to Herot, the mead-hall of King Hrothgar. The king sends Wulfgar, one of his lords, to greet the visitors. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 10-7

4 More I hear, that the monster dire, in his wanton mood, of weapons recks not; [To the door of the hall hence shall I scorn -- so Hygelac stay, Wulfgar went] and the word declared: -- king of my kindred, kind to me! -- “To you this message my master sends, brand or buckler to bear in the fight, East-Danes’ king, that your kin he knows, gold-colored targe: but with gripe alone hardy heroes, and hails you all must I front the fiend and fight for life, welcome hither o’er waves of the sea! foe against foe. Then faith be his Ye may wend your way in war-attire, in the doom of the Lord whom death shall take. and under helmets Hrothgar greet; Fain, I ween, if the fight he win, but let here the battle-shields bide your parley, in this hall of gold my Geatish band and wooden war-shafts wait its end.” will he fearless eat, -- as oft before, -- Uprose the mighty one, ringed with his men, my noblest thanes. Nor need’st thou then brave band of thanes: some bode without, to hide my head; for his shall I be, battle-gear guarding, as bade the chief. dyed in gore, if death must take me; Then hied that troopSAMPLE where the herald led them, and my blood-covered body he’ll bear as prey, under Heorot’s roof: [the hero strode,] ruthless devour it, the roamer-lonely, hardy ‘neath helm, till the hearth he neared. with my life-blood redden his lair in the fen: Beowulf spake, -- his breastplate gleamed, no further for me need’st food prepare! war-net woven by wit of the smith: -- To Hygelac send, if Hild should take me, “Thou Hrothgar, hail! Hygelac’s I, best of war-weeds, warding my breast, kinsman and follower. Fame a plenty armor excellent, heirloom of Hrethel have I gained in youth! These Grendel-deeds and work of Wayland. Fares Wyrd as she I heard in my home-land heralded clear. must.” Seafarers say how stands this hall, of buildings best, for your band of thanes empty and idle, when evening sun in the harbor of heaven is hidden away. So my vassals advised me well, -- brave and wise, the best of men, -- O sovran Hrothgar, to seek thee here, for my nerve and my might they knew full well. Themselves had seen me from slaughter come blood-flecked from foes, where five I bound, and that wild brood worsted. I’ the waves I slew nicors {6a} by night, in need and peril avenging the Weders, whose woe they sought, -- crushing the grim ones. Grendel now, monster cruel, be mine to quell in single battle! So, from thee, thou sovran of the Shining-Danes, Scyldings’-bulwark, a boon I seek, -- and, Friend-of-the-folk, refuse it not, O Warriors’-shield, now I’ve wandered far, -- that I alone with my liegemen here, this hardy band, may Heorot purge!

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 11-1

Lesson 11 Reading Beowulf

Today, you are going to continue reading the epic story, Beowulf&RQWLQXHWR¿OOLQWKH Beowulf*UDSKLF2UJDQL]HUDV\RXUHDG$IWHUUHDGLQJFRPSOHWHWKHBeowulf Comprehension Questions about today’s reading.

Writing: 7DNHRXW\RXU4XLFN:ULWHIURP/HVVRQ7KHQFRQVLGHUWKHIROORZLQJTXHVWLRQV

Does Beowulf remind you of any heroes from history, current events, books, television, or movies? Who? What similarities do you notice among them? Just as important, how are they different?SAMPLE $QVZHUWKHTXHVWLRQVDORXGWR\RXUWHDFKHU7KHQFRPSOHWHWKHBeowulf Comprehension Questions.

Homework Required: ,I\RXGRQRWFRPSOHWHWKHBeowulf Comprehension Questions LQFODVV\RXPD\¿QLVKWKHPIRUKRPHZRUN

Lesson Wrap-Up: 'RHVWKHFKDUDFWHU%HRZXOIUHPLQG\RXRIDQ\KHURRUSHUVRQIURP PRGHUQFXOWXUH":K\RUZK\QRW" STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 11-2

Beowulf Comprehension Questions

Answer the following questions based on what you know about the epic poem, Beowulf.

:K\GRHV+URWKJDUEXLOG+HURW":K\GRHVQ¶WLWFROODSVHZKHQ%HRZXOIHQJDJHV  *UHQGHOLQFRPEDW":KDWPLJKWLWVFROODSVHKDYHV\PEROL]HG"

2. +RZGLG+URWKJDUFRPHWRNQRZ%HRZXOI¶VIDWKHU"'R\RXWKLQNWKDW%HRZXOIIHHOV  LQGHEWHGWR+URWKJDUIRUKLVSDVWNLQGQHVVHVWRWKHIDPLO\SAMPLE"([SODLQ

3. %ULHÀ\GHVFULEH*UHQGHO:KDWPLJKW*UHQGHOV\PEROL]H"

4.&RQWUDVW%HRZXOIDQG8QIHUWK:KDWIXQFWLRQGRHV8QIHUWKVHUYHLQWKHSRHP"

5. %DVHGRQ:HOWKRZ¶VDFWLRQVLQWKHSRHPZKDWUROHRUUROHVGR\RXWKLQNZRPHSOD\HG LQ$QJOR6D[RQVRFLHW\" STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 11-3

Part II: Connecting with the Text

5HYLHZWKH4XLFN:ULWHWKDW\RXZURWHEHIRUH\RXUHDGWKLVSDUWRIBeowulf. Does %HRZXOIUHPLQG\RXRIDQ\KHURHVIURPKLVWRU\FXUUHQWHYHQWVERRNVWHOHYLVLRQRU PRYLHV":KR":KDWVLPLODULWLHVGR\RXQRWLFHDPRQJWKHP"-XVWDVLPSRUWDQWKRZDUH WKH\GLIIHUHQW"

SAMPLE STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 11-4

Beowulf (continued) Unferth’s Challenge

5 6

HROTHGAR spake, the Scyldings’-helmet: -- UNFERTH spake, the son of Ecglaf, “For fight defensive, Friend my Beowulf, who sat at the feet of the Scyldings’ lord, to succor and save, thou hast sought us here. unbound the battle-runes. -- Beowulf’s quest, Thy father’s combat a feud enkindled sturdy seafarer’s, sorely galled him; when Heatholaf with hand he slew ever he envied that other men among the Wylfings; his Weder kin should more achieve in middle-earth for horror of fighting feared to hold him. Fleeing, he sought our South-Dane folk, of fame under heaven than he himself. -- over surge of ocean the Honor-Scyldings, “Art thou that Beowulf, Breca’s rival, when first I was ruling the folk of Danes, who emulous swam on the open sea, wielded, youthful, this widespread realm, when for pride the pair of you proved the floods, this hoard-hold of heroes. Heorogar was dead, and wantonly dared in waters deep my elder brother, hadSAMPLE breathed his last, to risk your lives? No living man, Healfdene’s bairn: he was better than I! or lief or loath, from your labor dire Straightway the feud with fee I settled, could you dissuade, from swimming the main. to the Wylfings sent, o’er watery ridges, Ocean-tides with your arms ye covered, treasures olden: oaths he swore me. with strenuous hands the sea-streets measured, Sore is my soul to say to any swam o’er the waters. Winter’s storm of the race of man what ruth for me rolled the rough waves. In realm of sea in Heorot Grendel with hate hath wrought, a sennight strove ye. In swimming he topped thee, what sudden harryings. Hall-folk fail me, my warriors wane; for Wyrd hath swept them had more of main! Him at morning-tide into Grendel’s grasp. But God is able billows bore to the Battling Reamas, this deadly foe from his deeds to turn! whence he hied to his home so dear Boasted full oft, as my beer they drank, beloved of his liegemen, to land of Brondings, earls o’er the ale-cup, armed men, fastness fair, where his folk he ruled, that they would bide in the beer-hall here, town and treasure. In triumph o’er thee Grendel’s attack with terror of blades. Beanstan’s bairn his boast achieved. Then was this mead-house at morning tide So ween I for thee a worse adventure dyed with gore, when the daylight broke, -- though in buffet of battle thou brave hast been, all the boards of the benches blood-besprinkled, in struggle grim, -- if Grendel’s approach gory the hall: I had heroes the less, thou darst await through the watch of night!” doughty dear-ones that death had reft. Beowulf spake, bairn of Ecgtheow: -- -- But sit to the banquet, unbind thy words, “What a deal hast uttered, dear my Unferth, hardy hero, as heart shall prompt thee.” drunken with beer, of Breca now, told of his triumph! Truth I claim it, Gathered together, the Geatish men that I had more of might in the sea in the banquet-hall on bench assigned, than any man else, more ocean-endurance. sturdy-spirited, sat them down, We twain had talked, in time of youth, hardy-hearted. A henchman attended, and made our boast, -- we were merely boys, carried the carven cup in hand, striplings still, -- to stake our lives served the clear mead. Oft minstrels sang far at sea: and so we performed it. blithe in Heorot. Heroes revelled, no dearth of warriors, Weder and Dane. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 11-5

Naked swords, as we swam along, have I heard men tell such terror of falchions, we held in hand, with hope to guard us bitter battle. Breca ne’er yet, against the whales. Not a whit from me not one of you pair, in the play of war could he float afar o’er the flood of waves, such daring deed has done at all haste o’er the billows; nor him I abandoned. with bloody brand, -- I boast not of it! -- Together we twain on the tides abode though thou wast the bane of thy brethren dear, thy closest kin, whence curse of hell five nights full till the flood divided us, awaits thee, well as thy wit may serve! churning waves and chillest weather, For I say in sooth, thou son of Ecglaf, darkling night, and the northern wind never had Grendel these grim deeds wrought, ruthless rushed on us: rough was the surge. monster dire, on thy master dear, Now the wrath of the sea-fish rose apace; in Heorot such havoc, if heart of thine yet me ‘gainst the monsters my mailed coat, were as battle-bold as thy boast is loud! hard and hand-linked, help afforded, -- But he has found no feud will happen; battle-sark braided my breast to ward, from sword-clash dread of your Danish clan garnished with gold. There grasped me firm he vaunts him safe, from the Victor-Scyldings. and haled me to bottom the hated foe, He forces pledges, favors none SAMPLEof the land of Danes, but lustily murders, with grimmest gripe. ‘Twas granted me, though, fights and feasts, nor feud he dreads to pierce the monster with point of sword, from Spear-Dane men. But speedily now with blade of battle: huge beast of the sea shall I prove him the prowess and pride of the was whelmed by the hurly through hand of Geats, mine. shall bid him battle. Blithe to mead go he that listeth, when light of dawn this morrow morning o’er men of earth, 7 ether-robed sun from the south shall beam!” Joyous then was the Jewel-giver, ME thus often the evil monsters hoar-haired, war-brave; help awaited thronging threatened. With thrust of my sword, the Bright-Danes’ prince, from Beowulf hearing, the darling, I dealt them due return! folk’s good shepherd, such firm resolve. Nowise had they bliss from their booty then Then was laughter of liegemen loud resounding to devour their victim, vengeful creatures, with winsome words. Came Wealhtheow forth, seated to banquet at bottom of sea; queen of Hrothgar, heedful of courtesy, but at break of day, by my brand sore hurt, gold-decked, greeting the guests in hall; on the edge of ocean up they lay, and the high-born lady handed the cup put to sleep by the sword. And since, by them first to the East-Danes’ heir and warden, on the fathomless sea-ways sailor-folk bade him be blithe at the beer-carouse, are never molested. -- Light from east, the land’s beloved one. Lustily took he came bright God’s beacon; the billows sank, banquet and beaker, battle-famed king. so that I saw the sea-cliffs high, Through the hall then went the Helmings’ Lady, windy walls. For Wyrd oft saveth to younger and older everywhere earl undoomed if he doughty be! carried the cup, till come the moment And so it came that I killed with my sword when the ring-graced queen, the royal-hearted, nine of the nicors. Of night-fought battles to Beowulf bore the beaker of mead. ne’er heard I a harder ‘neath heaven’s dome, She greeted the Geats’ lord, God she thanked, nor adrift on the deep a more desolate man! in wisdom’s words, that her will was granted, Yet I came unharmed from that hostile clutch, that at last on a hero her hope could lean though spent with swimming. The sea upbore me, for comfort in terrors. The cup he took, flood of the tide, on Finnish land, hardy-in-war, from Wealhtheow’s hand, the welling waters. No wise of thee and answer uttered the eager-for-combat. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 11-6

Beowulf spake, bairn of Ecgtheow: -- “This was my thought, when my thanes and I bent to the ocean and entered our boat, that I would work the will of your people fully, or fighting fall in death, in fiend’s gripe fast. I am firm to do an earl’s brave deed, or end the days of this life of mine in the mead-hall here.” Well these words to the woman seemed, Beowulf’s battle-boast. -- Bright with gold the stately dame by her spouse sat down. Again, as erst, began in hall warriors’ wassail and words of power, the proud-band’s revel, till presently the son of Healfdene hastened to seek rest for the night; he knew there waited fight for the fiend in that festal hall, when the sheen of theSAMPLE sun they saw no more, and dusk of night sank darkling nigh, and shadowy shapes came striding on, wan under welkin. The warriors rose. Man to man, he made harangue, Hrothgar to Beowulf, bade him hail, let him wield the wine hall: a word he added: -- “Never to any man erst I trusted, since I could heave up hand and shield, this noble Dane-Hall, till now to thee. Have now and hold this house unpeered; remember thy glory; thy might declare; watch for the foe! No wish shall fail thee if thou bidest the battle with bold-won life.”

The feast ends. Beowulf and his men take the place of Hrothgar’s followers and lie down to sleep in Herot. Beowulf, however, is wakeful, eager to meet his enemy. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 11-7

The Battle with Grendel in the ways of earth, another wight with heavier hand-gripe; at heart he feared, 8 sorrowed in soul, -- none the sooner escaped! Fain would he flee, his fastness seek, THEN from the moorland, by misty crags, the den of devils: no doings now with God’s wrath laden, Grendel came. such as oft he had done in days of old! The monster was minded of mankind now Then bethought him the hardy Hygelac-thane sundry to seize in the stately house. of his boast at evening: up he bounded, Under welkin he walked, till the wine-palace grasped firm his foe, whose fingers cracked. there, gold-hall of men, he gladly discerned, The fiend made off, but the earl close followed. flashing with fretwork. Not first time, this, The monster meant -- if he might at all -- that he the home of Hrothgar sought, -- to fling himself free, and far away yet ne’er in his life-day, late or early, fly to the fens, -- knew his fingers’ power such hardy heroes, such hall-thanes, found! in the gripe of the grim one. Gruesome march To the house the warrior walked apace, to Heorot this monster of harm had made! parted from peace; {11a} the portal opended, though with forged SAMPLEbolts fast, when his fists had struck it, and baleful he burst in his blatant rage, Din filled the room; the Danes were bereft, the house’s mouth. All hastily, then, castle-dwellers and clansmen all, o’er fair-paved floor the fiend trod on, earls, of their ale. Angry were both ireful he strode; there streamed from his eyes those savage hall-guards: the house resounded. fearful flashes, like flame to see. Wonder it was the wine-hall firm in the strain of their struggle stood, to earth the fair house fell not; too fast it was He spied in hall the hero-band, within and without by its iron bands kin and clansmen clustered asleep, hardy liegemen. Then laughed his heart; craftily clamped; though there crashed from sill for the monster was minded, ere morn should many a mead-bench -- men have told me -- dawn, gay with gold, where the grim foes wrestled. savage, to sever the soul of each, So well had weened the wisest Scyldings life from body, since lusty banquet that not ever at all might any man waited his will! But Wyrd forbade him that bone-decked, brave house break asunder, to seize any more of men on earth crush by craft, -- unless clasp of fire after that evening. Eagerly watched in smoke engulfed it. -- Again uprose Hygelac’s kinsman his cursed foe, din redoubled. Danes of the North how he would fare in fell attack. Not that the monster was minded to pause! with fear and frenzy were filled, each one, Straightway he seized a sleeping warrior who from the wall that wailing heard, for the first, and tore him fiercely asunder, God’s foe sounding his grisly song, the bone-frame bit, drank blood in streams, cry of the conquered, clamorous pain swallowed him piecemeal: swiftly thus from captive of hell. Too closely held him the lifeless corse was clear devoured, he who of men in might was strongest e’en feet and hands. Then farther he hied; in that same day of this our life. for the hardy hero with hand he grasped, felt for the foe with fiendish claw, for the hero reclining, -- who clutched it boldly, prompt to answer, propped on his arm. Soon then saw that shepherd-of-evils that never he met in this middle-world, STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 11-8

9 10

NOT in any wise would the earls’-defence {12a} MANY at morning, as men have told me, suffer that slaughterous stranger to live, warriors gathered the gift-hall round, useless deeming his days and years folk-leaders faring from far and near, to men on earth. Now many an earl o’er wide-stretched ways, the wonder to view, of Beowulf brandished blade ancestral, trace of the traitor. Not troublous seemed fain the life of their lord to shield, the enemy’s end to any man their praised prince, if power were theirs; who saw by the gait of the graceless foe never they knew, -- as they neared the foe, hardy-hearted heroes of war, how the weary-hearted, away from thence, aiming their swords on every side baffled in battle and banned, his steps the accursed to kill, -- no keenest blade, death-marked dragged to the devils’ mere. no farest of falchions fashioned on earth, Bloody the billows were boiling there, could harm or hurt that hideous fiend! turbid the tide of tumbling waves He was safe, by his spells, from sword of battle, horribly seething, with sword-blood hot, from edge of iron. YetSAMPLE his end and parting by that doomed one dyed, who in den of the on that same day of this our life moor woful should be, and his wandering soul laid forlorn his life adown, far off flit to the fiends’ domain. his heathen soul, and hell received it. Soon he found, who in former days, Home then rode the hoary clansmen harmful in heart and hated of God, from that merry journey, and many a youth, on many a man such murder wrought, on horses white, the hardy warriors, that the frame of his body failed him now. back from the mere. Then Beowulf’s glory For him the keen-souled kinsman of Hygelac eager they echoed, and all averred held in hand; hateful alive that from sea to sea, or south or north, was each to other. The outlaw dire there was no other in earth’s domain, took mortal hurt; a mighty wound under vault of heaven, more valiant found, showed on his shoulder, and sinews cracked, of warriors none more worthy to rule! and the bone-frame burst. To Beowulf now the glory was given, and Grendel thence death-sick his den in the dark moor sought, noisome abode: he knew too well Grendel’s monstrous mother, in grief for her son, that here was the last of life, an end next attacks Herot, and in her dripping claws of his days on earth. -- To all the Danes she carries off one man—Hrothgar’s closest by that bloody battle the boon had come. friend. The monster also carries off Grendel’s From ravage had rescued the roving stranger arm, which Beowulf had hung high from the Hrothgar’s hall; the hardy and wise one rafters. Beowulf is awakened and called for had purged it anew. His night-work pleased him, again. In one of the most famous verses in the his deed and its honor. To Eastern Danes epic, the old king describes where Grendel and had the valiant Geat his vaunt made good, his mother live. all their sorrow and ills assuaged, their bale of battle borne so long, and all the dole they erst endured pain a-plenty. -- ‘Twas proof of this, when the hardy-in-fight a hand laid down, arm and shoulder, -- all, indeed, of Grendel’s gripe, -- ‘neath the gabled roof. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 11-9

11

Untrod is their home; by wolf-cliffs haunt they and windy headlands, fenways fearful, where flows the stream from mountains gliding to gloom of the rocks, underground flood. Not far is it hence in measure of miles that the mere expands, and o’er it the frost-bound forest hanging, sturdily rooted, shadows the wave. By night is a wonder weird to see, fire on the waters. So wise lived none of the sons of men, to search those depths! Nay, though the heath-rover, harried by dogs, the horn-proud hart,SAMPLE this holt should seek, long distance driven, his dear life first on the brink he yields ere he brave the plunge to hide his head: ‘tis no happy place! Thence the welter of waters washes up wan to welkin when winds bestir evil storms, and air grows dusk, and the heavens weep. Now is help once more with thee alone! The land thou knowst not, place of fear, where thou findest out that sin-flecked being. Seek if thou dare! I will reward thee, for waging this fight, with ancient treasure, as erst I did, with winding gold, if thou winnest back.”

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 12-1

Lesson 12 Vocabulary Stop! Words to Own Beowulf - Part 1

Today you are going to focus on the Vocabulary from Beowulf. First, read the text “How to Own a Word”. Then, review the list of Vocabulary words from the Lesson 11 excerpt from Beowulf (the words are bold in the text).

Vocabulary Complete a Vocabulary square for each word by looking it up in the dictionary and completing the Vocabulary Stop! Worksheet. Below is a sample of how to complete the Worksheet. SAMPLE Part of Speech: How is the word used? Word: Vocabulary word from reading What part of speech is it? Synonym: Write one or more words that Antonym: Write a word that means the mean the same thing as the Vocabulary opposite of the Vocabulary word. word. Original Sentence: Write your own sentence using the word in proper context. Your sentence should show your understanding of the word.

Lesson Wrap-Up: Name one new word that you learned from the text Beowulf. Try to use it in three different sentences. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 12-2

Vocabulary Stop! Beowulf, Part 1

Complete the chart for each word highlighted from the Lesson 11 excerpt from Beowulf. You will need to use a dictionary.

Word: Part of Speech:

Synonym: Antonym:

Original Sentence:

Word: Part of Speech:

Synonym: SAMPLEAntonym:

Original Sentence:

Word: Part of Speech:

Synonym: Antonym:

Original Sentence:

Word: Part of Speech:

Synonym: Antonym:

Original Sentence:

Word: Part of Speech:

Synonym: Antonym:

Original Sentence: STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 12-3

Word: Part of Speech:

Synonym: Antonym:

Original Sentence:

Word: Part of Speech:

Synonym: Antonym: Original Sentence:SAMPLE Word: Part of Speech:

Synonym: Antonym:

Original Sentence:

Word: Part of Speech:

Synonym: Antonym:

Original Sentence:

Word: Part of Speech:

Synonym: Antonym:

Original Sentence:

Word: Part of Speech:

Synonym: Antonym:

Original Sentence: STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 12-4

Word: Part of Speech:

Synonym: Antonym:

Original Sentence:

Word: Part of Speech:

Synonym: Antonym: Original Sentence:SAMPLE Word: Part of Speech:

Synonym: Antonym:

Original Sentence:

Word: Part of Speech:

Synonym: Antonym:

Original Sentence:

Word: Part of Speech:

Synonym: Antonym:

Original Sentence:

Word: Part of Speech:

Synonym: Antonym:

Original Sentence: STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 12-5

How to Own a Word

It is both possible and advantageous to assess the meaning of a word by looking at its context. Context is the text that surrounds a word or sentence. It’s likely that you already use context clues. Look at the ways of using context clues listed below.

Restatement: Sometimes, the author of a text places a simplified explanation of a word right in the text. Restatements are often signaled by phrases like –in other words, or, that is. Also, if you pay attention to commas and other punctuation, you can easily identify restatements.

…how ceaselessly Grendel harassed Hrothgar,SAMPLE what hate he bore him, what massacre, that is, murder.

A massacre is the murder of many people. Readers can gather this definition from restatement of the word murder.

Comparison: Often, writers use comparisons to help clarify meaning of a less familiar word. Look for the following comparison clues in a text –like, as, similar to.

…Hrothgar was ruthless in battle

like a lion showing no mercy to its prey.

In this sentence, the word ruthless may be unclear to the reader. However, it is followed by the comparison, “like a lion showing no mercy to its prey,” which leads the reader to interpret ruthless to mean merciless or cruel.

Contrast: In other cases, writers clarify the meaning of a word by presenting its opposite. Look for the following indicators of a contrast –but, not, although, however, on the other hand. Look at the following example.

Some critics think of Beowulf, not as a protagonist, but a villain.

A protagonist is a literary hero. The phrase, “but a villain”, presents a contrast to protagonist. This contrast directs the reader to interpret protagonist to mean hero. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 12-6

Synonym: It is also common to find a word nearby that has nearly the same meaning as the word in question.

…the monster kills as he pleases. He has no mercy, and gorges

and feasts on flesh.

The words“feasts on” give a similar meaning to “gorges” which is to eat or to swallow greedily.

Example: Occasionally, a text gives an example to clarify the meaning of an uncommon word. Notice the following phrases that often signal an example such– as, including, especially, namely.

Scops, namely the professional storytellers who narrated the story of Beowulf, were important members of Anglo-Saxon society. Notice the words storytellersSAMPLE and Anglo-Saxon. Both of these words describe a scop, which is an Old English poet or bard.

Application:

Now, take the ideas from the reading and apply them to improve your reading skills. You may already use some of these forms of context clues. Continue to use the ones you know, and utilize the one’s you’ve learned to help determine the meaning of unfamiliar words in the first excerpt from Beowulf. Don’t forget to use a dictionary to check your work as you complete the vocabulary squares in the Vocabulary Stop! Exercise.

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 13-1

Lesson 13   *UDPPDU6WRS'DQJOLQJ0RGL¿HUV

,QWKLV/HVVRQ\RXDUHJRLQJWROHDUQDERXWGDQJOLQJPRGL¿HUV7KLVPD\EHRQHOLWHUDU\ WHUPWKDW\RXDUHQRWVRIDPLOLDUZLWK

7KHIROORZLQJDUWLFOH³*UDPPDU6WRS'DQJOLQJ0RGL¿HUV”, will give you an overview RIZKDWWKH\DUHDQGKRZWKH\DUHXVHG5HDGWKHDUWLFOHFDUHIXOO\

$IWHUUHDGLQJWKHDUWLFOHWDNHZKDW\RXNQRZDERXWGDQJOLQJDQGPLVSODFHGPRGL¿HUVWR FRPSOHWHWKH0RGL¿HUV3UDFWLFHH[HUFLVHV Lesson Wrap-Up:SAMPLE'RHVXVLQJFRUUHFWPRGL¿HUVLPSURYH\RXUZULWLQJ"+RZ" STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 13-2

0RGL¿HUV3UDFWLFH

)URPWKHIROORZLQJSDLUVRIVHQWHQFHVVHOHFWWKHRQHZKLFKLVFRUUHFW

$3LOHGXSQH[WWRWKHZDVKHU,EHJDQGRLQJWKHODXQGU\ %,EHJDQGRLQJWKHODXQGU\SLOHGXSQH[WWRWKHZDVKHU

$:KLOH-RKQZDVWDONLQJRQWKHSKRQHWKHGRRUEHOOUDQJ %:KLOHWDONLQJRQWKHSKRQHWKHGRRUEHOOUDQJ

$6WDQGLQJRQWKHEDOFRQ\WKHRFHDQYLHZZDVPDJQL¿FHQW %6WDQGLQJRQWKHEDOFRQ\ZHKDGDPDJQL¿FHQWRFHDQYLHSAMPLE Z $$V,ZDVUXQQLQJDFURVVWKHÀRRUWKHUXJVOLSSHGDQG,ORVWP\EDODQFH %5XQQLQJDFURVVWKHÀRRUWKHUXJVOLSSHGDQG,ORVWP\EDODQFH

$:KLOHWDNLQJRXWWKHWUDVKWKHEDJEURNH %:KLOH-DPLHZDVWDNLQJRXWWKHWUDVKWKHEDJEURNH

0LVSODFHGPRGL¿HUV

$,DOPRVWOLVWHQHGWRWKHZKROHDOEXP %,OLVWHQHGWRDOPRVWWKHZKROHDOEXP

$+HZDVVWDULQJDWWKHJLUOZHDULQJGDUNJODVVHVE\WKHYHQGLQJPDFKLQH %+HZDVVWDULQJDWWKHJLUOE\WKHYHQGLQJPDFKLQHZHDULQJGDUNJODVVHV

$:HUHDGWKDW-DQHWZDVPDUULHGLQKHUODVWOHWWHU %,QKHUODVWOHWWHUZHUHDGWKDW-DQHWZDVPDUULHG

$7KHIDXOW\DODUPQHDUO\VRXQGHG¿YHWLPHV\HVWHUGD\ %7KHIDXOW\DODUPV\VWHPVRXQGHGQHDUO\¿YHWLPHV\HVWHUGD\

$2QWKHHYHQLQJQHZV,KHDUGWKDWWKHUHZDVDUHYROXWLRQ %,KHDUGWKDWWKHUHZDVDUHYROXWLRQRQWKHHYHQLQJQHZV STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 13-3

*UDPPDU6WRS'DQJOLQJ0RGL¿HUV

:KLOH(QJOLVKZDVWUDQVIRUPLQJRYHUWKHODVW\HDUVWKHUXOHVRIJUDPPDUWUDQV- IRUPHGZLWKLW:ULWLQJIURP\HDUVDJRGRHVQ¶WFRQWDLQDOORIWKHVDPHUXOHVZHXVH WRGD\BeowulfIRULQVWDQFHFRQWDLQVPDQ\GDQJOLQJPRGL¿HUVZKLFKFDQFUHDWHFRQ- IXVLRQIRUUHDGHUV

'H¿QLWLRQ $GDQJOLQJPRGL¿HULVDZRUGWKDWDSSHDUVWRPRGLI\DQXQLQWHQGHGZRUGEHFDXVHRI LQFRUUHFWSODFHPHQWZLWKLQDVHQWHQFH$PRGL¿HUFODUL¿HVDQGJLYHVJUHDWHUGHWDLOWRD FRQFHSW Look at the followingSAMPLE example: After reading a book, Gary took his dog for a walk.

³$IWHUUHDGLQJ´VWDWHVDQDFWLRQEXWGRHVQRWVSHFLI\ZKR SHUIRUPHGWKHDFWLRQ7KHGRHURIWKHDFWLRQPXVWEHWKH VXEMHFWRIWKHPDLQFODXVHWKDWIROORZV,QWKHH[DPSOH VHQWHQFHDERYHWKHGRHULV*DU\+HLVWKHRQO\ORJLFDO FKRLFHVRWKLVVHQWHQFHLVIUHHIURPGDQJOLQJPRGL¿HUV

Consider this next example:

After reading a book, the dog was taken for a walk.

³$IWHUUHDGLQJ´LVDSDUWLFLSOHH[SUHVVLQJDFWLRQEXWWKHGRHULVQRWFOHDUO\VWDWHG7KH GRJLVQRWWKHGRHU WKHVXEMHFWRIWKHPDLQFODXVH 'RJVFDQ¶WUHDGERRNV7KHGRHU RIWKHDFWLRQH[SUHVVHGLVQRWFOHDUO\VWDWHGPDNLQJWKHSDUWLFLSLDOSKUDVHDGDQJOLQJ PRGL¿HU

([DPSOHVRIGDQJOLQJPRGL¿HUVDQGUHYLVLRQV

'DQJOLQJ0RGL¿HU $IWHUUHDGLQJWKH¿UVWFKDSWHUWKHERRNUHPDLQVXQLQWHUHVWLQJ WKHERRN²WKHVXEMHFWRIWKHPDLQFODXVH²GLGQRWUHDGWKH¿UVWFKDSWHU

3RVVLEOHUHYLVLRQV $IWHUUHDGLQJWKH¿UVWFKDSWHU,IRXQGWKHERRNXQLQWHUHVWLQJ

-or-

7KHERRNUHPDLQVXQLQWHUHVWLQJLQOLJKWRIWKH¿UVWFKDSWHU QRPRGLI\LQJSKUDVH STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 13-4

'DQJOLQJ0RGL¿HU )UHHIURPWKHVWUHVVHVRI\RXUMREWKHEHDFKVKRXOGEHWKHSHUIHFWSODFHWRUHOD[

7KHEHDFK²VXEMHFWRIWKHPDLQFODXVH²LVQRWUHOLHYHGRI\RXUVWUHVVHV

3RVVLEOH5HYLVLRQV )UHHIURPWKHVWUHVVRI\RXUMRE\RXVKRXOGEHDEOHWRUHOD[RQWKHEHDFK

&KDUDFWHULVWLFVRIGDQJOLQJPRGL¿HUV 7KH\XVXDOO\DSSHDUDWWKHEHJLQQLQJRIDVHQWHQFH XVXDOO\DVLQWURGXFWRU\SKUDVHVRU FODXVHV EXWWKH\GRRIWHQDSSHDUDWWKHHQG

'DQJOLQJPRGL¿HUDWWKHHQGRIVHQWHQFH 7KHIRRWEDOOJDPHZDVDIDLOXUHQRWKDYLQJVWXGLHGWKHSOD\ERRNZHOOHQRXJKSAMPLE WKHIRRWEDOOJDPH²WKHVXEMHFWRIWKHPDLQFODXVH²LVQRWVXSSRVHGWRVWXG\WKHSOD\ ERRN

3RVVLEOH5HYLVLRQ 7KHSOD\HUVIDLOHGLQWKHIRRWEDOOJDPHQRWKDYLQJVWXGLHGWKHSOD\ERRNZHOO HQRXJK

6TXLQWLQJ0RGL¿HUV $VTXLQWLQJPRGL¿HULVUHODWHGWRDGDQJOLQJPRGL¿HUDQGRFFXUVZKHQWKHZRUGEHLQJ PRGL¿HGLVQRWFOHDUO\VWDWHG8VXDOO\DVLPSOHUHDUUDQJHPHQWRIWKHVHQWHQFHVROYHV WKLVSUREOHP

6TXLQWLQJ0RGL¿HU 7KHVWRU\RIWKHDOLHQDEGXFWLRQLV¿QDOO\¿QLVKHGDIWHUWZHQW\\HDUVZLWKRXWDQHQGLQJ

3RVVLEOH5HYLVLRQV $IWHUWZHQW\\HDUVZLWKRXWDQHQGLQJWKHVWRU\RIWKHDOLHQDEGXFWLRQLV¿QDOO\¿QLVKHG

6WUDWHJLHVIRUUHYLVLQJGDQJOLQJPRGL¿HUV STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 13-5

6WUDWHJ\3RLQWRXWWKHFRUUHFWORJLFDOSHUIRUPHURIWKHDFWLRQDVWKHVXEMHFWRI WKHPDLQFODXVH

'DQJOLQJ0RGL¿HU :DQWLQJWROHDYHFODVVHDUO\DGRFWRU¶VQRWHZDVQHHGHG

:KRZDQWHGWROHDYHHDUO\"7KLVVHQWHQFHPDNHVLWORRNOLNHDGRFWRU¶VQRWHZDQWHG WROHDYHHDUO\6SHFLI\ZKRDFWXDOO\ZDQWHGWROHDYHHDUO\

3RVVLEOH5HYLVLRQ :DQWLQJWROHDYHFODVVHDUO\&KHU\OQHHGHGDGRFWRU¶VQRWH 1RZWKHPDLQFODXVHQDPHVWKHLQGLYLGXDO &KHU\O ZKRSHUIRUPHSAMPLE GWKHDFWLRQLQWKH PRGLI\LQJSKUDVH QHHGLQJWROHDYHHDUO\ 

6WUDWHJ\0DNHWKHGDQJOLQJSKUDVHDFRPSOHWHLQWURGXFWRU\FODXVHE\VSHFLI\LQJ WKHGRHURIWKHDFWLRQZLWKLQWKHFODXVH

'DQJOLQJ0RGL¿HU +DYLQJQRNQRZOHGJHRI5XVVLDQLWZDVLPSRVVLEOHWRVD\KLVQDPHFRUUHFWO\

:KRKDVQRNQRZOHGJHRI5XVVLDQ7KLVVHQWHQFHVD\VWKDW³LW´KDVQRNQRZOHGJH RI5XVVLDQ7RLPSURYHWKLVVHQWHQFHVSHFLI\ZKRFRXOGQRWVD\KLVQDPHFRU- UHFWO\

3RVVLEOH5HYLVLRQ %HFDXVH&DUODKDGQRNQRZOHGJHRI5XVVLDQLWZDVLPSRVVLEOHIRUKHUWRVD\KLV QDPHFRUUHFWO\

1RZWKHGDQJOLQJSKUDVHKDVEHFRPHDFRPSOHWHLQWURGXFWRU\FODXVHLWQRORQJHU PRGL¿HVDQRWKHUSDUWRIWKHVHQWHQFHVRLWLVQRORQJHU³GDQJOLQJ´ STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 13-6

6WUDWHJ\0HUJHWKHPDLQFODXVHDQGSKUDVHLQWRRQH

'DQJOLQJ0RGL¿HU ,QDQDWWHPSWWRHQVXUHDFFXUDF\WKHWHVWVZHUHUXQDVHFRQGWLPH

:KRZDQWHGWRHQVXUHDFFXUDF\"7KLVVHQWHQFHVD\VWKDWWKHWHVWVZHUHWU\LQJWR HQVXUHDFFXUDF\7RFODULI\WKHVHQWHQFHPHUJHWKHPDLQFODXVHDQGSKUDVHLQWR RQHVHQWHQFH

3RVVLEOH5HYLVLRQ 7KHWKHUDSLVWHQVXUHGDFFXUDF\E\UXQQLQJKLVWHVWVDVHFRQGWLSAMPLE PH

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 14-1

Lesson 14 The Epic Hero: Beowulf

Before you begin reading more of Beowulf, consider what you have read thus far. Then, complete the Beowulf Quick Write.

Keep the Quick Write prompt in mind as you read this Lesson’s excerpt from Beowulf. Also, be sure to complete the Beowulf Graphic Organizer from the previous Lesson as you read.

Comprehension: At the end of Part 14, Beowulf is beaten; he is suffering and abandoned by his men. As the section closes, Beowulf is left in his pain, remembering what kinship should mean and wondering whySAMPLE his loyal followers have abandoned him.

%HIRUH\RXUDVVLJQPHQWFRQVLGHUWKHIRUFHVWKDWVRFLHW\¿JKWVDJDLQVW)RU%HRZXOILW ZDVDGUDJRQWKDWZDVGHVWUR\LQJVRFLHW\ZKDWLVLWIRUXV":KDWIRUFHVPXVWZH¿JKW to maintain our safety and happiness? How do our “dragons” compare to Beowulf’s? Think about these questions and complete the assignment, Dragons: Beowulf’s and Our Own.

Lesson Wrap-Up: What do you think of the story Beowulf? Based on what you know of the story, how do you think it will end? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 14-2

Beowulf Quick Write

Part I: Consider the importance of group loyalty and how such loyalties some- WLPHVFRQÀLFWZLWKLQGLYLGXDOQHHGVRUGHVLUHV:ULWHDOLVWRITXHVWLRQVDERXW what to do in situations that test one’s loyalty to family, friends, self, country, city, HWF



 SAMPLE





 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 14-3

Dragons: Beowulf’s and Our Own

Visualizing the Monsters

 Create a drawing of Beowulf’s dragon. Use details and imagery from the text to illustrate the monster. In a caption below the picture, use quotes from the story to support your representation.

 Next, create a visual representation of the “monster” that you have chosen for our VRFLHW\:KDWKDYH\RXFKRVHQDVWKHHYLOWKDWZHPXVW¿JKW",ILWZHUHWREH SHUVRQL¿HGDVDPRQVWURXVEHLQJZKDWZRXOGLWORRNOLNH"&UHDWHDSLFWXUHDQGLQ the caption below, explain your monster and its elements. SAMPLE STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 14-4

Carrying the sword Hrunting, Beowulf goes to Firm still stood, nor failed in valor, the lake where Grendel’s mother has her under- heedful of high deeds, Hygelac’s kinsman; water lair. Then, fully armed, he makes a heroic flung away fretted sword, featly jewelled, dive to the depths of this watery hell. the angry earl; on earth it lay steel-edged and stiff. His strength he trusted, The Monster’s Mother hand-gripe of might. So man shall do whenever in war he weens to earn him 12 lasting fame, nor fears for his life! Seized then by shoulder, shrank not from combat, . . .the ocean floods the Geatish war-prince Grendel’s mother. closed o’er the hero. Long while of the day Flung then the fierce one, filled with wrath, fled ere he felt the floor of the sea. his deadly foe, that she fell to ground. Swift on her part she paid him back with grisly grasp, and grappled with him. Soon found the fiend who the flood-domain Spent with struggle, stumbled the warrior, sword-hungry held these hundred winters, fiercest of fighting-men, fell adown. greedy and grim, that some guest from above, On the hall-guest she hurled herself, hent her some man, was raidingSAMPLE her monster-realm. short sword, She grasped out for him with grisly claws, broad and brown-edged, the bairn to avenge, and the warrior seized; yet scathed she not the sole-born son. -- On his shoulder lay his body hale; the breastplate hindered, braided breast-mail, barring death, as she strove to shatter the sark of war, withstanding entrance of edge or blade. the linked harness, with loathsome hand. Life would have ended for Ecgtheow’s son, Then bore this brine-wolf, when bottom she under wide earth for that earl of Geats, touched, had his armor of war not aided him, the lord of rings to the lair she haunted battle-net hard, and holy God whiles vainly he strove, though his valor held, wielded the victory, wisest Maker. weapon to wield against wondrous monsters The Lord of Heaven allowed his cause; that sore beset him; sea-beasts many and easily rose the earl erect. tried with fierce tusks to tear his mail, and swarmed on the stranger. But soon he marked he was now in some hall, he knew not which, where water never could work him harm, nor through the roof could reach him ever fangs of the flood. Firelight he saw, beams of a blaze that brightly shone. Then the warrior was ware of that wolf-of-the- deep, mere-wife monstrous. For mighty stroke he swung his blade, and the blow withheld not. Then sang on her head that seemly blade its war-song wild. But the warrior found the light-of-battle was loath to bite, to harm the heart: its hard edge failed the noble at need, yet had known of old strife hand to hand, and had helmets cloven, doomed men’s fighting-gear. First time, this, for the gleaming blade that its glory fell. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 14-5

13

‘MID the battle-gear saw he a blade triumphant, old-sword of Eotens, with edge of proof, warriors’ heirloom, weapon unmatched, -- save only ‘twas more than other men to bandy-of-battle could bear at all -- as the giants had wrought it, ready and keen. Seized then its chain-hilt the Scyldings’ chieftain, bold and battle-grim, brandished the sword, reckless of life, and so wrathfully smote that it gripped her neck and grasped her hard, her bone-rings breaking: the blade pierced through that fated-one’s flesh: to floor she sank. Bloody the blade: he was blithe of his deed. Then blazed forth light.SAMPLE ‘Twas bright within as when from the sky there shines unclouded heaven’s candle. The hall he scanned. By the wall then went he; his weapon raised high by its hilts the Hygelac-thane, angry and eager. That edge was not useless to the warrior now. He wished with speed Grendel to guerdon for grim raids many, for the war he waged on Western-Danes oftener far than an only time, when of Hrothgar’s hearth-companions he slew in slumber, in sleep devoured, fifteen men of the folk of Danes, and as many others outward bore, his horrible prey. Well paid for that the wrathful prince! For now prone he saw Grendel stretched there, spent with war, spoiled of life, so scathed had left him Heorot’s battle. The body sprang far when after death it endured the blow, sword-stroke savage, that severed its head. . . .

Beowulf carries Grendel’s head to King Hrothgar and then returns gift-laden to the land of the Geats, where he succeeds to the throne. After fifty winters pass, Beowulf, now an old man, faces his final task: He must fight a dragon who, angry because a thief had stolen a jeweled cup from the dragon’s hoard of gold, is laying waste to the Geats’ land. Beowulf and eleven warriors are guided to the dragon’s lair by the thief who stole the cup. For Beowulf, the price of this last victory will be great. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 14-6

The Final Battle hot reek-of-fight: the rocks resounded. Stout by the stone-way his shield he raised, 14 lord of the Geats, against the loathed-one; while with courage keen that coiled foe Then hailed he the helmeted heroes all, came seeking strife. The sturdy king for the last time greeting his liegemen dear, had drawn his sword, not dull of edge, comrades of war: “I should carry no weapon, heirloom old; and each of the two no sword to the serpent, if sure I knew felt fear of his foe, though fierce their mood. how, with such enemy, else my vows Stoutly stood with his shield high-raised I could gain as I did in Grendel’s day. the warrior king, as the worm now coiled But fire in this fight I must fear me now, together amain: the mailed-one waited. and poisonous breath; so I bring with me Now, spire by spire, fast sped and glided breastplate and board. From the barrow’s keeper that blazing serpent. The shield protected, no footbreadth flee I. One fight shall end soul and body a shorter while our war by the wall, as Wyrd allots, for the hero-king than his heart desired, all mankind’s master.SAMPLE My mood is bold could his will have wielded the welcome respite but forbears to boast o’er this battling-flyer. but once in his life! But Wyrd denied it, -- Now abide by the barrow, ye breastplate-mailed, and victory’s honors. -- His arm he lifted ye heroes in harness, which of us twain lord of the Geats, the grim foe smote better from battle-rush bear his wounds. with atheling’s heirloom. Its edge was turned Wait ye the finish. The fight is not yours, brown blade, on the bone, and bit more feebly nor meet for any but me alone than its noble master had need of then to measure might with this monster here in his baleful stress. -- Then the barrow’s keeper and play the hero. Hardily I waxed full wild for that weighty blow, shall win that wealth, or war shall seize, cast deadly flames; wide drove and far cruel killing, your king and lord!” those vicious fires. No victor’s glory Up stood then with shield the sturdy champion, the Geats’ lord boasted; his brand had failed, stayed by the strength of his single manhood, naked in battle, as never it should, and hardy ‘neath helmet his harness bore excellent iron! -- ‘Twas no easy path under cleft of the cliffs: no coward’s path! that Ecgtheow’s honored heir must tread Soon spied by the wall that warrior chief, over the plain to the place of the foe; survivor of many a victory-field for against his will he must win a home where foemen fought with furious clashings, elsewhere far, as must all men, leaving an arch of stone; and within, a stream this lapsing life! -- Not long it was that broke from the barrow. The brooklet’s wave ere those champions grimly closed again. was hot with fire. The hoard that way The hoard-guard was heartened; high heaved his he never could hope unharmed to near, breast once more; and by peril was pressed again, or endure those deeps, for the dragon’s flame. enfolded in flames, the folk-commander! Then let from his breast, for he burst with rage, Nor yet about him his band of comrades, the Weder-Geat prince a word outgo; sons of athelings, armed stood stormed the stark-heart; stern went ringing with warlike front: to the woods they bent them, and clear his cry ‘neath the cliff-rocks gray. their lives to save. But the soul of one The hoard-guard heard a human voice; with care was cumbered. Kinship true his rage was enkindled. No respite now can never be marred in a noble mind! for pact of peace! The poison-breath of that foul worm first came forth from the cave,

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 15-1

Lesson 15 The Epic Hero: Beowulf

Begin this Lesson by reading the Beowulf excerpt contained in the Lesson. While you are reading, you should complete the Beowulf Graphic Organizer from Lesson 10.

Reading Comprehension: Making Judgments: Is it an Epic? To make judgments about a text, readers need to consider the following: Create a set of criteria for evaluating a character or a piece of work. Examine the text for evidence based on the criteria. Compare theSAMPLE evidence to the criteria. Now, complete the Active Reading Worksheet to help you understand the traits of an epic story.

Then, demonstrate your understanding of the text as a whole by completing the Reading Comprehension Review.

Lesson Wrap-Up: What did you like the most about Beowulf. What did you like the least? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 15-2

Active Reading Worksheet

Part I: The chart below lists the elements of an epic. Fill out the chart based on what you know about Beowulf. Then, decide if Beowulf is an epic or not.

Criteria for an Epic Poem Evidence in Beowulf

Actions of the hero often set the fate of a Although he is not a Dane, by killing nation or group of people. Grendel, Beowulf saves Denmark .

Hero performs courageous deeds.

Plot has supernaturalSAMPLE beings and events, and may involve a long, dangerous jour- ney.

The characters often give long, formal speeches.

7KHSRHPUHÀHFWVWLPHOHVVYDOXHVVXFK as courage and honor.

The poem treats universal ideas such as good and evil, life and death.

Part II: In your judgment, is Beowulf a typical epic? Explain your reasoning. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 15-3

Beowulf Reading Comprehension Review Part I:

*UHQGHO¶VPRWKHULVDPDMRU¿JXUHEXWQRWKLQJLVNQRZQDERXW*UHQGHO¶VIDWKHU,QD poem in which ancestry is important, what does Grendel’s ancestry suggest about his character?

&RQWUDVW%HRZXOIDQG+HUPRG+RZGRHVWKHFRQWUDVWKHOSGH¿QH%HRZXOI¶VFKDUDFWHU"SAMPLE

What sword does Beowulf take into battle? Who gave him the sword? What does the sword’s failure in battle suggest about its owner?

The literary term deus ex machina refers to the improbable and unexpected introduction RIDSHUVRQRUGHYLFHWRPDNHWKLQJVWXUQRXWULJKW,Q\RXURSLQLRQGRHVWKHWHUPDSSO\ WR%HRZXOI¶V¿JKWZLWK*UHQGHO¶VPRWKHU"([SODLQ

,QBeowulf what are the consequences of seeking revenge? What other ways might problems be worked out? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 15-4

+RZGRHV%HRZXOIEHFRPHNLQJRIWKH*HDWV"([SODLQKRZKLVDVFHQVLRQWRWKHWKURQH reinforces the character traits he displays earlier in the poem.

,QZKDWZD\GRHV:LJODIUHVHPEOHWKH\RXQJHU%HRZXOI":KDWPDNHVKLPDZRUWK\ successor to Beowulf?

Why is Beowulf’s SAMPLEdeath a turning point for the Geats?

:KDWLVXVXDOO\GRQHZLWKWUHDVXUHVWDNHQIURPDGHIHDWHGHQHP\":K\LVLWVLJQL¿FDQW that the treasure from the dragon’s den is buried with Beowulf?

How might you account for the enduring popularity of Beowulf? Would you recommend it to a friend? Why or why not? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 15-5

Part II: Recognizing Allusions

Allusions are references in a work of literature to a well-known person, place, event, written work, or work of art. Beowulf contains numerous biblical allusions. For example, *UHQGHOLVGHVFULEHGDVDQRIIVSULQJRI&DLQ,QDSDUDJUDSKRUWZRH[SODLQZKDWWKLV allusion or any other allusion of your choice adds to the poem.

SAMPLE

Part III: Extending Your Response

Discuss Beowulf ’s portrayal of women (including Grendel’s mother). Based on the portrayal of women in the poem, describe the “ideal” Anglo-Saxon woman. How would she have behaved? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 15-6

15

WIGLAF his name was, ’s son, linden-thane loved, the lord of Scylfings, Aelfhere’s kinsman. His king he now saw with heat under helmet hard oppressed. He minded the prizes his prince had given him, wealthy seat of the Waegmunding line, and folk-rights that his father owned Not long he lingered. The linden yellow, his shield, he seized; the old sword he drew: -- as heirloom of Eanmund earth-dwellers knew it, who was slain by the sword-edge, son of Ohtere, friendless exile, erst in fray killed by Weohstan, who won for his kin brown-bright helmet,SAMPLE breastplate ringed, old sword of Eotens, Onela’s gift, weeds of war of the warrior-thane, battle-gear brave: though a brother’s child had been felled, the feud was unfelt by Onela. For winters this war-gear Weohstan kept, breastplate and board, till his bairn had grown earlship to earn as the old sire did: then he gave him, mid Geats, the gear of battle, portion huge, when he passed from life, fared aged forth. For the first time now with his leader-lord the liegeman young was bidden to share the shock of battle. Neither softened his soul, nor the sire’s bequest weakened in war. So the worm found out when once in fight the foes had met! STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 15-7

Wiglaf spake, -- and his words were sage; sad in spirit, he said to his comrades: -- “I remember the time, when mead we took, what promise we made to this prince of ours in the banquet-hall, to our breaker-of-rings, for gear of combat to give him requital, for hard-sword and helmet, if hap should bring stress of this sort! Himself who chose us from all his army to aid him now, urged us to glory, and gave these treasures, because he counted us keen with the spear and hardy ‘neath helm, though this hero-work our leader hoped unhelped and alone to finish for us, -- folk-defender who hath got him glory greater than all men for daring deeds! NowSAMPLE the day is come that our noble master has need of the might of warriors stout. Let us stride along the hero to help while the heat is about him glowing and grim! For God is my witness I am far more fain the fire should seize along with my lord these limbs of mine! Unsuiting it seems our shields to bear homeward hence, save here we essay to fell the foe and defend the life of the Weders’ lord. I wot ‘twere shame on the law of our land if alone the king out of Geatish warriors woe endured and sank in the struggle! . . .

Together, Beowulf and the young Wiglaf kill the dragon, but the old king is fatally wounded. Beowulf, thinking of his people, asks to see the monster’s treasure. Wiglaf enters the dragon’s cave and finds a priceless hoard of jewels and gold. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 15-8

16

. . . Hasted the herald, the hoard so spurred him his track to retrace; he was troubled by doubt, high-souled hero, if haply he’d find alive, where he left him, the lord of Weders, weakening fast by the wall of the cave. So he carried the load. His lord and king he found all bleeding, famous chief at the lapse of life. The liegeman again plashed him with water, till point of word broke through the breast-hoard. Beowulf spake, sage and sad, as he stared at the gold. -- “For the gold and treasure, to God my thanks, to the Wielder-of-Wonders, with words I say, for what I behold, toSAMPLE Heaven’s Lord, for the grace that I give such gifts to my folk or ever the day of my death be run! Now I’ve bartered here for booty of treasure the last of my life, so look ye well to the needs of my land! No longer I tarry. A barrow bid ye the battle-fanned raise for my ashes. ‘Twill shine by the shore of the flood, to folk of mine memorial fair on Hrones Headland high uplifted, that ocean-wanderers oft may hail Beowulf’s Barrow, as back from far they drive their keels o’er the darkling wave.” From his neck he unclasped the collar of gold, valorous king, to his vassal gave it with bright-gold helmet, breastplate, and ring, to the youthful thane: bade him use them in joy. “Thou art end and remnant of all our race the Waegmunding name. For Wyrd hath swept them, all my line, to the land of doom, earls in their glory: I after them go.” This word was the last which the wise old man harbored in heart ere hot death-waves of balefire he chose. From his bosom fled his soul to seek the saints’ reward. . . .

Wiglaf berates the faithless warriors who had not gone to the aid of their king. With sorrow, the Geats then cremate the corpse of their greatest king. They place his ashes, along with all of the dragon’s treasure, in a huge burial tower by the sea, where it can be seen by voyagers. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 15-9

17

. . . Then about that barrow the battle-keen rode, atheling-born, a band of twelve… lament to make, to mourn their king, chant their dirge, and their chieftain honor. They praised his earlship, his acts of prowess worthily witnessed: and well it is that men their master-friend mightily laud, heartily love, when hence he goes from life in the body forlorn away.

Thus made their mourning the men of Geatland, for their hero’s passingSAMPLE his hearth-companions: quoth that of all the kings of earth, of men he was mildest and most beloved, to his kin the kindest, keenest for praise.

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 16-1

Lesson 16 Vocabulary Stop! Words to Own Beowulf - Part 2

In this Lesson, you will be focusing on the Vocabulary found in Beowulf. Review the list of Vocabulary words from the Lesson 15 excerpt from Beowulf (the words are bold in the text). Then, look the words up in the dictionary and complete the Vocabulary Squares Worksheet for each word. Below is a sample with each square explained.

Part of Speech: How is the word used? Word: Vocabulary word from reading SAMPLEWhat part of speech is it? Synonym: Write one or more words that Antonym: Write a word that means the mean the same thing as the Vocabulary opposite of the Vocabulary word. word.

Original Sentence: Write your own sentence using the word in proper context. Your sentence should show your understanding of the word.

Lesson Wrap-Up: Do your best to summarize the plot of Beowulf so far. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 16-2

Vocabulary Squares Worksheet Beowulf

Complete the cart for each word highlighted in the Lesson 15 reading of Beowulf. You will need to use a dictionary.

Word: Part of Speech:

Synonym: Antonym:

Original Sentence:SAMPLE

Word: Part of Speech:

Synonym: Antonym:

Original Sentence:

Word: Part of Speech:

Synonym: Antonym:

Original Sentence: STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 16-3

Word: Part of Speech:

Synonym: Antonym:

Original Sentence:

Word: Part of Speech:

Synonym:SAMPLE Antonym:

Original Sentence:

Word: Part of Speech:

Synonym: Antonym:

Original Sentence:

Word: Part of Speech:

Synonym: Antonym:

Original Sentence:

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 17-1

Lesson 17 The Epic Hero Review

This Lesson will begin to wrap up the Unit on the epic story Beowulf. Now that you have read excerpts from the epic, you will have an opportunity to demonstrate your knowledge and understanding of the text by completing discussion questions. These will consist of both short answers and a couple of essay questions that will allow you to voice your creative perspective.

Take what you have learned from reading Beowulf to complete Beowulf : Questions for Discussion.

Lesson Wrap-Up: Name three things you have learned about Early Medieval Europe from reading BeowulfSAMPLE. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 17-2

Beowulf : Questions for Discussion Each of the following questions requires a longer response. Think about each question carefully and organize your thoughts before writing.

Is Beowulf an epic? What sort of social order produces “epic” poetry? What values GRHVWKHSRHPSURPRWHDQGKRZGRHVLWSURPRWHWKHP":KDWVRUWVRIFRQÀLFWVZLWKRU resistances to the ideology of epic can be expressed? What sorts are found within the poem itself?

SAMPLE

What is the status of gold and gift-giving in the poem? Who gives gifts, who receives them, and why? Are the modern concepts of wealth, payment, monetary worth and greed appropriate for the world of Beowulf?

+RZGRWKHKHURHVRIOLWHUDWXUHUHÀHFWWKHYDOXHVRIWKHWLPH",Q\RXUPLQGLV%HRZXOID hero? Explain your thinking.

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 18-1

Lesson: 18 Create Your Own Modern Day Hero

Today, you will be creating your own modern-day hero!

Begin by brainstorming and creating a list of major problems currently facing society. This list will help you decide who the hero in your comic will be and what problem he or VKHZLOOEHIDFLQJ2QFH\RXKDYH¿JXUHGWKLVRXWFRPSOHWHWKH+HUR3UR¿OH:RUNVKHHW Answer each of the questions in as much detail as possible.

7KHQFRPSOHWHWKH+HUR6WRU\0DS7KLVZLOOKHOS\RXRUJDQL]H\RXULGHDVIRUWKH comic strip you are going to create in the next Lesson. The more detail you use on the +HUR6WRU\0DSWKHHDVLHU\RXZLOO¿QGLWWRFUHDWH\RXUKHUR¶VVWRU\

Lesson Wrap-Up:SAMPLE Describe your hero to your teacher. Use as much detail as you can. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 18-2

+HUR3UR¿OH:RUNVKHHW

&RPSOHWHWKHIROORZLQJFKDUWWRKHOSFUHDWH\RXUVXSHUKHUR%HVXUHWRSURYLGH HQRXJKLQIRUPDWLRQLQHDFKVHFWLRQ([SODLQ([SODLQ([SODLQ

Cause: :KDWFDXVHLV\RXUKHUR¿JKWLQJIRU"7KLQN of problems that teens in our society face. Examples could include peer pressure, drugs/ alcohol, academic failure, homelessness, etc.

-XVWL¿FDWLRQ :K\LVWKLVFDXVHLPSRUWDQW"+RZLVLW negatively LPSDFWLQJWKHOLYHVRIWHHQV"SAMPLE

Power: :KDWSRZHUZLOO\RXUKHURKDYHWRKHOS¿JKW this SUREOHP"%HFUHDWLYH7KLQNDERXWZKDW LVQHHGHGWRVROYHWKHSUREOHP'RQ¶WSLFN a power that does not relate to solving your problem. Flying does not help homelessness!

$OWHU(JR :KDWLV\RXUKHUROLNHZKHQKHVKHLVQRW busy EHLQJDKHUR"5HPHPEHUPRVWKHURHV are just normal people when they are not ¿JKWLQJIRUZKDWLVULJKW

&RQÀLFW :KDWVSHFL¿FSUREOHPZLOO\RXUKHUREH solving in WKHVWRU\"*LYHDVSHFL¿FH[DPSOH +RZZLOO\RXUKHURVDYHWKHGD\"

Costume: 'HVFULEHZKDW\RXUKHURZLOOORRNOLNHZKHQ they DUHLQDFWLRQ:KDWZLOOWKH\ZHDU" STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 18-3

Hero Story Map

%HJLQGHYHORSLQJ\RXUKHURVWRU\E\¿OOLQJRXWHDFKER[EHORZZLWKGHWDLOV\RX SODQWRSXWLQ\RXUVWRU\

6HWWLQJ

&KDUDFWHUV SAMPLE

3UREOHP

3ORW(YHQWV

5HVROXWLRQ

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 19-1

Lesson 19 Modern Day Hero: Create Your Own Comic Strip

7RGD\\RXZLOOEHZULWLQJ\RXURZQ+HUR&RPLF6WULS8VH\RXU+HUR3UR¿OH:RUNVKHHW DQG+HUR6WRU\0DSIURP/HVVRQWRKHOS\RXFUHDWH\RXUVWRU\1RZFRPSOHWHWKH Hero Comic Strip. Remember to be creative!

:KLOH\RXDUHZULWLQJORRNDWWKH&RPLF6WULS5XEULFWRPDNHVXUH\RXLQFOXGHDOOWKH details you will be graded on.

Lesson Wrap-Up: ,I\RXFRXOGVROYHDQ\RIWKHZRUOG¶VSUREOHPVZKLFKSUREOHPZRXOG \RXVROYH":K\"SAMPLE STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 19-2

Comic Strip Rubric

4321 0RVWRIWKH 6RPHRIWKH $FWLRQPDNHV Action does not DFWLRQPDNHV DFWLRQPDNHV sense from one PDNHVHQVH sense from sense from one Action panel to from one panel one panel to panel to DQRWKHU WRDQRWKHU DQRWKHU DQRWKHU

&KDUDFWHUVDUH &KDUDFWHUVDUH &KDUDFWHUVDUH &KDUDFWHUVDUH believable in all believable in believable in Characters not believable. panels. most panels. some panels.

Landscape and Landscape and Landscape and Landscape and SAMPLEprops relate to props relate to props relate to props are not Landscape WKHDFWLRQDQG WKHDFWLRQDQG WKHDFWLRQDQG FKRVHQRU and Props FKDUDFWHUVLQDOO FKDUDFWHUVLQ FKDUDFWHUVLQ GRQRWPDNH panels. most panels. one panel. sense.

Captions may &DSWLRQVGRQ¶W Captions are &DSWLRQVPDNH or may not PDNHVHQVH well written sense and are DOZD\VPDNH and are not and edited for edited for sense; some edited for Captions punctuation, punctuation, are not edited punctuation, grammar, and grammar, and for punctuation, grammar, and usage. usage. grammar, and usage. usage.

7KHKHUR¿JKWV 7KHKHUR¿JKWV a battle, but 7KHKHUR¿JKWV DEDWWOHEXWWKH 7KHKHUR¿JKWV WKHFODULW\PD\ a battle, but FODULW\LVODFNLQJ Symbolism a clear and EHODFNLQJLQ WKHUHLVOLWWOH LQSODFHVRUWKH symbolic battle. SODFHVRUWKH clarity and/or no symbolism is symbolism is symbolism. not clear. not developed. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 19-3

Hero Comic Strip

Tell your hero story by creating a comic strip in the following eight boxes. Illustrate each box and add captions or word bubbles for dialogue and explanation. 8VH\RXUGLJLWDOWRROV

SAMPLE

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 20-1

Lesson 20 Beowulf : The Assessment

Today is the completion of the Beowulf Unit. Hopefully you have come to understand why Beowulf is a classic example of epic poetry from the Anglo-Saxon period.

Now, demonstrate your understanding of the Unit by completing the Beowulf Unit Assessment.

Lesson Wrap-Up: What do you think was the main point of the story Beowulf? SAMPLE STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 20-2

Beowulf : Unit Assessment

Part I: Recall and Interpret (40 points total; 5 points each)

8VHWKHGLJLWDOSHQFLO WRROV!FRPPHQWDQGPDUNXS WRFircle the letter of the best answer.

1. Beowulf and his warriors journey to Denmark primarily to a. seek fame and fortune b. overthrow Hrothgar c. avenge his father’s death d. vanquish an evil monster 2. Unferth challengesSAMPLE Beowulf’s bravery because a. Unferth feels threatened b. Unferth is jealous of Beowulf c. Grendel is Unferth’s secret ally d. Beowulf calls him a coward

3. Beowulf’s guiding philosophy is  DIDPHDQGJORU\DUHÀHHWLQJ b. pride goeth before a fall c. a good name is better than gold d. an eye for an eye and a tooth for a tooth

4. Hrothgar is grief stricken because a. Grendel kills Welthow b. his father was killed in battle c. his trusted aide is killed d. his kingdom is lost

5. Beowulf slays Grendel’s mother with a. his bare hands b. Unferth’s sword c. Hrothgar’s sword d. a sword in the monster’s den STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 20-3

6.:KLFKRIWKHIROORZLQJLV127DFRQÀLFWDGYDQFHGLQBeowulf? a. good versus evil b. courage versus cowardice c. youth versus old age d. rich versus poor

7. Beowulf becomes King of the Geats when a. Herdred is killed in an act of revenge b. Higd offers him the throne c. Higlac dies in battle d. Herdred steps down 8. Wiglaf reproachesSAMPLE his fellow warriors because a. they failed to kill the dragon b. they deserted Beowulf in battle c. they did not honor Beowulf’s dying wish d. they stole the dragon’s treasures

Part II: Evaluate and Connect (60 points total; 30 points each)

Answer any two of the following essay questions on a separate sheet of paper. Make sure to answer each question completely with plenty of details to support your argument.

1. How does the following warning from Hrothgar apply to Beowulf? Give examples from the poem to support your answer. . . . The world is God’s, He allows A man to grow famous, and his family rich, Gives him land and towns to rule And delight in, lets his kingdom reach As far as the world runs—and who In human unwisdom, in the middle of such power, Remembers that it all will end, and too soon? Prosperity, prosperity, prosperity: nothing Troubles him, no sickness, not passing time, No sorrows, no sudden war breaking Out of nowhere, but all the world turns When he spins it. How can he know when he sins? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 20-4

2. Explain why Beowulf may be said to exemplify the epic hero.

3. Examine the structure of Beowulf. In what ways are the prologue and conclusion similar? How do these similarities help unify the poem?

4. What is the theme, or central idea, of Beowulf? Support your answer with evidence from the poem.

5. Critic W. P. Ker evaluated Beowulf this way: “The great beauty, the real value . . . is in its dignity of style. In construction it is curiously weak, in a sense preposterous; for while the main story is simplicity itself, the merest commonplace of heroic legend, all about it, in the historic allusions, there are revelations of a whole world of tragedy, plots different in import from that of Beowulf, moreSAMPLE like the tragic themes of Iceland. . . . The thing itself is cheap; the moral and spirit of it can only be matched among the noblest of authors.”

What aspect of Beowulf is Ker criticizing when he calls the work “preposterous”? Do you agree? Why or why not?

Answer to Question # STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS – 20-5

Answer to Question #

SAMPLE

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 21-1

Lesson 21 The Canterbury Tales: The Man behind the Stories

Today you will be moving on to a new text, The Canterbury Tales by Geoffrey Chaucer. This piece represents the next movement of the English Language—Middle English. First you will be given background information on the author of The Canterbury Tales, Geoffrey Chaucer by reading the articel article, The Canterbury Tales: The Man behind the Stories.

Once you have read the background information on the author, use your new knowledge WRFUHDWHDSUR¿OHRI*HRIIUH\&KDXFHU,QIRUPDWLRQIURP\RXUQRWHVZLOOEHKHOSIXOWR complete the CharacterSAMPLE Map of Geoffrey Chaucer. Before beginning the map, take a look at your notes and brainstorm a list of possible headings for the information that you recorded or highlighted. After this list is complete, take time to group similar headings (for example: environment and home, or family and parents). Once all similar headings have been grouped, choose the three headings you feel best represent the information that you have in your notes. These headings will become the headings used in the map.

Now, complete the Character Map of Geoffrey Chaucer. Headings should be placed in the rectangles and information for each of those heading should be placed in the ovals.

Lesson Wrap-Up: Name three things that you learned about Geoffrey Chaucer. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 21-2

Character Map of Geoffrey Chaucer

8VH\RXUGLJLWDOWRROVWRFRPSOHWHWKH&KDUDFWHU0DSEHORZE\¿OOLQJLWZLWK LQIRUPDWLRQ\RXJDWKHUHGZKLOHUHDGLQJ'LYLGHWKHLQIRUPDWLRQLQWRPDLQ KHDGLQJVWRZULWHLQHDFKbox. Fill the circles attached to each box with information related to each main KHDGLQJ

SAMPLE STUDENT MANUAL +,*+(5$/7,78'(6,17+*5$'(/$1*8$*($576

The Canterbury Tales: The Man behind the Stories

In Geoffrey Chaucer’sThe Canterbury Tales, a group of pilgrims exchange stories on their way to the holy land. Amidst the storytelling, Chaucer portrays himself as one of the colorful pilgrims. When it is his turn to tell a story, he launches into a ridiculous poem about a knight named Sir Thopas who is in love with an -queen and avoids fighting a vicious giant. Chaucer’s tale is so terrible that the Host, Harry Bailly, forces Chaucer to stop telling the story.

Chaucer then tells the story of a man named Melibee, whose wife and daughter are assaulted. It is dry, preachy writing, so much so that some editions of The Canterbury Tales leave it out altogether. Other editions include an abbreviated version. The other stories inThe Canterbury Tales show that Chaucer was a master storyteller. So why did he portray his character in the story as so dull and long winded? He seemed to be making a joke at his own expense—and not for the first time. ChaucerSAMPLE often wrote himself into his works in a self-mocking way. Why was he so determined to hide his true character? And what was he truly like?

A Busy Man

Geoffrey Chaucer is believed to have been born sometime between 1340 and 1343 in London. He was the son of a wine merchant named John Chaucer. His family was neither noble nor peasant but part of a new class that was on the rise in Europe in the late Middle Ages. It was what we now call the middle class, or the bourgeoisie. The members of the bourgeoisie were city dwellers— skilled workers, and business owners. Though they did not have the power and prestige of the nobles, they sometimes had more money. In Chaucer’s day, the middle class was growing in power.

Chaucer’s family had strong royal connections. By 1357, Geoffrey Chaucer was serving as a page (a youthful servant) for Prince Lionel, a son of King Edward III. Soon afterward, Chaucer became a soldier. In 1360, while fighting the French in the Hundred Years’ War (1337–1453), he was taken prisoner, then ransomed by King Edward himself and freed. In 1366, he married Philippa de Roet, who was a lady-in-waiting to Edward’s queen. This marriage was certainly a smart and practical match, strengthening Chaucer’s connections with royalty. Chaucer’s biographers think that the couple may have had three or four children. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 21-4

Most of the rest of Chaucer’s life was spent doing business. In 1367, he served as Edward III’s valet, or personal servant—a job that led to lots of other work. In 1374, he became a London customs official, overseeing shipments of wool from other countries. In 1386, he was elected a member of Parliament. In 1389, he was put in charge of the king’s construction projects, which included playing fields for jousting tournaments. Later on, he also served as a deputy forester, tending to woods and wildlife in England’s Somerset County.

Though these jobs lack glamour, they seem to have suited Chaucer well. Even so, his pay was irregular—and sometimes downright odd. In 1374, King Edward III awarded him a pitcher of wine every day for the rest of his life. This offer expired after King Edward’s death. But in 1397, King Richard II guaranteed him an annual barrel of wine, again for life. Though Chaucer always had plenty to drink, hard cash wasn’t always easy to come by. He sometimes got into trouble for debt.

Chaucer, however, wasSAMPLE a shrewd man. Shrewdness was a necessity in those politically troubled days. Violent rebellions broke out during his life, and he lived to see King Richard II dethroned and murdered. Civil servants like Chaucer—including some of his close personal friends—were even executed based on who they knew or didn’t know. Chaucer apparently had a cunning way of quitting a job and taking another to keep himself from getting killed.

Chaucer held many high-profile jobs and was on friendly terms with three English kings in a row. He was surely well known just as a civil servant. But he would have been forgotten if it weren’t for his poetry. Curiously, poetry was the one activity that he seldom, if ever, got paid for. He seems to have written it for sheer pleasure.

Love of the English Language

Lucky for Chaucer, he was widely celebrated and successful during his lifetime. But why and how did a man who was busy doing so much demanding and tedious work take the time to write poetry? Perhaps one clue is Chaucer’s great knowledge and love of language.

When Chaucer was a boy around his father’s wine business, he probably learned French and Italian from foreign wine merchants. That knowledge would have helped him as an adult. While serving royalty, he went on secret diplomatic missions to France and Italy. In Europe, he read French and Italian poetry. In Italy, he might have read a copy of The Divine Comedy, the magnificent epic poem by Dante Alighieri (1265–1321). He also read Italian poetry by Petrarch (1304–1374) and Giovanni Boccaccio (1313–1375), who were still writing during Chaucer’s lifetime. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 21-5

Those foreign poets started Chaucer thinking about his native tongue. At that time, English was not a language held in high regard, not even in England. French and Latin were considered more proper for official business, literature, and high-class social situations. Chaucer didn’t think this was fair or right. He loved English deeply, calling it a language of “great diversity.” He was sure that great literary poems could be written in English.

So Chaucer set about writing ambitious poetry in English. (Remember, this was not the English we speak today, but its precursor, what we now call Middle English.) He had to invent new techniques and forms—lines, stanzas, and rhyme schemes that suited English. He got many of his ideas from the French and Italian poems he knew so well and from the classics of antiquity. But his poetry is notable for its original and brilliant use of English.

A Keen Observer Chaucer was also fascinatedSAMPLE with everyday human life. In his different jobs, he met all kinds of people from every part of English society. They ranged from kings and noblemen to merchants and peasants—and even criminals. Chaucer observed their appearances, ways, and manners. He also listened to their stories. It’s possible that he became obsessed with writing those stories down, possibly in language much like the tellers’ own.

The Canterbury Tales, the unfinished masterpiece of Chaucer’s final years, shows his command of character. Although the tales themselves are fascinating and gripping, the pilgrims who tell them are scarcely less so. The virtuous Knight, the wicked Pardoner, the fiercely independent Wife of Bath, and the drunken Miller are as colorful as the tales they tell. According to some critics, Chaucer’s varied, vivid characters remain unsurpassed by any author except those of William Shakespeare.

Like Shakespeare, Chaucer disappears into his own work, letting his characters run the show. When he does appear, it’s in a sort of disguise. He pretends to be dull and slow, probably to highlight his other varied and irresistible characters.

Everlasting Fame

When he died in 1400, Chaucer was buried in London’s Westminster Abbey because he had been clerk of the works of Westminster. In 1556, his remains were moved to a tomb in what would become the abbey’s famous “Poet’s Corner,” where many of England’s greatest writers have been laid to rest. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 21-6

During the sixteenth century, after his death, Chaucer’s influence grew steadily. When William Caxton introduced the first printing press to England in the 1400s,The Canterbury Tales was one of the first works printed. During Shakespeare’s prominence in the late 1500s and early 1600s, Chaucer was praised as the “English Homer,” after the great epic poet of the ancient Greeks. Indeed, Shakespeare’s play Troilus and Cressida is based on Chaucer’s poem Troilus and Criseyde. The Two Noble Kinsmen, for which Shakespeare teamed up with another author to write, is based on The Knight’s Tale. Shakespeare’s work is scattered with many other references to Chaucer.

In the 17th century, critic and author John Dryden declared Chaucer “the father of English poetry.” Dryden’s judgment has stuck ever since. Whether they discover Chaucer’s marvelous writings in his original Middle English or in modern translation, readers today can scarcely resist the originality of his language and his inventive characters and stories. SAMPLE

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 22-1

Lesson 22 Chaucer’s English: Decoding Middle English

Before reading Beowulf, you learned about the characteristics of Old English .Your exploration of the transformation of language will continue with a study of characteristics of Middle English through reading “A Guide to Chaucer’s English”. Make sure to take notes or highlight important details as you read.

:KHQ\RXKDYH¿QLVKHGUHDGLQJWKHDUWLFOH\RXZLOOFRPSDUHDQGFRQWUDVW2OGDQG Middle English by completing the Old English vs. Middle English Venn Diagram. Anything that the two forms of English have in common should be written in the overlapping section .The characteristics unique to Old English should be in the section to the left, while the characteristics unique to Middle English should be in the section to the right.

$W¿UVWJODQFH0LGGOH(QJOLVKPLJKWORRNOLNHDIRUHLJQODQJXDSAMPLEJH%XWLW¶VQRWDVKDUG WR¿JXUHRXWDV\RXPLJKWWKLQN,QIDFWLWFDQEHOLNHGHFLSKHULQJDFRGH7DNHWKLV H[DPSOHIURP*HRIIUH\&KDXFHU¶VThe Miller’s Tale.

Hym thynketh verraily that he may see  1RHHVÀRRGFRPHZDOZ\QJHDVWKHVHH  7RGUHQFKHQ$OLVRXQKLVKRQ\GHHUH

/RRNDWWKH¿UVWOLQH7KH¿UVWZRUGhym has the same meaning as the modern word, him. Thynketh means thinketh. However, thinketh is an outdated word, so you can change it to the past tense of think, which is thought.

Next, there is the word verraily. Today, it is spelled verily, and it means truth or truly. Now, all that is left is the end of the sentence, that he may see, which means the same then as it does now.

Now, you can begin to put it all together.  +LPWKRXJKWLQWUXWKWKDWKHPD\VHH

When you clean it up a little bit, it reads:  +HWKRXJKWWUXO\WKDWKHFRXOGVHH

Now, take what you know about understanding Middle English and complete the Decoding Middle English Worksheet.

Lesson Wrap-Up: Name three things that Middle and Old English have in common. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 22-2

Decoding Middle English Worksheet

Translate the following sentences from Middle English to Modern English on the lines provided

Example:

Hym thynketh verraily that he may see He thought, truly, that he could see

1RHHVÀRRGFRPHZDOZ\QJHDVWKHVHH SAMPLE 2. To drenchen Alisoun, his hony deere.

3. He wepeth, weyleth, maketh sory cheere;

4. He siketh with ful many a sory swogh;

5. He gooth and geteth hym a knedyng-trogh,

6. And after that a tubbe and a kymelyn,

7. And pryvely he sente hem to his in,

8. And heng hem in the roof in pryvetee. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 22-3

Old English vs. Middle English Venn Diagram

Complete this Venn Diagram using information you gathered from the reading, A Guide to Chaucer’s English: Middle English. Write down characteristics of Old English in the circle on the left. Write down characteristics of Middle English in the circle on the right. Then, write traits that the two share in the middle. 8VH\RXUGLJLWDOSHQFLORUW\SHZULWHUWRRO7RROV!FRPPHQW PDUNXS!   SAMPLE STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 22-4

A Guide to Chaucer’s English: Middle English

“Lordinges,” quod he, “in chirches whan I preche, I peyne me to han an hauteyn speche, And ringe it out as round as gooth a belle, For I can al by rote that I telle.”

The above excerpt from The Canterbury Tales, by Geoffrey Chaucer, is spoken by the Pardoner at the beginning of his story. Each of the stories are written in Middle English. It’s not the English we speak today, but an earlier version of it.

It was the language spoken by ordinary people in England from about 1100 to 1500, roughly the same period of history we refer to as the late Middle Ages. Chaucer and other writers began using it as a literary languageSAMPLE in the 14th century. Before The Canterbury Tales, English was considered unsophisticated and unfit for literature.

It was the language of the street or the field—but certainly not the language of poetry, art, religion, or high society. The clergy spoke Latin, and royalty spoke French. Business might be conducted in Italian, but never in English. Chaucer helped change that, and opened the door for English to grow into the rich and diverse language it is today.

Middle English is very different from the English we speak today. However, it is still possible to understand. After all, this is the language that eventually evolved into modern English; the seeds of many words remain.

What It Means

To get started, don’t worry about how a word should sound. Just try to figure out the meaning. You should be able to make sense out of most of the words with little or no trouble. Many of them are familiar, just spelled oddly.

chirches = churches preche = preach peyne = pain speche = speech ringe = ring belle = bell telle = tell STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 22-5

Other words take a little more head scratching but still aren’t too difficult. We still use the word rote to mean “by memory” or “by heart.”

Lordinges looks like lords, so it’s a good guess that it means something like “gentlemen” or “gentlefolk.”

Quod looks like quote, so quod he surely means “said he.”

Hauteyn looks like heightened, so the Pardoner means that his speech is fancy or loud. A modern reading ofSAMPLE the above excerpt might look something like this: “Gentlefolk,” said he, “in churches when I preach, I take pains to speak in a fancy manner, And let my voice ring out as roundly as a bell, For I know all that I tell by heart.”

As you can see, it can be easy to interpret Chaucer’s meaning, even in the Middle English original.

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-1

Lessons 23 and 24 The Canterbury Tales: The Prologue

In this Lesson, you are going to begin reading The Prologue from The Canterbury Tales. Understand that this is quite a bit longer than an average prologue. As you read, you should complete The Canterbury Tales&KDUDFWHU&KDUW6RPHLQIRUPDWLRQLV¿OOHG in for you, but you must provide the rest.

This assignment will take two class periods.

Lesson Wrap-Up: Describe one of the characters from The Prologue to The Canterbury TalesSAMPLE in as much detail as you can. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-2

The Canterbury Tales Character Chart

&RPSOHWHWKLVFKDUWE\¿OOLQJLQLQIRUPDWLRQDERXWHDFKFKDUDFWHUIRXQGLQWKHWH[W 7RROV!7\SHZULWHU &KDXFHU¶V  'HVFULSWLRQRI 'HVFULSWLRQRI 3LOJULP 2SLQLRQRIWKLV Personality Personality 3LOJULP 3ULRUHVV 1XQ  In medieval swears “By St. Loy!” times, coral was considered a “known as Madame (A prioress is in defense against Eglantyne” charge of nuns.) temptation. . . and a love charm speaks French. . . . SAMPLEbadly extremely careful about her table manners; consciously eats in a VXSSRVHGO\UH¿QHG way, but the narrator calls her manners “counterfeit”

cries if “she but saw a mouse/Caught in a trap” or “someone took a stick” to her lap dogs

Eglantyne is a kind of rose and also the name of several romantic heroines

Monks and nuns were not supposed to keep pets because the money to care for them should be spent on the poor instead STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-3

'HVFULSWLRQRI 'HVFULSWLRQRI &KDXFHU¶V2SLQLRQ 3LOJULP Personality Personality RIWKLV3LOJULP Monk has a brown horse “He liked fat swan with a fancy bridle best, and roasted and hunting dogs whole. . .”

“he spared for no expense” – has fur on his cuffs and a gold pin (in the shape of a love- knot) to fasten his cloak

fat, bald, shiny skin, SAMPLEglittering eyes (not dull or pale or “tormented”)

Because peasants did not always have enough to eat, obesity was a sign of success and luxury STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-4

'HVFULSWLRQRI 'HVFULSWLRQRI &KDXFHU¶V2SLQLRQ 3LOJULP Personality Personality RIWKLV3LOJULP Friar “an easy man in penance-giving/ Friars went into the Where he could world as beggars hope to make a to preach, help decent living” the poor, and cure the sick. One of a keeps pocket friar’s duties was “stuffed with pins for to hear people’s curls/ And pocket- confessions and knives, to give to to absolve or pretty girls” forgive them with a penance (penalty knows all the of prayer or doingSAMPLE taverns, innkeepers, good works) and barmaids – better than hanging out with “scum” like the poor and the diseased

smooth talker – can get money from a poor widow who can’t afford it

(illegally) settles arguments for a small fee

³+H¶G¿[HGXSPDQ\ a marriage, giving each/ Of his young women what he could afford her” STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-5

'HVFULSWLRQRI 'HVFULSWLRQRI &KDXFHU¶V2SLQLRQ 3LOJULP Personality Personality RIWKLV3LOJULP Merchant forking likes to “harp” about beard,beaver business and acts hat, fancy boots like an expert and multicolored clothing. All very but. . . “none knew expensive. he was in debt”

2[IRUG&OHULF “his horse was prefers spending thinner than a rake/ money on books, And he was not too rather than clothes (a student) fat” or entertainment

SAMPLE“a hollow look, a only cares about sober stare” studying

threadbare overcoat doesn’t talk much; is brief, deep, and moral

“gladly would he learn and gladly teach”

6HUJHDQWDW/DZ multicolored coat “a man to (lawyer) reverence/ Or so he silk, pin-striped belt seemed” (one of a select (has money) group of lawyers narrow-minded and who advised the predictable king) “was less busy than he seemed to be”

knew every law by heart *XLOGVPHQ “livery [uniforms]. . . impressive”

knives “tricked out with . . . purest silver” STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-6

'HVFULSWLRQRI 'HVFULSWLRQRI &KDXFHU¶V2SLQLRQ 3LOJULP Personality Personality RIWKLV3LOJULP Merchant forking likes to “harp” about beard,beaver business and acts hat, fancy boots like an expert and multicolored clothing. All very but. . . “none knew expensive. he was in debt”

2[IRUG&OHULF “his horse was prefers spending thinner than a rake/ money on books, And he was not too rather than clothes (a student) fat” or entertainment

SAMPLE“a hollow look, a only cares about sober stare” studying

threadbare overcoat doesn’t talk much; is brief, deep, and moral

“gladly would he learn and gladly teach”

6HUJHDQWDW/DZ multicolored coat “a man to (lawyer) reverence/ Or so he silk, pin-striped belt seemed” (one of a select (has money) group of lawyers narrow-minded and who advised the predictable king) “was less busy than he seemed to be”

knew every law by heart *XLOGVPHQ “livery [uniforms]. . . impressive”

knives “tricked out with . . . purest silver” STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-7

'HVFULSWLRQRI 'HVFULSWLRQRI &KDXFHU¶V2SLQLRQ 3LOJULP Personality Personality RIWKLV3LOJULP Cook had a white sore on excellent cook his knee oozing pus makes a wonderful white pudding

Skipper dagger on a cord came from around his neck Dartmouth (instead of sheathed and put away) steals from the cargo while the awkward on a horse traders sleep

always kills his SAMPLEprisoners (walk the plank)

excellent seaman

Doctor expensive garments knows astronomy, “blood-red “ in color humors, medicine, “slashed with bluish- and surgery very gray” well

SUR¿WVIURP people’s illnesses by prescribing drugs that don’t work and sharing WKHSUR¿WVZLWKWKH apothecaries

“Yet he was rather close with his expenses/ And kept the gold he won in pestilences” STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-8

'HVFULSWLRQRI 'HVFULSWLRQRI &KDXFHU¶V2SLQLRQ 3LOJULP Personality Personality RIWKLV3LOJULP 7KH:LIHRI The Wife of Bath’s Bath freedom to travel on (woman from pilgrimages was a luxury Bath) not available to many women in her time. Through his reference to her “wandering” and “gap teeth”, Chaucer is implying that the Wife of Bath took full advantage of her freedom.

Parson SAMPLE“He stayed at home S and watched over his fold/ So that no wolf should make the sheep miscarry. He was a shepherd and no mercenary.”

3ORZPDQ “. . . and he would help the poor for the love of Christ and never take a penny. . .”

Miller red beard “a wrangler and a EXIIRRQ´ D¿JKWHUDQGD wart on his nose joker) with hairs, like bristles growing out has a collection of of it ³WDYHUQVWRULHV¿OWK\LQ the main” wide, black nostrils cheats his customers by “mouth like a SXWWLQJKLV¿QJHURQWKH furnace door” scale “He was a master- hand at stealing grain” wears a blue hood and a white coat plays the bagpipes STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-9

'HVFULSWLRQRI 'HVFULSWLRQRI &KDXFHU¶V2SLQLRQ 3LOJULP Personality Personality RIWKLV3LOJULP Manciple practices “insider trading” and cashes in on the market as he (a food buys the food for his buyer for an masters institution) uneducated, but could make fools of his masters

Reeve SAMPLEold & thin bad-tempered

very short haircut a stickler for details

used to be a he was “feared like carpenter the plague by those beneath” him long coat and a “rusty blade” has gotten rich by embezzling from his master

“And he was under contract to present/ The accounts, right from his master’s earliest years. No one ever caught him in arrears.”

A reeve was a manager of an estate whose job it was to inspect everything and impose ¿QHVRQZRUNHUVLIKH found anything wrong. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-10

'HVFULSWLRQRI 'HVFULSWLRQRI &KDXFHU¶V2SLQLRQ 3LOJULP Personality Personality RIWKLV3LOJULP 6XPPRQHU In Chaucer’s time, sexual relations outside marriage were cause for excommunication, and the Summoner’s job was to track down offenders and deliver them to the Archdeacon for punishment.

Pardoner SAMPLELong hair was a Even loyal members of violation of the the Church criticized the rule that men who sale of pardons. worked for the Church should wear Relics are the remains their hair tonsured (bones, hair, garments, (short, with a and so on) of a holy shaved spot at the person .Saying a prayer top, as a symbol of with the relic in hand humility). was thought to bring an indulgence or limited relief from the pains of purgatory after death. Some relics were fake, but believers willingly bought them and provided a steady income to the sellers. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-11

The Cantebury Tales: The Prologue

WHEN that Aprilis, with his showers swoot*, *sweet The drought of March hath pierced to the root, And bathed every vein in such licour, Of which virtue engender’d is the flower; When Zephyrus eke with his swoote breath Inspired hath in every holt* and heath *grove, forest The tender croppes* and the younge sun *twigs, boughs Hath in the Ram <1> his halfe course y-run, And smalle fowles make melody, That sleepen all the night with open eye, (So pricketh them nature in their corages*); *hearts, inclinations Then longe folk to go on pilgrimages, And palmers <2> forSAMPLE to seeke strange strands, To *ferne hallows couth* in sundry lands; *distant saints known<3> And specially, from every shire’s end Of Engleland, to Canterbury they wend, The holy blissful Martyr for to seek, That them hath holpen*, when that they were sick . *helped STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-12

Befell that, in that season on a day, In Southwark at the Tabard <4> as I lay, Ready to wenden on my pilgrimage To Canterbury with devout corage, At night was come into that hostelry Well nine and twenty in a company Of sundry folk, *by aventure y-fall *who had by chance fallen In fellowship*, and pilgrims were they all, into company.* <5> That toward Canterbury woulde ride. The hc amber, and the stables were wide, And *well we weren eased at the best.* *we were well provided And shortly, when the sunne was to rest, with the best* So had I spoken with them every one, That I was of their fellowship anon, And made forword* early for to rise, *promise To take our way thereSAMPLE as I you devise* . *describe, relate

But natheless, while I have time and space, Ere that I farther in this tale pace, Me thinketh it accordant to reason, To tell you alle the condition Of each of them, so as it seemed me, And which they weren, and of what degree; And eke in what array that they were in: And at a Knight then will I first begin. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-13

A KNIGHT there was, and that a worthy man, That from the time that he first began To riden out, he loved chivalry, Truth and honour, freedom and courtesy. Full worthy was he in his Lorde’s war, And thereto had he ridden, no man farre*, *farther As well in Christendom as in Heatheness, And ever honour’d for his worthiness At Alisandre <6> he was when it was won. Full often time he had the board begun Above alle nations in Prusse.<7> In Lettowe had he reysed,* and in Russe, *journeyed No Christian man so oft of his degree. In Grenade at the siege eke had he be Of Algesir, and ridden in Belmarie. <8> At Leyes was he, andSAMPLE at Satalie, When they were won; and in the Greate Sea At many a noble army had he be. At mortal battles had he been fifteen, And foughten for our faith at Tramissene. In listes thries, and aye slain his foe. This ilke* worthy knight had been also *same <9> Some time with the lord of Palatie, Against another heathen in Turkie: And evermore *he had a sovereign price* . *He was held in very And though that he was worthy he was wise, high esteem.* And of his port as meek as is a maid. He never yet no villainy ne said In all his life, unto no manner wight. He was a very perfect gentle knight. But for to telle you of his array, His horse was good, but yet he was not gay. Of fustian he weared a gipon*, *short doublet Alle *besmotter’d with his habergeon,* *soiled by his coat of mail.* For he was late y-come from his voyage, And wente for to do his pilgrimage. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-14

With him there was his son, a younge SQUIRE, A lover, and a lusty bacheler, With lockes crulle* as they were laid in press . *curled Of twenty year of age he was I guess. Of his stature he was of even length, And *wonderly deliver*, and great of strength . *wonderfully nimble* And he had been some time in chevachie*, *cavalry raids In Flanders, in Artois, and Picardie, And borne him well, *as of so little space*, *in such a short time* In hope to standen in his lady’s grace. Embroider’d was he, as it were a mead All full of freshe flowers, white and red. Singing he was, or fluting all the day; He was as fresh as is the month of May. Short was his gown, with sleeves long and wide. Well could he sit onSAMPLE horse, and faire ride. He coulde songes make, and well indite, Joust, and eke dance, and well pourtray and write. So hot he loved, that by nightertale* *night-time He slept no more than doth the nightingale. Courteous he was, lowly, and serviceable, And carv’d before his father at the table.<10>

A YEOMAN had he, and servants no mo’ At that time, for *him list ride so* *it pleased him so to ride* And he was clad in coat and hood of green. A sheaf of peacock arrows<11> bright and keen Under his belt he bare full thriftily. Well could he dress his tackle yeomanly: His arrows drooped not with feathers low; And in his hand he bare a mighty bow. A nut-head <12> had he, with a brown visiage: Of wood-craft coud* he well all the usage: *knew Upon his arm he bare a gay bracer*, *small shield And by his side a sword and a buckler, And on that other side a gay daggere, Harnessed well, and sharp as point of spear: A Christopher on his breast of silver sheen. An horn he bare, the baldric was of green: A forester was he soothly* as I guess . *certainly There was also a Nun, a PRIORESS, That fo her smiling was full simple and coy; Her greatest oathe was but by Saint Loy; And she was cleped* Madame Eglentine. *called STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-15

Full well she sang the service divine, Entuned in her nose full seemly; And French she spake full fair and fetisly* *properly After the school of Stratford atte Bow, For French of Paris was to her unknow. At meate was she well y-taught withal; She let no morsel from her lippes fall, Nor wet her fingers in her sauce deep. Well could she carry a morsel, and well keep, That no droppe ne fell upon her breast. In courtesy was set full much her lest* . *pleasure Her over-lippe wiped she so clean, That in her cup there was no farthing* seen *speck Of grease, when she drunken had her draught; Full seemely after her meat she raught*: *reached out her hand And *sickerly she wasSAMPLE of great disport*, *surely she was of a lively And full pleasant, and amiable of port, disposition* And *pained her to counterfeite cheer *took pains to assume Of court,* and be estately of mannere, a courtly disposition* And to be holden digne* of reverence . *worthy But for to speaken of her conscience, She was so charitable and so pitous,* *full of pity She woulde weep if that she saw a mouse Caught in a trap, if it were dead or bled. Of smalle houndes had she, that she fed With roasted flesh, and milk, and *wastel bread.* *finest white bread* But sore she wept if one of them were dead, Or if men smote it with a yarde* smart: *staff And all was conscience and tender heart. Full seemly her wimple y-pinched was; Her nose tretis;* her eyen gray as glass;<13> *well-formed Her mouth full small, and thereto soft and red; But sickerly she had a fair forehead. It was almost a spanne broad I trow; For *hardily she was not undergrow* . *certainly she was not small* Full fetis* was her cloak, as I was ware . *neat Of small coral about her arm she bare A pair of beades, gauded all with green; And thereon hung a brooch of gold full sheen, On which was first y-written a crown’d A, And after, *Amor vincit omnia.* *love conquers all* Another Nun also with her had she, [That was her chapelleine, and PRIESTES three.] STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-16

A MONK there was, a fair *for the mast’ry*, *above all others*<14> An out-rider, that loved venery*; *hunting A manly man, to be an abbot able. Full many a dainty horse had he in stable: And when he rode, men might his bridle hear Jingeling <15> in a whistling wind as clear, And eke as loud, as doth the chapel bell, There as this lord was keeper of the cell. The rule of Saint Maur and of Saint Benet, <16> Because that it was old and somedeal strait This ilke* monk let olde thinges pace, *same And held after the newe world the trace. He *gave not of the text a pulled hen,* *he cared nothing That saith, that hunters be not holy men: for the text* Ne that a monk, when he is cloisterless; Is like to a fish that SAMPLEis waterless; This is to say, a monk out of his cloister. This ilke text held he not worth an oyster; And I say his opinion was good. Why should he study, and make himselfe wood* *mad <17> Upon a book in cloister always pore, Or swinken* with his handes, and labour, *toil As Austin bid? how shall the world be served? Let Austin have his swink to him reserved. Therefore he was a prickasour* aright: *hard rider Greyhounds he had as swift as fowl of flight; Of pricking* and of hunting for the hare *riding Was all his lust,* for no cost would he spare . *pleasure I saw his sleeves *purfil’d at the hand *worked at the end with a With gris,* and that the finest of the land . fur called “gris”* And for to fasten his hood under his chin, He had of gold y-wrought a curious pin; A love-knot in the greater end there was. His head was bald, and shone as any glass, And eke his face, as it had been anoint; He was a lord full fat and in good point; His eyen steep,* and rolling in his head, *deep-set That steamed as a furnace of a lead. His bootes supple, his horse in great estate, Now certainly he was a fair prelate; He was not pale as a forpined* ghost; *wasted A fat swan lov’d he best of any roast. His palfrey was as brown as is a berry. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-17

A FRIAR there was, a wanton and a merry, A limitour <18>, a full solemne man. In all the orders four is none that can* *knows So much of dalliance and fair language. He had y-made full many a marriage Of younge women, at his owen cost. Unto his order he was a noble post; Full well belov’d, and familiar was he With franklins *over all* in his country, *everywhere* And eke with worthy women of the town: For he had power of confession, As said himselfe, more than a curate, For of his order he was licentiate. Full sweetely heard he confession, And pleasant was his absolution. He was an easy manSAMPLE to give penance, *There as he wist to have a good pittance:* *where he know he would For unto a poor order for to give get good payment* Is signe that a man is well y-shrive. For if he gave, he *durste make avant*, *dared to boast* He wiste* that the man was repentant. *knew For many a man so hard is of his heart, He may not weep although him sore smart. Therefore instead of weeping and prayeres, Men must give silver to the poore freres. His tippet was aye farsed* full of knives *stuffed And pinnes, for to give to faire wives; And certainly he had a merry note: Well could he sing and playen *on a rote*; *from memory* Of yeddings* he bare utterly the prize. *songs His neck was white as is the fleur-de-lis. Thereto he strong was as a champion, And knew well the taverns in every town. And every hosteler and gay tapstere, Better than a lazar* or a beggere, *leper For unto such a worthy man as he Accordeth not, as by his faculty, To have with such lazars acquaintance. It is not honest, it may not advance, As for to deale with no such pouraille*, *offal, refuse But all with rich, and sellers of vitaille*. *victuals And *ov’r all there as* profit should arise, *in every place where& Courteous he was, and lowly of service; There n’as no man nowhere so virtuous. He was the beste beggar in all his house: STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-18

And gave a certain farme for the grant, <19> None of his bretheren came in his haunt. For though a widow hadde but one shoe, So pleasant was his In Principio,<20> Yet would he have a farthing ere he went; His purchase was well better than his rent. And rage he could and play as any whelp, In lovedays <21>; there could he muchel* help. *greatly For there was he not like a cloisterer, With threadbare cope as is a poor scholer; But he was like a master or a pope. Of double worsted was his semicope*, *short cloak That rounded was as a bell out of press. Somewhat he lisped for his wantonness, To make his English sweet upon his tongue; And in his harping, SAMPLEwhen that he had sung, His eyen* twinkled in his head aright, *eyes As do the starres in a frosty night. This ow rthy limitour <18> was call’d Huberd.

A MERCHANT was there with a forked beard, In motley, and high on his horse he sat, Upon his head a Flandrish beaver hat. His bootes clasped fair and fetisly*. *neatly His reasons aye spake he full solemnly, Sounding alway th’ increase of his winning. He would the sea were kept <22> for any thing Betwixte Middleburg and Orewell<23> Well could he in exchange shieldes* sell *crown coins <24> This ow rthy man full well his wit beset*; *employed There wiste* no wight** that he was in debt, *knew **man So *estately was he of governance* *so well he managed* With his bargains, and with his chevisance*. *business contract For sooth he was a worthy man withal, But sooth to say, I n’ot* how men him call. *know not STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-19

A CLERK there was of Oxenford* also, *Oxford That unto logic hadde long y-go*. *devoted himself As leane was his horse as is a rake, And he was not right fat, I undertake; But looked hollow*, and thereto soberly**. *thin; **poorly Full threadbare was his *overest courtepy*, *uppermost short cloak* For he had gotten him yet no benefice, Ne was not worldly, to have an office. For him was lever* have at his bed’s head *rather Twenty bookes, clothed in black or red, Of Aristotle, and his philosophy, Than robes rich, or fiddle, or psalt’ry. But all be that he was a philosopher, Yet hadde he but little gold in coffer, But all that he might of his friendes hent*, *obtain On bookes and on learning he it spent, And busily gan for theSAMPLE soules pray Of them that gave him <25> wherewith to scholay* *study Of study took he moste care and heed. Not one word spake he more than was need; And that was said in form and reverence, And short and quick, and full of high sentence. Sounding in moral virtue was his speech, And gladly would he learn, and gladly teach.

A SERGEANT OF THE LAW, wary and wise, That often had y-been at the Parvis, <26> There was also, full rich of excellence. Discreet he was, and of great reverence: He seemed such, his wordes were so wise, Justice he was full often in assize, By patent, and by plein* commission; *full For his science, and for his high renown, Of fees and robes had he many one. So great a purchaser was nowhere none. All was fee simple to him, in effect His purchasing might not be in suspect* *suspicion Nowhere so busy a man as he there was And yet he seemed busier than he was In termes had he case’ and doomes* all *judgements That from the time of King Will. were fall. Thereto he could indite, and make a thing There coulde no wight *pinch at* his writing. *find fault with* And every statute coud* he plain by rote *knew He rode but homely in a medley* coat, *multicoloured Girt with a seint* of silk, with barres small; *sash STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-20

A FRANKELIN* was in this company; *Rich landowner White was his beard, as is the daisy. Of his complexion he was sanguine. Well lov’d he in the morn a sop in wine. To liven in delight was ever his won*, *wont For he was Epicurus’ owen son, That held opinion, that plein* delight *full Was verily felicity perfite. An householder, and that a great, was he; Saint Julian<27> he was in his country. His bread, his ale, was alway *after one*; *pressed on one* A better envined* man was nowhere none; *stored with wine Withoute bake-meat never was his house, Of fish na d flesh, and that so plenteous, It snowed in his house of meat and drink, Of alle dainties that SAMPLEmen coulde think. After the sundry seasons of the year, So changed he his meat and his soupere. Full many a fat partridge had he in mew*, *cage <28> And many a bream, and many a luce* in stew**<29> *pike **fish-pond Woe was his cook, *but if* his sauce were *unless* Poignant and sharp, and ready all his gear. His table dormant* in his hall alway *fixed Stood ready cover’d all the longe day. At sessions there was he lord and sire. Full often time he was *knight of the shire* *Member of Parliament* An anlace*, and a gipciere** all of silk, *dagger **purse Hung at his girdle, white as morning milk. A sheriff had he been, and a countour<30> Was nowhere such a worthy vavasour<31>. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-21

An HABERDASHER, and a CARPENTER, A WEBBE*, a DYER, and a TAPISER**, *weaver **tapestry-maker Were with us eke, cloth’d in one livery, Of a solemn and great fraternity. Full fresh and new their gear y-picked* was. *spruce Their knives were y-chaped* not with brass, *mounted But all with silver wrought full clean and well, Their girdles and their pouches *every deal*. *in every part* Well seemed each of them a fair burgess, To sitten in a guild-hall, on the dais. <32> Evereach, for the wisdom that he can*, *knew Was shapely* for to be an alderman. *fitted For chattels hadde they enough and rent, And eke their wives would it well assent: And elles certain they had been to blame. It is full fair to be y-clep’d madame, And for to go to vigilsSAMPLE all before, And have a mantle royally y-bore.<33>

A COOK they hadde with them for the nones*, *occasion To boil the chickens and the marrow bones, And powder merchant tart and galingale. Well could he know a draught of London ale. He could roast, and stew, and broil, and fry, Make mortrewes, and well bake a pie. But great harm was it, as it thoughte me, That, on his shin a mormal* hadde he. *ulcer For blanc manger, that made he with the best <34> STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-22

A SHIPMAN was there, *wonned far by West*: *who dwelt far For ought I wot, be was of Dartemouth. to the West* He rode upon a rouncy*, as he couth, *hack All in a gown of falding* to the knee. *coarse cloth A dagger hanging by a lace had he About his neck under his arm adown; The hot summer had made his hue all brown; And certainly he was a good fellaw. Full many a draught of wine he had y-draw From Bourdeaux-ward, while that the chapmen sleep; Of nice conscience took he no keep. If that he fought, and had the higher hand, *By water he sent them home to every land.* *he drowned his But of his craft to reckon well his tides, prisoners* His streames and his strandes him besides, His herberow*, his moon, and lodemanage**, *harbourage There was none such,SAMPLE from Hull unto Carthage **pilotage<35> Hardy he was, and wise, I undertake: With many a tempest had his beard been shake. He knew well all the havens, as they were, From Scotland to the Cape of Finisterre, And every creek in Bretagne and in Spain: His barge y-cleped was the Magdelain.

(QG5HDGLQJ±/HVVRQ

6WRSUHDGLQJDQGFRPSOHWHDVPXFKRIWKHFKDUWDVSRVVLEOH,Q/HVVRQ¿QLVKUHDGLQJ The Prologue and complete the chart. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-23

%HJLQ5HDGLQJ/HVVRQ

With us there was a DOCTOR OF PHYSIC; In all this worlde was there none him like To speak of physic, and of surgery: For he was grounded in astronomy. He kept his patient a full great deal In houres by his magic natural. Well could he fortune* the ascendent *make fortunate Of his images for his patient,. He knew the cause of every malady, Were it of cold, or hot, or moist, or dry, And where engender’d, and of what humour. He was a very perfect practisour The cause y-know,*SAMPLE and of his harm the root, *known Anon he gave to the sick man his boot* *remedy Full ready had he his apothecaries, To send his drugges and his lectuaries For each of them made other for to win Their friendship was not newe to begin Well knew he the old Esculapius, And Dioscorides, and eke Rufus; Old Hippocras, Hali, and Gallien; Serapion, Rasis, and Avicen; Averrois, Damascene, and Constantin; Bernard, and Gatisden, and Gilbertin. <36> Of his diet measurable was he, For it was of no superfluity, But of great nourishing, and digestible. His study was but little on the Bible. In sanguine* and in perse** he clad was all *red **blue Lined with taffeta, and with sendall*. *fine silk And yet *he was but easy of dispense*: *he spent very little* He kept *that he won in the pestilence*. *the money he made For gold in physic is a cordial; during the plague* Therefore he loved gold in special. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-24

A good WIFE was there OF beside BATH, But she was somedeal deaf, and that was scath*. *damage; pity Of cloth-making she hadde such an haunt*, *skill She passed them of Ypres, and of Gaunt. <37> In all the parish wife was there none, That to the off’ring* before her should gon, *the offering at mass And if there did, certain so wroth was she, That she was uto of alle charity Her coverchiefs* were full fine of ground *head-dresses I durste swear, they weighede ten pound <38> That no the Sunday were upon her head. Her hosen weren of fine scarlet red, Full strait y-tied, and shoes full moist* and new *fresh <39> Bold was her face, and fair and red of hue. She was a worthy woman all her live, Husbands at the churchSAMPLE door had she had five, Withouten other company in youth; But thereof needeth not to speak as nouth*. *now And thrice had she been at Jerusalem; She hadde passed many a strange stream At Rome she had been, and at Bologne, In Galice at Saint James, <40> and at Cologne; She coude* much of wand’rng by the Way. *knew Gat-toothed* was she, soothly for to say. *Buck-toothed<41> Upon an ambler easily she sat, Y-wimpled well, and on her head an hat As broad as is a buckler or a targe. A foot-mantle about her hippes large, And on her feet a pair of spurres sharp. In fellowship well could she laugh and carp* *jest, talk Of remedies of love she knew perchance For of that art she coud* the olde dance. *knew STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-25

A good man there was of religion, That was a poore PARSON of a town: But rich he was of holy thought and werk*. *work He was also a learned man, a clerk, That Christe’s gospel truly woulde preach. His parishens* devoutly would he teach. *parishioners Benign he was, and wonder diligent, And in adversity full patient: And such he was y-proved *often sithes*. *oftentimes* Full loth were him to curse for his tithes, But rather would he given out of doubt, Unto his poore parishens about, Of his off’ring, and eke of his substance. *He could in little thing have suffisance*. *he was satisfied with Wide was his parish, and houses far asunder, very little* But he ne left not, forSAMPLE no rain nor thunder, In sickness and in mischief to visit The farthest in his parish, *much and lit*, *great and small* Upon his feet, and in his hand a staff. This noble ensample to his sheep he gaf*, *gave That first he wrought, and afterward he taught. Out of the gospel he the wordes caught, And this figure he added yet thereto, That if gold ruste, what should iron do? For if a priest be foul, on whom we trust, No wonder is a lewed* man to rust: *unlearned And shame it is, if that a priest take keep, To see a shitten shepherd and clean sheep: Well ought a priest ensample for to give, By his own cleanness, how his sheep should live. He sette not his benefice to hire, And left his sheep eucumber’d in the mire, And ran unto London, unto Saint Paul’s, To seeke him a chantery<42> for souls, Or with a brotherhood to be withold:* *detained But dwelt at home, and kepte well his fold, So that the wolf ne made it not miscarry. He was a shepherd, and no mercenary. And though he holy were, and virtuous, He was to sinful men not dispitous* *severe Nor of his speeche dangerous nor dign* *disdainful But in his teaching discreet and benign. To drawen folk to heaven, with fairness, By good ensample, was his business: STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-26

*But it were* any person obstinate, *but if it were* What so he were of high or low estate, Him would he snibbe* sharply for the nones**. *reprove **nonce,occasion A better priest I trow that nowhere none is. He waited after no pomp nor reverence, Nor maked him a *spiced conscience*, *artificial conscience* But Christe’s lore, and his apostles’ twelve, He taught, and first he follow’d it himselve.

With him there was a PLOUGHMAN, was his brother, That had y-laid of dung full many a fother*. *ton A true swinker* and a good was he, *hard worker Living in peace and perfect charity. God loved he beste with all his heart At alle times, were itSAMPLE gain or smart*, *pain, loss And then his neighebour right as himselve. He woulde thresh, and thereto dike*, and delve, *dig ditches For Christe’s sake, for every poore wight, Withouten hire, if it lay in his might. His tithes payed he full fair and well, Both of his *proper swink*, and his chattel** *his own labour* **goods In a tabard* he rode upon a mare. *sleeveless jerkin STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-27

There was also a Reeve, and a Millere, A Sompnour, and a Pardoner also, A Manciple, and myself, there were no mo’.

The MILLER was a stout carle for the nones, Full big he was of brawn, and eke of bones; That proved well, for *ov’r all where* he came, *wheresoever* At wrestling he would bear away the ram.<43> He was short-shouldered, broad, a thicke gnarr*, *stump of wood There was no door, that he n’old* heave off bar, *could not Or break it at a running with his head. His beard as any sow or fox was red, And thereto broad, as though it were a spade. Upon the cop* right of his nose he had *head <44> A wart, and thereonSAMPLE stood a tuft of hairs Red as the bristles of a sowe’s ears. His nose-thirles* blacke were and wide. *nostrils <45> A sword and buckler bare he by his side. His mouth as wide was as a furnace. He was a jangler, and a goliardais*, *buffoon <46> And that was most of sin and harlotries. Well could he steale corn, and tolle thrice And yet he had a thumb of gold, pardie.<47> A white coat and a blue hood weared he A baggepipe well could he blow and soun’, And therewithal he brought us out of town. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-28

A gentle MANCIPLE <48> was there of a temple, Of which achatours* mighte take ensample *buyers For to be wise in buying of vitaille*. *victuals For whether that he paid, or took *by taile*, *on credit Algate* he waited so in his achate**, *always **purchase That he was aye before in good estate. Now is not that of God a full fair grace That such a lewed* mannes wit shall pace** *unlearned **surpass The wisdom of an heap of learned men? Of masters had he more than thries ten, That were of law expert and curious: Of which there was a dozen in that house, Worthy to be stewards of rent and land Of any lord that is in Engleland, To make him live by his proper good, In honour debtless, SAMPLE*but if he were wood*, *unless he were mad* Or live as scarcely as him list desire; And able for to helpen all a shire In any case that mighte fall or hap; And yet this Manciple *set their aller cap* *outwitted them all*

The REEVE <49> was a slender choleric man His beard was shav’d as nigh as ever he can. His hair was by his eares round y-shorn; His top was docked like a priest beforn Full longe were his legges, and full lean Y-like a staff, there was no calf y-seen Well could he keep a garner* and a bin* *storeplaces for grain There was no auditor could on him win Well wist he by the drought, and by the rain, The yielding of his seed and of his grain His lorde’s sheep, his neat*, and his dairy *cattle His swine, his horse, his store, and his poultry, Were wholly in this Reeve’s governing, And by his cov’nant gave he reckoning, Since that his lord was twenty year of age; There could no man bring him in arrearage There was no bailiff, herd, nor other hine* *servant That he ne knew his *sleight and his covine* *tricks and cheating* They were adrad* of him, as of the death *in dread His wonning* was full fair upon an heath *abode With greene trees y-shadow’d was his place. He coulde better than his lord purchase Full rich he was y-stored privily His lord well could he please subtilly, STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-29

To give and lend him of his owen good, And have a thank, and yet* a coat and hood. *also In youth he learned had a good mistere* *trade He was a well good wright, a carpentere This Reeve sate upon a right good stot*, *steed That was all pomely* gray, and highte** Scot. *dappled **called A long surcoat of perse* upon he had, *sky-blue And by his side he bare a rusty blade. Of Norfolk was this Reeve, of which I tell, Beside a town men clepen* Baldeswell, *call Tucked he was, as is a friar, about, And ever rode the *hinderest of the rout*. *hindmost of the group*

A SOMPNOUR* was there with us in that place, *summoner <50> That had a fire-red cherubinnes face, For sausefleme* he SAMPLEwas, with eyen narrow. *red or pimply As hot he was and lecherous as a sparrow, With scalled browes black, and pilled* beard: *scanty Of his visage children were sore afeard. There n’as quicksilver, litharge, nor brimstone, Boras, ceruse, nor oil of tartar none, Nor ointement that woulde cleanse or bite, That him might helpen of his whelkes* white, *pustules Nor of the knobbes* sitting on his cheeks. *buttons Well lov’d he garlic, onions, and leeks, And for to drink strong wine as red as blood. Then would he speak, and cry as he were wood; And when that he well drunken had the wine, Then would he speake no word but Latin. A fewe termes knew he, two or three, That he had learned out of some decree; No wonder is, he heard it all the day. And eke ye knowen well, how that a jay Can clepen* “Wat,” as well as can the Pope. *call But whoso would in other thing him grope*, *search Then had he spent all his philosophy, Aye, Questio quid juris,<51> would he cry. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-30

He was a gentle harlot* and a kind; *a low fellow<52> A better fellow should a man not find. He woulde suffer, for a quart of wine, A good fellow to have his concubine A twelvemonth, and excuse him at the full. Full privily a *finch eke could he pull*. *”fleece” a man* And if he found owhere* a good fellaw, *anywhere He woulde teache him to have none awe In such a case of the archdeacon’s curse; *But if* a manne’s soul were in his purse; *unless* For in his purse he should y-punished be. “Purse is the archedeacon’s hell,” said he. But well I wot, he lied right indeed: Of cursing ought each guilty man to dread, For curse will slay right as assoiling* saveth; *absolving And also ‘ware him SAMPLEof a significavit<53>. In danger had he at his owen guise The younge girles of the diocese, <54> And knew their counsel, and was of their rede*. *counsel A garland had he set upon his head, As great as it were for an alestake*: *The post of an alehouse sign A buckler had he made him of a cake.

With him there rode a gentle PARDONERE <55> Of Ronceval, his friend and his compere, That straight was comen from the court of Rome. Full loud he sang, “Come hither, love, to me” This Sompnour *bare to him a stiff burdoun*, *sang the bass* Was never trump of half so great a soun’. This aP rdoner had hair as yellow as wax, But smooth it hung, as doth a strike* of flax: *strip By ounces hung his lockes that he had, And therewith he his shoulders oversprad. Full thin it lay, by culpons* one and one, *locks, shreds But hood for jollity, he weared none, For it was trussed up in his wallet. Him thought he rode all of the *newe get*, *latest fashion*<56> Dishevel, save his cap, he rode all bare. Such glaring eyen had he, as an hare. A vernicle* had he sew’d upon his cap. *image of Christ <57> His wallet lay before him in his lap, Bretful* of pardon come from Rome all hot. *brimful A voice he had as small as hath a goat. No beard had he, nor ever one should have. As smooth it was as it were new y-shave; STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-31

I trow he were a gelding or a mare. But of his craft, from Berwick unto Ware, Ne was there such another pardonere. For in his mail* he had a pillowbere**, *bag <58> **pillowcase Which, as he saide, was our Lady’s veil: He said, he had a gobbet* of the sail *piece That Sainte Peter had, when that he went Upon the sea, till Jesus Christ him hent*. *took hold of He had a cross of latoun* full of stones, *copper And in a glass he hadde pigge’s bones. But with these relics, whenne that he fond A poore parson dwelling upon lond, Upon a day he got him more money Than that the parson got in moneths tway; And thus with feigned flattering and japes*, *jests He made the parsonSAMPLE and the people his apes. But truely to tellen at the last, He was in church a noble ecclesiast. Well could he read a Lesson or a story, But alderbest* he sang an offertory: *best of all For well he wiste, when that song was sung, He muste preach, and well afile* his tongue, *polish To winne silver, as he right well could: Therefore he sang full merrily and loud. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-32

Now have I told you shortly in a clause Th’ estate, th’ array, the number, and eke the cause Why that assembled was this company In Southwark at this gentle hostelry, That highte the Tabard, fast by the Bell.<59> But now is time to you for to tell *How that we baren us that ilke night*, *what we did that same night* When we were in that hostelry alight. And after will I tell of our voyage, And all the remnant of our pilgrimage. But first I pray you of your courtesy, That ye *arette it not my villainy*, *count it not rudeness in me* Though that I plainly speak in this mattere. To tellen you their wordes and their cheer; Not though I speak their wordes properly. For this ye knowen SAMPLEall so well as I, Whoso shall tell a tale after a man, He must rehearse, as nigh as ever he can, Every word, if it be in his charge, *All speak he* ne’er so rudely and so large; *let him speak* Or elles he must tell his tale untrue, Or feigne things, or finde wordes new. He may not spare, although he were his brother; He must as well say one word as another. Christ spake Himself full broad in Holy Writ, And well ye wot no villainy is it. Eke Plato saith, whoso that can him read, The wordes must be cousin to the deed. Also I pray you to forgive it me, *All have I* not set folk in their degree, *although I have* Here in this tale, as that they shoulden stand: My wit is short, ye may well understand. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-33

Great cheere made our Host us every one, And to the supper set he us anon: And served us with victual of the best. Strong was the wine, and well to drink us lest*. *pleased A seemly man Our Hoste was withal For to have been a marshal in an hall. A large man he was with eyen steep*, *deep-set. A fairer burgess is there none in Cheap<60>: Bold of his speech, and wise and well y-taught, And of manhoode lacked him right naught. Eke thereto was he right a merry man, And after supper playen he began, And spake of mirth amonges other things, When that we hadde made our reckonings; And saide thus; “Now, lordinges, truly Ye be to me welcomeSAMPLE right heartily: For by my troth, if that I shall not lie, I saw not this year such a company At once in this herberow*, am is now. *inn <61> Fain would I do you mirth, an* I wist* how. *if I knew* And of a mirth I am right now bethought. To do you ease*, and it shall coste nought. *pleasure Ye go to Canterbury; God you speed, The lissfb ul Martyr *quite you your meed*; *grant you what And well I wot, as ye go by the way, you deserve* Ye *shapen you* to talken and to play: *intend to* For truely comfort nor mirth is none To ride by the way as dumb as stone: And therefore would I make you disport, As I said erst, and do you some comfort. And if you liketh all by one assent Now for to standen at my judgement, And for to worken as I shall you say To-morrow, when ye riden on the way, Now by my father’s soule that is dead, *But ye be merry, smiteth off* mine head. *unless you are merry, Hold up your hands withoute more speech. smite off my head* STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-34

Our counsel was not longe for to seech*: *seek Us thought it was not worth to *make it wise*, *discuss it at length* And granted him withoute more avise*, *consideration And bade him say his verdict, as him lest. Lordings (quoth he), now hearken for the best; But take it not, I pray you, in disdain; This is the point, to speak it plat* and plain. *flat That each of you, to shorten with your way In this voyage, shall tellen tales tway, To Canterbury-ward, I mean it so, And homeward he shall tellen other two, Of aventures that whilom have befall. And which of you that bear’th him best of all, That is to say, that telleth in this case Tales of best sentence and most solace, Shall have a supper SAMPLE*at your aller cost* *at the cost of you all* Here in this place, sitting by this post, When that ye come again from Canterbury. And for to make you the more merry, I will myselfe gladly with you ride, Right at mine owen cost, and be your guide. And whoso will my judgement withsay, Shall pay for all we spenden by the way. And if ye vouchesafe that it be so, Tell me anon withoute wordes mo’*, *more And I will early shape me therefore.”

This thing was granted, and our oath we swore With full heart, and prayed him also, That he would vouchesafe for to do so, And that he woulde be our governour, And of our tales judge and reportour, And set a supper at a certain price; And we will ruled be at his device, In high and low: and thus by one assent, We be accorded to his judgement. And thereupon the wine was fet* anon. *fetched We drunken, and to reste went each one, Withouten any longer tarrying A-morrow, when the day began to spring, Up rose our host, and was *our aller cock*, *the cock to wake us all* And gather’d us together in a flock, And forth we ridden all a little space, Unto the watering of Saint Thomas<62>: And there our host began his horse arrest, STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-35

And saide; “Lordes, hearken if you lest. Ye *weet your forword,* and I it record. *know your promise* If even-song and morning-song accord, Let see now who shall telle the first tale. As ever may I drinke wine or ale, Whoso is rebel to my judgement, Shall pay for all that by the way is spent. Now draw ye cuts*, ere that ye farther twin**. *lots **go He which that hath the shortest shall begin.”

“Sir Knight (quoth he), my master and my lord, Now draw the cut, for that is mine accord. Come near (quoth he), my Lady Prioress, And ye, Sir Clerk, let be your shamefastness, Nor study not: lay handSAMPLE to, every man.” Anon to drawen every wight began, And shortly for to tellen as it was, Were it by a venture, or sort*, or cas**, *lot **chance The sooth is this, the cut fell to the Knight, Of which full blithe and glad was every wight; And tell he must his tale as was reason, By forword, and by composition, As ye have heard; what needeth wordes mo’? And when this good man saw that it was so, As he that wise was and obedient To keep his forword by his free assent, He said; “Sithen* I shall begin this game, *since Why, welcome be the cut in Godde’s name. Now let us ride, and hearken what I say.” And with that word we ridden forth our way; And he began with right a merry cheer His tale anon, and said as ye shall hear. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-36

Notes to The Prologue

1. Tyrwhitt points out that “the Bull” should be read here, not “the Ram,” which would place the time of the pilgrimage in the end of March; whereas, in The Prologue to the Man of Law’s Tale, the date is given as the “eight and twenty day of April, that is messenger to May.”

2. Dante, in the “Vita Nuova,” distinguishes three classes of pilgrims: palmieri - palmers who go beyond sea to the East, and often bring back staves of palm-wood; peregrini, who gothe shrine of St Jago in Galicia; Romei, who go to Rome. Sir Walter Scott, however, says that palmers were in the habit of passing from shrine to shrine, living on charity — pilgrims on the other hand, made the journey to any shrine only once, immediately returning to their ordinary avocations. Chaucer uses “palmer” of all pilgrims. SAMPLE

3. “Hallows” survives, in the meaning here given, in All Hallows — All-Saints — day. “Couth,” past participle of “conne” to know, exists in “uncouth.”

4. The Tabard — the sign of the inn — was a sleeveless coat, worn by heralds. The name of the inn was, some three centuries after Chaucer, changed to the Talbot.

,Q\IDOO´³\´LVDFRUUXSWLRQRIWKH$QJOR6D[RQ³JH´SUH¿[HGWRSDUWLFLSOHVRIYHUEV,W is used by Chaucer merely to help the metre In German, “y-fall,” or y-falle,” would be “gefallen”, “y-run,” or “y-ronne”, would be “geronnen.”

6. Alisandre: Alexandria, in Egypt, captured by Pierre de Lusignan, king of Cyprus, in 1365 but abandoned immediately afterwards. Thirteen years before, the same Prince had taken Satalie, the ancient Attalia, in Anatolia, and in 1367 he won Layas, in Armenia, both places named just below.

7. The knight had been placed at the head of the table, above knights of all nations, in Prussia, whither warriors from all countries were wont to repair, to aid the Teutonic 2UGHULQWKHLUFRQWLQXDOFRQÀLFWVZLWKWKHLUKHDWKHQQHLJKERXUVLQ³/HWWRZH´RU  Lithuania (German. “Litthauen”), Russia, &c. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-37

8. Algesiras was taken from the Moorish king of Grenada, in 1344: the Earls of Derby and Salisbury took part in the siege. Belmarie is suppose d t o h a v e b e e n a M o o r i s h state in Africa; but “Palmyrie” has been suggested as the correct reading. The Great Sea, or the Greek sea, is the Eastern Mediterranean. Tramissene, or Tremessen, is enumerated by Froissart among the Moorish kingdoms in Africa. Palatie, or Palathia, LQ$QDWROLDZDVD¿HIKHOGE\WKH&KULVWLDQNQLJKWVDIWHUWKH7XUNLVKFRQTXHVWV² WKHKROGHUVSD\LQJWULEXWHWRWKHLQ¿GHO2XUNQLJKWKDGIRXJKWZLWKRQHRIWKRVH  lords against a heathen neighbour.

9. Ilke: same; compare the Scottish phrase “of that ilk,” — that is, of the estate which bears the same name as its owner’s title. 10. It was the customSAMPLE for squires of the highest degree to carve at their fathers’ tables. 11. Peacock Arrows: Large arrows, with peacocks’ feathers.

12. A nut-head: With nut-brown hair; or, round like a nut, the hair being cut short.

13. Grey eyes appear to have been a mark of female beauty in Chaucer’s time.

14. “for the mastery” was applied to medicines in the sense of “sovereign” as we now apply it to a remedy.

15. It was fashionable to hang bells on horses’ bridles.

6W%HQHGLFWZDVWKH¿UVWIRXQGHURIDVSLULWXDORUGHULQWKH5RPDQFKXUFK0DXUXV abbot of Fulda from 822 to 842, did much to re-establish the discipline of the Benedictines on a true Christian basis.

17. Wood: Mad, Scottish “wud”. Felix says to Paul, “Too much learning hath made thee mad”.

18. Limitour: A friar with licence or privilege to beg, or exercise other functions, within a certain district: as, “the limitour of Holderness”. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-38

19. Farme: rent; that is, he paid a premium for his licence to beg.

,QSULQFLSLRWKH¿UVWZRUGVRI*HQHVLVDQG-RKQHPSOR\HGLQVRPHSDUWRIWKHPDVV

21. Lovedays: meetings appointed for friendly settlement of differences; the business was often followed by sports and feasting.

22. He would the sea were kept for any thing: he would for anything that the sea were guarded. “The old subsidy of tonnage and poundage,” says Tyrwhitt, “was given to the king ‘pour la saufgarde et custodie del mer.’ — for the safeguard and keeping of the sea” (12SAMPLE E. IV. C.3). 23. Middleburg, at the mouth of the Scheldt, in Holland; Orwell, a seaport in Essex.

24. Shields: Crowns, so called from the shields stamped on them; French, “ecu;” Italian, “scudo.”

25. Poor scholars at the universities used then to go about begging for money to maintain them and their studies.

26. Parvis: The portico of St. Paul’s, which lawyers frequented to meet their clients.

27. St Julian: The patron saint of hospitality, celebrated for supplying his votaries with good lodging and good cheer.

28. Mew: cage. The place behind Whitehall, where the king’s hawks were caged was called the Mews.

0DQ\DOXFHLQVWHZPDQ\DSLNHLQKLV¿VKSRQGLQWKRVH&DWKROLFGD\VZKHQ  PXFK¿VKZDVHDWHQQRJHQWOHPDQ¶VPDQVLRQZDVFRPSOHWHZLWKRXWD³VWHZ´

30. Countour: Probably a steward or accountant in the county court. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-39

31. Vavasour: A landholder of consequence; holding of a duke, marquis, or earl, and ranking below a baron.

32. On the dais: On the raised platform at the end of the hall, where sat at meat or in judgement those high in authority, rank or honour; in our days the worthy craftsmen might have been described as “good platform men”.

33. To take precedence over all in going to the evening service of the Church, or to festival meetings, to which it was the fashion to carry rich cloaks or mantles against the homecoming.

34. The things the cook could make: “marchand tart”, some now unknown ingredient used in cookery;SAMPLE “galingale,” sweet or long rooted cyprus; “mortrewes”, a rich soup PDGHE\VWDPSLQJÀHVKLQDPRUWDU³%ODQFPDQJHU´QRWZKDWLVQRZFDOOHG blancmange; one part of it was the brawn of a capon.

35. Lodemanage: pilotage, from Anglo-Saxon “ladman,” a leader, guide, or pilot; hence “lodestar,” “lodestone.”

36. The authors mentioned here were the chief medical text- books of the middle ages. The names of Galen and Hippocrates were then usually spelt “Gallien” and “Hypocras” or “Ypocras”.

37. The west of England, especially around Bath, was the seat of the cloth-manufacture, as were Ypres and Ghent (Gaunt) in Flanders.

38. Chaucer here satirises the fashion of the time, which piled bulky and heavy waddings on ladies’ heads.

0RLVWKHUHXVHGLQWKHVHQVHRI³QHZ´DVLQ/DWLQ³PXVWXP´VLJQL¿HVQHZZLQH and elsewhere Chaucer speaks of “moisty ale”, as opposed to “old”.

40. In Galice at Saint James: at the shrine of St Jago of Compostella in Spain.

41. Gat-toothed: Buck-toothed; goat-toothed, to signify her wantonness; or gap-toothed — with gaps between her teeth. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-40

42. An endowment to sing masses for the soul of the donor.

43. A ram was the usual prize at wrestling matches.

44. Cop: Head; German, “Kopf”.

45. Nose-thirles: nostrils; from the Anglo-Saxon, “thirlian,” to pierce; hence the word “drill,” to bore.

46. Goliardais: a babbler and a buffoon; Golias was the founder of a jovial sect called by his name. SAMPLE 47. The proverb says that every honest miller has a thumb of gold; probably Chaucer means that this one was as honest as his brethren.

$0DQFLSOH²/DWLQ³PDQFHSV´DSXUFKDVHURUFRQWUDFWRU²ZDVDQRI¿FHUFKDUJHG  with the purchase of victuals for inns of court or colleges.

49. Reeve: A land-steward; still called “grieve” — Anglo-Saxon, “gerefa” in some parts of Scotland.

50. Sompnour: summoner; an apparitor, who cited delinquents to appear in ecclesiastical courts.

51. Questio quid juris: “I ask which law (applies)”; a cant law-Latin phrase.

52. Harlot: a low, ribald fellow; the word was used of both sexes; it comes from the Anglo-Saxon verb to hire.

6LJQL¿FDYLWDQHFFOHVLDVWLFDOZULW

54. Within his jurisdiction he had at his own pleasure the young people (of both sexes) in the diocese. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-41

55. Pardoner: a seller of pardons or indulgences.

56. Newe get: new gait, or fashion; “gait” is still used in this sense in some parts of the country.

57. Vernicle: an image of Christ; so called from St Veronica, who gave the Saviour a napkin to wipe the sweat from His face as He bore the Cross, and received it back with an impression of His countenance upon it.

58. Mail: packet, baggage; French, “malle,” a trunk.

59. The Bell: apparentlySAMPLE another Southwark tavern; Stowe mentions a “Bull” as being near the Tabard.

60. Cheap: Cheapside, then inhabited by the richest and most prosperous citizens of London.

61. Herberow: Lodging, inn; French, “Herberge.”

62. The watering of Saint Thomas: At the second milestone on the old Canterbury road.

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-1

Lessons 23 and 24 The Canterbury Tales: The Prologue

In this Lesson, you are going to begin reading The Prologue from The Canterbury Tales. Understand that this is quite a bit longer than an average prologue. As you read, you should complete The Canterbury Tales&KDUDFWHU&KDUW6RPHLQIRUPDWLRQLV¿OOHG in for you, but you must provide the rest.

This assignment will take two class periods.

Lesson Wrap-Up: Describe one of the characters from The Prologue to The Canterbury TalesSAMPLE in as much detail as you can. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-2

The Canterbury Tales Character Chart

&RPSOHWHWKLVFKDUWE\¿OOLQJLQLQIRUPDWLRQDERXWHDFKFKDUDFWHUIRXQGLQWKHWH[W 7RROV!7\SHZULWHU &KDXFHU¶V  'HVFULSWLRQRI 'HVFULSWLRQRI 3LOJULP 2SLQLRQRIWKLV Personality Personality 3LOJULP 3ULRUHVV 1XQ  In medieval swears “By St. Loy!” times, coral was considered a “known as Madame (A prioress is in defense against Eglantyne” charge of nuns.) temptation. . . and a love charm speaks French. . . . SAMPLEbadly extremely careful about her table manners; consciously eats in a VXSSRVHGO\UH¿QHG way, but the narrator calls her manners “counterfeit”

cries if “she but saw a mouse/Caught in a trap” or “someone took a stick” to her lap dogs

Eglantyne is a kind of rose and also the name of several romantic heroines

Monks and nuns were not supposed to keep pets because the money to care for them should be spent on the poor instead STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-3

'HVFULSWLRQRI 'HVFULSWLRQRI &KDXFHU¶V2SLQLRQ 3LOJULP Personality Personality RIWKLV3LOJULP Monk has a brown horse “He liked fat swan with a fancy bridle best, and roasted and hunting dogs whole. . .”

“he spared for no expense” – has fur on his cuffs and a gold pin (in the shape of a love- knot) to fasten his cloak

fat, bald, shiny skin, SAMPLEglittering eyes (not dull or pale or “tormented”)

Because peasants did not always have enough to eat, obesity was a sign of success and luxury STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-4

'HVFULSWLRQRI 'HVFULSWLRQRI &KDXFHU¶V2SLQLRQ 3LOJULP Personality Personality RIWKLV3LOJULP Friar “an easy man in penance-giving/ Friars went into the Where he could world as beggars hope to make a to preach, help decent living” the poor, and cure the sick. One of a keeps pocket friar’s duties was “stuffed with pins for to hear people’s curls/ And pocket- confessions and knives, to give to to absolve or pretty girls” forgive them with a penance (penalty knows all the of prayer or doingSAMPLE taverns, innkeepers, good works) and barmaids – better than hanging out with “scum” like the poor and the diseased

smooth talker – can get money from a poor widow who can’t afford it

(illegally) settles arguments for a small fee

³+H¶G¿[HGXSPDQ\ a marriage, giving each/ Of his young women what he could afford her” STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-5

'HVFULSWLRQRI 'HVFULSWLRQRI &KDXFHU¶V2SLQLRQ 3LOJULP Personality Personality RIWKLV3LOJULP Merchant forking likes to “harp” about beard,beaver business and acts hat, fancy boots like an expert and multicolored clothing. All very but. . . “none knew expensive. he was in debt”

2[IRUG&OHULF “his horse was prefers spending thinner than a rake/ money on books, And he was not too rather than clothes (a student) fat” or entertainment

SAMPLE“a hollow look, a only cares about sober stare” studying

threadbare overcoat doesn’t talk much; is brief, deep, and moral

“gladly would he learn and gladly teach”

6HUJHDQWDW/DZ multicolored coat “a man to (lawyer) reverence/ Or so he silk, pin-striped belt seemed” (one of a select (has money) group of lawyers narrow-minded and who advised the predictable king) “was less busy than he seemed to be”

knew every law by heart *XLOGVPHQ “livery [uniforms]. . . impressive”

knives “tricked out with . . . purest silver” STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-6

'HVFULSWLRQRI 'HVFULSWLRQRI &KDXFHU¶V2SLQLRQ 3LOJULP Personality Personality RIWKLV3LOJULP Merchant forking likes to “harp” about beard,beaver business and acts hat, fancy boots like an expert and multicolored clothing. All very but. . . “none knew expensive. he was in debt”

2[IRUG&OHULF “his horse was prefers spending thinner than a rake/ money on books, And he was not too rather than clothes (a student) fat” or entertainment

SAMPLE“a hollow look, a only cares about sober stare” studying

threadbare overcoat doesn’t talk much; is brief, deep, and moral

“gladly would he learn and gladly teach”

6HUJHDQWDW/DZ multicolored coat “a man to (lawyer) reverence/ Or so he silk, pin-striped belt seemed” (one of a select (has money) group of lawyers narrow-minded and who advised the predictable king) “was less busy than he seemed to be”

knew every law by heart *XLOGVPHQ “livery [uniforms]. . . impressive”

knives “tricked out with . . . purest silver” STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-7

'HVFULSWLRQRI 'HVFULSWLRQRI &KDXFHU¶V2SLQLRQ 3LOJULP Personality Personality RIWKLV3LOJULP Cook had a white sore on excellent cook his knee oozing pus makes a wonderful white pudding

Skipper dagger on a cord came from around his neck Dartmouth (instead of sheathed and put away) steals from the cargo while the awkward on a horse traders sleep

always kills his SAMPLEprisoners (walk the plank)

excellent seaman

Doctor expensive garments knows astronomy, “blood-red “ in color humors, medicine, “slashed with bluish- and surgery very gray” well

SUR¿WVIURP people’s illnesses by prescribing drugs that don’t work and sharing WKHSUR¿WVZLWKWKH apothecaries

“Yet he was rather close with his expenses/ And kept the gold he won in pestilences” STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-8

'HVFULSWLRQRI 'HVFULSWLRQRI &KDXFHU¶V2SLQLRQ 3LOJULP Personality Personality RIWKLV3LOJULP 7KH:LIHRI The Wife of Bath’s Bath freedom to travel on (woman from pilgrimages was a luxury Bath) not available to many women in her time. Through his reference to her “wandering” and “gap teeth”, Chaucer is implying that the Wife of Bath took full advantage of her freedom.

Parson SAMPLE“He stayed at home S and watched over his fold/ So that no wolf should make the sheep miscarry. He was a shepherd and no mercenary.”

3ORZPDQ “. . . and he would help the poor for the love of Christ and never take a penny. . .”

Miller red beard “a wrangler and a EXIIRRQ´ D¿JKWHUDQGD wart on his nose joker) with hairs, like bristles growing out has a collection of of it ³WDYHUQVWRULHV¿OWK\LQ the main” wide, black nostrils cheats his customers by “mouth like a SXWWLQJKLV¿QJHURQWKH furnace door” scale “He was a master- hand at stealing grain” wears a blue hood and a white coat plays the bagpipes STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-9

'HVFULSWLRQRI 'HVFULSWLRQRI &KDXFHU¶V2SLQLRQ 3LOJULP Personality Personality RIWKLV3LOJULP Manciple practices “insider trading” and cashes in on the market as he (a food buys the food for his buyer for an masters institution) uneducated, but could make fools of his masters

Reeve SAMPLEold & thin bad-tempered

very short haircut a stickler for details

used to be a he was “feared like carpenter the plague by those beneath” him long coat and a “rusty blade” has gotten rich by embezzling from his master

“And he was under contract to present/ The accounts, right from his master’s earliest years. No one ever caught him in arrears.”

A reeve was a manager of an estate whose job it was to inspect everything and impose ¿QHVRQZRUNHUVLIKH found anything wrong. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-10

'HVFULSWLRQRI 'HVFULSWLRQRI &KDXFHU¶V2SLQLRQ 3LOJULP Personality Personality RIWKLV3LOJULP 6XPPRQHU In Chaucer’s time, sexual relations outside marriage were cause for excommunication, and the Summoner’s job was to track down offenders and deliver them to the Archdeacon for punishment.

Pardoner SAMPLELong hair was a Even loyal members of violation of the the Church criticized the rule that men who sale of pardons. worked for the Church should wear Relics are the remains their hair tonsured (bones, hair, garments, (short, with a and so on) of a holy shaved spot at the person .Saying a prayer top, as a symbol of with the relic in hand humility). was thought to bring an indulgence or limited relief from the pains of purgatory after death. Some relics were fake, but believers willingly bought them and provided a steady income to the sellers. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-11

The Cantebury Tales: The Prologue

WHEN that Aprilis, with his showers swoot*, *sweet The drought of March hath pierced to the root, And bathed every vein in such licour, Of which virtue engender’d is the flower; When Zephyrus eke with his swoote breath Inspired hath in every holt* and heath *grove, forest The tender croppes* and the younge sun *twigs, boughs Hath in the Ram <1> his halfe course y-run, And smalle fowles make melody, That sleepen all the night with open eye, (So pricketh them nature in their corages*); *hearts, inclinations Then longe folk to go on pilgrimages, And palmers <2> forSAMPLE to seeke strange strands, To *ferne hallows couth* in sundry lands; *distant saints known<3> And specially, from every shire’s end Of Engleland, to Canterbury they wend, The holy blissful Martyr for to seek, That them hath holpen*, when that they were sick . *helped STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-12

Befell that, in that season on a day, In Southwark at the Tabard <4> as I lay, Ready to wenden on my pilgrimage To Canterbury with devout corage, At night was come into that hostelry Well nine and twenty in a company Of sundry folk, *by aventure y-fall *who had by chance fallen In fellowship*, and pilgrims were they all, into company.* <5> That toward Canterbury woulde ride. The hc amber, and the stables were wide, And *well we weren eased at the best.* *we were well provided And shortly, when the sunne was to rest, with the best* So had I spoken with them every one, That I was of their fellowship anon, And made forword* early for to rise, *promise To take our way thereSAMPLE as I you devise* . *describe, relate

But natheless, while I have time and space, Ere that I farther in this tale pace, Me thinketh it accordant to reason, To tell you alle the condition Of each of them, so as it seemed me, And which they weren, and of what degree; And eke in what array that they were in: And at a Knight then will I first begin. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-13

A KNIGHT there was, and that a worthy man, That from the time that he first began To riden out, he loved chivalry, Truth and honour, freedom and courtesy. Full worthy was he in his Lorde’s war, And thereto had he ridden, no man farre*, *farther As well in Christendom as in Heatheness, And ever honour’d for his worthiness At Alisandre <6> he was when it was won. Full often time he had the board begun Above alle nations in Prusse.<7> In Lettowe had he reysed,* and in Russe, *journeyed No Christian man so oft of his degree. In Grenade at the siege eke had he be Of Algesir, and ridden in Belmarie. <8> At Leyes was he, andSAMPLE at Satalie, When they were won; and in the Greate Sea At many a noble army had he be. At mortal battles had he been fifteen, And foughten for our faith at Tramissene. In listes thries, and aye slain his foe. This ilke* worthy knight had been also *same <9> Some time with the lord of Palatie, Against another heathen in Turkie: And evermore *he had a sovereign price* . *He was held in very And though that he was worthy he was wise, high esteem.* And of his port as meek as is a maid. He never yet no villainy ne said In all his life, unto no manner wight. He was a very perfect gentle knight. But for to telle you of his array, His horse was good, but yet he was not gay. Of fustian he weared a gipon*, *short doublet Alle *besmotter’d with his habergeon,* *soiled by his coat of mail.* For he was late y-come from his voyage, And wente for to do his pilgrimage. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-14

With him there was his son, a younge SQUIRE, A lover, and a lusty bacheler, With lockes crulle* as they were laid in press . *curled Of twenty year of age he was I guess. Of his stature he was of even length, And *wonderly deliver*, and great of strength . *wonderfully nimble* And he had been some time in chevachie*, *cavalry raids In Flanders, in Artois, and Picardie, And borne him well, *as of so little space*, *in such a short time* In hope to standen in his lady’s grace. Embroider’d was he, as it were a mead All full of freshe flowers, white and red. Singing he was, or fluting all the day; He was as fresh as is the month of May. Short was his gown, with sleeves long and wide. Well could he sit onSAMPLE horse, and faire ride. He coulde songes make, and well indite, Joust, and eke dance, and well pourtray and write. So hot he loved, that by nightertale* *night-time He slept no more than doth the nightingale. Courteous he was, lowly, and serviceable, And carv’d before his father at the table.<10>

A YEOMAN had he, and servants no mo’ At that time, for *him list ride so* *it pleased him so to ride* And he was clad in coat and hood of green. A sheaf of peacock arrows<11> bright and keen Under his belt he bare full thriftily. Well could he dress his tackle yeomanly: His arrows drooped not with feathers low; And in his hand he bare a mighty bow. A nut-head <12> had he, with a brown visiage: Of wood-craft coud* he well all the usage: *knew Upon his arm he bare a gay bracer*, *small shield And by his side a sword and a buckler, And on that other side a gay daggere, Harnessed well, and sharp as point of spear: A Christopher on his breast of silver sheen. An horn he bare, the baldric was of green: A forester was he soothly* as I guess . *certainly There was also a Nun, a PRIORESS, That fo her smiling was full simple and coy; Her greatest oathe was but by Saint Loy; And she was cleped* Madame Eglentine. *called STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-15

Full well she sang the service divine, Entuned in her nose full seemly; And French she spake full fair and fetisly* *properly After the school of Stratford atte Bow, For French of Paris was to her unknow. At meate was she well y-taught withal; She let no morsel from her lippes fall, Nor wet her fingers in her sauce deep. Well could she carry a morsel, and well keep, That no droppe ne fell upon her breast. In courtesy was set full much her lest* . *pleasure Her over-lippe wiped she so clean, That in her cup there was no farthing* seen *speck Of grease, when she drunken had her draught; Full seemely after her meat she raught*: *reached out her hand And *sickerly she wasSAMPLE of great disport*, *surely she was of a lively And full pleasant, and amiable of port, disposition* And *pained her to counterfeite cheer *took pains to assume Of court,* and be estately of mannere, a courtly disposition* And to be holden digne* of reverence . *worthy But for to speaken of her conscience, She was so charitable and so pitous,* *full of pity She woulde weep if that she saw a mouse Caught in a trap, if it were dead or bled. Of smalle houndes had she, that she fed With roasted flesh, and milk, and *wastel bread.* *finest white bread* But sore she wept if one of them were dead, Or if men smote it with a yarde* smart: *staff And all was conscience and tender heart. Full seemly her wimple y-pinched was; Her nose tretis;* her eyen gray as glass;<13> *well-formed Her mouth full small, and thereto soft and red; But sickerly she had a fair forehead. It was almost a spanne broad I trow; For *hardily she was not undergrow* . *certainly she was not small* Full fetis* was her cloak, as I was ware . *neat Of small coral about her arm she bare A pair of beades, gauded all with green; And thereon hung a brooch of gold full sheen, On which was first y-written a crown’d A, And after, *Amor vincit omnia.* *love conquers all* Another Nun also with her had she, [That was her chapelleine, and PRIESTES three.] STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-16

A MONK there was, a fair *for the mast’ry*, *above all others*<14> An out-rider, that loved venery*; *hunting A manly man, to be an abbot able. Full many a dainty horse had he in stable: And when he rode, men might his bridle hear Jingeling <15> in a whistling wind as clear, And eke as loud, as doth the chapel bell, There as this lord was keeper of the cell. The rule of Saint Maur and of Saint Benet, <16> Because that it was old and somedeal strait This ilke* monk let olde thinges pace, *same And held after the newe world the trace. He *gave not of the text a pulled hen,* *he cared nothing That saith, that hunters be not holy men: for the text* Ne that a monk, when he is cloisterless; Is like to a fish that SAMPLEis waterless; This is to say, a monk out of his cloister. This ilke text held he not worth an oyster; And I say his opinion was good. Why should he study, and make himselfe wood* *mad <17> Upon a book in cloister always pore, Or swinken* with his handes, and labour, *toil As Austin bid? how shall the world be served? Let Austin have his swink to him reserved. Therefore he was a prickasour* aright: *hard rider Greyhounds he had as swift as fowl of flight; Of pricking* and of hunting for the hare *riding Was all his lust,* for no cost would he spare . *pleasure I saw his sleeves *purfil’d at the hand *worked at the end with a With gris,* and that the finest of the land . fur called “gris”* And for to fasten his hood under his chin, He had of gold y-wrought a curious pin; A love-knot in the greater end there was. His head was bald, and shone as any glass, And eke his face, as it had been anoint; He was a lord full fat and in good point; His eyen steep,* and rolling in his head, *deep-set That steamed as a furnace of a lead. His bootes supple, his horse in great estate, Now certainly he was a fair prelate; He was not pale as a forpined* ghost; *wasted A fat swan lov’d he best of any roast. His palfrey was as brown as is a berry. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-17

A FRIAR there was, a wanton and a merry, A limitour <18>, a full solemne man. In all the orders four is none that can* *knows So much of dalliance and fair language. He had y-made full many a marriage Of younge women, at his owen cost. Unto his order he was a noble post; Full well belov’d, and familiar was he With franklins *over all* in his country, *everywhere* And eke with worthy women of the town: For he had power of confession, As said himselfe, more than a curate, For of his order he was licentiate. Full sweetely heard he confession, And pleasant was his absolution. He was an easy manSAMPLE to give penance, *There as he wist to have a good pittance:* *where he know he would For unto a poor order for to give get good payment* Is signe that a man is well y-shrive. For if he gave, he *durste make avant*, *dared to boast* He wiste* that the man was repentant. *knew For many a man so hard is of his heart, He may not weep although him sore smart. Therefore instead of weeping and prayeres, Men must give silver to the poore freres. His tippet was aye farsed* full of knives *stuffed And pinnes, for to give to faire wives; And certainly he had a merry note: Well could he sing and playen *on a rote*; *from memory* Of yeddings* he bare utterly the prize. *songs His neck was white as is the fleur-de-lis. Thereto he strong was as a champion, And knew well the taverns in every town. And every hosteler and gay tapstere, Better than a lazar* or a beggere, *leper For unto such a worthy man as he Accordeth not, as by his faculty, To have with such lazars acquaintance. It is not honest, it may not advance, As for to deale with no such pouraille*, *offal, refuse But all with rich, and sellers of vitaille*. *victuals And *ov’r all there as* profit should arise, *in every place where& Courteous he was, and lowly of service; There n’as no man nowhere so virtuous. He was the beste beggar in all his house: STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-18

And gave a certain farme for the grant, <19> None of his bretheren came in his haunt. For though a widow hadde but one shoe, So pleasant was his In Principio,<20> Yet would he have a farthing ere he went; His purchase was well better than his rent. And rage he could and play as any whelp, In lovedays <21>; there could he muchel* help. *greatly For there was he not like a cloisterer, With threadbare cope as is a poor scholer; But he was like a master or a pope. Of double worsted was his semicope*, *short cloak That rounded was as a bell out of press. Somewhat he lisped for his wantonness, To make his English sweet upon his tongue; And in his harping, SAMPLEwhen that he had sung, His eyen* twinkled in his head aright, *eyes As do the starres in a frosty night. This ow rthy limitour <18> was call’d Huberd.

A MERCHANT was there with a forked beard, In motley, and high on his horse he sat, Upon his head a Flandrish beaver hat. His bootes clasped fair and fetisly*. *neatly His reasons aye spake he full solemnly, Sounding alway th’ increase of his winning. He would the sea were kept <22> for any thing Betwixte Middleburg and Orewell<23> Well could he in exchange shieldes* sell *crown coins <24> This ow rthy man full well his wit beset*; *employed There wiste* no wight** that he was in debt, *knew **man So *estately was he of governance* *so well he managed* With his bargains, and with his chevisance*. *business contract For sooth he was a worthy man withal, But sooth to say, I n’ot* how men him call. *know not STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-19

A CLERK there was of Oxenford* also, *Oxford That unto logic hadde long y-go*. *devoted himself As leane was his horse as is a rake, And he was not right fat, I undertake; But looked hollow*, and thereto soberly**. *thin; **poorly Full threadbare was his *overest courtepy*, *uppermost short cloak* For he had gotten him yet no benefice, Ne was not worldly, to have an office. For him was lever* have at his bed’s head *rather Twenty bookes, clothed in black or red, Of Aristotle, and his philosophy, Than robes rich, or fiddle, or psalt’ry. But all be that he was a philosopher, Yet hadde he but little gold in coffer, But all that he might of his friendes hent*, *obtain On bookes and on learning he it spent, And busily gan for theSAMPLE soules pray Of them that gave him <25> wherewith to scholay* *study Of study took he moste care and heed. Not one word spake he more than was need; And that was said in form and reverence, And short and quick, and full of high sentence. Sounding in moral virtue was his speech, And gladly would he learn, and gladly teach.

A SERGEANT OF THE LAW, wary and wise, That often had y-been at the Parvis, <26> There was also, full rich of excellence. Discreet he was, and of great reverence: He seemed such, his wordes were so wise, Justice he was full often in assize, By patent, and by plein* commission; *full For his science, and for his high renown, Of fees and robes had he many one. So great a purchaser was nowhere none. All was fee simple to him, in effect His purchasing might not be in suspect* *suspicion Nowhere so busy a man as he there was And yet he seemed busier than he was In termes had he case’ and doomes* all *judgements That from the time of King Will. were fall. Thereto he could indite, and make a thing There coulde no wight *pinch at* his writing. *find fault with* And every statute coud* he plain by rote *knew He rode but homely in a medley* coat, *multicoloured Girt with a seint* of silk, with barres small; *sash STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-20

A FRANKELIN* was in this company; *Rich landowner White was his beard, as is the daisy. Of his complexion he was sanguine. Well lov’d he in the morn a sop in wine. To liven in delight was ever his won*, *wont For he was Epicurus’ owen son, That held opinion, that plein* delight *full Was verily felicity perfite. An householder, and that a great, was he; Saint Julian<27> he was in his country. His bread, his ale, was alway *after one*; *pressed on one* A better envined* man was nowhere none; *stored with wine Withoute bake-meat never was his house, Of fish na d flesh, and that so plenteous, It snowed in his house of meat and drink, Of alle dainties that SAMPLEmen coulde think. After the sundry seasons of the year, So changed he his meat and his soupere. Full many a fat partridge had he in mew*, *cage <28> And many a bream, and many a luce* in stew**<29> *pike **fish-pond Woe was his cook, *but if* his sauce were *unless* Poignant and sharp, and ready all his gear. His table dormant* in his hall alway *fixed Stood ready cover’d all the longe day. At sessions there was he lord and sire. Full often time he was *knight of the shire* *Member of Parliament* An anlace*, and a gipciere** all of silk, *dagger **purse Hung at his girdle, white as morning milk. A sheriff had he been, and a countour<30> Was nowhere such a worthy vavasour<31>. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-21

An HABERDASHER, and a CARPENTER, A WEBBE*, a DYER, and a TAPISER**, *weaver **tapestry-maker Were with us eke, cloth’d in one livery, Of a solemn and great fraternity. Full fresh and new their gear y-picked* was. *spruce Their knives were y-chaped* not with brass, *mounted But all with silver wrought full clean and well, Their girdles and their pouches *every deal*. *in every part* Well seemed each of them a fair burgess, To sitten in a guild-hall, on the dais. <32> Evereach, for the wisdom that he can*, *knew Was shapely* for to be an alderman. *fitted For chattels hadde they enough and rent, And eke their wives would it well assent: And elles certain they had been to blame. It is full fair to be y-clep’d madame, And for to go to vigilsSAMPLE all before, And have a mantle royally y-bore.<33>

A COOK they hadde with them for the nones*, *occasion To boil the chickens and the marrow bones, And powder merchant tart and galingale. Well could he know a draught of London ale. He could roast, and stew, and broil, and fry, Make mortrewes, and well bake a pie. But great harm was it, as it thoughte me, That, on his shin a mormal* hadde he. *ulcer For blanc manger, that made he with the best <34> STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-22

A SHIPMAN was there, *wonned far by West*: *who dwelt far For ought I wot, be was of Dartemouth. to the West* He rode upon a rouncy*, as he couth, *hack All in a gown of falding* to the knee. *coarse cloth A dagger hanging by a lace had he About his neck under his arm adown; The hot summer had made his hue all brown; And certainly he was a good fellaw. Full many a draught of wine he had y-draw From Bourdeaux-ward, while that the chapmen sleep; Of nice conscience took he no keep. If that he fought, and had the higher hand, *By water he sent them home to every land.* *he drowned his But of his craft to reckon well his tides, prisoners* His streames and his strandes him besides, His herberow*, his moon, and lodemanage**, *harbourage There was none such,SAMPLE from Hull unto Carthage **pilotage<35> Hardy he was, and wise, I undertake: With many a tempest had his beard been shake. He knew well all the havens, as they were, From Scotland to the Cape of Finisterre, And every creek in Bretagne and in Spain: His barge y-cleped was the Magdelain.

(QG5HDGLQJ±/HVVRQ

6WRSUHDGLQJDQGFRPSOHWHDVPXFKRIWKHFKDUWDVSRVVLEOH,Q/HVVRQ¿QLVKUHDGLQJ The Prologue and complete the chart. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-23

%HJLQ5HDGLQJ/HVVRQ

With us there was a DOCTOR OF PHYSIC; In all this worlde was there none him like To speak of physic, and of surgery: For he was grounded in astronomy. He kept his patient a full great deal In houres by his magic natural. Well could he fortune* the ascendent *make fortunate Of his images for his patient,. He knew the cause of every malady, Were it of cold, or hot, or moist, or dry, And where engender’d, and of what humour. He was a very perfect practisour The cause y-know,*SAMPLE and of his harm the root, *known Anon he gave to the sick man his boot* *remedy Full ready had he his apothecaries, To send his drugges and his lectuaries For each of them made other for to win Their friendship was not newe to begin Well knew he the old Esculapius, And Dioscorides, and eke Rufus; Old Hippocras, Hali, and Gallien; Serapion, Rasis, and Avicen; Averrois, Damascene, and Constantin; Bernard, and Gatisden, and Gilbertin. <36> Of his diet measurable was he, For it was of no superfluity, But of great nourishing, and digestible. His study was but little on the Bible. In sanguine* and in perse** he clad was all *red **blue Lined with taffeta, and with sendall*. *fine silk And yet *he was but easy of dispense*: *he spent very little* He kept *that he won in the pestilence*. *the money he made For gold in physic is a cordial; during the plague* Therefore he loved gold in special. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-24

A good WIFE was there OF beside BATH, But she was somedeal deaf, and that was scath*. *damage; pity Of cloth-making she hadde such an haunt*, *skill She passed them of Ypres, and of Gaunt. <37> In all the parish wife was there none, That to the off’ring* before her should gon, *the offering at mass And if there did, certain so wroth was she, That she was uto of alle charity Her coverchiefs* were full fine of ground *head-dresses I durste swear, they weighede ten pound <38> That no the Sunday were upon her head. Her hosen weren of fine scarlet red, Full strait y-tied, and shoes full moist* and new *fresh <39> Bold was her face, and fair and red of hue. She was a worthy woman all her live, Husbands at the churchSAMPLE door had she had five, Withouten other company in youth; But thereof needeth not to speak as nouth*. *now And thrice had she been at Jerusalem; She hadde passed many a strange stream At Rome she had been, and at Bologne, In Galice at Saint James, <40> and at Cologne; She coude* much of wand’rng by the Way. *knew Gat-toothed* was she, soothly for to say. *Buck-toothed<41> Upon an ambler easily she sat, Y-wimpled well, and on her head an hat As broad as is a buckler or a targe. A foot-mantle about her hippes large, And on her feet a pair of spurres sharp. In fellowship well could she laugh and carp* *jest, talk Of remedies of love she knew perchance For of that art she coud* the olde dance. *knew STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-25

A good man there was of religion, That was a poore PARSON of a town: But rich he was of holy thought and werk*. *work He was also a learned man, a clerk, That Christe’s gospel truly woulde preach. His parishens* devoutly would he teach. *parishioners Benign he was, and wonder diligent, And in adversity full patient: And such he was y-proved *often sithes*. *oftentimes* Full loth were him to curse for his tithes, But rather would he given out of doubt, Unto his poore parishens about, Of his off’ring, and eke of his substance. *He could in little thing have suffisance*. *he was satisfied with Wide was his parish, and houses far asunder, very little* But he ne left not, forSAMPLE no rain nor thunder, In sickness and in mischief to visit The farthest in his parish, *much and lit*, *great and small* Upon his feet, and in his hand a staff. This noble ensample to his sheep he gaf*, *gave That first he wrought, and afterward he taught. Out of the gospel he the wordes caught, And this figure he added yet thereto, That if gold ruste, what should iron do? For if a priest be foul, on whom we trust, No wonder is a lewed* man to rust: *unlearned And shame it is, if that a priest take keep, To see a shitten shepherd and clean sheep: Well ought a priest ensample for to give, By his own cleanness, how his sheep should live. He sette not his benefice to hire, And left his sheep eucumber’d in the mire, And ran unto London, unto Saint Paul’s, To seeke him a chantery<42> for souls, Or with a brotherhood to be withold:* *detained But dwelt at home, and kepte well his fold, So that the wolf ne made it not miscarry. He was a shepherd, and no mercenary. And though he holy were, and virtuous, He was to sinful men not dispitous* *severe Nor of his speeche dangerous nor dign* *disdainful But in his teaching discreet and benign. To drawen folk to heaven, with fairness, By good ensample, was his business: STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-26

*But it were* any person obstinate, *but if it were* What so he were of high or low estate, Him would he snibbe* sharply for the nones**. *reprove **nonce,occasion A better priest I trow that nowhere none is. He waited after no pomp nor reverence, Nor maked him a *spiced conscience*, *artificial conscience* But Christe’s lore, and his apostles’ twelve, He taught, and first he follow’d it himselve.

With him there was a PLOUGHMAN, was his brother, That had y-laid of dung full many a fother*. *ton A true swinker* and a good was he, *hard worker Living in peace and perfect charity. God loved he beste with all his heart At alle times, were itSAMPLE gain or smart*, *pain, loss And then his neighebour right as himselve. He woulde thresh, and thereto dike*, and delve, *dig ditches For Christe’s sake, for every poore wight, Withouten hire, if it lay in his might. His tithes payed he full fair and well, Both of his *proper swink*, and his chattel** *his own labour* **goods In a tabard* he rode upon a mare. *sleeveless jerkin STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-27

There was also a Reeve, and a Millere, A Sompnour, and a Pardoner also, A Manciple, and myself, there were no mo’.

The MILLER was a stout carle for the nones, Full big he was of brawn, and eke of bones; That proved well, for *ov’r all where* he came, *wheresoever* At wrestling he would bear away the ram.<43> He was short-shouldered, broad, a thicke gnarr*, *stump of wood There was no door, that he n’old* heave off bar, *could not Or break it at a running with his head. His beard as any sow or fox was red, And thereto broad, as though it were a spade. Upon the cop* right of his nose he had *head <44> A wart, and thereonSAMPLE stood a tuft of hairs Red as the bristles of a sowe’s ears. His nose-thirles* blacke were and wide. *nostrils <45> A sword and buckler bare he by his side. His mouth as wide was as a furnace. He was a jangler, and a goliardais*, *buffoon <46> And that was most of sin and harlotries. Well could he steale corn, and tolle thrice And yet he had a thumb of gold, pardie.<47> A white coat and a blue hood weared he A baggepipe well could he blow and soun’, And therewithal he brought us out of town. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-28

A gentle MANCIPLE <48> was there of a temple, Of which achatours* mighte take ensample *buyers For to be wise in buying of vitaille*. *victuals For whether that he paid, or took *by taile*, *on credit Algate* he waited so in his achate**, *always **purchase That he was aye before in good estate. Now is not that of God a full fair grace That such a lewed* mannes wit shall pace** *unlearned **surpass The wisdom of an heap of learned men? Of masters had he more than thries ten, That were of law expert and curious: Of which there was a dozen in that house, Worthy to be stewards of rent and land Of any lord that is in Engleland, To make him live by his proper good, In honour debtless, SAMPLE*but if he were wood*, *unless he were mad* Or live as scarcely as him list desire; And able for to helpen all a shire In any case that mighte fall or hap; And yet this Manciple *set their aller cap* *outwitted them all*

The REEVE <49> was a slender choleric man His beard was shav’d as nigh as ever he can. His hair was by his eares round y-shorn; His top was docked like a priest beforn Full longe were his legges, and full lean Y-like a staff, there was no calf y-seen Well could he keep a garner* and a bin* *storeplaces for grain There was no auditor could on him win Well wist he by the drought, and by the rain, The yielding of his seed and of his grain His lorde’s sheep, his neat*, and his dairy *cattle His swine, his horse, his store, and his poultry, Were wholly in this Reeve’s governing, And by his cov’nant gave he reckoning, Since that his lord was twenty year of age; There could no man bring him in arrearage There was no bailiff, herd, nor other hine* *servant That he ne knew his *sleight and his covine* *tricks and cheating* They were adrad* of him, as of the death *in dread His wonning* was full fair upon an heath *abode With greene trees y-shadow’d was his place. He coulde better than his lord purchase Full rich he was y-stored privily His lord well could he please subtilly, STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-29

To give and lend him of his owen good, And have a thank, and yet* a coat and hood. *also In youth he learned had a good mistere* *trade He was a well good wright, a carpentere This Reeve sate upon a right good stot*, *steed That was all pomely* gray, and highte** Scot. *dappled **called A long surcoat of perse* upon he had, *sky-blue And by his side he bare a rusty blade. Of Norfolk was this Reeve, of which I tell, Beside a town men clepen* Baldeswell, *call Tucked he was, as is a friar, about, And ever rode the *hinderest of the rout*. *hindmost of the group*

A SOMPNOUR* was there with us in that place, *summoner <50> That had a fire-red cherubinnes face, For sausefleme* he SAMPLEwas, with eyen narrow. *red or pimply As hot he was and lecherous as a sparrow, With scalled browes black, and pilled* beard: *scanty Of his visage children were sore afeard. There n’as quicksilver, litharge, nor brimstone, Boras, ceruse, nor oil of tartar none, Nor ointement that woulde cleanse or bite, That him might helpen of his whelkes* white, *pustules Nor of the knobbes* sitting on his cheeks. *buttons Well lov’d he garlic, onions, and leeks, And for to drink strong wine as red as blood. Then would he speak, and cry as he were wood; And when that he well drunken had the wine, Then would he speake no word but Latin. A fewe termes knew he, two or three, That he had learned out of some decree; No wonder is, he heard it all the day. And eke ye knowen well, how that a jay Can clepen* “Wat,” as well as can the Pope. *call But whoso would in other thing him grope*, *search Then had he spent all his philosophy, Aye, Questio quid juris,<51> would he cry. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-30

He was a gentle harlot* and a kind; *a low fellow<52> A better fellow should a man not find. He woulde suffer, for a quart of wine, A good fellow to have his concubine A twelvemonth, and excuse him at the full. Full privily a *finch eke could he pull*. *”fleece” a man* And if he found owhere* a good fellaw, *anywhere He woulde teache him to have none awe In such a case of the archdeacon’s curse; *But if* a manne’s soul were in his purse; *unless* For in his purse he should y-punished be. “Purse is the archedeacon’s hell,” said he. But well I wot, he lied right indeed: Of cursing ought each guilty man to dread, For curse will slay right as assoiling* saveth; *absolving And also ‘ware him SAMPLEof a significavit<53>. In danger had he at his owen guise The younge girles of the diocese, <54> And knew their counsel, and was of their rede*. *counsel A garland had he set upon his head, As great as it were for an alestake*: *The post of an alehouse sign A buckler had he made him of a cake.

With him there rode a gentle PARDONERE <55> Of Ronceval, his friend and his compere, That straight was comen from the court of Rome. Full loud he sang, “Come hither, love, to me” This Sompnour *bare to him a stiff burdoun*, *sang the bass* Was never trump of half so great a soun’. This aP rdoner had hair as yellow as wax, But smooth it hung, as doth a strike* of flax: *strip By ounces hung his lockes that he had, And therewith he his shoulders oversprad. Full thin it lay, by culpons* one and one, *locks, shreds But hood for jollity, he weared none, For it was trussed up in his wallet. Him thought he rode all of the *newe get*, *latest fashion*<56> Dishevel, save his cap, he rode all bare. Such glaring eyen had he, as an hare. A vernicle* had he sew’d upon his cap. *image of Christ <57> His wallet lay before him in his lap, Bretful* of pardon come from Rome all hot. *brimful A voice he had as small as hath a goat. No beard had he, nor ever one should have. As smooth it was as it were new y-shave; STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-31

I trow he were a gelding or a mare. But of his craft, from Berwick unto Ware, Ne was there such another pardonere. For in his mail* he had a pillowbere**, *bag <58> **pillowcase Which, as he saide, was our Lady’s veil: He said, he had a gobbet* of the sail *piece That Sainte Peter had, when that he went Upon the sea, till Jesus Christ him hent*. *took hold of He had a cross of latoun* full of stones, *copper And in a glass he hadde pigge’s bones. But with these relics, whenne that he fond A poore parson dwelling upon lond, Upon a day he got him more money Than that the parson got in moneths tway; And thus with feigned flattering and japes*, *jests He made the parsonSAMPLE and the people his apes. But truely to tellen at the last, He was in church a noble ecclesiast. Well could he read a Lesson or a story, But alderbest* he sang an offertory: *best of all For well he wiste, when that song was sung, He muste preach, and well afile* his tongue, *polish To winne silver, as he right well could: Therefore he sang full merrily and loud. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-32

Now have I told you shortly in a clause Th’ estate, th’ array, the number, and eke the cause Why that assembled was this company In Southwark at this gentle hostelry, That highte the Tabard, fast by the Bell.<59> But now is time to you for to tell *How that we baren us that ilke night*, *what we did that same night* When we were in that hostelry alight. And after will I tell of our voyage, And all the remnant of our pilgrimage. But first I pray you of your courtesy, That ye *arette it not my villainy*, *count it not rudeness in me* Though that I plainly speak in this mattere. To tellen you their wordes and their cheer; Not though I speak their wordes properly. For this ye knowen SAMPLEall so well as I, Whoso shall tell a tale after a man, He must rehearse, as nigh as ever he can, Every word, if it be in his charge, *All speak he* ne’er so rudely and so large; *let him speak* Or elles he must tell his tale untrue, Or feigne things, or finde wordes new. He may not spare, although he were his brother; He must as well say one word as another. Christ spake Himself full broad in Holy Writ, And well ye wot no villainy is it. Eke Plato saith, whoso that can him read, The wordes must be cousin to the deed. Also I pray you to forgive it me, *All have I* not set folk in their degree, *although I have* Here in this tale, as that they shoulden stand: My wit is short, ye may well understand. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-33

Great cheere made our Host us every one, And to the supper set he us anon: And served us with victual of the best. Strong was the wine, and well to drink us lest*. *pleased A seemly man Our Hoste was withal For to have been a marshal in an hall. A large man he was with eyen steep*, *deep-set. A fairer burgess is there none in Cheap<60>: Bold of his speech, and wise and well y-taught, And of manhoode lacked him right naught. Eke thereto was he right a merry man, And after supper playen he began, And spake of mirth amonges other things, When that we hadde made our reckonings; And saide thus; “Now, lordinges, truly Ye be to me welcomeSAMPLE right heartily: For by my troth, if that I shall not lie, I saw not this year such a company At once in this herberow*, am is now. *inn <61> Fain would I do you mirth, an* I wist* how. *if I knew* And of a mirth I am right now bethought. To do you ease*, and it shall coste nought. *pleasure Ye go to Canterbury; God you speed, The lissfb ul Martyr *quite you your meed*; *grant you what And well I wot, as ye go by the way, you deserve* Ye *shapen you* to talken and to play: *intend to* For truely comfort nor mirth is none To ride by the way as dumb as stone: And therefore would I make you disport, As I said erst, and do you some comfort. And if you liketh all by one assent Now for to standen at my judgement, And for to worken as I shall you say To-morrow, when ye riden on the way, Now by my father’s soule that is dead, *But ye be merry, smiteth off* mine head. *unless you are merry, Hold up your hands withoute more speech. smite off my head* STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-34

Our counsel was not longe for to seech*: *seek Us thought it was not worth to *make it wise*, *discuss it at length* And granted him withoute more avise*, *consideration And bade him say his verdict, as him lest. Lordings (quoth he), now hearken for the best; But take it not, I pray you, in disdain; This is the point, to speak it plat* and plain. *flat That each of you, to shorten with your way In this voyage, shall tellen tales tway, To Canterbury-ward, I mean it so, And homeward he shall tellen other two, Of aventures that whilom have befall. And which of you that bear’th him best of all, That is to say, that telleth in this case Tales of best sentence and most solace, Shall have a supper SAMPLE*at your aller cost* *at the cost of you all* Here in this place, sitting by this post, When that ye come again from Canterbury. And for to make you the more merry, I will myselfe gladly with you ride, Right at mine owen cost, and be your guide. And whoso will my judgement withsay, Shall pay for all we spenden by the way. And if ye vouchesafe that it be so, Tell me anon withoute wordes mo’*, *more And I will early shape me therefore.”

This thing was granted, and our oath we swore With full glad heart, and prayed him also, That he would vouchesafe for to do so, And that he woulde be our governour, And of our tales judge and reportour, And set a supper at a certain price; And we will ruled be at his device, In high and low: and thus by one assent, We be accorded to his judgement. And thereupon the wine was fet* anon. *fetched We drunken, and to reste went each one, Withouten any longer tarrying A-morrow, when the day began to spring, Up rose our host, and was *our aller cock*, *the cock to wake us all* And gather’d us together in a flock, And forth we ridden all a little space, Unto the watering of Saint Thomas<62>: And there our host began his horse arrest, STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-35

And saide; “Lordes, hearken if you lest. Ye *weet your forword,* and I it record. *know your promise* If even-song and morning-song accord, Let see now who shall telle the first tale. As ever may I drinke wine or ale, Whoso is rebel to my judgement, Shall pay for all that by the way is spent. Now draw ye cuts*, ere that ye farther twin**. *lots **go He which that hath the shortest shall begin.”

“Sir Knight (quoth he), my master and my lord, Now draw the cut, for that is mine accord. Come near (quoth he), my Lady Prioress, And ye, Sir Clerk, let be your shamefastness, Nor study not: lay handSAMPLE to, every man.” Anon to drawen every wight began, And shortly for to tellen as it was, Were it by a venture, or sort*, or cas**, *lot **chance The sooth is this, the cut fell to the Knight, Of which full blithe and glad was every wight; And tell he must his tale as was reason, By forword, and by composition, As ye have heard; what needeth wordes mo’? And when this good man saw that it was so, As he that wise was and obedient To keep his forword by his free assent, He said; “Sithen* I shall begin this game, *since Why, welcome be the cut in Godde’s name. Now let us ride, and hearken what I say.” And with that word we ridden forth our way; And he began with right a merry cheer His tale anon, and said as ye shall hear. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-36

Notes to The Prologue

1. Tyrwhitt points out that “the Bull” should be read here, not “the Ram,” which would place the time of the pilgrimage in the end of March; whereas, in The Prologue to the Man of Law’s Tale, the date is given as the “eight and twenty day of April, that is messenger to May.”

2. Dante, in the “Vita Nuova,” distinguishes three classes of pilgrims: palmieri - palmers who go beyond sea to the East, and often bring back staves of palm-wood; peregrini, who gothe shrine of St Jago in Galicia; Romei, who go to Rome. Sir Walter Scott, however, says that palmers were in the habit of passing from shrine to shrine, living on charity — pilgrims on the other hand, made the journey to any shrine only once, immediately returning to their ordinary avocations. Chaucer uses “palmer” of all pilgrims. SAMPLE

3. “Hallows” survives, in the meaning here given, in All Hallows — All-Saints — day. “Couth,” past participle of “conne” to know, exists in “uncouth.”

4. The Tabard — the sign of the inn — was a sleeveless coat, worn by heralds. The name of the inn was, some three centuries after Chaucer, changed to the Talbot.

,Q\IDOO´³\´LVDFRUUXSWLRQRIWKH$QJOR6D[RQ³JH´SUH¿[HGWRSDUWLFLSOHVRIYHUEV,W is used by Chaucer merely to help the metre In German, “y-fall,” or y-falle,” would be “gefallen”, “y-run,” or “y-ronne”, would be “geronnen.”

6. Alisandre: Alexandria, in Egypt, captured by Pierre de Lusignan, king of Cyprus, in 1365 but abandoned immediately afterwards. Thirteen years before, the same Prince had taken Satalie, the ancient Attalia, in Anatolia, and in 1367 he won Layas, in Armenia, both places named just below.

7. The knight had been placed at the head of the table, above knights of all nations, in Prussia, whither warriors from all countries were wont to repair, to aid the Teutonic 2UGHULQWKHLUFRQWLQXDOFRQÀLFWVZLWKWKHLUKHDWKHQQHLJKERXUVLQ³/HWWRZH´RU  Lithuania (German. “Litthauen”), Russia, &c. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-37

8. Algesiras was taken from the Moorish king of Grenada, in 1344: the Earls of Derby and Salisbury took part in the siege. Belmarie is suppose d t o h a v e b e e n a M o o r i s h state in Africa; but “Palmyrie” has been suggested as the correct reading. The Great Sea, or the Greek sea, is the Eastern Mediterranean. Tramissene, or Tremessen, is enumerated by Froissart among the Moorish kingdoms in Africa. Palatie, or Palathia, LQ$QDWROLDZDVD¿HIKHOGE\WKH&KULVWLDQNQLJKWVDIWHUWKH7XUNLVKFRQTXHVWV² WKHKROGHUVSD\LQJWULEXWHWRWKHLQ¿GHO2XUNQLJKWKDGIRXJKWZLWKRQHRIWKRVH  lords against a heathen neighbour.

9. Ilke: same; compare the Scottish phrase “of that ilk,” — that is, of the estate which bears the same name as its owner’s title. 10. It was the customSAMPLE for squires of the highest degree to carve at their fathers’ tables. 11. Peacock Arrows: Large arrows, with peacocks’ feathers.

12. A nut-head: With nut-brown hair; or, round like a nut, the hair being cut short.

13. Grey eyes appear to have been a mark of female beauty in Chaucer’s time.

14. “for the mastery” was applied to medicines in the sense of “sovereign” as we now apply it to a remedy.

15. It was fashionable to hang bells on horses’ bridles.

6W%HQHGLFWZDVWKH¿UVWIRXQGHURIDVSLULWXDORUGHULQWKH5RPDQFKXUFK0DXUXV abbot of Fulda from 822 to 842, did much to re-establish the discipline of the Benedictines on a true Christian basis.

17. Wood: Mad, Scottish “wud”. Felix says to Paul, “Too much learning hath made thee mad”.

18. Limitour: A friar with licence or privilege to beg, or exercise other functions, within a certain district: as, “the limitour of Holderness”. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-38

19. Farme: rent; that is, he paid a premium for his licence to beg.

,QSULQFLSLRWKH¿UVWZRUGVRI*HQHVLVDQG-RKQHPSOR\HGLQVRPHSDUWRIWKHPDVV

21. Lovedays: meetings appointed for friendly settlement of differences; the business was often followed by sports and feasting.

22. He would the sea were kept for any thing: he would for anything that the sea were guarded. “The old subsidy of tonnage and poundage,” says Tyrwhitt, “was given to the king ‘pour la saufgarde et custodie del mer.’ — for the safeguard and keeping of the sea” (12SAMPLE E. IV. C.3). 23. Middleburg, at the mouth of the Scheldt, in Holland; Orwell, a seaport in Essex.

24. Shields: Crowns, so called from the shields stamped on them; French, “ecu;” Italian, “scudo.”

25. Poor scholars at the universities used then to go about begging for money to maintain them and their studies.

26. Parvis: The portico of St. Paul’s, which lawyers frequented to meet their clients.

27. St Julian: The patron saint of hospitality, celebrated for supplying his votaries with good lodging and good cheer.

28. Mew: cage. The place behind Whitehall, where the king’s hawks were caged was called the Mews.

0DQ\DOXFHLQVWHZPDQ\DSLNHLQKLV¿VKSRQGLQWKRVH&DWKROLFGD\VZKHQ  PXFK¿VKZDVHDWHQQRJHQWOHPDQ¶VPDQVLRQZDVFRPSOHWHZLWKRXWD³VWHZ´

30. Countour: Probably a steward or accountant in the county court. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-39

31. Vavasour: A landholder of consequence; holding of a duke, marquis, or earl, and ranking below a baron.

32. On the dais: On the raised platform at the end of the hall, where sat at meat or in judgement those high in authority, rank or honour; in our days the worthy craftsmen might have been described as “good platform men”.

33. To take precedence over all in going to the evening service of the Church, or to festival meetings, to which it was the fashion to carry rich cloaks or mantles against the homecoming.

34. The things the cook could make: “marchand tart”, some now unknown ingredient used in cookery;SAMPLE “galingale,” sweet or long rooted cyprus; “mortrewes”, a rich soup PDGHE\VWDPSLQJÀHVKLQDPRUWDU³%ODQFPDQJHU´QRWZKDWLVQRZFDOOHG blancmange; one part of it was the brawn of a capon.

35. Lodemanage: pilotage, from Anglo-Saxon “ladman,” a leader, guide, or pilot; hence “lodestar,” “lodestone.”

36. The authors mentioned here were the chief medical text- books of the middle ages. The names of Galen and Hippocrates were then usually spelt “Gallien” and “Hypocras” or “Ypocras”.

37. The west of England, especially around Bath, was the seat of the cloth-manufacture, as were Ypres and Ghent (Gaunt) in Flanders.

38. Chaucer here satirises the fashion of the time, which piled bulky and heavy waddings on ladies’ heads.

0RLVWKHUHXVHGLQWKHVHQVHRI³QHZ´DVLQ/DWLQ³PXVWXP´VLJQL¿HVQHZZLQH and elsewhere Chaucer speaks of “moisty ale”, as opposed to “old”.

40. In Galice at Saint James: at the shrine of St Jago of Compostella in Spain.

41. Gat-toothed: Buck-toothed; goat-toothed, to signify her wantonness; or gap-toothed — with gaps between her teeth. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-40

42. An endowment to sing masses for the soul of the donor.

43. A ram was the usual prize at wrestling matches.

44. Cop: Head; German, “Kopf”.

45. Nose-thirles: nostrils; from the Anglo-Saxon, “thirlian,” to pierce; hence the word “drill,” to bore.

46. Goliardais: a babbler and a buffoon; Golias was the founder of a jovial sect called by his name. SAMPLE 47. The proverb says that every honest miller has a thumb of gold; probably Chaucer means that this one was as honest as his brethren.

$0DQFLSOH²/DWLQ³PDQFHSV´DSXUFKDVHURUFRQWUDFWRU²ZDVDQRI¿FHUFKDUJHG  with the purchase of victuals for inns of court or colleges.

49. Reeve: A land-steward; still called “grieve” — Anglo-Saxon, “gerefa” in some parts of Scotland.

50. Sompnour: summoner; an apparitor, who cited delinquents to appear in ecclesiastical courts.

51. Questio quid juris: “I ask which law (applies)”; a cant law-Latin phrase.

52. Harlot: a low, ribald fellow; the word was used of both sexes; it comes from the Anglo-Saxon verb to hire.

6LJQL¿FDYLWDQHFFOHVLDVWLFDOZULW

54. Within his jurisdiction he had at his own pleasure the young people (of both sexes) in the diocese. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-41

55. Pardoner: a seller of pardons or indulgences.

56. Newe get: new gait, or fashion; “gait” is still used in this sense in some parts of the country.

57. Vernicle: an image of Christ; so called from St Veronica, who gave the Saviour a napkin to wipe the sweat from His face as He bore the Cross, and received it back with an impression of His countenance upon it.

58. Mail: packet, baggage; French, “malle,” a trunk.

59. The Bell: apparentlySAMPLE another Southwark tavern; Stowe mentions a “Bull” as being near the Tabard.

60. Cheap: Cheapside, then inhabited by the richest and most prosperous citizens of London.

61. Herberow: Lodging, inn; French, “Herberge.”

62. The watering of Saint Thomas: At the second milestone on the old Canterbury road.

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 25-1

Lesson 25 The Canterbury Tales: The Prologue

In the previous two Lessons, you read The Prologue to The Canterbury Tales. Today, you will take what you learned from that reading and use it to complete the Notes and Character Guide and the Name that Pilgrim Worksheet.

Lesson Wrap-Up: Of all of the characters you read about in The Prologue, which character did you like the most? SAMPLE STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 25-2

The Prologue: Notes and Character Guide

1. Describe the time of year when people long to go on pilgrimages.

2. How does the narrator meet up with the Canterbury pilgrims? SAMPLE 3. Describe who the “Host” is.

4. What is the Host’s plan?

5. What is the prize? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 25-3

Name that Pilgrim

On the lines below, write the name of the character the text is describing. The text has been re-written in more modern English than the text of The Prologue.

1. It seemed such a pity for a man like he, to have an ulcer upon his knee…

2. He had a horse that was thinner than a rake…

6KH¶GPDUULHG¿YHGLIIHUHQWPHQDOODWWKHFKXUFKGRRU«SAMPLE

+HZDVDVLQJHUDQGDÀXWLVWDOORIWKHGD\«

+HKDGIRXJKWLQ¿IWHHQPRUWDOEDWWOHV«

6. Her forhead was widespread across the full span of her brow…

7. He knew each tavern well in every town, far better than he knew lepers or beggars…

8. He sat high on his horse wearing a beaver hat…

9. His wallet was always stuffed full of pardons from Rome… STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 25-4

+HZDVD¿UVWUDWHFDUSHQWHUDQGKHDOZD\VNHSWWKLQJVYHU\WULPVRQRDXGLWRU  could ever catch him…

11. His eyes were narrow, and his forehead scabbed and black. His appearance frightened children…

+HWROG¿OWK\WDYHUQVWRULHVDOPRVWDV¿OWK\DVWKHZDUWRQKLVQRVH«

13. He carried many loads of dung in his honest work, and he always tithed whenever it was time… SAMPLE

14. He was an example to his sheep that he always watched over so no wolf should harm them…

15. He welcomed everyone and provided supper. He spoke well and with great wisdom…

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 26-1

Lesson 26 Grammar Stop: Progressive Verb Forms

In this Lesson, you will begin to learn about the progressive forms of a verb.

The progressive forms of a verb are used to express progressive, or ongoing, actions.

Verb Tenses The grammatical tense is a method used to express the time at which an event took place. In English, this is a property of the verb form, and it is important to understand the meaning and use of tenses. Here is a descriptionSAMPLE of each verb tense. Present Progressive verb tense indicates continuous action. It refers to something that is presently happening. She is reading The Canterbury Tales.

Past Progressive verb tense indicates something that was occurring in the past. She was reading The Canterbury Tales.

Future Progressive verb tense indicates continuous action about something that will be happening in the future, something that is going to happen. She will be reading The Canterbury Tales.

Present Perfect Progressive verb tense indicates continuous action of something already completed that continues to happen. She has been reading The Canterbury Tales.

Past Perfect Progressive verb tense indicates an action that has already been completed, and no longer is happening. She had been reading The Canterbury Tales.

Future Perfect Progressive verb tense presents continuous action that will be completed in the future. She will have been reading The Canterbury Tales.

Lesson Wrap-Up: Name the six different progressive verb forms described in this Lesson. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 26-2

Verb Forms Practice

Part I: Using the Progressive Form

In each blank, write the progressive form of the verb in parentheses.

1. Chaucer was (write) The Canterbury Tales during the late 14th century.

2. He was constantlySAMPLE (discover) foreign literary works.

3. The travelers are (make) a pilgrimage to Canterbury.

4. They will be (tell) stories along the way to pass the time.

5. People have been (read) and (enjoy) The Canterbury Tales for 600 years. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 26-3

Part II: Forming Tenses

For each sentence, write the form of the verb indicated in parentheses.

1. The narrator (present progressive form of describe) the travelers.

2. The Pardoner’s Tale is told by an unethical man who (present perfect progressive form of sell) forgiveness for sins. SAMPLE 3. The story he (present progressive form of tell) condemns avarice.

4. In her tale, the Wife of Bath describes the battle of the sexes, which (past perfect form of go) on since the beginning of time.

5. Her hero, a knight, (past progressive form of seek) to answer the question, “What is the thing that women most desire?”

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-1

Lessons 27 and 28 The Canterbury Tales: The Pardoner’s Tale

The next two Lessons are based on The Pardoner’s Tale from The Canterbury Tales. Read the story carefully, and do your best to remember as many details as possible.

:KHQ\RXKDYH¿QLVKHGUHDGLQJFRPSOHWH The Pardoner’s Tale 5HDGLQJ&RPSUHKHQVLRQ 4XHVWLRQVWRGHPRQVWUDWH\RXUXQGHUVWDQGLQJRIWKHWH[W

Lesson Wrap-Up: Give a verbal summary of The Pardoner’s Tale to your teacher. &RQWLQXHWRZRUNRQ\RXUYHUEDOVXPPDU\WRKHOS\RXSUHSDUHIRUWKHXSFRPLQJ Assessment in LessonSAMPLE 29. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-2

The Pardoner’s Tale: Reading Comprehension Questions

Read the following questions and circle the correct answer. 7RROV!&RPPHQW 0DUNXS!3HQFLO7RRO 

1. The Pardoner can best be described as  DDSLRXVFOHUJ\PDQRQDPLVVLRQWRVDYHVRXOV  EDVZLQGOHUZKRVHOOVIDNHUHOLJLRXVWULQNHWV  FDGUXQNDUGZKRHQMR\VLQVXOWLQJRWKHUV

7KH3DUGRQHUWDNHVJUHDWSOHDVXUHLQ  DH[SRVLQJK\SRFULV\SAMPLE  EIRUJLYLQJVLQV  FFDSWXULQJYLOODLQV

3. In The Pardoner’s TaleZK\GRWKHWKUHHUHYHOHUVVHWRXWWR¿QG'HDWK" a. They believe he will lead them to riches.  E7KH\WKLQNWKH\FDQWULFNKLPLQWRJLYLQJWKHPHYHUODVWLQJOLIH  F7KH\ZDQWWRWDNHUHYHQJHRQKLPIRUVOD\LQJWKHLUIULHQG

:KDWLVWKHOHDGUHYHOHU¶VSODQIRUGLYLGLQJWKHJROG"  D+HDQGRQHUHYHOHUZLOONLOOWKHWKLUGDQGVSOLWWKHJROGEHWZHHQWKHPVHOYHV  E7KHWKUHHUHYHOHUVZLOOVSOLWWKHJROGHYHQO\  F+HSODQVWRNLOOERWKRWKHUPHQDQGNHHSLWDOOIRUKLPVHOI

$IWHUWKH3DUGRQHU¿QLVKHVKLVWDOHZKDWGRHVKHGR"  D+HWUHDWVWKHRWKHUSLOJULPVWRGLQQHUDWWKHLQQ b. He tries to sell pardons to his audience.  F+HZDONVRXWWKHLQQGRRUDQGLVQHYHUVHHQDJDLQ

6. What is the central Lesson to be learned from The Pardoner’s Tale" a. You can never trust anyone but yourself. b. A friend in need is a friend indeed.  F0RQH\DQGJUHHGDUHWKHURRWVRIHYLO STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-3

,WKDVEHHQVDLGWKDWLWLVLQWHUHVWLQJWKDW'HDWKKLPVHOIQHYHUDSSHDUVLQThe Pardoner’s Tale.2UGRHVKH"´:KDWGR\RXWKLQN"([SODLQ\RXUWKRXJKWVXVLQJ  examples from the text.

'R\RXWKLQNWKH3DUGRQHULVDQKRQHVWPDQRUDGLVKRQHVWPDQ"8VHH[DPSOHVIURP WKHWH[WWRVXSSRUW\RXUDUJXPHQWSAMPLE STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-4

The Pardoner’s Tale: The Prologue

OUR Hoste gan to swear as he were wood; “Harow!” quoth he, “by nailes and by blood, <1> This was a cursed thief, a false justice. As shameful death as hearte can devise Come to these judges and their advoca’s.* *advocates, counsellors Algate* this sely** maid is slain, alas! *nevertheless **innocent Alas! too deare bought she her beauty. Wherefore I say, that all day man may see That giftes of fortune and of nature Be cause of death to many a creature. Her beauty was her death, I dare well sayn; Alas! so piteously as she was slain. [Of bothe giftes, thatSAMPLE I speak of now Men have full often more harm than prow,*] *profit But truely, mine owen master dear, This was a piteous tale for to hear; But natheless, pass over; ‘tis *no force.* *no matter* I pray to God to save thy gentle corse,* *body And eke thine urinals, and thy jordans, Thine Hippocras, and eke thy Galliens, <2> And every boist* full of thy lectuary, *box <3> God bless them, and our lady Sainte Mary. So may I the’,* thou art a proper man, *thrive And like a prelate, by Saint Ronian; Said I not well? Can I not speak *in term?* *in set form* But well I wot thou dost* mine heart to erme,** *makest **grieve<4> That I have almost caught a cardiacle:* *heartache <5> By corpus Domini <6>, but* I have triacle,** *unless **a remedy Or else a draught of moist and corny <7> ale, Or but* I hear anon a merry tale, *unless Mine heart is brost* for pity of this maid. *burst, broken Thou *bel ami,* thou Pardoner,” he said, *good friend* “Tell us some mirth of japes* right anon.” *jokes “It shall be done,” quoth he, “by Saint Ronion. But first,” quoth he, “here at this ale-stake* *ale-house sign <8> I will both drink, and biten on a cake.” But right anon the gentles gan to cry, “Nay, let him tell us of no ribaldry. Tell us some moral thing, that we may lear* *learn Some wit,* and thenne will we gladly hear.” *wisdom, sense “I grant y-wis,”* quoth he; “but I must think *surely Upon some honest thing while that I drink.” STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-5

Notes to The Prologue to The Pardoner’s Tale

7KHQDLOVDQGEORRGRI&KULVWE\ZKLFKLWZDVWKHQDIDVKLRQWRVZHDU

2. Mediaeval medical writers; see note 36 to The Prologue to the Tales.

%RLVWER[)UHQFK³ERLWH´ROGIRUP³ERLVWH´

(UPHJULHYHIURP$QJOR6D[RQ³HDUPH´ZUHWFKHG

&DUGLDFOHKHDUWDFKHIURP*UHHN³NDUGLDOJLD´SAMPLE

&RUSXV'RPLQL*RG¶VERG\

&RUQ\DOH1HZDQGVWURQJQDSS\ STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-6

In this scene the pilgrims are refreshing themselves at tables in front of an inn. The pardoner is drunk, which explains his boastful and revealing confession of his deceits.

THE TALE <1>

Lordings (quoth he), in churche when I preach, I paine me* to have an hautein* speech, *take pains **loud <2> And ring it out, as round as doth a bell, For I know all by rote that I tell. My theme is always one, and ever was; Radix malorum est cupiditas.<3> First I pronounce whence that I come, And then my bulles shew I all and some; Our liege lorde’s sealSAMPLE on my patent, That shew I first, *my body to warrent,* *for the protection That no man be so hardy, priest nor clerk, of my person* Me to disturb of Christe’s holy werk. And after that then tell I forth my tales. Bulles of popes, and of cardinales, Of patriarchs, and of bishops I shew, And in Latin I speak a wordes few, To savour with my predication, And for to stir men to devotion Then show I forth my longe crystal stones, Y-crammed fall of cloutes* and of bones; *rags, fragments Relics they be, as *weene they* each one. *as my listeners think* Then have I in latoun* a shoulder-bone *brass Which that was of a holy Jewe’s sheep. “Good men,” say I, “take of my wordes keep;* *heed If that this bone be wash’d in any well, If cow, or calf, or sheep, or oxe swell, That any worm hath eat, or worm y-stung, Take water of that well, and wash his tongue, And it is whole anon; and farthermore Of pockes, and of scab, and every sore Shall every sheep be whole, that of this well Drinketh a draught; take keep* of that I tell. *heed STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-7

“If that the goodman, that the beastes oweth,* *owneth Will every week, ere that the cock him croweth, Fasting, y-drinken of this well a draught, As thilke holy Jew our elders taught, His beastes and his store shall multiply. And, Sirs, also it healeth jealousy; For though a man be fall’n in jealous rage, Let make with this water his pottage, And never shall he more his wife mistrist,* *mistrust *Though he the sooth of her defaulte wist;* *though he truly All had she taken priestes two or three. <4> knew her sin* Here is a mittain* eke, that ye may see; *glove, mitten He that his hand will put in this mittain, He shall have multiplying of his grain, When he hath sowen, be it wheat or oats, So that he offer pence,SAMPLE or elles groats. And, men and women, one thing warn I you; If any wight be in this churche now That hath done sin horrible, so that he Dare not for shame of it y-shriven* be; *confessed Or any woman, be she young or old, That hath y-made her husband cokewold,* *cuckold Such folk shall have no power nor no grace To offer to my relics in this place. And whoso findeth him out of such blame, He will come up and offer in God’s name; And I assoil* him by the authority *absolve Which that by bull y-granted was to me.” STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-8

By this gaud* have I wonne year by year *jest, trick A hundred marks, since I was pardonere. I stande like a clerk in my pulpit, And when the lewed* people down is set, *ignorant I preache so as ye have heard before, And telle them a hundred japes* more. *jests, deceits Then pain I me to stretche forth my neck, And east and west upon the people I beck, As doth a dove, sitting on a bern;* *barn My handes and my tongue go so yern,* *briskly That it is joy to see my business. Of avarice and of such cursedness* *wickedness Is all my preaching, for to make them free To give their pence, and namely* unto me. *especially For mine intent is not but for to win, And nothing for correctionSAMPLE of sin. I recke never, when that they be buried, Though that their soules go a blackburied.<5> For certes *many a predication *preaching is often inspired Cometh oft-time of evil intention;* by evil motives* Some for pleasance of folk, and flattery, To be advanced by hypocrisy; And some for vainglory, and some for hate. For, when I dare not otherwise debate, Then will I sting him with my tongue smart* *sharply In preaching, so that he shall not astart* *escape To be defamed falsely, if that he Hath trespass’d* to my brethren or to me. *offended For, though I telle not his proper name, Men shall well knowe that it is the same By signes, and by other circumstances. Thus *quite I* folk that do us displeasances: *I am revenged on* Thus spit I out my venom, under hue Of holiness, to seem holy and true. But, shortly mine intent I will devise, I preach of nothing but of covetise. Therefore my theme is yet, and ever was, -- Radix malorum est cupiditas. <3> Thus can I preach against the same vice Which that I use, and that is avarice. But though myself be guilty in that sin, Yet can I maken other folk to twin* *depart From avarice, and sore them repent. But that is not my principal intent; I preache nothing but for covetise. Of this mattere it ought enough suffice. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-9

Then tell I them examples many a one, Of olde stories longe time gone; For lewed* people love tales old; *unlearned Such thinges can they well report and hold. What? trowe ye, that whiles I may preach And winne gold and silver for* I teach, *because That I will live in povert’ wilfully? Nay, nay, I thought it never truely. For I will preach and beg in sundry lands; I will not do no labour with mine hands, Nor make baskets for to live thereby, Because I will not beggen idlely. I will none of the apostles counterfeit;* *imitate (in poverty) I will have money, wool, and cheese, and wheat, All* were it given of the poorest page, *even if Or of the pooreste widowSAMPLE in a village: All should her children sterve* for famine. *die Nay, I will drink the liquor of the vine, And have a jolly wench in every town. But hearken, lordings, in conclusioun; Your liking is, that I shall tell a tale Now I have drunk a draught of corny ale, By God, I hope I shall you tell a thing That shall by reason be to your liking; For though myself be a full vicious man, A moral tale yet I you telle can, Which I am wont to preache, for to win. Now hold your peace, my tale I will begin. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-10

In Flanders whilom was a company Of younge folkes, that haunted folly, As riot, hazard, stewes,* and taverns; *brothels Where as with lutes, harpes, and giterns,* *guitars They dance and play at dice both day and night, And eat also, and drink over their might; Through which they do the devil sacrifice Within the devil’s temple, in cursed wise, By superfluity abominable. Their oathes be so great and so damnable, That it is grisly* for to hear them swear. *dreadful <6> Our blissful Lorde’s body they to-tear;* *tore to pieces <7> Them thought the Jewes rent him not enough, And each of them at other’s sinne lough.* *laughed And right anon in come tombesteres <8> Fetis* and small, andSAMPLE younge fruitesteres.** *dainty **fruit-girls Singers with harpes, baudes,* waferers,** *revellers **cake-sellers Which be the very devil’s officers, To kindle and blow the fire of lechery, That is annexed unto gluttony. The Holy Writ take I to my witness, That luxury is in wine and drunkenness. <9> Lo, how that drunken Lot unkindely* *unnaturally Lay by his daughters two unwittingly, So drunk he was he knew not what he wrought. Herodes, who so well the stories sought, <10> When he of wine replete was at his feast, Right at his owen table gave his hest* *command To slay the Baptist John full guilteless. Seneca saith a good word, doubteless: He saith he can no difference find Betwixt a man that is out of his mind, And a man whiche that is drunkelew:* *a drunkard <11> But that woodness,* y-fallen in a shrew,* *madness **one evil-tempered Persevereth longer than drunkenness. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-11

O gluttony, full of all cursedness; O cause first of our confusion, Original of our damnation, Till Christ had bought us with his blood again! Looke, how deare, shortly for to sayn, Abought* was first this cursed villainy: *atoned for Corrupt was all this world for gluttony. Adam our father, and his wife also, From Paradise, to labour and to woe, Were driven for that vice, it is no dread.* *doubt For while that Adam fasted, as I read, He was in Paradise; and when that he Ate of the fruit defended* of the tree, *forbidden <12> Anon he was cast out to woe and pain. O gluttony! well ought us on thee plain. Oh! wist a man howSAMPLE many maladies Follow of excess and of gluttonies, He woulde be the more measurable* *moderate Of his diete, sitting at his table. Alas! the shorte throat, the tender mouth, Maketh that east and west, and north and south, In earth, in air, in water, men do swink* *labour To get a glutton dainty meat and drink. Of this mattere, O Paul! well canst thou treat Meat unto womb,* and womb eke unto meat, *belly Shall God destroye both, as Paulus saith. <13> Alas! a foul thing is it, by my faith, To say this word, and fouler is the deed, When man so drinketh of the *white and red,* *i.e. wine* That of his throat he maketh his privy Through thilke cursed superfluity The apostle saith, <14> weeping full piteously, There walk many, of which you told have I, -- I say it now weeping with piteous voice, -- That they be enemies of Christe’s crois;* *cross Of which the end is death; womb* is their God. *belly O womb, O belly, stinking is thy cod,* *bag <15> Full fill’d of dung and of corruptioun; At either end of thee foul is the soun. How great labour and cost is thee to find!* *supply These cookes how they stamp, and strain, and grind, And turne substance into accident, To fulfill all thy likerous talent! Out of the harde bones knocke they The marrow, for they caste naught away That may go through the gullet soft and swoot* *sweet STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-12

Of spicery and leaves, of bark and root, Shall be his sauce y-maked by delight, To make him have a newer appetite. But, certes, he that haunteth such delices Is dead while that he liveth in those vices.

A lecherous thing is wine, and drunkenness Is full of striving and of wretchedness. O drunken man! disfgur’d is thy face,<16> Sour is thy breath, foul art thou to embrace: And through thy drunken nose sowneth the soun’, As though thous saidest aye, Samsoun! Samsoun! And yet, God wot, Samson drank never wine. Thou fallest as it were a sticked swine; Thy tongue is lost, and all thine honest cure;* *care For drunkenness is SAMPLEvery sepulture* *tomb Of manne’s wit and his discretion. In whom that drink hath domination, He can no counsel keep, it is no dread.* *doubt Now keep you from the white and from the red, And namely* from the white wine of Lepe,<17> *especially That is to sell in Fish Street <18> and in Cheap. This wine of Spaine creepeth subtilly -- In other wines growing faste by, Of which there riseth such fumosity, That when a man hath drunken draughtes three, And weeneth that he be at home in Cheap, He is in Spain, right at the town of Lepe, Not at the Rochelle, nor at Bourdeaux town; And thenne will he say, Samsoun! Samsoun! But hearken, lordings, one word, I you pray, That all the sovreign actes, dare I say, Of victories in the Old Testament, Through very God that is omnipotent, Were done in abstinence and in prayere: Look in the Bible, and there ye may it lear.* *learn Look, Attila, the greate conqueror, Died in his sleep, <19> with shame and dishonour, Bleeding aye at his nose in drunkenness: A captain should aye live in soberness And o’er all this, advise* you right well *consider, bethink What was commanded unto Lemuel; <20> Not Samuel, but Lemuel, say I. Reade the Bible, and find it expressly Of wine giving to them that have justice. No more of this, for it may well suffice. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-13

And, now that I have spoke of gluttony, Now will I you *defende hazardry.* *forbid gambling* Hazard is very mother of leasings,* *lies And of deceit, and cursed forswearings: Blasphem’ of Christ, manslaughter, and waste also Of chattel* and of time; and furthermo’ *property It is repreve,* and contrar’ of honour, *reproach For to be held a common hazardour. And ever the higher he is of estate, The more he is holden desolate.* *undone, worthless If that a prince use hazardry, In alle governance and policy He is, as by common opinion, Y-hold the less in reputation.SAMPLE Chilon, that was a wise ambassador, Was sent to Corinth with full great honor From Lacedemon, <21> to make alliance; And when he came, it happen’d him, by chance, That all the greatest that were of that land, Y-playing atte hazard he them fand.* *found For which, as soon as that it mighte be, He stole him home again to his country And saide there, “I will not lose my name, Nor will I take on me so great diffame,* *reproach You to ally unto no hazardors.* *gamblers Sende some other wise ambassadors, For, by my troth, me were lever* die, *rather Than I should you to hazardors ally. For ye, that be so glorious in honours, Shall not ally you to no hazardours, As by my will, nor as by my treaty.” This wise philosopher thus said he. Look eke how to the King Demetrius The King of Parthes, as the book saith us, Sent him a pair of dice of gold in scorn, For he had used hazard therebeforn: For which he held his glory and renown At no value or reputatioun. Lordes may finden other manner play Honest enough to drive the day away.

End Reading, Lesson 27 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-14

Begin Reading, Lesson 28

Now will I speak of oathes false and great A word or two, as olde bookes treat. Great swearing is a thing abominable, And false swearing is more reprovable. The highe God forbade swearing at all; Witness on Matthew: <22> but in special Of swearing saith the holy Jeremie, <23> Thou thalt swear sooth thine oathes, and not lie: And swear in doom* and eke in righteousness; *judgement But idle swearing is a cursedness.* *wickedness Behold and see, there in the firste table Of highe Godde’s hestes* honourable, *commandments How that the secondSAMPLE best of him is this, Take not my name in idle* or amiss. *in vain Lo, rather* he forbiddeth such swearing, *sooner Than homicide, or many a cursed thing; I say that as by order thus it standeth; This knoweth he that his hests* understandeth, *commandments How that the second hest of God is that. And farthermore, I will thee tell all plat,* *flatly, plainly That vengeance shall not parte from his house, That of his oathes is outrageous. “By Godde’s precious heart, and by his nails, <24> And by the blood of Christ, that is in Hailes, <25> Seven is my chance, and thine is cinque and trey: By Godde’s armes, if thou falsely play, This dagger shall throughout thine hearte go.” This fruit comes of the *bicched bones two,* *two cursed bones (dice)* Forswearing, ire, falseness, and homicide. Now, for the love of Christ that for us died, Leave your oathes, bothe great and smale. But, Sirs, now will I ell you forth my tale. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-15

These riotoures three, of which I tell, Long *erst than* prime rang of any bell, *before Were set them in a tavern for to drink; And as they sat, they heard a belle clink Before a corpse, was carried to the grave. That one of them gan calle to his knave,* *servant “Go bet,” <26> quoth he, “and aske readily What corpse is this, that passeth here forth by; And look that thou report his name well.” “Sir,” quoth the boy, “it needeth never a deal;* *whit It was me told ere ye came here two hours; He was, pardie, an old fellow of yours, And suddenly he was y-slain to-night; Fordrunk* as he sat on his bench upright, *completely drunk There came a privy thief, men clepe Death, That in this countrySAMPLE all the people slay’th, And with his spear he smote his heart in two, And went his way withoute wordes mo’. He hath a thousand slain this pestilence; And, master, ere you come in his presence, Me thinketh that it were full necessary For to beware of such an adversary; Be ready for to meet him evermore. Thus taughte me my dame; I say no more.” “By Sainte Mary,” said the tavernere, “The child saith sooth, for he hath slain this year, Hence ov’r a mile, within a great village, Both man and woman, child, and hind, and page; I trow his habitation be there; To be advised* great wisdom it were, *watchful, on one’s guard Ere* that he did a man a dishonour.” *lest STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-16

“Yea, Godde’s armes,” quoth this riotour, “Is it such peril with him for to meet? I shall him seek, by stile and eke by street. I make a vow, by Godde’s digne* bones.” *worthy Hearken, fellows, we three be alle ones:* *at one Let each of us hold up his hand to other, And each of us become the other’s brother, And we will slay this false traitor Death; He shall be slain, he that so many slay’th, By Godde’s dignity, ere it be night.” Together have these three their trothe plight To live and die each one of them for other As though he were his owen sworen brother. And up they start, all drunken, in this rage, And forth they go towardes that village Of which the tavernerSAMPLE had spoke beforn, And many a grisly* oathe have they sworn, *dreadful And Christe’s blessed body they to-rent;* *tore to pieces <7> “Death shall be dead, if that we may him hent.”* *catch When they had gone not fully half a mile, Right as they would have trodden o’er a stile, An old man and a poore with them met. This olde man full meekely them gret,* *greeted And saide thus; “Now, lordes, God you see!”* *look on graciously The proudest of these riotoures three Answer’d again; “What? churl, with sorry grace, Why art thou all forwrapped* save thy face? *closely wrapt up Why livest thou so long in so great age?” This olde man gan look on his visage, And saide thus; “For that I cannot find A man, though that I walked unto Ind, Neither in city, nor in no village go, That woulde change his youthe for mine age; And therefore must I have mine age still As longe time as it is Godde’s will. And Death, alas! he will not have my life. Thus walk I like a resteless caitife,* *miserable wretch And on the ground, which is my mother’s gate, I knocke with my staff, early and late, And say to her, ‘Leve* mother, let me in. *dear Lo, how I wane, flesh, and blood, and skin; Alas! when shall my bones be at rest? Mother, with you I woulde change my chest, That in my chamber longe time hath be, STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-17

Yea, for an hairy clout to *wrap in me.’* *wrap myself in* But yet to me she will not do that grace, For which fall pale and welked* is my face. *withered But, Sirs, to you it is no courtesy To speak unto an old man villainy, But* he trespass in word or else in deed. *except In Holy Writ ye may yourselves read; ‘Against* an old man, hoar upon his head, *to meet Ye should arise:’ therefore I you rede,* *advise Ne do unto an old man no harm now, No more than ye would a man did you In age, if that ye may so long abide. And God be with you, whether ye go or ride I must go thither as SAMPLEI have to go.” “Nay, olde churl, by God thou shalt not so,” Saide this other hazardor anon; “Thou partest not so lightly, by Saint John. Thou spakest right now of that traitor Death, That in this country all our friendes slay’th; Have here my troth, as thou art his espy;* *spy Tell where he is, or thou shalt it abie,* *suffer for By God and by the holy sacrament; For soothly thou art one of his assent To slay us younge folk, thou false thief.” “Now, Sirs,” quoth he, “if it be you so lief* *desire To finde Death, turn up this crooked way, For in that grove I left him, by my fay, Under a tree, and there he will abide; Nor for your boast he will him nothing hide. See ye that oak? right there ye shall him find. God save you, that bought again mankind, And you amend!” Thus said this olde man; And evereach of these riotoures ran, Till they came to the tree, and there they found Of florins fine, of gold y-coined round, Well nigh a seven bushels, as them thought. No longer as then after Death they sought; But each of them so glad was of the sight, For that the florins were so fair and bright, That down they sat them by the precious hoard. The youngest of them spake the firste word: STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-18

“Brethren,” quoth he, “*take keep* what I shall say; *heed* My wit is great, though that I bourde* and play *joke, frolic This treasure hath Fortune unto us given In mirth and jollity our life to liven; And lightly as it comes, so will we spend. Hey! Godde’s precious dignity! who wend* *weened, thought Today that we should have so fair a grace? But might this gold he carried from this place Home to my house, or elles unto yours (For well I wot that all this gold is ours), Then were we in high felicity. But truely by day it may not be; Men woulde say that we were thieves strong, And for our owen treasure do us hong.* *have us hanged This treasure muste carried be by night, As wisely and as slilySAMPLE as it might. Wherefore I rede,* that cut** among us all *advise **lots We draw, and let see where the cut will fall: And he that hath the cut, with hearte blithe Shall run unto the town, and that full swithe,* *quickly And bring us bread and wine full privily: And two of us shall keepe subtilly This treasure well: and if he will not tarry, When it is night, we will this treasure carry, By one assent, where as us thinketh best.” Then one of them the cut brought in his fist, And bade them draw, and look where it would fall; And it fell on the youngest of them all; And forth toward the town he went anon. And all so soon as that he was y-gone, The one of them spake thus unto the other; “Thou knowest well that thou art my sworn brother, *Thy profit* will I tell thee right anon. *what is for thine Thou knowest well that our fellow is gone, advantage* And here is gold, and that full great plenty, That shall departed* he among us three. *divided But natheless, if I could shape* it so *contrive That it departed were among us two, Had I not done a friende’s turn to thee?” Th’ other answer’d, “I n’ot* how that may be; *know not He knows well that the gold is with us tway. What shall we do? what shall we to him say?” “Shall it be counsel?”* said the firste shrew;** *secret **wretch “And I shall tell to thee in wordes few What we shall do, and bring it well about.” STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-19

“I grante,” quoth the other, “out of doubt, That by my truth I will thee not bewray.”* *betray “Now,” quoth the first, “thou know’st well we be tway, And two of us shall stronger be than one. Look; when that he is set,* thou right anon *sat down Arise, as though thou wouldest with him play; And I shall rive* him through the sides tway, *stab While that thou strugglest with him as in game; And with thy dagger look thou do the same. And then shall all this gold departed* be, *divided My deare friend, betwixte thee and me: Then may ew both our lustes* all fulfil, *pleasures And play at dice right at our owen will.” And thus accorded* be these shrewes** tway *agreed **wretches To slay the third, as SAMPLEye have heard me say. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-20

The youngest, which that wente to the town, Full oft in heart he rolled up and down The beauty of these florins new and bright. “O Lord!” quoth he, “if so were that I might Have all this treasure to myself alone, There is no man that lives under the throne Of God, that shoulde have so merry as I.” And at the last the fiend our enemy Put in his thought, that he should poison buy, With which he mighte slay his fellows twy.* *two For why, the fiend found him *in such living,* *leading such a That he had leave to sorrow him to bring. (bad) life* For this was utterly his full intent To slay them both, and never to repent. And forth he went, no longer would he tarry, Into the town to an SAMPLEapothecary, And prayed him that he him woulde sell Some poison, that he might *his rattes quell,* *kill his rats* And eke there was a polecat in his haw,* *farm-yard, hedge <27> That, as he said, his eapons had y-slaw:* *slain And fain he would him wreak,* if that he might, *revenge Of vermin that destroyed him by night. Th’apothecary answer’d, “Thou shalt have A thing, as wisly* God my soule save, *surely In all this world there is no creature That eat or drank hath of this confecture, Not but the mountance* of a corn of wheat, *amount That he shall not his life *anon forlete;* *immediately lay down* Yea, sterve* he shall, and that in lesse while *die Than thou wilt go *apace* nought but a mile: *quickly* This poison is so strong and violent.” This cursed man hath in his hand y-hent* *taken This poison in a box, and swift he ran Into the nexte street, unto a man, And borrow’d of him large bottles three; And in the two the poison poured he; The third he kepte clean for his own drink, For all the night he shope him* for to swink** *purposed **labour In carrying off the gold out of that place. And when this riotour, with sorry grace, Had fill’d with wine his greate bottles three, STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-21

To his fellows again repaired he. What needeth it thereof to sermon* more? *talk, discourse For, right as they had cast* his death before, *plotted Right so they have him slain, and that anon. And when that this was done, thus spake the one; “Now let us sit and drink, and make us merry, And afterward we will his body bury.” And with that word it happen’d him *par cas* *by chance To take the bottle where the poison was, And drank, and gave his fellow drink also, For which anon they sterved* both the two. *died But certes I suppose that Avicen Wrote never in no canon, nor no fen, <28> More wondrous signes of empoisoning, Than had these wretches two ere their ending. Thus ended be theseSAMPLE homicides two, And eke the false empoisoner also.

But, Sirs, one word forgot I in my tale; I have relics and pardon in my mail, As fair as any man in Engleland, Which were me given by the Pope’s hand. If any of you will of devotion Offer, and have mine absolution, Come forth anon, and kneele here adown And meekely receive my pardoun. Or elles take pardon, as ye wend,* *go All new and fresh at every towne’s end, So that ye offer, always new and new, Nobles or pence which that be good and true. ‘Tis an honour to evereach* that is here, *each one That ye have a suffisant* pardonere *suitable STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-22

T’assoile* you in country as ye ride, *absolve For aventures which that may betide. Paraventure there may fall one or two Down of his horse, and break his neck in two. Look, what a surety is it to you all, That I am in your fellowship y-fall, That may assoil* you bothe *more and lass,* *absolve When that the soul shall from the body pass. *great and small* I rede* that our Hoste shall begin, *advise For he is most enveloped in sin. Come forth, Sir Host, and offer first anon, And thou shalt kiss; the relics every one, Yea, for a groat; unbuckle anon thy purse.

“Nay, nay,” quoth he,SAMPLE “then have I Christe’s curse! Let be,” quoth he, “it shall not be, *so the’ch.* *so may I thrive* Thou wouldest make me kiss thine olde breech, And swear it were a relic of a saint, Though it were with thy *fundament depaint’.* *stained by your bottom* But, by the cross which that Saint Helen fand,* *found <30> I would I had thy coilons* in mine hand, *testicles Instead of relics, or of sanctuary. Let cut them off, I will thee help them carry; They shall be shrined in a hogge’s turd.” The Pardoner answered not one word; So wroth he was, no worde would he say.

“Now,” quoth our Host, “I will no longer play With thee, nor with none other angry man.” But right anon the worthy Knight began (When that he saw that all the people lough*), *laughed “No more of this, for it is right enough. Sir Pardoner, be merry and glad of cheer; And ye, Sir Host, that be to me so dear, I pray you that ye kiss the Pardoner; And, Pardoner, I pray thee draw thee ner,* *nearer And as we didde, let us laugh and play.” Anon they kiss’d, and rode forth their way. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-23

Notes to The Pardoner’s Tale

7KHRXWOLQHRIWKLV7DOHLVWREHIRXQGLQWKH³&HQWR1RYHOOH$QWLFKH´EXWWKHRULJLQDO LVQRZORVW$VLQWKHFDVHRIWKH:LIHRI%DWK¶V7DOHWKHUHLVDORQJSURORJXHEXWLQ this case it has been treated as part of the Tale.

+DXWHLQORXGORIW\IURP)UHQFK³KDXWDLQ´

5DGL[PDORUXPHVWFXSLGLWDV³WKHORYHRIPRQH\LVWKHURRWRIDOOHYLO´ 7LP9,

$OOKDGVKHWDNHQSULHVWHVWZRRUWKUHHHYHQLIVKHKDGFRPPLWWHGDGXOWHU\ZLWKWZR or three priests.SAMPLE %ODFNEXULHG7KHPHDQLQJRIWKLVLVQRWYHU\FOHDUEXWLWLVSUREDEO\DSHULSKUDVWLF  DQGSLFWXUHVTXHZD\RILQGLFDWLQJGDPQDWLRQ

*ULVO\GUHDGIXO¿WWHGWR³DJULVH´RUKRUULI\WKHOLVWHQHU

0U:ULJKWVD\V³7KHFRPPRQRDWKVLQWKH0LGGOH$JHVZHUHE\WKHGLIIHUHQWSDUWV of God’s body; and the popular preachers represented that profane swearerstore &KULVW¶VERG\E\WKHLULPSUHFDWLRQV´7KHLGHDZDVGRXEWOHVVERUURZHGIURPWKH SDVVDJHLQ+HEUHZV YL ZKHUHDSRVWDWHVDUHVDLGWR³FUXFLI\WRWKHPVHOYHVWKH 6RQRI*RGDIUHVKDQGSXW+LPWRDQRSHQVKDPH´

7RPEHVWHUHVIHPDOHGDQFHUVRUWXPEOHUVIURP$QJOR6D[RQ³WXPEDQ´WRGDQFH

³%HQRWGUXQNZLWKZLQHZKHUHLQLVH[FHVV´(SKY

7KHUHIHUHQFHLVSUREDEO\WRWKHGLOLJHQWLQTXLULHV+HURGPDGHDWWKHWLPHRI&KULVW¶V ELUWK6HH0DWWLL

$GUXQNDUG³3HUKDSV´VD\V7\UZKLWW³&KDXFHUUHIHUVWR(SLVW/;;;,,,µ([WHQGH LQSOXUHVGLHVLOOXPHEULLKDELWXPQXQTXLGGHIXURUHGXELWDELV"QXQFTXRTXHQRQ HVWPLQRUVHGEUHYLRU¶´ ³3URORQJWKHGUXQNDUG¶VFRQGLWLRQWRVHYHUDOGD\VZLOO\RX GRXEWKLVPDGQHVV"(YHQDVLWLVWKHPDGQHVVLVQROHVVPHUHO\VKRUWHU´ STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-24

'HIHQGHGIRUELGGHQ)UHQFK³GHIHQGX´6W-HURPHLQKLVERRNDJDLQVW-RYLQLDQ  VD\VWKDWVRORQJDV$GDPIDVWHGKHZDVLQ3DUDGLVHKHDWHDQGKHZDVWKUXVWRXW

³0HDWVIRUWKHEHOO\DQGWKHEHOO\IRUPHDWVEXW*RGVKDOOGHVWUR\ERWKLWDQGWKHP´ &RU9,

³)RUPDQ\ZDONRIZKRP,KDYHWROG\RXRIWHQDQGQRZWHOO\RXHYHQZHHSLQJWKDW WKH\DUHWKHHQHPLHVRIWKHFURVVRI&KULVW:KRVHHQGLVGHVWUXFWLRQZKRVH*RG LVWKHLUEHOO\DQGZKRVHJORU\LVLQWKHLUVKDPHZKRPLQGHDUWKO\WKLQJV´3KLO,,,  18, 19. &RGEDJ$QJOR6D[RQ³FRGGH´KHQFHSHDVFRGSLQFRG SLSAMPLE QFXVKLRQ  F &RPSDUHZLWKWKHOLQHVZKLFKIROORZWKHSLFWXUHRIWKHGUXQNHQPHVVHQJHULQWKH  Man of Law’s Tale.

/HSH$WRZQQHDU&DGL]ZKHQFHDVWURQJHUZLQHWKDQWKH*DVFRQYLQWDJHVDIIRUGHG ZDVLPSRUWHGWR(QJODQG)UHQFKZLQHZDVRIWHQDGXOWHUDWHGZLWKWKHFKHDSHUDQG VWURQJHU6SDQLVK

$QRWKHUUHDGLQJLV³)OHHW6WUHHW´

$WWLODZDVVXIIRFDWHGLQWKHQLJKWE\DKDHPRUUKDJHEURXJKWRQE\DGHEDXFKZKHQ KHZDVSUHSDULQJDQHZLQYDVLRQRI,WDO\LQ

³,WLVQRWIRUNLQJV2/HPXHOLWLVQRWIRUNLQJVWRGULQNZLQHQRUIRUSULQFHVVWURQJ  GULQNOHVWWKH\GULQNDQGIRUJHWWKHODZDQGSHUYHUWWKHMXGJPHQWRIDQ\RIWKH DIÀLFWHG´3URY;;;,

0RVWPDQXVFULSWVHYLGHQWO\LQHUURUKDYH³6WLOERQ´DQG³&DOLGRQH´IRU&KLORQDQG /DFHGDHPRQ&KLORQZDVRQHRIWKHVHYHQVDJHVRI*UHHFHDQGÀRXULVKHGDERXW  %&$FFRUGLQJWR'LRJHQHV/DHUWLXVKHGLHGXQGHUWKHSUHVVXUHRIDJHDQGMR\ LQWKHDUPVRIKLVVRQZKRKDGMXVWEHHQFURZQHGYLFWRUDWWKH2O\PSLFJDPHV

³6ZHDUQRWDWDOO´&KULVW¶VZRUGVLQ0DWWY STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-25

³$QGWKRXVKDOWVZHDUWKHORUGOLYHWKLQWUXWKLQMXGJHPHQWDQGLQULJKWHRXVQHVV´  -HUHPLDK,9

7KHQDLOVWKDWIDVWHQHG&KULVWRQWKHFURVVZKLFKZHUHUHJDUGHGZLWKVXSHUVWLWLRXV  reverence.

+DLOHV$QDEEH\LQ*ORXFHVWHUVKLUHZKHUHXQGHUWKHGHVLJQDWLRQRI³WKHEORRGRI  +DLOHV´DSRUWLRQRI&KULVW¶VEORRGZDVSUHVHUYHG

*REHWDKXQWLQJSKUDVHDSSDUHQWO\LWVIRUFHLV³JREHDWXSWKHJDPH´

+DZIDUP\DUGKHGJH&RPSDUHWKH)UHQFK³KDLH´SAMPLE

$YLFHQRU$YLFHQQDZDVDPRQJWKHGLVWLQJXLVKHGSK\VLFLDQVRIWKH$UDELDQVFKRRO LQWKHHOHYHQWKFHQWXU\DQGYHU\SRSXODULQWKH0LGGOH$JHV+LVJUHDWZRUNZDV FDOOHG³&DQRQ0HGLFLQDH´DQGZDVGLYLGHGLQWR³IHQV´³IHQQHV´RUVHFWLRQV

$VVRLODEVROYHFRPSDUHWKH6FRWFKODZWHUP³DVVRLO]LH´WRDFTXLW

6DLQW+HOHQDFFRUGLQJWR6LU-RKQ0DQGHYLOOHIRXQGWKHFURVVRI&KULVWGHHSEHORZ JURXQGXQGHUDURFNZKHUHWKH-HZVKDGKLGGHQLWDQGVKHWHVWHGWKHJHQXLQHQHVV RIWKHVDFUHGWUHHE\UDLVLQJWROLIHDGHDGPDQODLGXSRQLW

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-1

Lessons 27 and 28 The Canterbury Tales: The Pardoner’s Tale

The next two Lessons are based on The Pardoner’s Tale from The Canterbury Tales. Read the story carefully, and do your best to remember as many details as possible.

:KHQ\RXKDYH¿QLVKHGUHDGLQJFRPSOHWH The Pardoner’s Tale 5HDGLQJ&RPSUHKHQVLRQ 4XHVWLRQVWRGHPRQVWUDWH\RXUXQGHUVWDQGLQJRIWKHWH[W

Lesson Wrap-Up: Give a verbal summary of The Pardoner’s Tale to your teacher. &RQWLQXHWRZRUNRQ\RXUYHUEDOVXPPDU\WRKHOS\RXSUHSDUHIRUWKHXSFRPLQJ Assessment in LessonSAMPLE 29. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-2

The Pardoner’s Tale: Reading Comprehension Questions

Read the following questions and circle the correct answer. 7RROV!&RPPHQW 0DUNXS!3HQFLO7RRO 

1. The Pardoner can best be described as  DDSLRXVFOHUJ\PDQRQDPLVVLRQWRVDYHVRXOV  EDVZLQGOHUZKRVHOOVIDNHUHOLJLRXVWULQNHWV  FDGUXQNDUGZKRHQMR\VLQVXOWLQJRWKHUV

7KH3DUGRQHUWDNHVJUHDWSOHDVXUHLQ  DH[SRVLQJK\SRFULV\SAMPLE  EIRUJLYLQJVLQV  FFDSWXULQJYLOODLQV

3. In The Pardoner’s TaleZK\GRWKHWKUHHUHYHOHUVVHWRXWWR¿QG'HDWK" a. They believe he will lead them to riches.  E7KH\WKLQNWKH\FDQWULFNKLPLQWRJLYLQJWKHPHYHUODVWLQJOLIH  F7KH\ZDQWWRWDNHUHYHQJHRQKLPIRUVOD\LQJWKHLUIULHQG

:KDWLVWKHOHDGUHYHOHU¶VSODQIRUGLYLGLQJWKHJROG"  D+HDQGRQHUHYHOHUZLOONLOOWKHWKLUGDQGVSOLWWKHJROGEHWZHHQWKHPVHOYHV  E7KHWKUHHUHYHOHUVZLOOVSOLWWKHJROGHYHQO\  F+HSODQVWRNLOOERWKRWKHUPHQDQGNHHSLWDOOIRUKLPVHOI

$IWHUWKH3DUGRQHU¿QLVKHVKLVWDOHZKDWGRHVKHGR"  D+HWUHDWVWKHRWKHUSLOJULPVWRGLQQHUDWWKHLQQ b. He tries to sell pardons to his audience.  F+HZDONVRXWWKHLQQGRRUDQGLVQHYHUVHHQDJDLQ

6. What is the central Lesson to be learned from The Pardoner’s Tale" a. You can never trust anyone but yourself. b. A friend in need is a friend indeed.  F0RQH\DQGJUHHGDUHWKHURRWVRIHYLO STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-3

,WKDVEHHQVDLGWKDWLWLVLQWHUHVWLQJWKDW'HDWKKLPVHOIQHYHUDSSHDUVLQThe Pardoner’s Tale.2UGRHVKH"´:KDWGR\RXWKLQN"([SODLQ\RXUWKRXJKWVXVLQJ  examples from the text.

'R\RXWKLQNWKH3DUGRQHULVDQKRQHVWPDQRUDGLVKRQHVWPDQ"8VHH[DPSOHVIURP WKHWH[WWRVXSSRUW\RXUDUJXPHQWSAMPLE STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-4

The Pardoner’s Tale: The Prologue

OUR Hoste gan to swear as he were wood; “Harow!” quoth he, “by nailes and by blood, <1> This was a cursed thief, a false justice. As shameful death as hearte can devise Come to these judges and their advoca’s.* *advocates, counsellors Algate* this sely** maid is slain, alas! *nevertheless **innocent Alas! too deare bought she her beauty. Wherefore I say, that all day man may see That giftes of fortune and of nature Be cause of death to many a creature. Her beauty was her death, I dare well sayn; Alas! so piteously as she was slain. [Of bothe giftes, thatSAMPLE I speak of now Men have full often more harm than prow,*] *profit But truely, mine owen master dear, This was a piteous tale for to hear; But natheless, pass over; ‘tis *no force.* *no matter* I pray to God to save thy gentle corse,* *body And eke thine urinals, and thy jordans, Thine Hippocras, and eke thy Galliens, <2> And every boist* full of thy lectuary, *box <3> God bless them, and our lady Sainte Mary. So may I the’,* thou art a proper man, *thrive And like a prelate, by Saint Ronian; Said I not well? Can I not speak *in term?* *in set form* But well I wot thou dost* mine heart to erme,** *makest **grieve<4> That I have almost caught a cardiacle:* *heartache <5> By corpus Domini <6>, but* I have triacle,** *unless **a remedy Or else a draught of moist and corny <7> ale, Or but* I hear anon a merry tale, *unless Mine heart is brost* for pity of this maid. *burst, broken Thou *bel ami,* thou Pardoner,” he said, *good friend* “Tell us some mirth of japes* right anon.” *jokes “It shall be done,” quoth he, “by Saint Ronion. But first,” quoth he, “here at this ale-stake* *ale-house sign <8> I will both drink, and biten on a cake.” But right anon the gentles gan to cry, “Nay, let him tell us of no ribaldry. Tell us some moral thing, that we may lear* *learn Some wit,* and thenne will we gladly hear.” *wisdom, sense “I grant y-wis,”* quoth he; “but I must think *surely Upon some honest thing while that I drink.” STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-5

Notes to The Prologue to The Pardoner’s Tale

7KHQDLOVDQGEORRGRI&KULVWE\ZKLFKLWZDVWKHQDIDVKLRQWRVZHDU

2. Mediaeval medical writers; see note 36 to The Prologue to the Tales.

%RLVWER[)UHQFK³ERLWH´ROGIRUP³ERLVWH´

(UPHJULHYHIURP$QJOR6D[RQ³HDUPH´ZUHWFKHG

&DUGLDFOHKHDUWDFKHIURP*UHHN³NDUGLDOJLD´SAMPLE

&RUSXV'RPLQL*RG¶VERG\

&RUQ\DOH1HZDQGVWURQJQDSS\ STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-6

In this scene the pilgrims are refreshing themselves at tables in front of an inn. The pardoner is drunk, which explains his boastful and revealing confession of his deceits.

THE TALE <1>

Lordings (quoth he), in churche when I preach, I paine me* to have an hautein* speech, *take pains **loud <2> And ring it out, as round as doth a bell, For I know all by rote that I tell. My theme is always one, and ever was; Radix malorum est cupiditas.<3> First I pronounce whence that I come, And then my bulles shew I all and some; Our liege lorde’s sealSAMPLE on my patent, That shew I first, *my body to warrent,* *for the protection That no man be so hardy, priest nor clerk, of my person* Me to disturb of Christe’s holy werk. And after that then tell I forth my tales. Bulles of popes, and of cardinales, Of patriarchs, and of bishops I shew, And in Latin I speak a wordes few, To savour with my predication, And for to stir men to devotion Then show I forth my longe crystal stones, Y-crammed fall of cloutes* and of bones; *rags, fragments Relics they be, as *weene they* each one. *as my listeners think* Then have I in latoun* a shoulder-bone *brass Which that was of a holy Jewe’s sheep. “Good men,” say I, “take of my wordes keep;* *heed If that this bone be wash’d in any well, If cow, or calf, or sheep, or oxe swell, That any worm hath eat, or worm y-stung, Take water of that well, and wash his tongue, And it is whole anon; and farthermore Of pockes, and of scab, and every sore Shall every sheep be whole, that of this well Drinketh a draught; take keep* of that I tell. *heed STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-7

“If that the goodman, that the beastes oweth,* *owneth Will every week, ere that the cock him croweth, Fasting, y-drinken of this well a draught, As thilke holy Jew our elders taught, His beastes and his store shall multiply. And, Sirs, also it healeth jealousy; For though a man be fall’n in jealous rage, Let make with this water his pottage, And never shall he more his wife mistrist,* *mistrust *Though he the sooth of her defaulte wist;* *though he truly All had she taken priestes two or three. <4> knew her sin* Here is a mittain* eke, that ye may see; *glove, mitten He that his hand will put in this mittain, He shall have multiplying of his grain, When he hath sowen, be it wheat or oats, So that he offer pence,SAMPLE or elles groats. And, men and women, one thing warn I you; If any wight be in this churche now That hath done sin horrible, so that he Dare not for shame of it y-shriven* be; *confessed Or any woman, be she young or old, That hath y-made her husband cokewold,* *cuckold Such folk shall have no power nor no grace To offer to my relics in this place. And whoso findeth him out of such blame, He will come up and offer in God’s name; And I assoil* him by the authority *absolve Which that by bull y-granted was to me.” STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-8

By this gaud* have I wonne year by year *jest, trick A hundred marks, since I was pardonere. I stande like a clerk in my pulpit, And when the lewed* people down is set, *ignorant I preache so as ye have heard before, And telle them a hundred japes* more. *jests, deceits Then pain I me to stretche forth my neck, And east and west upon the people I beck, As doth a dove, sitting on a bern;* *barn My handes and my tongue go so yern,* *briskly That it is joy to see my business. Of avarice and of such cursedness* *wickedness Is all my preaching, for to make them free To give their pence, and namely* unto me. *especially For mine intent is not but for to win, And nothing for correctionSAMPLE of sin. I recke never, when that they be buried, Though that their soules go a blackburied.<5> For certes *many a predication *preaching is often inspired Cometh oft-time of evil intention;* by evil motives* Some for pleasance of folk, and flattery, To be advanced by hypocrisy; And some for vainglory, and some for hate. For, when I dare not otherwise debate, Then will I sting him with my tongue smart* *sharply In preaching, so that he shall not astart* *escape To be defamed falsely, if that he Hath trespass’d* to my brethren or to me. *offended For, though I telle not his proper name, Men shall well knowe that it is the same By signes, and by other circumstances. Thus *quite I* folk that do us displeasances: *I am revenged on* Thus spit I out my venom, under hue Of holiness, to seem holy and true. But, shortly mine intent I will devise, I preach of nothing but of covetise. Therefore my theme is yet, and ever was, -- Radix malorum est cupiditas. <3> Thus can I preach against the same vice Which that I use, and that is avarice. But though myself be guilty in that sin, Yet can I maken other folk to twin* *depart From avarice, and sore them repent. But that is not my principal intent; I preache nothing but for covetise. Of this mattere it ought enough suffice. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-9

Then tell I them examples many a one, Of olde stories longe time gone; For lewed* people love tales old; *unlearned Such thinges can they well report and hold. What? trowe ye, that whiles I may preach And winne gold and silver for* I teach, *because That I will live in povert’ wilfully? Nay, nay, I thought it never truely. For I will preach and beg in sundry lands; I will not do no labour with mine hands, Nor make baskets for to live thereby, Because I will not beggen idlely. I will none of the apostles counterfeit;* *imitate (in poverty) I will have money, wool, and cheese, and wheat, All* were it given of the poorest page, *even if Or of the pooreste widowSAMPLE in a village: All should her children sterve* for famine. *die Nay, I will drink the liquor of the vine, And have a jolly wench in every town. But hearken, lordings, in conclusioun; Your liking is, that I shall tell a tale Now I have drunk a draught of corny ale, By God, I hope I shall you tell a thing That shall by reason be to your liking; For though myself be a full vicious man, A moral tale yet I you telle can, Which I am wont to preache, for to win. Now hold your peace, my tale I will begin. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-10

In Flanders whilom was a company Of younge folkes, that haunted folly, As riot, hazard, stewes,* and taverns; *brothels Where as with lutes, harpes, and giterns,* *guitars They dance and play at dice both day and night, And eat also, and drink over their might; Through which they do the devil sacrifice Within the devil’s temple, in cursed wise, By superfluity abominable. Their oathes be so great and so damnable, That it is grisly* for to hear them swear. *dreadful <6> Our blissful Lorde’s body they to-tear;* *tore to pieces <7> Them thought the Jewes rent him not enough, And each of them at other’s sinne lough.* *laughed And right anon in come tombesteres <8> Fetis* and small, andSAMPLE younge fruitesteres.** *dainty **fruit-girls Singers with harpes, baudes,* waferers,** *revellers **cake-sellers Which be the very devil’s officers, To kindle and blow the fire of lechery, That is annexed unto gluttony. The Holy Writ take I to my witness, That luxury is in wine and drunkenness. <9> Lo, how that drunken Lot unkindely* *unnaturally Lay by his daughters two unwittingly, So drunk he was he knew not what he wrought. Herodes, who so well the stories sought, <10> When he of wine replete was at his feast, Right at his owen table gave his hest* *command To slay the Baptist John full guilteless. Seneca saith a good word, doubteless: He saith he can no difference find Betwixt a man that is out of his mind, And a man whiche that is drunkelew:* *a drunkard <11> But that woodness,* y-fallen in a shrew,* *madness **one evil-tempered Persevereth longer than drunkenness. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-11

O gluttony, full of all cursedness; O cause first of our confusion, Original of our damnation, Till Christ had bought us with his blood again! Looke, how deare, shortly for to sayn, Abought* was first this cursed villainy: *atoned for Corrupt was all this world for gluttony. Adam our father, and his wife also, From Paradise, to labour and to woe, Were driven for that vice, it is no dread.* *doubt For while that Adam fasted, as I read, He was in Paradise; and when that he Ate of the fruit defended* of the tree, *forbidden <12> Anon he was cast out to woe and pain. O gluttony! well ought us on thee plain. Oh! wist a man howSAMPLE many maladies Follow of excess and of gluttonies, He woulde be the more measurable* *moderate Of his diete, sitting at his table. Alas! the shorte throat, the tender mouth, Maketh that east and west, and north and south, In earth, in air, in water, men do swink* *labour To get a glutton dainty meat and drink. Of this mattere, O Paul! well canst thou treat Meat unto womb,* and womb eke unto meat, *belly Shall God destroye both, as Paulus saith. <13> Alas! a foul thing is it, by my faith, To say this word, and fouler is the deed, When man so drinketh of the *white and red,* *i.e. wine* That of his throat he maketh his privy Through thilke cursed superfluity The apostle saith, <14> weeping full piteously, There walk many, of which you told have I, -- I say it now weeping with piteous voice, -- That they be enemies of Christe’s crois;* *cross Of which the end is death; womb* is their God. *belly O womb, O belly, stinking is thy cod,* *bag <15> Full fill’d of dung and of corruptioun; At either end of thee foul is the soun. How great labour and cost is thee to find!* *supply These cookes how they stamp, and strain, and grind, And turne substance into accident, To fulfill all thy likerous talent! Out of the harde bones knocke they The marrow, for they caste naught away That may go through the gullet soft and swoot* *sweet STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-12

Of spicery and leaves, of bark and root, Shall be his sauce y-maked by delight, To make him have a newer appetite. But, certes, he that haunteth such delices Is dead while that he liveth in those vices.

A lecherous thing is wine, and drunkenness Is full of striving and of wretchedness. O drunken man! disfgur’d is thy face,<16> Sour is thy breath, foul art thou to embrace: And through thy drunken nose sowneth the soun’, As though thous saidest aye, Samsoun! Samsoun! And yet, God wot, Samson drank never wine. Thou fallest as it were a sticked swine; Thy tongue is lost, and all thine honest cure;* *care For drunkenness is SAMPLEvery sepulture* *tomb Of manne’s wit and his discretion. In whom that drink hath domination, He can no counsel keep, it is no dread.* *doubt Now keep you from the white and from the red, And namely* from the white wine of Lepe,<17> *especially That is to sell in Fish Street <18> and in Cheap. This wine of Spaine creepeth subtilly -- In other wines growing faste by, Of which there riseth such fumosity, That when a man hath drunken draughtes three, And weeneth that he be at home in Cheap, He is in Spain, right at the town of Lepe, Not at the Rochelle, nor at Bourdeaux town; And thenne will he say, Samsoun! Samsoun! But hearken, lordings, one word, I you pray, That all the sovreign actes, dare I say, Of victories in the Old Testament, Through very God that is omnipotent, Were done in abstinence and in prayere: Look in the Bible, and there ye may it lear.* *learn Look, Attila, the greate conqueror, Died in his sleep, <19> with shame and dishonour, Bleeding aye at his nose in drunkenness: A captain should aye live in soberness And o’er all this, advise* you right well *consider, bethink What was commanded unto Lemuel; <20> Not Samuel, but Lemuel, say I. Reade the Bible, and find it expressly Of wine giving to them that have justice. No more of this, for it may well suffice. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-13

And, now that I have spoke of gluttony, Now will I you *defende hazardry.* *forbid gambling* Hazard is very mother of leasings,* *lies And of deceit, and cursed forswearings: Blasphem’ of Christ, manslaughter, and waste also Of chattel* and of time; and furthermo’ *property It is repreve,* and contrar’ of honour, *reproach For to be held a common hazardour. And ever the higher he is of estate, The more he is holden desolate.* *undone, worthless If that a prince use hazardry, In alle governance and policy He is, as by common opinion, Y-hold the less in reputation.SAMPLE Chilon, that was a wise ambassador, Was sent to Corinth with full great honor From Lacedemon, <21> to make alliance; And when he came, it happen’d him, by chance, That all the greatest that were of that land, Y-playing atte hazard he them fand.* *found For which, as soon as that it mighte be, He stole him home again to his country And saide there, “I will not lose my name, Nor will I take on me so great diffame,* *reproach You to ally unto no hazardors.* *gamblers Sende some other wise ambassadors, For, by my troth, me were lever* die, *rather Than I should you to hazardors ally. For ye, that be so glorious in honours, Shall not ally you to no hazardours, As by my will, nor as by my treaty.” This wise philosopher thus said he. Look eke how to the King Demetrius The King of Parthes, as the book saith us, Sent him a pair of dice of gold in scorn, For he had used hazard therebeforn: For which he held his glory and renown At no value or reputatioun. Lordes may finden other manner play Honest enough to drive the day away.

End Reading, Lesson 27 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-14

Begin Reading, Lesson 28

Now will I speak of oathes false and great A word or two, as olde bookes treat. Great swearing is a thing abominable, And false swearing is more reprovable. The highe God forbade swearing at all; Witness on Matthew: <22> but in special Of swearing saith the holy Jeremie, <23> Thou thalt swear sooth thine oathes, and not lie: And swear in doom* and eke in righteousness; *judgement But idle swearing is a cursedness.* *wickedness Behold and see, there in the firste table Of highe Godde’s hestes* honourable, *commandments How that the secondSAMPLE best of him is this, Take not my name in idle* or amiss. *in vain Lo, rather* he forbiddeth such swearing, *sooner Than homicide, or many a cursed thing; I say that as by order thus it standeth; This knoweth he that his hests* understandeth, *commandments How that the second hest of God is that. And farthermore, I will thee tell all plat,* *flatly, plainly That vengeance shall not parte from his house, That of his oathes is outrageous. “By Godde’s precious heart, and by his nails, <24> And by the blood of Christ, that is in Hailes, <25> Seven is my chance, and thine is cinque and trey: By Godde’s armes, if thou falsely play, This dagger shall throughout thine hearte go.” This fruit comes of the *bicched bones two,* *two cursed bones (dice)* Forswearing, ire, falseness, and homicide. Now, for the love of Christ that for us died, Leave your oathes, bothe great and smale. But, Sirs, now will I ell you forth my tale. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-15

These riotoures three, of which I tell, Long *erst than* prime rang of any bell, *before Were set them in a tavern for to drink; And as they sat, they heard a belle clink Before a corpse, was carried to the grave. That one of them gan calle to his knave,* *servant “Go bet,” <26> quoth he, “and aske readily What corpse is this, that passeth here forth by; And look that thou report his name well.” “Sir,” quoth the boy, “it needeth never a deal;* *whit It was me told ere ye came here two hours; He was, pardie, an old fellow of yours, And suddenly he was y-slain to-night; Fordrunk* as he sat on his bench upright, *completely drunk There came a privy thief, men clepe Death, That in this countrySAMPLE all the people slay’th, And with his spear he smote his heart in two, And went his way withoute wordes mo’. He hath a thousand slain this pestilence; And, master, ere you come in his presence, Me thinketh that it were full necessary For to beware of such an adversary; Be ready for to meet him evermore. Thus taughte me my dame; I say no more.” “By Sainte Mary,” said the tavernere, “The child saith sooth, for he hath slain this year, Hence ov’r a mile, within a great village, Both man and woman, child, and hind, and page; I trow his habitation be there; To be advised* great wisdom it were, *watchful, on one’s guard Ere* that he did a man a dishonour.” *lest STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-16

“Yea, Godde’s armes,” quoth this riotour, “Is it such peril with him for to meet? I shall him seek, by stile and eke by street. I make a vow, by Godde’s digne* bones.” *worthy Hearken, fellows, we three be alle ones:* *at one Let each of us hold up his hand to other, And each of us become the other’s brother, And we will slay this false traitor Death; He shall be slain, he that so many slay’th, By Godde’s dignity, ere it be night.” Together have these three their trothe plight To live and die each one of them for other As though he were his owen sworen brother. And up they start, all drunken, in this rage, And forth they go towardes that village Of which the tavernerSAMPLE had spoke beforn, And many a grisly* oathe have they sworn, *dreadful And Christe’s blessed body they to-rent;* *tore to pieces <7> “Death shall be dead, if that we may him hent.”* *catch When they had gone not fully half a mile, Right as they would have trodden o’er a stile, An old man and a poore with them met. This olde man full meekely them gret,* *greeted And saide thus; “Now, lordes, God you see!”* *look on graciously The proudest of these riotoures three Answer’d again; “What? churl, with sorry grace, Why art thou all forwrapped* save thy face? *closely wrapt up Why livest thou so long in so great age?” This olde man gan look on his visage, And saide thus; “For that I cannot find A man, though that I walked unto Ind, Neither in city, nor in no village go, That woulde change his youthe for mine age; And therefore must I have mine age still As longe time as it is Godde’s will. And Death, alas! he will not have my life. Thus walk I like a resteless caitife,* *miserable wretch And on the ground, which is my mother’s gate, I knocke with my staff, early and late, And say to her, ‘Leve* mother, let me in. *dear Lo, how I wane, flesh, and blood, and skin; Alas! when shall my bones be at rest? Mother, with you I woulde change my chest, That in my chamber longe time hath be, STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-17

Yea, for an hairy clout to *wrap in me.’* *wrap myself in* But yet to me she will not do that grace, For which fall pale and welked* is my face. *withered But, Sirs, to you it is no courtesy To speak unto an old man villainy, But* he trespass in word or else in deed. *except In Holy Writ ye may yourselves read; ‘Against* an old man, hoar upon his head, *to meet Ye should arise:’ therefore I you rede,* *advise Ne do unto an old man no harm now, No more than ye would a man did you In age, if that ye may so long abide. And God be with you, whether ye go or ride I must go thither as SAMPLEI have to go.” “Nay, olde churl, by God thou shalt not so,” Saide this other hazardor anon; “Thou partest not so lightly, by Saint John. Thou spakest right now of that traitor Death, That in this country all our friendes slay’th; Have here my troth, as thou art his espy;* *spy Tell where he is, or thou shalt it abie,* *suffer for By God and by the holy sacrament; For soothly thou art one of his assent To slay us younge folk, thou false thief.” “Now, Sirs,” quoth he, “if it be you so lief* *desire To finde Death, turn up this crooked way, For in that grove I left him, by my fay, Under a tree, and there he will abide; Nor for your boast he will him nothing hide. See ye that oak? right there ye shall him find. God save you, that bought again mankind, And you amend!” Thus said this olde man; And evereach of these riotoures ran, Till they came to the tree, and there they found Of florins fine, of gold y-coined round, Well nigh a seven bushels, as them thought. No longer as then after Death they sought; But each of them so glad was of the sight, For that the florins were so fair and bright, That down they sat them by the precious hoard. The youngest of them spake the firste word: STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-18

“Brethren,” quoth he, “*take keep* what I shall say; *heed* My wit is great, though that I bourde* and play *joke, frolic This treasure hath Fortune unto us given In mirth and jollity our life to liven; And lightly as it comes, so will we spend. Hey! Godde’s precious dignity! who wend* *weened, thought Today that we should have so fair a grace? But might this gold he carried from this place Home to my house, or elles unto yours (For well I wot that all this gold is ours), Then were we in high felicity. But truely by day it may not be; Men woulde say that we were thieves strong, And for our owen treasure do us hong.* *have us hanged This treasure muste carried be by night, As wisely and as slilySAMPLE as it might. Wherefore I rede,* that cut** among us all *advise **lots We draw, and let see where the cut will fall: And he that hath the cut, with hearte blithe Shall run unto the town, and that full swithe,* *quickly And bring us bread and wine full privily: And two of us shall keepe subtilly This treasure well: and if he will not tarry, When it is night, we will this treasure carry, By one assent, where as us thinketh best.” Then one of them the cut brought in his fist, And bade them draw, and look where it would fall; And it fell on the youngest of them all; And forth toward the town he went anon. And all so soon as that he was y-gone, The one of them spake thus unto the other; “Thou knowest well that thou art my sworn brother, *Thy profit* will I tell thee right anon. *what is for thine Thou knowest well that our fellow is gone, advantage* And here is gold, and that full great plenty, That shall departed* he among us three. *divided But natheless, if I could shape* it so *contrive That it departed were among us two, Had I not done a friende’s turn to thee?” Th’ other answer’d, “I n’ot* how that may be; *know not He knows well that the gold is with us tway. What shall we do? what shall we to him say?” “Shall it be counsel?”* said the firste shrew;** *secret **wretch “And I shall tell to thee in wordes few What we shall do, and bring it well about.” STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-19

“I grante,” quoth the other, “out of doubt, That by my truth I will thee not bewray.”* *betray “Now,” quoth the first, “thou know’st well we be tway, And two of us shall stronger be than one. Look; when that he is set,* thou right anon *sat down Arise, as though thou wouldest with him play; And I shall rive* him through the sides tway, *stab While that thou strugglest with him as in game; And with thy dagger look thou do the same. And then shall all this gold departed* be, *divided My deare friend, betwixte thee and me: Then may ew both our lustes* all fulfil, *pleasures And play at dice right at our owen will.” And thus accorded* be these shrewes** tway *agreed **wretches To slay the third, as SAMPLEye have heard me say. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-20

The youngest, which that wente to the town, Full oft in heart he rolled up and down The beauty of these florins new and bright. “O Lord!” quoth he, “if so were that I might Have all this treasure to myself alone, There is no man that lives under the throne Of God, that shoulde have so merry as I.” And at the last the fiend our enemy Put in his thought, that he should poison buy, With which he mighte slay his fellows twy.* *two For why, the fiend found him *in such living,* *leading such a That he had leave to sorrow him to bring. (bad) life* For this was utterly his full intent To slay them both, and never to repent. And forth he went, no longer would he tarry, Into the town to an SAMPLEapothecary, And prayed him that he him woulde sell Some poison, that he might *his rattes quell,* *kill his rats* And eke there was a polecat in his haw,* *farm-yard, hedge <27> That, as he said, his eapons had y-slaw:* *slain And fain he would him wreak,* if that he might, *revenge Of vermin that destroyed him by night. Th’apothecary answer’d, “Thou shalt have A thing, as wisly* God my soule save, *surely In all this world there is no creature That eat or drank hath of this confecture, Not but the mountance* of a corn of wheat, *amount That he shall not his life *anon forlete;* *immediately lay down* Yea, sterve* he shall, and that in lesse while *die Than thou wilt go *apace* nought but a mile: *quickly* This poison is so strong and violent.” This cursed man hath in his hand y-hent* *taken This poison in a box, and swift he ran Into the nexte street, unto a man, And borrow’d of him large bottles three; And in the two the poison poured he; The third he kepte clean for his own drink, For all the night he shope him* for to swink** *purposed **labour In carrying off the gold out of that place. And when this riotour, with sorry grace, Had fill’d with wine his greate bottles three, STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-21

To his fellows again repaired he. What needeth it thereof to sermon* more? *talk, discourse For, right as they had cast* his death before, *plotted Right so they have him slain, and that anon. And when that this was done, thus spake the one; “Now let us sit and drink, and make us merry, And afterward we will his body bury.” And with that word it happen’d him *par cas* *by chance To take the bottle where the poison was, And drank, and gave his fellow drink also, For which anon they sterved* both the two. *died But certes I suppose that Avicen Wrote never in no canon, nor no fen, <28> More wondrous signes of empoisoning, Than had these wretches two ere their ending. Thus ended be theseSAMPLE homicides two, And eke the false empoisoner also.

But, Sirs, one word forgot I in my tale; I have relics and pardon in my mail, As fair as any man in Engleland, Which were me given by the Pope’s hand. If any of you will of devotion Offer, and have mine absolution, Come forth anon, and kneele here adown And meekely receive my pardoun. Or elles take pardon, as ye wend,* *go All new and fresh at every towne’s end, So that ye offer, always new and new, Nobles or pence which that be good and true. ‘Tis an honour to evereach* that is here, *each one That ye have a suffisant* pardonere *suitable STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-22

T’assoile* you in country as ye ride, *absolve For aventures which that may betide. Paraventure there may fall one or two Down of his horse, and break his neck in two. Look, what a surety is it to you all, That I am in your fellowship y-fall, That may assoil* you bothe *more and lass,* *absolve When that the soul shall from the body pass. *great and small* I rede* that our Hoste shall begin, *advise For he is most enveloped in sin. Come forth, Sir Host, and offer first anon, And thou shalt kiss; the relics every one, Yea, for a groat; unbuckle anon thy purse.

“Nay, nay,” quoth he,SAMPLE “then have I Christe’s curse! Let be,” quoth he, “it shall not be, *so the’ch.* *so may I thrive* Thou wouldest make me kiss thine olde breech, And swear it were a relic of a saint, Though it were with thy *fundament depaint’.* *stained by your bottom* But, by the cross which that Saint Helen fand,* *found <30> I would I had thy coilons* in mine hand, *testicles Instead of relics, or of sanctuary. Let cut them off, I will thee help them carry; They shall be shrined in a hogge’s turd.” The Pardoner answered not one word; So wroth he was, no worde would he say.

“Now,” quoth our Host, “I will no longer play With thee, nor with none other angry man.” But right anon the worthy Knight began (When that he saw that all the people lough*), *laughed “No more of this, for it is right enough. Sir Pardoner, be merry and glad of cheer; And ye, Sir Host, that be to me so dear, I pray you that ye kiss the Pardoner; And, Pardoner, I pray thee draw thee ner,* *nearer And as we didde, let us laugh and play.” Anon they kiss’d, and rode forth their way. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-23

Notes to The Pardoner’s Tale

7KHRXWOLQHRIWKLV7DOHLVWREHIRXQGLQWKH³&HQWR1RYHOOH$QWLFKH´EXWWKHRULJLQDO LVQRZORVW$VLQWKHFDVHRIWKH:LIHRI%DWK¶V7DOHWKHUHLVDORQJSURORJXHEXWLQ this case it has been treated as part of the Tale.

+DXWHLQORXGORIW\IURP)UHQFK³KDXWDLQ´

5DGL[PDORUXPHVWFXSLGLWDV³WKHORYHRIPRQH\LVWKHURRWRIDOOHYLO´ 7LP9,

$OOKDGVKHWDNHQSULHVWHVWZRRUWKUHHHYHQLIVKHKDGFRPPLWWHGDGXOWHU\ZLWKWZR or three priests.SAMPLE %ODFNEXULHG7KHPHDQLQJRIWKLVLVQRWYHU\FOHDUEXWLWLVSUREDEO\DSHULSKUDVWLF  DQGSLFWXUHVTXHZD\RILQGLFDWLQJGDPQDWLRQ

*ULVO\GUHDGIXO¿WWHGWR³DJULVH´RUKRUULI\WKHOLVWHQHU

0U:ULJKWVD\V³7KHFRPPRQRDWKVLQWKH0LGGOH$JHVZHUHE\WKHGLIIHUHQWSDUWV of God’s body; and the popular preachers represented that profane swearerstore &KULVW¶VERG\E\WKHLULPSUHFDWLRQV´7KHLGHDZDVGRXEWOHVVERUURZHGIURPWKH SDVVDJHLQ+HEUHZV YL ZKHUHDSRVWDWHVDUHVDLGWR³FUXFLI\WRWKHPVHOYHVWKH 6RQRI*RGDIUHVKDQGSXW+LPWRDQRSHQVKDPH´

7RPEHVWHUHVIHPDOHGDQFHUVRUWXPEOHUVIURP$QJOR6D[RQ³WXPEDQ´WRGDQFH

³%HQRWGUXQNZLWKZLQHZKHUHLQLVH[FHVV´(SKY

7KHUHIHUHQFHLVSUREDEO\WRWKHGLOLJHQWLQTXLULHV+HURGPDGHDWWKHWLPHRI&KULVW¶V ELUWK6HH0DWWLL

$GUXQNDUG³3HUKDSV´VD\V7\UZKLWW³&KDXFHUUHIHUVWR(SLVW/;;;,,,µ([WHQGH LQSOXUHVGLHVLOOXPHEULLKDELWXPQXQTXLGGHIXURUHGXELWDELV"QXQFTXRTXHQRQ HVWPLQRUVHGEUHYLRU¶´ ³3URORQJWKHGUXQNDUG¶VFRQGLWLRQWRVHYHUDOGD\VZLOO\RX GRXEWKLVPDGQHVV"(YHQDVLWLVWKHPDGQHVVLVQROHVVPHUHO\VKRUWHU´ STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-24

'HIHQGHGIRUELGGHQ)UHQFK³GHIHQGX´6W-HURPHLQKLVERRNDJDLQVW-RYLQLDQ  VD\VWKDWVRORQJDV$GDPIDVWHGKHZDVLQ3DUDGLVHKHDWHDQGKHZDVWKUXVWRXW

³0HDWVIRUWKHEHOO\DQGWKHEHOO\IRUPHDWVEXW*RGVKDOOGHVWUR\ERWKLWDQGWKHP´ &RU9,

³)RUPDQ\ZDONRIZKRP,KDYHWROG\RXRIWHQDQGQRZWHOO\RXHYHQZHHSLQJWKDW WKH\DUHWKHHQHPLHVRIWKHFURVVRI&KULVW:KRVHHQGLVGHVWUXFWLRQZKRVH*RG LVWKHLUEHOO\DQGZKRVHJORU\LVLQWKHLUVKDPHZKRPLQGHDUWKO\WKLQJV´3KLO,,,  18, 19. &RGEDJ$QJOR6D[RQ³FRGGH´KHQFHSHDVFRGSLQFRG SLSAMPLE QFXVKLRQ  F &RPSDUHZLWKWKHOLQHVZKLFKIROORZWKHSLFWXUHRIWKHGUXQNHQPHVVHQJHULQWKH  Man of Law’s Tale.

/HSH$WRZQQHDU&DGL]ZKHQFHDVWURQJHUZLQHWKDQWKH*DVFRQYLQWDJHVDIIRUGHG ZDVLPSRUWHGWR(QJODQG)UHQFKZLQHZDVRIWHQDGXOWHUDWHGZLWKWKHFKHDSHUDQG VWURQJHU6SDQLVK

$QRWKHUUHDGLQJLV³)OHHW6WUHHW´

$WWLODZDVVXIIRFDWHGLQWKHQLJKWE\DKDHPRUUKDJHEURXJKWRQE\DGHEDXFKZKHQ KHZDVSUHSDULQJDQHZLQYDVLRQRI,WDO\LQ

³,WLVQRWIRUNLQJV2/HPXHOLWLVQRWIRUNLQJVWRGULQNZLQHQRUIRUSULQFHVVWURQJ  GULQNOHVWWKH\GULQNDQGIRUJHWWKHODZDQGSHUYHUWWKHMXGJPHQWRIDQ\RIWKH DIÀLFWHG´3URY;;;,

0RVWPDQXVFULSWVHYLGHQWO\LQHUURUKDYH³6WLOERQ´DQG³&DOLGRQH´IRU&KLORQDQG /DFHGDHPRQ&KLORQZDVRQHRIWKHVHYHQVDJHVRI*UHHFHDQGÀRXULVKHGDERXW  %&$FFRUGLQJWR'LRJHQHV/DHUWLXVKHGLHGXQGHUWKHSUHVVXUHRIDJHDQGMR\ LQWKHDUPVRIKLVVRQZKRKDGMXVWEHHQFURZQHGYLFWRUDWWKH2O\PSLFJDPHV

³6ZHDUQRWDWDOO´&KULVW¶VZRUGVLQ0DWWY STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-25

³$QGWKRXVKDOWVZHDUWKHORUGOLYHWKLQWUXWKLQMXGJHPHQWDQGLQULJKWHRXVQHVV´  -HUHPLDK,9

7KHQDLOVWKDWIDVWHQHG&KULVWRQWKHFURVVZKLFKZHUHUHJDUGHGZLWKVXSHUVWLWLRXV  reverence.

+DLOHV$QDEEH\LQ*ORXFHVWHUVKLUHZKHUHXQGHUWKHGHVLJQDWLRQRI³WKHEORRGRI  +DLOHV´DSRUWLRQRI&KULVW¶VEORRGZDVSUHVHUYHG

*REHWDKXQWLQJSKUDVHDSSDUHQWO\LWVIRUFHLV³JREHDWXSWKHJDPH´

+DZIDUP\DUGKHGJH&RPSDUHWKH)UHQFK³KDLH´SAMPLE

$YLFHQRU$YLFHQQDZDVDPRQJWKHGLVWLQJXLVKHGSK\VLFLDQVRIWKH$UDELDQVFKRRO LQWKHHOHYHQWKFHQWXU\DQGYHU\SRSXODULQWKH0LGGOH$JHV+LVJUHDWZRUNZDV FDOOHG³&DQRQ0HGLFLQDH´DQGZDVGLYLGHGLQWR³IHQV´³IHQQHV´RUVHFWLRQV

$VVRLODEVROYHFRPSDUHWKH6FRWFKODZWHUP³DVVRLO]LH´WRDFTXLW

6DLQW+HOHQDFFRUGLQJWR6LU-RKQ0DQGHYLOOHIRXQGWKHFURVVRI&KULVWGHHSEHORZ JURXQGXQGHUDURFNZKHUHWKH-HZVKDGKLGGHQLWDQGVKHWHVWHGWKHJHQXLQHQHVV RIWKHVDFUHGWUHHE\UDLVLQJWROLIHDGHDGPDQODLGXSRQLW

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 29-1

Lesson 29 The Pardoner’s Tale Assessment

Today, you will demonstrate your knowledge of The Pardoner’s Tale by taking The Pardoner’s Tale Assessment. Refer to portions of the text to assist you in completing the Assessment.

Now, begin the Assessment.

Lesson Wrap-Up: What is your opinion of The Pardoner’s Tale"'R\RX¿QGLW entertaining, interesting, or boring? How would you describe the story? SAMPLE STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 29-2

The Pardoner’s Tale Assessment

Part I: Think about the Pardoner as described in The Prologue, The Pardoner’s Prologue, and The Pardoner’s Tale. In each box below, write notes explaining what you learned about the Pardoner in each portion of text. (10 points each)

1. The Prologue 2. The Pardoner’s Prologue What is revealed about the Pardoner? What is revealed about the Pardoner? SAMPLE

How are these things revealed? How are these things revealed? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 29-3

3. The Pardoner’s Tale What is revealed about the Pardoner?

SAMPLE

How are these things revealed? STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 29-4

Part II: Circle the best answer. 8VH\RXUGLJLWDOWRROV (6 points each)

1. According to the Pardoner, the only purpose of his sermons is to a. save souls. b. serve God and the church. c. amuse himself. d. increase his wealth.

2. The Pardoner’s Tale mainly warns against excessive a. greed. b. drinking. c. laziness. d. optimism.SAMPLE 3. The Pardoner says he will tell his tale to the other pilgrims in order to a. frighten them. b. show that he is a very moral person. c. demonstrate his preaching style. d. save their souls. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 29-5

Part III: Circle the best answer. (4 points each)

1. Which would most likely make a cat wary? a. a collar b. a mouse c. a dog

2. In a debate, who is your adversary? a. the opponent b. your coach c. the judge 3. When you transcendSAMPLE your teachers’ expectations, you a. fall short b. meet them c. go beyond them

4. If you saunter into the classroom, you a. hurry b. walk slowly c. dance

5. A person who shows courteousness can best be described as a. thoughtful b. greedy c. generous STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 29-6

Part IV: Answer one of the following questions based on your understanding of The Pardoner’s Tale. Write your answer on a separate sheet of paper. (16 points)

Explain how The Pardoner’s Tale about the three rioters and Death is a good story told for a bad reason. Use examples from The Pardoner’s Prologue and/or his tale to support your answer.

,QOLWHUDWXUHGHDWKKDVRIWHQEHHQSHUVRQL¿HGWKDWLVJLYHQKXPDQFKDUDFWHULVWLFVDQG TXDOLWLHV'HDWKLVVHHQDVD¿JXUHZKRLVDOZD\VOXUNLQJQHDUE\DQGZKRDSSHDUVLQ YDULRXVIRUPV:KHQKXPDQFKDUDFWHUVPHHW'HDWKWKHUHVXOWVDUHW\SLFDOO\WUDJLFDQG XVXDOO\LURQLF+RZGRHV'HDWKSUHVHQWLWVHOILQ“The Pardoner’s Tale,” and how is the GHDWKRIWKHULRWHUVLURQLF" SAMPLE STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 29-7

Part V: Answer the following question based on your own experience and knowledge. Write your answer on a separate sheet of paper. (16 points)

Throughout The Canterbury Tales, you meet characters who are driven by greed (the Friar, the Pardoner, the Summoner, the Monk, to name a few). Do you think that greed is as prevalent in today’s society as it was in Chaucer’s time? Explain your opinion.

SAMPLE

PRINT STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-1

Lessons 30, 31, and 32 The Canterbury Tales: The Knight’s Tale

Today, you will continue your study of The Canterbury Tales by reading The Knight’s Tale. In the next three Lessons, you will be reading portions of the text. When you have ¿QLVKHGUHDGLQJWKHWH[W\RXZLOODSSO\\RXUNQRZOHGJHE\FRPSOHWLQJVRPH5HDGLQJ &RPSUHKHQVLRQ4XHVWLRQV

:KLOH\RXUHDGFRQVLGHUZKDWPHVVDJH&KDXFHULVDWWHPSWLQJWRSRUWUD\WKURXJKWKH H[SHULHQFHVRIWKHSLOJULPVDQGKRZWKRVHH[SHULHQFHVDUHDSSOLFDEOHLQWRGD\¶VVRFLHW\" ,QDODWHU/HVVRQ\RXZLOOEHUHTXLUHGWRZULWHDQHVVD\DERXW&KDXFHU¶VFULWLTXHRIKXPDQ behavior through his writing of The Canterbury Tales.

Now, start reading The Knight’s Tale:KHQ\RXKDYH¿QLVKHGEHJLQZRUNLQJRQThe Knight’s Tale:5HDGLQJ&RPSUHKHQVLRQ4XHVWLRQVSAMPLE

Lesson Wrap-Up: In what ways are the issues addressed in The Knight’s Tale relevant WRVRFLHW\WRGD\" STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-2

The Knight’s Tale: Reading Comprehension Questions

Demonstrate your understanding of The Knight’s Tale by answering the following questions.

:KDWHYHQWVOHDGWRWKHLPSULVRQPHQWRI$UFLWHDQG3DODPRQ"

'HVFULEHKRZ$UFLWHDQG3DODPRQDUHHDFKUHOHDVHGIURPSULVRQSAMPLE

+RZLVLWWKDWZKHQ$UFLWHLVHPSOR\HGE\(PLO\¶VKRXVHKROGKHLVQRWUHFRJQL]HG"

:KDWLVGRQHWRGHFLGHZKRZLOOPDUU\(PLO\"

+RZLVWKHPDQZKRZRQ(PLO\¶VKDQGSUHYHQWHGIURPPDUU\LQJKHU" STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-3

The Knight’s Tale

by Geoffrey Chaucer

Whilom*, as olde stories tellen us, *formerly There was a duke that highte* Theseus. *was called <2> Of Athens he was lord and governor, And in his time such a conqueror That greater was there none under the sun. Full many a riche country had he won. What with his wisdom and his chivalry, He conquer’d all the regne of Feminie,<3> That whilom was y-cleped Scythia; And weddede the Queen Hippolyta And brought her homeSAMPLE with him to his country With muchel* glory and great solemnity, *great And eke her younge sister Emily, And thus with vict’ry and with melody Let I this worthy Duke to Athens ride, And all his host, in armes him beside.

And certes, if it n’ere* too long to hear, *were not I would have told you fully the mannere, How wonnen* was the regne of Feminie, <4> *won By Theseus, and by his chivalry; And of the greate battle for the nonce Betwixt Athenes and the Amazons; And how assieged was Hippolyta, The faire hardy queen of Scythia; And of the feast that was at her wedding And of the tempest at her homecoming. But all these things I must as now forbear. I have, God wot, a large field to ear* *plough<5>; And weake be the oxen in my plough; The emnar nt of my tale is long enow. I will not *letten eke none of this rout*. *hinder any of Let every fellow tell his tale about, this company* And let see now who shall the supper win. There *as I left*, I will again begin. *where I left off* STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-4

This Duke, of whom I make mentioun, When he was come almost unto the town, In all his weal, and in his moste pride, He was ware, as he cast his eye aside, Where that there kneeled in the highe way A company of ladies, tway and tway, Each after other, clad in clothes black: But such a cry and such a woe they make, That in this world n’is creature living, That hearde such another waimenting* *lamenting <6> And of this crying would they never stenten*, *desist Till they the reines of his bridle henten*. *seize “What folk be ye that at mine homecoming Perturben so my feaste with crying?” Quoth Theseus; “Have ye so great envy Of mine honour, thatSAMPLE thus complain and cry? Or who hath you misboden*, or offended? *wronged Do telle me, if it may be amended; And why that ye be clad thus all in black?”

The oldest lady of them all then spake, When she had swooned, with a deadly cheer*, *countenance That it was ruthe* for to see or hear. *pity She saide; “Lord, to whom fortune hath given Vict’ry, and as a conqueror to liven, Nought grieveth us your glory and your honour; But we beseechen mercy and succour. Have mercy on our woe and our distress; Some drop of pity, through thy gentleness, Upon us wretched women let now fall. For certes, lord, there is none of us all That hath not been a duchess or a queen; Now be we caitives*, as it is well seen: *captives Thanked be Fortune, and her false wheel, That *none estate ensureth to be wele*. *assures no continuance of And certes, lord, t’abiden your presence prosperous estate* Here in this temple of the goddess Clemence We have been waiting all this fortenight: Now help us, lord, since it lies in thy might. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-5

“I, wretched wight, that weep and waile thus, Was whilom wife to king Capaneus, That starf* at Thebes, cursed be that day: *died <7> And alle we that be in this array, And maken all this lamentatioun, We losten all our husbands at that town, While that the siege thereabouten lay. And yet the olde Creon, wellaway! That lord is now of Thebes the city, Fulfilled of ire and of iniquity, He for despite, and for his tyranny, To do the deade bodies villainy*, *insult Of all our lorde’s, which that been y-slaw, *slain Hath all the bodies on an heap y-draw, And will not suffer them by none assent Neither to be y-buried,SAMPLE nor y-brent*, *burnt But maketh houndes eat them in despite.” And with that word, withoute more respite They fallen groff,* and cryden piteously; *grovelling “Have on us wretched women some mercy, And let our sorrow sinken in thine heart.”

This gentle Duke down from his courser start With hearte piteous, when he heard them speak. Him thoughte that his heart would all to-break, When he saw them so piteous and so mate* *abased That whilom weren of so great estate. And in his armes he them all up hent*, *raised, took And them comforted in full good intent, And swore his oath, as he was true knight, He woulde do *so farforthly his might* *as far as his power went* Upon the tyrant Creon them to wreak*, *avenge That all the people of Greece shoulde speak, How Creon was of Theseus y-served, As he that had his death full well deserved. And right anon withoute more abode* *delay His banner he display’d, and forth he rode To Thebes-ward, and all his, host beside: No ner* Athenes would he go nor ride, *nearer Nor take his ease fully half a day, But onward on his way that night he lay: And sent anon Hippolyta the queen, And Emily her younge sister sheen* *bright, lovely Unto the town of Athens for to dwell: And forth he rit*; there is no more to tell. *rode STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-6

The red statue of Mars with spear and targe* *shield So shineth in his white banner large That all the fieldes glitter up and down: And by his banner borne is his pennon Of gold full rich, in which there was y-beat* *stamped The Minotaur<8> which that he slew in Crete Thus rit this Duke, thus rit this conqueror And in his host of chivalry the flower, Till that he came to Thebes, and alight Fair in a field, there as he thought to fight. But shortly for to speaken of this thing, With Creon, which that was of Thebes king, He fought, and slew him manly as a knight In plain bataille, and put his folk to flight: And by assault he won the city after, And rent adown bothSAMPLE wall, and spar, and rafter; And to the ladies he restored again The bodies of their husbands that were slain, To do obsequies, as was then the guise*. *custom

But it were all too long for to devise* *describe The greate clamour, and the waimenting*, *lamenting Which that the ladies made at the brenning* *burning Of the bodies, and the great honour That Theseus the noble conqueror Did to the ladies, when they from him went: But shortly for to tell is mine intent. When that this worthy Duke, this Theseus, Had Creon slain, and wonnen Thebes thus, Still in the field he took all night his rest, And did with all the country as him lest*. *pleased To ransack in the tas* of bodies dead, *heap Them for to strip of *harness and of **weed, *armour **clothes The pillers* did their business and cure, *pillagers <9> After the battle and discomfiture. And so befell, that in the tas they found, Through girt with many a grievous bloody wound, Two younge knightes *ligging by and by* *lying side by side* Both in *one armes*, wrought full richely: *the same armour* Of whiche two, Arcita hight that one, And he that other highte Palamon. Not fully quick*, nor fully dead they were, *alive But by their coat-armour, and by their gear, The heralds knew them well in special, STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-7

As those that weren of the blood royal Of Thebes, and *of sistren two y-born*. *born of two sisters* Out of the tas the pillers have them torn, And have them carried soft unto the tent Of Theseus, and he full soon them sent To Athens, for to dwellen in prison Perpetually, he *n’olde no ranson*. *would take no ransom* And when this worthy Duke had thus y-done, He took his host, and home he rit anon With laurel crowned as a conquerour; And there he lived in joy and in honour Term of his life; what needeth wordes mo’? And in a tower, in anguish and in woe, Dwellen this Palamon, and eke Arcite, For evermore, there may no gold them quite* *set free As those that werenSAMPLE of the blood royal Of Thebes, and *of sistren two y-born*. *born of two sisters* Out of the tas the pillers have them torn, And have them carried soft unto the tent Of Theseus, and he full soon them sent To Athens, for to dwellen in prison Perpetually, he *n’olde no ranson*. *would take no ransom* And when this worthy Duke had thus y-done, He took his host, and home he rit anon With laurel crowned as a conquerour; And there he lived in joy and in honour Term of his life; what needeth wordes mo’? And in a tower, in anguish and in woe, Dwellen this Palamon, and eke Arcite, For evermore, there may no gold them quite* *set free

Thus passed year by year, and day by day, Till it fell ones in a morn of May That Emily, that fairer was to seen Than is the lily upon his stalke green, And fresher than the May with flowers new (For with the rose colour strove her hue; I n’ot* which was the finer of them two), *know not Ere it was day, as she was wont to do, She was arisen, and all ready dight*, *dressed For May will have no sluggardy a-night; The season pricketh every gentle heart, And maketh him out of his sleep to start, And saith, “Arise, and do thine observance.” STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-8

This maketh Emily have remembrance To do honour to May, and for to rise. Y-clothed was she fresh for to devise; Her yellow hair was braided in a tress, Behind her back, a yarde long I guess. And in the garden at *the sun uprist* *sunrise She walketh up and down where as her list. She gathereth flowers, party* white and red, *mingled To make a sotel* garland for her head, *subtle, well-arranged And as an angel heavenly she sung. The greate tower, that was so thick and strong, Which of the castle was the chief dungeon<10> (Where as these knightes weren in prison, Of which I tolde you, and telle shall), Was even joinant* to the garden wall, *adjoining There as this EmilySAMPLE had her playing. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-9

Bright was the sun, and clear that morrowning, And Palamon, this woful prisoner, As was his wont, by leave of his gaoler, Was ris’n, and roamed in a chamber on high, In which he all the noble city sigh*, *saw And eke the garden, full of branches green, There as this fresh Emelia the sheen Was in her walk, and roamed up and down. This sorrowful prisoner, this Palamon Went in his chamber roaming to and fro, And to himself complaining of his woe: That he was born, full oft he said, Alas! And so befell, by aventure or cas*, *chance That through a window thick of many a bar Of iron great, and square as any spar, He cast his eyes uponSAMPLE Emelia, And therewithal he blent* and cried, Ah! *started aside As though he stungen were unto the heart. And with that cry Arcite anon up start, And saide, “Cousin mine, what aileth thee, That art so pale and deadly for to see? Why cried’st thou? who hath thee done offence? For Godde’s love, take all in patience Our prison*, for it may none other be. *imprisonment Fortune hath giv’n us this adversity’. Some wick’* aspect or disposition *wicked Of Saturn<11>, by some constellation, Hath giv’n us this, although we had it sworn, So stood the heaven when that we were born, We must endure; this is the short and plain. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-10

This Palamon answer’d, and said again: “Cousin, forsooth of this opinion Thou hast a vain imagination. This prison caused me not for to cry; But I was hurt right now thorough mine eye Into mine heart; that will my bane* be. *destruction The fairness of the lady that I see Yond in the garden roaming to and fro, Is cause of all my crying and my woe. I *n’ot wher* she be woman or goddess, *know not whether* But Venus is it, soothly* as I guess, *truly And therewithal on knees adown he fill, And saide: “Venus, if it be your will You in this garden thus to transfigure Before me sorrowful wretched creature, Out of this prison helpSAMPLE that we may scape. And if so be our destiny be shape By etern word to dien in prison, Of our lineage have some compassion, That is so low y-brought by tyranny.” STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-11

And with that word Arcita *gan espy* *began to look forth* Where as this lady roamed to and fro And with that sight her beauty hurt him so, That if that Palamon was wounded sore, Arcite is hurt as much as he, or more. And with a sigh he saide piteously: “The freshe beauty slay’th me suddenly Of her that roameth yonder in the place. And but* I have her mercy and her grace, *unless That I may see her at the leaste way, I am but dead; there is no more to say.” This Palamon, when he these wordes heard, Dispiteously* he looked, and answer’d: *angrily “Whether say’st thou this in earnest or in play?” “Nay,” quoth Arcite, “in earnest, by my fay*. *faith God help me so, *meSAMPLE lust full ill to play*.” *I am in no humour This Palamon gan knit his browes tway. for jesting* “It were,” quoth he, “to thee no great honour For to be false, nor for to be traitour To me, that am thy cousin and thy brother Y-sworn full deep, and each of us to other, That never for to dien in the pain <12>, Till that the death departen shall us twain, Neither of us in love to hinder other, Nor in none other case, my leve* brother; *dear But that thou shouldest truly farther me In every case, as I should farther thee. This was thine oath, and mine also certain; I wot it well, thou dar’st it not withsayn*, *deny Thus art thou of my counsel out of doubt, And now thou wouldest falsely be about To love my lady, whom I love and serve, And ever shall, until mine hearte sterve* *die Now certes, false Arcite, thou shalt not so I lov’d her first, and tolde thee my woe As to my counsel, and my brother sworn To farther me, as I have told beforn. For which thou art y-bounden as a knight To helpe me, if it lie in thy might, Or elles art thou false, I dare well sayn,” STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-12

This Arcita full proudly spake again: “Thou shalt,” quoth he, “be rather* false than I, *sooner And thou art false, I tell thee utterly; For par amour I lov’d her first ere thou. What wilt thou say? *thou wist it not right now* *even now thou Whether she be a woman or goddess. knowest not* Thine is affection of holiness, And mine is love, as to a creature: For which I tolde thee mine aventure As to my cousin, and my brother sworn I pose*, that thou loved’st her beforn: *suppose Wost* thou not well the olde clerke’s saw<13>, *know’st That who shall give a lover any law? Love is a greater lawe, by my pan, Than may be giv’n to any earthly man: Therefore positive law,SAMPLE and such decree, Is broke alway for love in each degree A man must needes love, maugre his head. He may not flee it, though he should be dead, *All be she* maid, or widow, or else wife. *whether she be* And eke it is not likely all thy life To standen in her grace, no more than I For well thou wost thyselfe verily, That thou and I be damned to prison Perpetual, us gaineth no ranson. We strive, as did the houndes for the bone; They fought all day, and yet their part was none. There came a kite, while that they were so wroth, And bare away the bone betwixt them both. And therefore at the kinge’s court, my brother, Each man for himselfe, there is no other. Love if thee list; for I love and aye shall And soothly, leve brother, this is all. Here in this prison musten we endure, And each of us take his Aventure.” STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-13

Great was the strife and long between these tway, If that I hadde leisure for to say; But to the effect: it happen’d on a day (To tell it you as shortly as I may), A worthy duke that hight Perithous<14> That fellow was to the Duke Theseus Since thilke* day that they were children lite** *that **little Was come to Athens, his fellow to visite, And for to play, as he was wont to do; For in this world he loved no man so; And he lov’d him as tenderly again. So well they lov’d, as olde bookes sayn, That when that one was dead, soothly to sayn, His fellow went and sought him down in hell: But of that story list me not to write. Duke Perithous lovedSAMPLE well Arcite, And had him known at Thebes year by year: And finally at request and prayere Of Perithous, withoute ranson Duke Theseus him let out of prison, Freely to go, where him list over all, In such a guise, as I you tellen shall This was the forword*, plainly to indite, *promise Betwixte Theseus and him Arcite: That if so were, that Arcite were y-found Ever in his life, by day or night, one stound* *moment<15> In any country of this Theseus, And he were caught, it was accorded thus, That with a sword he shoulde lose his head; There was none other remedy nor rede*. *counsel But took his leave, and homeward he him sped; Let him beware, his necke lieth *to wed*. *in pledge* STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-14

How great a sorrow suff’reth now Arcite! The death he feeleth through his hearte smite; He weepeth, waileth, crieth piteously; To slay himself he waiteth privily. He said; “Alas the day that I was born! Now is my prison worse than beforn: *Now is me shape* eternally to dwell *it is fixed for me* Not in purgatory, but right in hell. Alas! that ever I knew Perithous. For elles had I dwelt with Theseus Y-fettered in his prison evermo’. Then had I been in bliss, and not in woe. Only the sight of her, whom that I serve, Though that I never may her grace deserve, Would have sufficed right enough for me. O deare cousin Palamon,”SAMPLE quoth he, “Thine is the vict’ry of this aventure, Full blissfully in prison to endure: In prison? nay certes, in paradise. Well hath fortune y-turned thee the dice, That hast the sight of her, and I th’ absence. For possible is, since thou hast her presence, And art a knight, a worthy and an able, That by some cas*, since fortune is changeable, *chance Thou may’st to thy desire sometime attain. But I that am exiled, and barren Of alle grace, and in so great despair, That there n’is earthe, water, fire, nor air, Nor creature, that of them maked is, That may me helpe nor comfort in this, Well ought I *sterve in wanhope* and distress. *die in despair* Farewell my life, my lust*, and my gladness. *pleasure Alas, *why plainen men so in commune *why do men so often complain Of purveyance of God*, or of Fortune, of God’s providence?* That giveth them full oft in many a guise Well better than they can themselves devise? Some man desireth for to have richess, That cause is of his murder or great sickness. And some man would out of his prison fain, That in his house is of his meinie* slain. *servants <16> Infinite harmes be in this mattere. We wot never what thing we pray for here. We fare as he that drunk is as a mouse. A drunken man wot well he hath an house, But he wot not which is the right way thither, And to a drunken man the way is slither*. *slippery STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-15

And certes in this world so fare we. We seeke fast after felicity, But we go wrong full often truely. Thus we may sayen all, and namely* I, *especially That ween’d*, and had a great opinion, *thought That if I might escape from prison Then had I been in joy and perfect heal, Where now I am exiled from my weal. Since that I may not see you, Emily, I am but dead; there is no remedy.”

Upon that other side, Palamon, When that he wist Arcita was agone, Much sorrow maketh, that the greate tower Resounded of his yellingSAMPLE and clamour The pure* fetters on his shinnes great *very <17> Were of his bitter salte teares wet.

“Alas!” quoth he, “Arcita, cousin mine, Of all our strife, God wot, the fruit is thine. Thou walkest now in Thebes at thy large, And of my woe thou *givest little charge*. *takest little heed* Thou mayst, since thou hast wisdom and manhead*, *manhood, courage Assemble all the folk of our kindred, And make a war so sharp on this country That by some aventure, or some treaty, Thou mayst have her to lady and to wife, For whom that I must needes lose my life. For as by way of possibility, Since thou art at thy large, of prison free, And art a lord, great is thine avantage, More than is mine, that sterve here in a cage. For I must weep and wail, while that I live, With all the woe that prison may me give, And eke with pain that love me gives also, That doubles all my torment and my woe.” STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-16

Therewith the fire of jealousy upstart Within his breast, and hent* him by the heart *seized So woodly*, that he like was to behold *madly The box-tree, or the ashes dead and cold. Then said; “O cruel goddess, that govern This world with binding of your word etern* *eternal And writen in the table of adamant Your parlement* and your eternal grant, *consultation What is mankind more *unto you y-hold* *by you esteemed Than is the sheep, that rouketh* in the fold! *lie huddled together For slain is man, right as another beast; And dwelleth eke in prison and arrest, And hath sickness, and great adversity, And oftentimes guilteless, pardie* *by God What governance is in your prescience, That guilteless tormentethSAMPLE innocence? And yet increaseth this all my penance, That man is bounden to his observance For Godde’s sake to *letten of his will*, *restrain his desire* Whereas a beast may all his lust fulfil. And when a beast is dead, he hath no pain; But man after his death must weep and plain, Though in this worlde he have care and woe: Withoute doubt it maye standen so. “The answer of this leave I to divines, But well I wot, that in this world great pine* is; *pain, trouble Alas! I see a serpent or a thief That many a true man hath done mischief, Go at his large, and where him list may turn. But I must be in prison through Saturn, And eke through Juno, jealous and eke wood*, *mad That hath well nigh destroyed all the blood Of Thebes, with his waste walles wide. And Venus slay’th me on that other side For jealousy, and fear of him, Arcite.” STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-17

Now will I stent* of Palamon a lite**, *pause **little And let him in his prison stille dwell, And of Arcita forth I will you tell. The summer passeth, and the nightes long Increase double-wise the paines strong Both of the lover and the prisonere. I n’ot* which hath the wofuller mistere**. *know not **condition For, shortly for to say, this Palamon Perpetually is damned to prison, In chaines and in fetters to be dead; And Arcite is exiled *on his head* *on peril of his head* For evermore as out of that country, Nor never more he shall his lady see. You lovers ask I now this question,<18> Who lieth the worse, Arcite or Palamon? The one may see hisSAMPLE lady day by day, But in prison he dwelle must alway. The other where him list may ride or go, But see his lady shall he never mo’. Now deem all as you liste, ye that can, For I will tell you forth as I began.

When that Arcite to Thebes comen was, Full oft a day he swelt*, and said, “Alas!” *fainted For see this lady he shall never mo’. And shortly to concluden all his woe, So much sorrow had never creature That is or shall be while the world may dure. His sleep, his meat, his drink is *him byraft*, *taken away from him* That lean he wex*, and dry as any shaft. *became His eyen hollow, grisly to behold, His hue sallow, and pale as ashes cold, And solitary he was, ever alone, And wailing all the night, making his moan. And if he hearde song or instrument, Then would he weepen, he might not be stent*. *stopped So feeble were his spirits, and so low, And changed so, that no man coulde know His speech, neither his voice, though men it heard. Not only like the lovers’ malady Of Eros, but rather y-like manie* *madness Engender’d of humours melancholic, Before his head in his cell fantastic.<20> And shortly turned was all upside down, Both habit and eke dispositioun, STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-18

Of him, this woful lover Dan* Arcite. *Lord <21> Why should I all day of his woe indite? When he endured had a year or two This cruel torment, and this pain and woe, At Thebes, in his country, as I said, Upon a night in sleep as he him laid, Him thought how that the winged god Mercury Before him stood, and bade him to be merry. His sleepy yard* in hand he bare upright; *rod <22> A hat he wore upon his haires bright. Arrayed was this god (as he took keep*) *notice As he was when that Argus<23> took his sleep; And said him thus: “To Athens shalt thou wend*; *go There is thee shapen* of thy woe an end.” *fixed, prepared And with that word Arcite woke and start. “Now truely how sore that e’er me smart,” Quoth he, “to AthensSAMPLE right now will I fare. Nor for no dread of death shall I not spare To see my lady that I love and serve; In her presence *I recke not to sterve.*” *do not care if I die* And with that word he caught a great mirror, And saw that changed was all his colour, And saw his visage all in other kind. And right anon it ran him ill his mind, That since his face was so disfigur’d Of malady the which he had endur’d, He mighte well, if that he *bare him low,* *lived in lowly fashion* Live in Athenes evermore unknow, And see his lady wellnigh day by day. And right anon he changed his array, And clad him as a poore labourer. And all alone, save only a squier, That knew his privity* and all his cas**, *secrets **fortune Which was disguised poorly as he was, To Athens is he gone the nexte* way. *nearest <24> And to the court he went upon a day, And at the gate he proffer’d his service, To drudge and draw, what so men would devise*. *order And, shortly of this matter for to sayn, He fell in office with a chamberlain, The which that dwelling was with Emily. For he was wise, and coulde soon espy Of every servant which that served her. Well could he hewe wood, and water bear, For he was young and mighty for the nones*, *occasion And thereto he was strong and big of bones To do that any wight can him devise. STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-19

A year or two he was in this service, Page of the chamber of Emily the bright; And Philostrate he saide that he hight. But half so well belov’d a man as he Ne was there never in court of his degree. He was so gentle of conditioun, That throughout all the court was his renown. They saide that it were a charity That Theseus would *enhance his degree*, *elevate him in rank* And put him in some worshipful service, There as he might his virtue exercise. And thus within a while his name sprung Both of his deedes, and of his good tongue, That Theseus hath taken him so near, That of his chamber he hath made him squire, And gave him gold SAMPLEto maintain his degree; And eke men brought him out of his country From year to year full privily his rent. But honestly and slyly* he it spent, *discreetly, prudently That no man wonder’d how that he it had. And three year in this wise his life be lad*, *led And bare him so in peace and eke in werre*, *war There was no man that Theseus had so derre*. *dear And in this blisse leave I now Arcite, And speak I will of Palamon a lite*. *little