Literature Selections

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Literature Selections MODULE 1 The Generall Historie, John Smith “Chief Powhatan’s Address to John Smith” Of Plymouth Plantation, William Bradford Sinners in the Hands of an Angry God, Jonathan Edwards Journey to the Land of Eden, William Byrd II The Trial of Martha Carrier, Cotton Mather MODULE 2 Rip Van Winkle, Washington Irving The Legend of Sleepy Hollow, Washington Irving “The Minister’s Black Veil,” Nathaniel Hawthorne Self-Reliance, Ralph Waldo Emerson Civil Disobedience, Henry David Thoreau The Masque of the Red Death, Edgar Allan Poe MODULE 3 The Gettysburg Address, Abraham Lincoln Second Inaugural Address, Abraham Lincoln What the Black Man Wants, Frederick Douglass MODULE 4 “The Bells,” Edgar Allan Poe “The Raven,” Edgar Allan Poe “When Lilacs Last in the Dooryard Bloom’d,” Walt Whitman “O Captain! My Captain!” Walt Whitman “Song of Myself,” Walt Whitman “I like to see it lap the Miles,” Emily Dickinson “Because I could not stop for Death,” Emily Dickinson “The Soul selects her own Society,” Emily Dickinson “Cavalry Crossing a Ford,” Walt Whitman “To One in Paradise,” Edgar Allan Poe “The Road Not Taken,” Robert Frost “We Wear the Mask,” Paul Laurence Dunbar MODULE 5 "Ain't I a Woman?" Sojourner Truth The Subjection of Women, John Stuart Mill The Awakening, Kate Chopin “The Yellow Wallpaper” Charlotte Perkins Gilman “A Pair of Silk Stockings” Kate Chopin Jane Addams, Chapter IV: Household Adjustment “The Negro Speaks of Rivers,” Langston Hughes “Desiree’s Baby” Kate Chopin (excerpt) The Constitutional Rights of Women, a speech by Harriet Beecher Hooker PearsonSchool.com 800-848-9500 Copyright© 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved MODULE 6 War, Sherwood Anderson The Tell-Tale Heart, Edgar Allan Poe Molly Bloom Soliloquy, James Joyce Pilgrimage, Dorothy Richardson Bernice Bobs Her Hair, F. Scott Fitzgerald Three Soldiers, John dos Passos Rapunzel, Jacob and Wilhelm Grimm The Three Little Pigs Cinderella MODULE 7 The Scarlet Letter, Nathaniel Hawthorne MODULE 8 “The Road Not Taken,” Robert Frost Ethan Frome, Edith Wharton MODULE 9 The Call of the Wild, Jack London MODULE 10 “Casey at the Bat,” Ernest Thayer “The Village Blacksmith,” Henry Wadsworth Longfellow “Paul Revere’s Ride,” Henry Wadsworth Longfellow “The Slave’s Dream,” Henry Wadsworth Longfellow “The Haunted Oak,” Paul Laurence Dunbar “The Old Apple Tree,” Paul Laurence Dunbar “The Ballad of the Harp Weaver,” Edna St. Vincent Millay “Exiled,” Edna St. Vincent Millay “Lament,” Edna St. Vincent Millay “The Death of the Hired Man,” Robert Frost “The Fear,” Robert Frost “The Wood-Pile,” Robert Frost “The Runaway,” Robert Frost “Learning to Read,” Frances E. W. Harper “The Aged Stranger,” Bret Harte “My Lost Youth,” Henry Wadsworth Longfellow MODULE 11 “The Cask of Amontillado,” Edgar Allan Poe “Bartleby, the Scrivener: A Story of Wall Street,” Herman Melville “Earth's Holocaust,” Nathaniel Hawthorne "Paul's Case”: A Study in Temperament,” Willa Cather “The Mysterious Key and What It Opened,” Louisa May Alcott “Marjorie’s Three Gifts,” Louisa May Alcott MODULE 12 Beyond the Horizon, Eugene O’Neill .

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Base Ball En Ban B
,,. , Vol. 57-No. 2 Philadelphia, March 18, 1911 Price 5 Cents President Johnson, of the American League, in an Open Letter to the Press, Tells of Twentieth Century Advance of the National Game, and the Chief Factors in That Wonderful Progress and Expansion. SPECIAL TO "SPORTING LIFE." race and the same collection of players in an HICAGO, 111., March 13. President exhibition event in attracting base ball en Ban B. Johnson, of the American thusiasts. An instance in 1910 will serve to League, is once more on duty in illustrate the point I make. At the close C the Fisher Building, following the of the American League race last Fall a funeral of his venerable father. While in Cincinnati President John team composed of Cobb, the champion bats son held a conference with Chair man of the year; Walsh, Speaker, White, man Herrmann, of the National Commission, Stahl, and the pick of the Washington Club, relative to action that should be taken to under Manager McAleer©s direction, engaged prevent Kentucky bookmakers from making in a series with the champion Athletics at a slate on American and National League Philadelphia during the week preceding the pennant races. The upshot is stated as fol opening game of the World©s Series. The lows by President Johnson: ©©There is no attendance, while remunerative, was not as need for our acting, for the newspapers vir large as that team of stars would have at tually have killed the plan with their criti tracted had it represented Washington in the cism.- If the promoters of the gambling syn American League.
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Rev. 9/28/2006 Page 1 of 34 Title Author Lexile Reading Level Points
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Classics Lists
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Casey at the Bat
NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN Not long after Ernest L. Thayer (1863–1940) graduated from Harvard in 1885, this former editor of the Harvard Lampoon received a request from an old friend from the humor magazine. William Randolph Hearst was now editing a family newspaper, the San Francisco Examiner, and he wondered if Thayer would supply him with some pieces. Thayer agreed. His final contribution was a ballad published on June 3, 1888. Some months later in New York, a young comic named DeWolf Hopper learned that members of both the New York Giants and the Chicago White Stockings would be attending a performance of his, and as a salute to the ballplayers he recited the poem. With a delighted twitch of Giants catcher Buck Ewing’s mustache, “Casey” became an instant national phenome - non, reprinted and remembered everywhere. Its inspired mock-heroic verse has been the fillip for countless take-offs, songs, stage shows, films, even an opera; its legion of parodists and imitators include the sportswriter Grantland Rice, Ray Bradbury (spoofing Melville in “Ahab at the Helm”), and Robert Coover (in his short story “McDuff on the Mound”). At Harvard, Thayer’s friends William James and George Santayana had considered him a man of great promise, but Thayer was a one-hit wonder—and a bit of a Mighty Casey himself. Disdaining his fable as nonsense, he published nothing after his famous poem because he felt he had “nothing to say.” Ernest Lawrence Thayer NN Casey at the Bat A Ballad of the Republic, Sung in the Year 1888 The outlook wasn’t brilliant for the Mudville nine that day; The score stood four to two with but one inning more to play.
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Exemplar Texts for Grades
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Download This Lesson Plan
Covering Your Bases: Rhyming, Ordering, and Recapping by Sarah Sahr Summer in the northern hemisphere brings baseball to so many nations: Japan, the United States, Panama, Belgium, and a slew of others. Growing up in the States, baseball was a huge part of my life, as was the great American poem “Casey at the Bat,” by Ernest Lawrence Thayer. This poem is a great introduction to poetry due to its very clear meter and rhyme. Maybe when the lesson is finished, you could take your class outside and hit a few baseballs… Materials: Cut-out lines of “Casey at the Bat” poem. Audience: Advance beginner, secondary, or adult (This lesson could work for primary students when learning about rhyming words. Just do the introduction as a warm-up and then let the children watch the YouTube link.) Objective: Students will be able to retell the story of “Casey at the Bat” in a short narrative. Outcome: Students will organize lines of a poem into the correct order. Students will also answer questions by using evidence found in the poem. Duration: 50–65 minutes Lesson Preparation In this lesson, student groups will each receive the poem “Casey at the Bat,” stanza by stanza, cut into line strips. For the purposes of this lesson, we’ll say that we have five groups of students, though the number of groups you have will vary. For five groups, you’ll need to print five copies of the poem. Because you are giving the poem to students stanza by stanza, to keep everything organized, print each stanza out on a different color of paper, if possible.
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Table of Contents
Table of Contents AMERICAN LITERATURE Amy Lowell Sea Shell 72 Introduction to American Literature 2 Robert Frost Stopping by Woods on a Snowy Evening 73 Washington Irving The Road Not Taken 73 Rip Van Winkle 4 The Legend of Sleepy Hollow 16 Edgar Allan Poe To Helen 36 APPENDIX - BRITISH POETRY The Tell-Tale Heart 37 The Raven 41 Robert Southwell Henry Wadsworth Longfellow New Prince, New Pomp 76 A Psalm of Life 45 John Newton I Heard the Bells on Christmas Day 46 Amazing Grace 77 Paul Revere’s Ride 47 William Wordsworth Oliver Wendell Holmes We Are Seven 78 The Chambered Nautilus 51 Lord Byron Sidney Lanier The Destruction of Sennacherib 80 Song of the Chattahoochee 52 Barry Cornwall James Russell Lowell The Sea 81 The Heritage 53 Lewis Carroll Richard Hovey Jabberwocky (from Through the Looking Glass) 82 The Sea Gypsy 54 Rudyard Kipling Ernest Lawrence Thayer If 83 Casey at the Bat 55 Alfred, Lord Tennyson John Greenleaf Whittier The Lady of Shalott 84 In School Days 57 Alfred Noyes Emily Dickinson The Highwayman 87 Because I Could Not Stop for Death 58 Edward Lear I’m Nobody! Who Are You? 58 The Owl and the Pussycat 90 The Pedigree of Honey 58 Limericks 91 Carl Sandburg Fog 59 Chicago 60 O. Henry The Gift of the Magi 61 The Ransom of Red Chief 65 iii THE RAVEN Once upon a midnight dreary, while I pondered, weak and weary, Over many a quaint and curious volume of forgotten lore— While I nodded, nearly napping, suddenly there came a tapping, 1 As of some one gently rapping, rapping at my chamber door.
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Read and Let the Sun Shine In!”
EAST LYME PUBLIC SCHOOLS and SALEM PUBLIC SCHOOLS SUMMER READING LIST (Entering Grades 1 – 6) “Read and Let the Sun Shine In!” 2007 East lyme Public Schools and Salem Public Schools Librarians Kathy Cietanno East Lyme Middle School Michael Mullen Flanders School Carol Day Lillie B. Haynes School Shanon Pimentel and Joan Schneider Niantic Center School Randy Haines and Jean Bull East Lyme Public Library Joyce Rak Salem School Library Margaret Leary Salem Public Library We wish to acknowledge and thank Deanna Heller, 8th Grade, East Lyme Middle School for her artwork and Carrie Vezina, Flanders School Janet Brinkman, Lillie B. Haynes School Bonni Geaney, Niantic Center School Carol Geluso, Central Office Debby Blinn, Central Office for coordination and distribution East lyme Public Schools 165 Boston Post Road, P.O. Box 176, East Lyme, CT 06333 and Salem Public Schools 200 Hartford Road, Salem, CT 06420 March 2007 Dear Parents/Guardians: Summer time should be a relaxing time…a time for many outdoor activities. However, when we need a break from the humidity…there is nothing quite as enticing as a shady spot and a good book. Students are encouraged to read by themselves, with a friend, or a parent/guardian. Reading and sharing with friends or family is always fun! There are many choices for every taste and interest. The school librarians, as a result of conversations with the town librarians, will make sure that titles are available during the summer months at the East Lyme Public Library and Salem Public Library. Also, bookstores in the vicinity will be given the reading list.
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Affiliate Program-Middle School Flyer.Indd
Teachers COMMON CORE STATE STANDARDS INITIATIVE Catalog EXEMPLAR TEXTS • MIDDLE SCHOOL EDITION • www.doverpublications.com Fall 2013 The World’s Greatest Literature for Your Middle School Classroom The Dover Book Club Great Books for Children, Valuable Rewards for Their School ith the Dover Book Club, you can access a huge Teachers can then use the rewards for discounts on Common Wselection of educational and entertaining books at Core State Standards exemplar texts, classic literature and affordable prices as you help your child’s school save on poetry, and thousands of other outstanding books. high-quality learning materials. This special collection includes a hand-picked selection of When you use the shopping link provided by your child’s Dover bestsellers for your child — you can choose from over teacher, every Dover order you place earns a classroom 10,000 more titles at our website. Please remember, you must reward equal to 25% of the purchase value. use your teacher’s exclusive shopping link when ordering. Welcome to the Dover Book Club. We hope that you ﬁ nd it a rewarding experience! Common Core Standards: The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts to provide a clear and consistent framework to prepare our children for college and the workforce. Dover is proud to offer a wide variety of the exemplar texts chosen by the NGA and CCSSO, many of which can be found below and on page 3.
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Baseball in the Masculine Age: Sport and Popular Media As a Means of Revolution Isaac Johnston
Ezra’s Archives | 63 Baseball in the Masculine Age: Sport and Popular Media as a Means of Revolution Isaac Johnston On November 10, 1869, Reverend Dr. William Aikman delivered an address on manliness to the Young Men’s Christian Association at the Spring Street Presbyterian Church. In the speech, he delineated the prerequisites for manliness, including a “healthy physique, as not the least important.”1 Reverend Dr. Aikman saw a physically fit body as a component of masculinity, but not as the key aspect. This would soon change; Aikman’s speech came on the precipice of a revolution in American masculinity. The rise to prominence of baseball as the national pastime spearheaded this new era. Indeed, earlier that same year, the Cincinnati Red Stockings had become the first entirely professional baseball team. As the notion of American masculinity underwent a revolution following the Civil War, the baseball player became a key exemplar of the new muscular masculinity. Baseball served as a vehicle for the transformation and promulgation of this new conception of American masculinity, particularly through various popular media, such as baseball cards, poetry, and paintings. By the late 1800s, the classical Victorian masculinity performed by middle-class white Americans was under attack on multiple fronts. Immigrant men entering the political arena contested the traditional power holders’ manhood. At the same time, working men began an era of labor unrest during the Gilded Age that threatened the exclusive perch of middle-class men atop the economic hierarchy, and the conception of the “New Woman” violated the gender roles of Victorian homes.2 According to historian Gail Bederman, “these challenges from women, workers, and the changing economy not only affected men’s sense of identity and authority, they even affected men’s view of the male body.”3 With the new movement of muscular Christianity gaining steam 1 “Developing Manliness,” New York Times, Nov.
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