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Sourcebook for English Teachers: Directed Reading/Teaching Guides for Selected Literacy Works DOCUMENT RESUME ED 347 571 CS 213 483 AUTHOR Ley, Terry C., Ed. TITLE Sourcebook for English Teachers: Directed Reading/Teaching Guides for Selected Literacy Works. Volume 3. INSTITUTION Auburn Univ., Ala. School of Education. SPONS AGENCY National Endowment for the Humanities (NFAH), Washington, D.C. PUB DATE 88 NOTE 680p.; Developed by participants of the 1988 Summer Humanities Institute in Literary Criticism and the Teaching of Literature. For other volumes, see CS 213 481-482. AVAILABLE FROM Project Director, 5040 Haley Center, Auburn University, AL 36849 ($18checks payable to Auburn University). PUB TYPE Collected Works - General (020) -- Guides - Classroom Use - Teaching Guides (For Teacher) (052) EDRS RICE MF04/PC28 Plus Postage. DESCRIPTORS *Authors; *Class Activities; English Curriculum; English Instrlction; English Literature; Instructional Materials; Lahguaga Arts; *Literary Criticism; *Literature Appreciation; Resource Units; Secondary Education; *Teaching Guides; Teaching Methods; United States Literature IDENTIFIERS *Aesthetic Reading ABSTRACT This sourcebook presents reading guides for 39 literary works frequently used by scondary school English teachers. The guides contain an overview of the work, a pool of instructional objectives for each work, a variety of activities, a series of discussion options, suggestions for evaluation, and annotated lists of related works. Incuded are: "Foreword" (T. C. Ley); "Overview of Critical Approaches" (A. Dunlop and D. Clark); "Conrad Aiken's 'Silent Snow, Secret Snow'" (S. P. Harter); "Ray Bradbury's 'Farenheit 451'" (K. W. Long); "Richard Bradford's 'Red Sky at Morning'" (A. Morris and P. Sevcik); "Emily Bronte's 'Wuthering Heights'" (S. Hosemann); "Kate Chopin's 'The Awakening" (M. K. Leenay); "Richard E. Ccnnell's 'The Most Dangerous Game'" (K. M. Jones); "Roald Dahl's 'Lamb to the Slaughter'" (B. Schmaltz); "Charles Dickens's 'David Copperfield'" (S. T. Bickmore); "Charles Dickens's 'Great Expectations'" (R. L. Eickhoff); "Frederick Dcuglass's 'Narrative of the Life of Frederick Douglass: An American Slave'" (P. D. Franks); "John Fowles's 'The French Lieutenant's Woman'" (R. E. Comfort); "John Gardner's 'Grendel'" (C. VanLeuven); "Nikki Giovanni's 'Dreams' and 'Revolutionary Dreams'" (B. J. Ford); "Lorraine N.Rnsberry's 'A Raisin in the Sun'" (D. Cook and Z. Woodard); "zhomas Hardy's 'The Mayor of Casterbridge" (P. S. Burgess); "S. E. Hinton's 'That Was Then, This Is Now'" (G. Smith); "Aldous Huxley's 'Brave New World" (A. G. Fagerland); "Katherine Mansfield's 'The Doll's House'" (F. L. Hicks); "Christopher Marlowe's 'The Passionate Shepherd to His Love'" and "Walter Raleigh's 'The Nymph's Reply'" (C. Robin); "Sharon Bell Mathis's 'Teacup Full of Roses'" (J. Rambo); "Carson McCullers's 'The Ballad of the Sad Cafe'" (J. E. Frederick); "Tillie Olsen's 'I Stand Here Ironing" (M. B. Shaddy); "Samuel Pepys's 'Samuel Pepys' Diary'" (E. Crump and others); "Edgar Allan Poe's 'Masque of the Red Death'" (S. Coleman); "Alexander Pope's 'Rape of the Lock," (P. J. Barrett); "Katherine Anne Porter's 'The Jilting of Granny Weatherall," (M. Stamler); "Antoine de Saint Exupery's 'The Little Prince" (R. Dahl); "William Shakespeare's 'The Merchant of Venice" (J. Walkington); "George Bernard Shaw's 'Pygmalion," (C. Anderson); "Mary Shelley's 'Frankenstein'" (E. Donnington); "Mark Twain's 'The Adventures of Huckleberry Fin" (E. Betta and B. Morrison); "Mark Twain's 'The Diary of Adam and Eve" (G. Buehler); "Edith Wharton's 'Ethan Frome'" (A. A. Candelaria); "Walt Whitman's 'When Lilacs Last in the Dooryard Bloom'd," (V. D. Ricks); "Thornton Wilder's 'The Bridge of San Luis Rey," (J. Bishop); "Thornton Wilder's 'Our Town'" (N. Curtis and others); "Medieval and American Ballads" (N. Michaelis); and "Medieval Romance" (T. Reynolds). (Nhit; ********************************************r************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** Sourcebook for EnglishTeachers Volume 3 Developed in the 1988Summer Humanities Institute U 9 DEPARTMENT Oftwe ot Educational OF EDUCATION Research and Improvement EDUCATIONAL RESOURCESINFORMATION CE NTER tERICi Th.$ document he&been reprOduCed as reCeived from the person originating ,1 Or organization .71 Al.nor changes havebeen made to "PrOve reproduction qualft POiors 01viee Or Opinion/151SWin this docu mere do not neceStarilyrepresent official OE RI 0011.1ron Or who, Funded by a Grant from theNational Endowment for the Humanities 11111............. 2 BEST COPY AVAILABLE SOURCEBOOK FOR ENGLISH TEACHERS DIRECTED READING/TEACHING GUIDES FOR SELECTED LITERARY WORKS VOLUME 3 DEVELOPED BY PARTICIPANTS OF THE 1988 SUMMER HUMANITIES INSTITUTE IN 0 LITERARY CRITICISM AND THE TEACHING OF LITERATURE College of Education Department of Curriculum and Teaching Haley Center 5040 Auburn University, Alabama 36849 Funded By A Grant From The National Endowment For The Humanities Douglas Alley, Project Director CONTENTS Foreword Terry C. Ley Overview of Critical Approaches 1 Alex Dunlop and Drew Clark CONRAD AIKEN, "Silent Snow, Secret Snow" 5 SandraP. Harper RAY BRADBURY,Fahrenheit 451 29 Kent W. Long RICHARD BRADFORD, Red Sky atMorning 50 Adrienne Morrisand Patricia Sevcik EMILY BRONTE, Wuthering Heights 67 Susan Hosemann KATE CHOPIN, TheAwakening 82 Ma Donna K. Leenay RICHARD E. CONNELL, "The Most Dangerous Game" 103 KathleenM. Jones ROALD DAHL, "Lamb to the Slaughter" 111 Bunny Schmaltz CHARLES DICKENS, David Copperfield 125 Steven T. Bickmore CHARLES DICKENS,Great Expectations 139 Randy Lee Eickhoff FREDERICK DOUGLASS,Narrative of the Life of Frederick Douglass:An American Slave 151 Patricia D. Franks JOHN FOWLES, The I rench Lieutenant'sWoman 178 Rosanne E. Comfort JOHN GARDNER, Creodel 216 Carl Vanleuven NIKh I GIOVANNI, "Dreams" and"Revolutionary Dreams" 236 Bette J. Ford LORRAINE HANSBERRY, A Raisin In the Sun 243 Doretha Cook nd Zeldia Woodard THOMAS HARDY, The Mayor of Casterbridge 254 Patricia S. Burgess S. E. HINTON, That Was Then,This Is Now 277 Genevieve Smith ALDOUS HUXLEY, Brave New World 290 Ann G. Fagerland KATHERINE MANSFIELD, "The Doll's House" 310 t=aye L. Hicks CHR STOPHER MARLOWE, "The PassionateShepherd to His Love" WALTER RALEIGH, "The Nymph'sReply" 317 Claire Robin SHARON BELL MATHIS, Teacup Full ofRoses 343 Juanita Rambo CAR ;ON McCULLERS, The Ballad of the SadCafe 358 Jon E. Frederick TILLIE OLSEN, "I Stand Here Ironing" 367 Mary Beth Shaddy SAMUEL PEPYS, Samuel Pepys' Diary 372 Elaine Crump, Bo Macmanus, and Margaret Ross EDGAR ALLAN POE, "The Masque of the Red Death" 387 Stanley Coleman ALEXANDER POPE, The Rape of the Lock 396 Patrick J. Barrett KATAERINE ANNE PORTER, "The Jilting of Granny Weatherall" 409 Mary Stem ler ANTOINE DE SAINT EXUF'ERY, The Little Prince 423 Robert Dahl WILLIAM SHAKESPEARE, The Merchant of Venice 430 Jeff Walkington GEORGE BERNARD SHAW, Pygmalion 445 Char leen Anderson MAR ti SHELLEY, Frankenstein 465 Esther Dunnington MAR( TWAIN, The Adventures of Huckleberry Finn 491 Emma Botta and Barry Morrison MAR< TWAIN, "The Diary of Adam and Eve" 513 Gary Buehler EDI1H WHARTON, Ethan Frome 529 Adela A. Candelaria WALT WHITMAN, "When Lilacs Last in the Dooryard Bloom'd" 549 Virginia Diane Ricks THORNTON WILDER, The Bridge of San Luls Rey 558 Jeff Bishop THORNTON WILDER, Our Town 576 N 3ttie Curtis, Bonita Kuerner, and Rennie Shattuck MED EVAL AND AMERICAN BALLADS:"Sir Patrick Spans," 110 "Gypsy laddle," and "Black Jack David" 591 Nancy Michaelis MED EVAL ROMANCE:Sir Gamin and the Green Knight 610 Tracy Reynolds FOREWORC Terry C. Lay Departmont of Currk:ulum and Teaching Auburn University The resource guides reproduced in this volume were written by participants of the 1988 Summer Humanities Institute inLiterary Criticism and the Teaching ofLiterature, afive-weekinstitute conducted onthe campus of Auburn University, Alabama. Funded by a grant from the National Endowment for the Hum.mities, the institute was designed toprovide opportunities for secondary scho)I English teachers to expand theirknowledge of literary criticism and theirabilities to apply that knowledge to instructional planning based upon sound teaching principles. Throughouttheinstitute,participantsdevotedhalfoftheirtimeto atterding lectures and participating indiscussions related to selected critical approaches and assigned literary works,all of which are commonly anthologized and thus are frequently taught in secondaryschools. During the other half, part cipants considered reading theoryand its applications to the teaching of literoture, developed teaching strategies for the literary works that they had studed together, and planned and wrote the resourceguides which follow. Participants were permittedto choose, the literary works for which they developed resource guides so longas the works are frequently taughtin secoldary schools. Some chose to develop materials for works considered dun g theinstitute,but most chose other works withwhich they were familiar.They were also given the opportunity to organize development teams if they wished. Individuals or teams were asked to develop resource guides containing the folio ging information for themselves and prospectivereaders: An overview which includesa critical commentary and informa'don regarding the work's potential for teaching. A pool of instructional objectives from which instructors might select those which are appropriate for their classes. A variety of options for
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