Genres in Literature PART ONE
TEACHER’ S EDITION 1 UNIT SKILLS OUTLINE
Literary Skills and Concepts Aim, 29, 31 Allusion, 52, 58 Character, 17, 22, 33 Dialect, 45, 50 Epic, 5 Fable, 4, 33, 35 Fairy Tale, 4, 17, 22 Flat Character, 17 Folk Song, 4, 45, 50 Folk Tale, 4, 29, 31 Foreshadowing, 10, 15 Full Character, 17 Irony of Situation, 37, 43 Irony, 37, 43 Legend, 4, 37, 43 Moral, 11, 15 Motif, 17, 22 Myth, 4, 6, 10 One-Dimensional Character, 17, 33, 35 Parable, 4, 24, 27 Personification, 29, 31 Proverb, 5 Repetition, 52, 58 Rounded Character, 17 Spiritual, 5 Suspension of Disbelief, 6, 10 Symbol, 24, 27 Tall Tale, 4 Three-Dimensional Character, 17, 33, 35
Writing Skills and Concepts Oral History, 62 Proofreading Checklist, 69 Self- and Peer Evaluation, 68
Language, Grammar, and Style Combining and Expanding Sentences, 71 Complete Predicate, 23 Complete Subject, 23 Complex Sentence, 69 Compound Sentence, 67 Compound Simple Subjects and Verbs, 59 Compound-Complex Sentence, 70 Coordinating Conjunctions, 67 Dialects, 51 Finding the Simple Subject and Farm Scene with River, c.1900s. Grandma Moses. Private Collection. Verb, 32, 36 Functions of Sentences, 16 Parts of Speech, 44 Sentence Fragments, 28 Simple Sentence, 67
GOALS/OBJECTIVES
Studying this unit will enable students to character, dialect, foreshadowing, irony, irony of • appreciate reading literature from the folk tradition situation, moral, motif, personification, repetition, • name and describe the different genres of folklore, suspension of disbelief, and symbol including myths, fairy tales, parables, fables, tall • write an oral history tales, folk songs, legends, spirituals, epics, and • demonstrate an ability to use sentence variety proverbs effectively in their writing • define and explain examples of aim, allusion,
2 TEACHER’S EDITION CROSS-CURRICULAR CONNECTIONS
ARTS AND HUMANITIES Art of Kate Bunce, 19 Caravaggio Art, 9 Charting Grimm Fairy Tales, 18 Comparing and Contrasting Gospel Versions, 25 Contrasting Fionn with King Arthur, 38 Discussing “Rumpelstiltskin,” 21 Dramatizing a Parable, 26 Eastman Johnson Art, 55 Examining Fables, 34 “Follow the Drinking Gourd,” 53 Greek Pantheon, 7 Influence of Music, 57 King Minos’s Labyrinth, 12 Legend and Hero Talk Show, 38 Legends in American Folklore, 40 Lyrics of Contemporary Folk Artists, 46 Music Inspired by Fairy Tales, 19 Myth of the Minotaur, 11 Names in Myths, 7 Palmer Hayden Art, 47 Relating Family Stories, 5 Rembrandt and Enlightenment, 25 Sequel to “The White Snake,” 18 Tree of Life Stories, 21 Tricksters in The Sting, 29 Trickster Tales around the World, 29
MATHEMATICS AND SCIENCES Echoes as Scientific Phenomena, 8 History of Flight, 11 Human Flight Research, 13 Narcissus Flower Research, 9
SOCIAL STUDIES Folk Tales from World Cultures, 29 Greek Island Geography, 12 History of Slavery, 53 If a nation loses its storytellers, Industrial Revolution, 46 “ Irish Names, 39 it loses its childhood. Underground Railroad, 53 ” APPLIED ARTS Career and Identity, 46 —Peter Handle History of Flight, 11
TEACHING THE MULTIPLE UNIT ONE INTELLIGENCES
MUSICAL Folksong Research, 49 “Follow the Drinking Gourd,” TEACHING THE MULTIPLE INTELLIGENCES (CONT.) 53 Influence of Music, 57 Song Performance, 53 John Henry Folk Song, 46 Trickster Tales around the World, 29 SPATIAL Lyrics of Contemporary Folk Art of Kate Bunce, 19 Artists, 46 LOGICAL-MATHEMATICAL Caravaggio Art, 9 Music Inspired by Fairy Tales, Analyzing Female Characters in Fairy Tales, 19 Charting Grimm Fairy Tales, 18 19 Comparing and Contrasting Gospel Versions, 25 Eastman Johnson Art, 55 Musical Preferences, 47 Contrasting Fionn with King Arthur, 38 Echoes as Scientific Phenomena, 8 Continued on page 4 TEACHER’S EDITION 3 ADDITIONAL RESOURCES ELEMENTS THE FOLK TRADITION UNIT 1 RESOURCE BOOK of • Selection Check Test 4.1.1 • Selection Test 4.1.2 re there favorite stories that people in your down the cherry tree. An example in this unit is Afamily like to tell? When you were a child, “The Silver Pool,” which tells a story of the leg- did people tell you bedtime stories? Did you endary Irish, or Celtic, hero Fionn MacCumhail. learn rhymes and jingles and songs from your FOLK TALES. Folk tales are brief stories passed by ADDITIONAL QUESTIONS friends? Have you ever sat around a campfire word of mouth from generation to generation. AND ACTIVITIES and told ghost stories? Have you ever heard a “Goha and the Pot,” found in this unit, is a minister, priest, rabbi, or teacher tell a story to North African folk tale. Ask students the following make a point? If so, then you have experienced TALL TALES. Tall tales are also folk tales. Tall tales questions: Does anyone in your the oral tradition. family tell stories? Does anyone are often light-hearted or humorous, and con- One good definition of human beings is sing songs? What kinds of tain highly exaggerated, unrealistic elements. stories or songs does that that we are storytelling creatures. Long before The stories of Paul Bunyan and Pecos Bill are person recite? Do the stories or people invented writing, they were telling tall tales. songs have a particular purpose? Do stories about their gods and heroes and experi- FAIRY TALES. Fairy tales are stories that deal with they express a message? If so, what ences. The best of these stories were passed by mischievous spirits and other supernatural is that purpose or message? Students word-of-mouth from generation to generation might collect stories and songs occurrences, often in medieval settings. The to form the basis of the literature that we know traditionally told in their families to name is generally applied to stories of the kinds today. Some early stories were told in the form share with the class. Students can collected by Charles Perrault in France and the then compare the stories from their of poems. Some were in the form of songs. Brothers Grimm in Germany or told by Hans families to the selections in this unit. Others were in the form of what we would Christian Andersen of Denmark. “Cinderella” In what ways are their purposes and now call prose tales. and “The Little Mermaid” are famous exam- messages different? The passing of stories, poems, and songs by ples. “The White Snake,” found in this unit, is word-of-mouth from person to person is called another famous fairy tale from the European oral transmission. The body of work created oral tradition. TEACHING THE MULTIPLE in this way in a particular culture is called that INTELLIGENCES (CONT. FROM PAGE 3) culture’s oral tradition. PARABLES. Parables are very brief stories told to teach a moral lesson. The most famous parables are those told by Jesus in the Bible. Greek Island Geography, 12 Types of Oral Literature “The Prodigal Son,” found in this unit, is one History of Flight, 11 Narcissus Flower Research, 9 MYTHS. Myths are stories that explain objects such parable. Palmer Hayden Art, 47 or events in the natural world as resulting from FABLES. Fables are brief stories, often with Rembrandt and Enlightenment, 25 the action of some supernatural force or entity, animal characters, told to express a moral. Sequel to “The White Snake,” 18 most often a god. Every early culture around Famous fables include those of Æsop and Jean Story Maps, 18 the globe has produced its own myths. Two de La Fontaine. In this unit you will find the KINESTHETIC Greek myths appear in this unit: “The Story fable “The Fox and the Crow,” by Æsop. Dramatizing a Parable, 26 of Echo and Narcissus,” retold by Walker FOLK SONGS. Folk songs are traditional or Folksong Research, 49 Brents, and “The Story of Dædalus and Icarus,” composed songs typically made up of stanzas, Legend and Hero Talk Show, 38 translated by Rolfe Humphries. a refrain, and a simple melody. A form of folk EGENDS INTERPERSONAL L . Legends are stories coming down literature, folk songs are expressions of com- Analyzing Female Characters in Fairy from the past, often based on real events or monly shared ideas or feelings and may be Tales, 19 characters from older times. Unlike myths, leg- narrative or lyric in style. Traditional folk songs Career and Identity, 46 ends are popularly regarded as historical; how- are anonymous songs that have been transmit- Discussing “Rumpelstiltskin,” 21 ever, they may contain elements that are fan- ted orally. Examples include the ballad “John Dramatizing a Parable, 26 tastic or unverifiable. An example of a legend is Henry,” found in this unit. Echoes as Scientific Phenomena, 9 Folk Tales from World Cultures, 29 the story of George Washington chopping Greek Pantheon, 7 4 UNIT ONE Influence of Music, 57 Legend and Hero Talk Show, 38 Legends in American Folklore, 40 Musical Preferences, 47 Narcissus Flower Research, 9 Relating Family Stories, 5 Tree of Life Stories, 21
4 TEACHER’S EDITION SELECTION CHECK TEST 4.1.1 WITH ANSWERS
Literary Tools Match each literary term with its description. You may not use every letter, and you may use some letters more than once.
a. myth b. tall tale c. legends d. oral tradition e. spiritual
1. stories that may contain elements of fantasy but are generally based on real events or people; c 2. produced by a culture as a way of explaining objects or events in nature; a 3. the passing of stories, poems, and songs by word of mouth; d 4. works that often refer to passages in the Bible; e 5. one example is the story of George Washington chopping down the cherry tree; c
True or False 1. “Haste makes waste” is an example of a proverb. True 2. A theme is a central idea in a literary work. True 3. Refrain is found only in song, and repetition is found only in poetry. False 4. The oral tradition of the United States has origins in Native American culture, Europe, Asia, and Africa. True 5. Stores about Pecos Bill and Paul Bunyan are examples of legends. False
Shah-nameh: First Meeting Between Rostam and His Lord Sam, c.1500s. Persian Artist. Musee Conde, Chantilly, France.
SPIRITUALS. Spirituals are religious songs from scope, an epic provides a portrait of an entire the African-American folk tradition. Two spiritu- culture, of the legends, beliefs, values, laws, als are included in this unit: “Steal Away” and arts, and ways of life of a people. Homer’s “Go Down, Moses.” Odyssey, Unit 2, is an example of an epic poem. EPICS. An epic is a long story, often told in PROVERBS. A proverb, or adage, is a traditional verse, involving heroes and gods. Epics have saying, such as “You can lead a horse to water, often been passed on orally and may have but you can’t make it drink” or the title of anonymous authors. Grand in length and Shakespeare’s play All’s Well That Ends Well.
ELEMENTS OF THE FOLK TRADITION 5
TEACHER’S EDITION 5 M YTH PREREADING ADDITIONAL RESOURCES
UNIT 1 RESOURCE BOOK “Echo and Narcissus” • Selection Worksheet 1.1 • Selection Check Test 4.1.3 Literary retold by Walker Brents • Selection Test 4.1.4 TOOLS
SUSPENSION OF DISBELIEF. Suspension of Reader’s disbelief is the act by which the reader resource willingly sets aside his or her skepticism HISTORY CONNECTION. The world of the ancient Greeks and Romans in order to participate imaginatively in was populated with gods and goddesses. These supernatural beings the work being read. As you read, think were more powerful than humans, but they experienced human about which elements of the story emotions such as jealousy and passion. The Greeks and the Romans require you to suspend your disbelief. worshipped many of the same gods and goddesses but had different names for them. In “Echo and Narcissus,” the gods and goddesses MYTH. A myth is a story that explains are referred to by their Greek names; in “The Story of Daedalus objects or events in the natural world and Icarus,” the story that follows on page 11, they are referred to as resulting from the action of some by their Roman names. Two of the gods named in these selections supernatural force or entity, most often are Zeus, or Jove, the supreme god; and Hera, or Juno, his wife. Also a god. important in “Echo and Narcissus” are nymphs, or lesser goddesses. Naiads were water nymphs who dwelled in rivers, lakes, and springs; dryads were tree nymphs. GRAPHIC ORGANIZER Narcissus is a genus of plant belonging to the amaryllis (Amaryllidaceae) family of lilylike flowers. Narcissi have showy yellow • PHENOMENON: echo Graphic or white blooms with cuplike centers. Jonquils and daffodils are EXPLANATION: Due to punishment Organizer by Hera, Echo can only repeat. types of Narcissus. As you read, make a chart. On the left • PHENOMENON: narcissus flower PSYCHOLOGY CONNECTION. Famous pyschoanalyst Sigmund Freud first list examples of natural phenomena EXPLANATION: Narcissus is turned used the term narcissism, derived from this myth, to mean extreme that are explained in this myth. On the into a flower at the pond where self-absorption or egoism. he looked at his reflection. right describe how the phenomena are explained.
Natural Explanation About Phenomena Explanation the AUTHOR Walker Brents (1959– ) is a poet and storyteller who has studied myths since he discovered at the age of five the myths of Hercules and the Greek gods. After major- Reader’s ing in English and philosophy at Drury College in Springfield, Missouri, Brents worked with the Jesuit Volunteer Corps in the early 1980s. It was while working at a refugee center in southern Journal California that he was able to listen to the many stories of What qualities do you find attrac- Vietnamese, Romanian, Laotian, and Cambodian refugees. Brents tive in another person? Is physical now tells Hindu, Japanese, and Chinese myths and folktales at the appearance as important as other Asian Art Museum in San Francisco and teaches at Berkwood READER’S JOURNAL aspects such as personality or Hedge School in Berkeley. He has published poetry in a number intellectual qualities? Why, or why of literary magazines, including the Berkeley Review of Books, Make a list on the board of qualities not? Moksha Journal, and Galley Sail Review. He has also been a fea- students find attractive in another tured performer at various cafes, as well as at the Marsh, a the- person. Then ask students to rate ater in San Francisco. them in order of importance. 6 UNIT ONE / THE FOLK TRADITION
GOALS/OBJECTIVES
Studying this lesson will enable students to • describe how myths explain natural phenomena • enjoy a Greek myth • define suspension of disbelief and show how it is used • empathize with characters in a myth that deals with in myth actions and consequences
6 TEACHER’S EDITION ANSWER TO GUIDED READING QUESTION
1. Others around him are captivated by Narcissus’s beauty and fall in love with him. He treats them with scorn and indifference.
INDIVIDUAL LEARNING STRATEGIES
MOTIVATION Divide the class into small groups and have them research the Greek pantheon, identifying the major gods and their roles as well as several of the minor gods and heroes.
READING PROFICIENCY Have students create a chart of characters as they read, noting the fate of each character and what he or she did to earn or deserve this fate.
ENGLISH LANGUAGE LEARNING retold by Walker Brents Review the vocabulary words with students prior to reading the selection. Help students use each iriope the river nymph gave birth to a beau- beauty grew so great that he word in a sentence. Hearing the L How do others react to selection read aloud will help stu- tiful child. She brought him to the blind seer had nothing but scorn for the Narcissus? How does he treat them? dents with pronunciations of Greek Tiresias to ask his destiny. Tiresias predicted feelings of others. names. that the boy would live a long life, but only if There was one nymph, Echo by name, who he never “came to know himself.” saw Narcissus chasing deer into nets in the SPECIAL NEEDS Direct students to review the The child was named Narcissus. As he grew, hills. Echo was instantly seized by love and definitions of myth and suspen- his beauty increased. His dazzling looks had a could not overcome it. Secretly, she followed sion of disbelief. Discuss the strange effect upon the woodland spirits, the him through the wilderness, waiting for her supernatural aspects of myths and naiads and the dryads1, around whom he spent chance to make herself known to him—but ask students to identify those ele- ments in this myth that require sus- his days. They all fell in love with him, but he one thing held her back: she could not initiate pension of disbelief. was oblivious, interested only in hunting in the speech on her own. She could only repeat what hills with his companions. His pride in his was said to her. This was her condition, and it ENRICHMENT Have students research the 1. the naiads and the dryads. Nymphs of the water and modern meanings of the names of trees in this myth. How do the mean- ings of words like “narcissistic,” “echo,” and “nemesis” arise from o • bliv • i • ous (ə bli´ve¯ əs) adj., unaware; lacking attention. Pete cranked up the volume of the television, oblivious the events of this myth? to the fact that he was disturbing everyone’s sleep.
“ ECHO AND NARCISSUS” 7 VOCABULARY FROM THE SELECTION
PRONUNCIATION NOTE diverted pine fancy scorner Liriope (le¯ re¯ o¯ pa¯) perpetually Tirosias (t¯ re¯ se¯ əs) Narcissus (nar si sus) Hera (ha¯ rə) Zeus (zo¯o¯s) Nemesis (ne mə sis)
TEACHER’ S EDITION 7 ANSWERS TO GUIDED had come about because one day the goddess voice remained. Travelers and wanderers heard READING QUESTIONS Hera was questioning the nymphs about her it sometimes, answering them with their own husband Zeus. She asked them where Zeus was, words. Still Echo did not forget Narcissus. 1. Hera, a mighty goddess married to suspecting that the unfaithful god had been Meanwhile, Narcissus too fell victim to a Zeus, punished Echo for distracting chasing the lovely nymphs and dwelling among curse. Another nymph had fallen in love with her from investigating Zeus’s infidelities. The punishment is that them. Indeed he had, and while he was making him, but was also spurned. This one cried to the Echo can never speak her own his escape Echo distracted Hera with a flow of heavens for vengeance: “May Narcissus fall into words but only repeat the words of entertaining conversation. When Hera learned a love that is not returned!” The goddess of others. she had been fooled, she cursed Echo, saying, righteous anger, Nemesis, heard these words. 2. Echo wastes away from rejection and shame, until only her voice “From now on your words will not be your own. And so it happened that on a sunny and hot day remains. You will only be able to Who has punished Narcissus found himself at a pond to which no 3. Narcissus sees his reflection and repeat what is said to you. Echo? What is the shepherd’s flocks had been, from which no goats falls instantly in love with it. Unable That way your powers to punishment? had drunk. It was a wild place. A green meadow to stop gazing at his reflection, he dies of hunger and thirst. beguile and distract will be curtailed.” surrounded it, and tall trees shaded it from the Thereafter Echo could only repeat the words sun and sheltered it from winds. Putting his face she heard. She could not announce herself to to the waters in order to quench his thirst, SELECTION CHECK TEST 4.1.3 Narcissus. She trailed him silently, hoping for Narcissus caught sight for the first time of his WITH ANSWERS the right circumstance to meet him and declare own reflection. He was astonished by the beauti- her love. One day Narcissus had wandered away ful face that met his eye. Checking Your Reading from his companions, and was in the forest look- “What star-like eyes are What happens to 1. What does Tiresias predict for ing for them. Echo was nearby, but Narcissus these; what smooth skin! Narcissus as he bends Narcissus’s destiny? He predicts a over the pool for a long life if Narcissus does not did not see her. “Is anyone here?” he cried. That forehead, that jaw, drink? “come to know himself.” “Here,” she answered. “Come to me,” he called that gorgeous flowing hair! 2. What has Hera’s curse done to Echo? out. “Come to me,” she replied. “Do not avoid Who are you? Draw near to me!” He reached She has caused her to only be able me,” he chided. She said the same to him. “Let his hands to the water but the reflected image to repeat words she heard. 3. How does Narcissus react when Echo us meet,” he announced. This was her chance. disintegrated. He waited for it to reappear. approaches him? He scorns her and She stepped out of hiding and stood before him “Only the surface of these waters parts us. No runs off. smiling, saying, “Let us meet.” He fell back from fortress gates nor city walls; no long rocky high- 4. Why can’t Narcissus leave the pond? her scornfully. “You are not the one I seek. I way, no impenetrable forest nor unclimbable He is in love with his own reflec- tion. would die before I would be near you.” Echo mountain stands between us. Yet I cannot reach 5. What do the nymphs find when they advanced toward him, pleading, “I would be you! How can this be?” He cried to the endless come to retrieve Narcissus’ body? near you.” But he ran from her. skies, “How is it that when I find my love his They find a new blossom with Haunted by his rejection and crushed by very nearness keeps us far apart?” But there was snowy petals and a yellow corona. shame, Echo hid herself in caves and covered no answer. Vocabulary in Context herself with leaves. She began to waste away and Narcissus could not leave this place. Fill in each blank below with the most disappear. In the end only Entranced by his own reflection he began to appropriate word from the following her bones were left, and What happens to Echo? waste away from hunger and thirst. His strength Words for Everyday Use. these became rocks. But her and his life ebbed away and did not return. Echo oblivious curtail disintegrate ebb enigmatic ¯a ´ 1. When I noticed I’d gained a few be guile (bi g l ) vt., to lead by deception; distract. When my little brother screamed for a toy he wanted, I beguiled him with the promise of an ice cream cone. pounds, I decided to curtail my cur tail (kər ta¯l´) vt., to make less as if by cutting away a part. The dictator’s power was curtailed when his army was defeated. sweet tooth. dis in te grate (di sin tə gra¯t´) vt., to break apart. The note disintegrated into tiny pieces after it had accidentally gone 2. Suze was so engrossed in her book through the wash. that she was oblivious to everyone ebb (eb’) vi., to decline; to fall to a lower or worse state. My determination ebbed, and I became depressed as I realized how around her. difficult it would be to reach my goal. 3. Don Juan flashed his enigmatic smile and rode into the sunset. 8 UNIT ONE / THE FOLK TRADITION Literary Tools Fill in the blanks using the following terms. SELECTION CHECK TEST 4.1.3 WITH ANSWERS (CONT.) suspension of disbelief supernatural narcissistic Zeus Hera Juno 2. To enjoy many myths, readers must allow suspen- were often crippled by their very human emotions, naiad dryad sion of disbelief, setting aside skepticism to partici- such as jealousy and fury. 1. In Greek myth, Zeus was the pate imaginatively in the work being read. 5. Sigmund Freud coined the term narcissistic, which supreme god. 3. Naiads were water nymphs who lived in rivers, he applied to people who were extremely self- lakes, and springs. absorbed. 4. Gods and goddesses had supernatural powers, but
8 TEACHER’S EDITION hovered around him, invisible and unforgetting. emony. But when they got there they found no ANSWER TO GUIDED Her disembodied voice repeated his final word, corpse, only a new blossom with snowy petals READING QUESTION which was “Alas.” He died and his spirit left his and a yellow corona2. The flower came to be body. Even on the boat of souls, crossing the called “Narcissus,” in honor of one who, in the 1. He is turned into a flower. river between this world and the other one, enigmatic words of Tiresias, Narcissus leaned over the edge, looking into “came to know himself,” How is Narcissus transformed? CROSS-CURRICULAR those waters, trying to catch a glimpse of the and fell in love. n ACTIVITIES image that so captivated him.
The nymphs heard of his death and went to 2. corona. The trumpet-shaped cup of flowers such as the SCIENCE. Ask students to find the pond to retrieve his body for the funeral cer- daffodil information about the narcis- sus flower. Have them research to learn more about what the flower looks like and about what type of plant it is. Some students might want to create a picture of the flower, or actually bring a narcissus to class and present artnote a brief report on their findings. Narcissus, 1600. Michelangelo Merisi da Caravaggio. ART NOTE
The brief and violent life of Caravaggio In discussing the lighting in (1573–1610) was as dramatic as his paint- Narcissus by Caravaggio, ings. Although this painting is more sub- students may note that chiaroscuro dued than most of Caravaggio’s works, it in painting is like the dramatic has the same chiaroscuro, or severe contrast lighting used in suspense and horror between light and shadow. What films or films. Film noir movies of the 1940s television shows can you think of that use and 1950s are especially good this method of lighting? examples of this. Classics of this genre include The Big Sleep, Rebecca, and The Third Man. Students may be more familiar with the early Frankenstein movies that achieve this same effect. Narcissus, 1600. Michelangelo Merisi da Caravaggio. Galleria Nazionale d’Arte Antica, Rome.
CROSS-CURRICULAR ACTIVITIES en ig ma tic (e´ nig ma tik) adj., mysterious; hard to decipher. Julia is so enigmatic; I can never seem to understand where she is coming from. SCIENCE. Have students work in pairs or small groups to research the phenomenon and scientific explanation of echoes. Respondto the Encourage them to present a demonstration or visual aid that SELECTION makes the phenomenon under- standable in simple terms. Do you feel sympathy toward Narcissus, or do you think he deserves his fate?
“ ECHO AND NARCISSUS” 9
RESPOND TO THE SELECTION
Encourage students to discuss this question with their classmates. Ask them to consider whether Narcissus was lonely during his lifetime, whether he had any notable qualities besides his beauty, and whether they feel he is responsible for Echo’s fate.
TEACHER’ S EDITION 9 ANSWERS TO INVESTIGATE, INQUIRE, AND IMAGINE Investigate, RECALL Inquire, 1a. Echo, punished by Hera, can only and repeat what is said to her. Imagine 2a. Narcissus is described as being beautiful and scornful of others’ Recall: GATHERING FACTS ➛ Interpret: FINDING MEANING feelings. His beauty is so great that all women who see him fall 1a. What is unusual about Echo’s speech? What 1b. How does Echo manage to express herself instantly in love. Narcissus rejects caused this peculiarity? despite her speech limitation? How well does Echo harshly. she succeed? 3a. Narcissus falls in love with himself. 2a. How is Narcissus described? What effect 2b. How would you describe Narcissus’s Nemesis caused this to happen. does he have on other creatures? How does character? INTERPRET Narcissus respond to Echo? 1b. Echo expresses herself by repeating 3a. With whom does Narcissus fall in love? Who 3b. Why does Nemesis punish Narcissus? what others have said to her. Her caused this to happen? words sometimes seem peculiarly appropriate, but overall she does not express herself very well. Analyze: TAKING THINGS APART Synthesize: BRINGING THINGS TOGETHER 2b. Narcissus seems vain, prideful, and ➛ cruel. 4a. What metamorphoses, or transformations, 4b. This story explains two phenomena in 3b. Nemesis punishes Narcissus in occur in “Echo and Narcissus”? nature. What are these phenomena, and response to the plea of one of the how are they explained? nymphs whom Narcissus scorned.
ANALYZE 4a. Echo is transformed into only a Perspective: LOOKING AT OTHER VIEWS ➛ Empathy: SEEING FROM INSIDE voice that repeats what is said to 5a. From the nymphs’ perspective, what is 5b. Imagine you were Narcissus and everyone her. Narcissus becomes a beautiful Narcissus’s crime? Explain whether you think was instantly captivated by your exceptional flower that bears his name. Narcissus’s punishment is appropriate to the good looks. Would you find this annoying? SYNTHESIZE crime. How would you react? 4b. The phenomena are echoes, the effects of sound waves bouncing back from a cavern or other surface, and the narcissus, a flower that grows by pools of water. They Understanding are described as being the voice of the nymph Echo and all that remains of the vain boy Narcissus. Literature SUSPENSION OF DISBELIEF. Review the definition for suspension of disbelief in the Handbook of PERSPECTIVE Literary Terms. The willingness to suspend disbelief, to participate imaginatively in a story being 5a. Narcissus’s crime is vanity, or self- centeredness, which leads him to read, is the most important attribute, beyond literacy, that a person can bring to the act of hurt others. Students may say that reading literature. Which elements of the story require you to suspend your disbelief? Why? Narcissus’s punishment fits the MYTH. Review the definition for myth in the Handbook of Literary Terms. Features of myth are crime since he is locked in self- shared by other kinds of literature. Fairy tales deal with extraordinary beings and events but lack reflection for eternity. the authority of myth. Sagas and epics claim authority and truth but reflect specific historical EMPATHY settings. Discuss how the selection shows the characteristics of myths. 5b. Encourage students to think of this as a fun question, but ask them questions to evoke their feelings about the consequences of being a “heartbreaker.” To what extent must one be responsible for the feelings of others? Students may say that while it would at first be UNIT ONE / THE FOLK TRADITION very satisfying to be the object of 10 everyone’s desire, it would soon become annoying to be sought on the basis of looks alone. They might ANSWERS TO UNDERSTANDING LITERATURE say they would react by withdrawing or scorning those who SUSPENSION OF DISBELIEF. Gods and goddesses with were superficial enough to be supernatural powers, nymphs, and seers require the attracted solely on the basis of reader to suspend his or her disbelief. physical appearance. MYTH. The selection ascribes the creation of certain natural phenomena to the gods and goddesses.
10 TEACHER’ S EDITION PREREADING M YTH ADDITIONAL RESOURCES
“The Story of Dædalus and Icarus” UNIT 1 RESOURCE BOOK from the Metamorphoses Literary • Selection Worksheet 1.2 TOOLS • Selection Check Test 4.1.5 by Ovid, translated by Rolfe Humphries • Selection Test 4.1.6 • Language, Grammar, and Style MORAL. A moral is a practical or moral Resource 3.17 Reader’s lesson, usually relating to the principles resource of right and wrong, to be drawn from a HISTORY CONNECTION. The works of Ovid present Roman myths, story or other work of literature. As you many of which were borrowed from the ancient Greeks. Such read, find the moral of the story. INDIVIDUAL LEARNING myths were part of the culture of the ancient world and were STRATEGIES carried about by traveling singers and bards before they were FORESHADOWING. Foreshadowing is the act of presenting materials that hint at written down by poets such as Ovid. MOTIVATION events to occur later in a story. SCIENCE CONNECTION. Astronomers have tracked and catalogued Have students read, the story more than 2,000 asteroids, also known as planetoids and minor of the Minotaur and the labyrinth, planets, orbiting the sun. Scientists speculate that thousands another myth that involves Icarus. more exist that have yet to be charted. Unlike the major planets, READING PROFICIENCY which are sphere-shaped, asteroids have an irregular shape. Many Graphic Read the poem aloud to the of them have been given Roman names. Ceres, for example, is Organizer class, demonstrating appropriate the largest-known asteroid, with a diameter of approximately 470 pauses based on punctuation and Make a cluster chart to list the exam- miles. The three next largest are Pallas, Vesta, and Juno. meaning rather than ends of lines. ples of foreshadowing in “The Story of Astronomers have named an asteroid after the mythical figure Dædalus and Icarus.” ENGLISH LANGUAGE LEARNING Icarus as well. Its orbit is considered the most eccentric, or Direct students to write down unpredictable, of all known asteroids. unfamiliar words as they read. Then BACKGROUND. “The Story of Dædalus and Icarus” is about the have them look up definitions and brilliant mythical inventor Dædalus and his son who escape from then reread the poem. captivity in Crete, an island ruled by King Minos. SPECIAL NEEDS Foreshadowing Help students focus on the Guided Reading questions as they read.
About Dædalus kisses ENRICHMENT Icarus goodbye Ask students to research the the history of flight. Have them AUTHOR chart the kinds of “flying machines” man has dreamed, designed and built, including Ovid is the pen name of Publius Ovidius those that worked and those Naso (43 BC–AD 18), one of the greatest of Reader’s that never left the ground. the Latin poets. Ovid lived at the time of the emperor Augustus) when the Roman Empire was in its golden age. Popular in his time, he was best Journal known for his love poetry, including Ars amatoria (The Art of Humans fantasized about flying GRAPHIC ORGANIZER Love). Ovid’s masterpiece is now considered to be the long before airplanes were FORESHADOWING. Dædalus’s “chang- Metamorphoses, an epic poem in fifteen books that covers the his- invented. In your journal, write tory of the world and focuses on changes, often on the transfor- ing the laws of nature,” Icarus’s fool- about an improbable adventure ing with the feathers and the wax, mation of beings into different forms. In the Metamorphoses, you would like to experience. the reference to flying as a “fatal Ovid retold many myths of the ancient world. art,” and the reference to Icarus’s “downfall” all foreshadow the death of Icarus.
“THE STORY OF DÆDALUS AND ICARUS” 11
GOALS/OBJECTIVES READER’S JOURNAL Encourage students to explore their Studying this lesson will enable students to • define moral and explain how this myth teaches a wildest ideas. Perhaps they would like • respond to characters who dream of being able to moral to enter the mind of a dolphin, fly • locate references to myth in modern popular culture become invisible, or travel into the • identify Ovid as a Latin poet who retold many myths prehistoric past. Tell students that of the ancient world their improbable adventures need not be linked to advances in technology.
TEACHER’S EDITION 11 ANSWER TO GUIDED READING QUESTION
1. Dædalus plans to escape Crete by air. He creates birdlike wings out of feathers, twine, and wax so that he and his son Icarus can fly to freedom.
LITERARY NOTE
According to Greek mythology, King Minos ordered the genius Dædalus to design a labyrinth (a building of many passageways) to hold a mon- ster he possessed called the Minotaur. The king was pleased with the labyrinth, but feared that Dædalus would reveal its secret, so he prevented him from leaving the island.
CROSS-CURRICULAR ACTIVITIES Landscape with the Fall of Icarus, c.1558. Pieter Bruegel. Musées Royaux des Beaux-Arts, Brussels.
GEOGRAPHY. Have students use a map of Greece to identify some of the islands mentioned in the myth The Story of Dædalus and Icarus such as Crete, Samos, and Delos, located in the Aegean Sea. FROM THE Metamorphoses Ovid, translated by Rolfe Humphries omesick for homeland, Dædalus hated Crete VOCABULARY FROM And his long exile there, but the sea held him. “Though Minos blocks escape by land or water,” THE SELECTION What is Dædalus’s plan DædalusH said, “surely the sky is open, for leaving Crete? What dominion traverse 5 And that’s the way we’ll go. Minos’ dominion does he create? plumage Does not include the air.” He turned his thinking Toward unknown arts, changing the laws of nature. He laid out feathers in order, first the smallest, PRONUNCIATION NOTE A little larger next it, and so continued,
Ovid (o vid) ded ə ləs or de da˘ ləs Dædalus ( ) də min´yən cre¯t do • min • ion ( ) n., governed territory. Until 1973 the Bahama Islands in the Caribbean were within Crete ( ) the dominion of Great Britain. Minos (me¯ nos) Icarus (i kə rəs) Samos (sa mos) joo no¯ Juno ( ) 12 UNIT ONE / THE FOLK TRADITION Delos (de los) Paros (pa ros) Lebinthus (le bin thəs) Calymne (ca lim na¯) Minerva (mi nər va) Perdix (pər dix)
12 TEACHER’ S EDITION 10 The way that pan-pipes1 rise in gradual sequence. ANSWERS TO GUIDED He fastened them with twine and wax, at middle, READING QUESTIONS At bottom, so, and bent them, gently curving, So that they looked like wings of birds, most surely. 1. He should avoid flying too low And Icarus, his son, stood by and watched him, (where moisture will weigh down the wings) or too high (where the 15 Not knowing he was dealing with his downfall, sun’s heat will damage the wings). Stood by and watched, and raised his shiny face 2. From far below on the earth, a To let a feather, light as down, fall on it, fisherman, a shepherd, and a Or stuck his thumb into the yellow wax, farmer look up in amazement. Fooling around, the way a boy will, always, 20 Whenever a father tries to get some work done. Still, it was done at last, and the father hovered, Poised, in the moving air, and taught his son: CROSS-CURRICULAR “I warn you, Icarus, fly a middle course: ACTIVITIES Don’t go too low, or water will weigh the wings down; 25 Don’t go too high, or the sun’s fire will burn them. SCIENCE. Invite interested stu- dents to do research to find out Keep to the middle way. And one more thing, According to Dædalus, what should Icarus why it is not possible for No fancy steering by star or constellation, avoid? humans to fly using birdlike Follow my lead!” That was the flying lesson, wings attached to their arms. And now to fit the wings to the boy’s shoulders. Alternatively, they might research 30 Between the work and warning the father found early scientific thinking about human flight, such as that by Leonardo da His cheeks were wet with tears, and his hands trembled. Vinci. Have students share their find- He kissed his son (Good-bye, if he had known it), ings with the class. Rose on his wings, flew on ahead, as fearful As any bird launching the little nestlings2 35 Out of high nest into thin air. Keep on, Keep on, he signals, follow me! He guides him In flight—O fatal art!—and the wings move And the father looks back to see the son’s wings moving. Far off, far down, some fisherman is watching 40 As the rod dips and trembles over the water, Some shepherd rests his weight upon his crook, Some ploughman on the handles of the ploughshare, Who looks up in amazement as Icarus And all look up, in absolute amazement, flies? At those air-borne above. They must be gods! 45 They were over Samos, Juno’s sacred island, Delos and Paros toward the left, Lebinthus Visible to the right, and another island, Calymne, rich in honey. And the boy Thought This is wonderful! and left his father, 50 Soared higher, higher, drawn to the vast heaven, Nearer the sun, and the wax that held the wings Melted in that fierce heat, and the bare arms
1. pan-pipes. Instruments made of reeds of various lengths 2. nestlings. Young birds that have not left the nest yet
“ THE STORY OF DÆDALUS AND ICARUS” 13
TEACHER’ S EDITION 13 ANSWERS TO GUIDED Beat up and down in air, and lacking oarage3 What ends the flight of READING QUESTIONS Took hold of nothing. Father! he cried, and Father! Icarus? Where does 55Until the blue sea hushed him, the dark water Icarus fall? 1. Icarus soars too high, and the sun’s Men call the Icarian now. And Dædalus, heat melts the wax holding the Father no more, called “Icarus, where are you! wings together. He falls into the sea. Where are you, Icarus? Tell me where to find you!” 2. She had sent her son to be an And saw the wings on the waves, and cursed his talents, apprentice to Dædalus. Like his 60Buried the body in a tomb, and the land uncle, he had an inventive turn of Was named for Icarus. mind. During the burial 3. Dædalus throws his nephew from a high temple because he envies his A noisy partridge, from a muddy ditch, talent as an inventor. Looked out, drummed with her wings in loud approval. 4. Through the goddess Minerva’s No other bird, those days, was like the partridge, intervention, the boy is transformed 65Newcomer to the ranks of birds; the story into a partridge, a low-flying bird. Reflects no credit on Dædalus. His sister, Ignorant of the fates, had sent her son SELECTION CHECK TEST 4.1.5 To Dædalus as apprentice, only a youngster, WITH ANSWERS Hardly much more than twelve years old, but clever, Why had Dædalus’s 70With an inventive turn of mind. For instance, sister sent her son to Checking Your Reading Studying a fish’s backbone for a model, Dædalus? What sort of mind did the boy have? 1. Why is Dædalus forced to escape He had notched a row of teeth in a strip of iron, from Crete by air? Minos blocks Thus making the first saw, and he had bound his way by land and by water. 2. What contraption does Dædalus Two arms of iron together with a joint build for himself and his son? He 75To keep them both together and apart, builds a set of bird-like wings for One standing still, the other traversing each of them. In a circle, so men came to have the compass. 3. What warning does Dædalus give And Dædalus, in envy, hurled the boy his son before they leave? Dædalus What did Dædalus do warns his son not to fly too high Headlong from the high temple of Minerva, to his nephew? Why? or too low but to follow him 80And lied about it, saying he had fallen through a “middle course.” Through accident, but Minerva, kind protectress 4. What happens to Icarus? Icarus Of all inventive wits, stayed him in air, flies too high, the sun melts his Clothed him with plumage; he still retained his aptness wings, and he falls into the sea. 5. What had Dædalus done to his In feet and wings, and kept his old name, Perdix, sister’s son? He had thrown him 85But in the new bird-form, Perdix, the partridge, from the high temple of Minerva. Never flies high, nor nests in trees, but flutters Vocabulary in Context Close to the ground, and the eggs are laid in hedgerows. What becomes of the Fill in each blank below with the most The bird, it seems, remembers, and is fearful young boy? appropriate word from the following Of all high places.n Words for Everyday Use. You may have to change the tense of the word. 3. oarage. Ability to propel dominion traverse plumage 1. The hill was too steep to go straight down, so we slowly traversed from one side to the other. 2. The bird’s bright plumage caught tra • verse (trə v rs´) vi., turn; swivel. The point guard snatched the ball and quickly traversed to the other side of the court. the hunter’s eye. plum • age (plo—o m´ij) n., bird’s feathers. The parrot catches the eye because of its bright blue plumage. 3. The lion’s ferocity and speed gives it dominion over the other animals that live on the plains. Literary Tools 14 UNIT ONE / THE FOLK TRADITION 1. What is the moral of a story? The moral of a story is a lesson about common sense or values, usually SELECTION CHECK TEST 4.1.5 WITH ANSWERS (CONT.) relating to right and wrong, that can be drawn from literature. 3. What is foreshadowing? Foreshadowing occurs 2. How were myths shared and passed when an author gives hints about what will down before poets such as Ovid occur later in the story. wrote them down? Before they were written down, myths were preserved and shared by traveling singers and poets.
14 TEACHER’S EDITION Respond SELECTIONto the RESPOND TO THE SELECTION “Dædalus and Icarus” is one of the most familiar stories in Western literature. Why do you think it has remained so popular over the centuries? Ask students to explain what aspects of this story might appeal to people throughout many generations. Students might expand upon this theme to discuss the longevity of Investigate, myths in general, using “The Story of “Dædalus and Icarus” and “Echo Inquire, and Narcissus” and other myths and Imagine with which they are familiar. Recall: GATHERING FACTS ➛ Interpret: FINDING MEANING ANSWERS TO INVESTIGATE, 1a. What is the problem Dædalus has at the 1b. What special gift does Dædalus have? INQUIRE AND IMAGINE beginning of the story? How does he try to solve it? RECALL 2a. What advice does Dædalus give Icarus before 2b. Why does Icarus not follow Dædalus’s advice 1a. Dædalus longs for his homeland they try to fly? What happens to Icarus? about how to fly? What is the reason for but Minos is blocking his escape Icarus’s death? Should the boy’s death be from Crete by land and sea. He tries blamed on Dædalus, who defied the laws of to escape by creating wings to fly nature, or does the blame lie with Icarus? away. What do you think the ancients thought? 2a. Dædalus advises Icarus not to fly What do you think? too high or too low and to follow him. Icarus flies too high, his wings 3a. What inventions does Dædalus’s nephew 3b. What does the episode of Dædalus’s nephew melt, and he falls into the sea and make? What is the fate of Dædalus’s nephew? reveal about Dædalus? dies. Dædalus buries him, and the land is named for Icarus. Analyze: TAKING THINGS APART ➛ Synthesize: BRINGING THINGS TOGETHER 3a. Dædalus’s nephew invents the compass and the saw. Dædalus 4a. How does the role of the supernatural differ 4b. What do you think is the moral of each of hurls his nephew from the temple in the stories of Echo and Narcissus and the two selections? of Minerva, but Minerva pities him Dædalus and Icarus? and changes him into a partridge.
INTERPRET Evaluate: MAKING JUDGMENTS ➛ Extend: CONNECTING IDEAS 1b. Dædalus is versed in the “unknown 5a. Dædalus was considered the greatest 5b. What did the people of the ancient world arts”—he is skilled as an inventor. inventor in ancient times. What did you learn believe about their gods? 2b. Icarus does not follow Dædalus’s advice because flying closer to about Dædalus from Ovid’s story? Do you heaven entrances him. Icarus’s fate think he was justly punished? Explain. partly results from failing to heed his father’s advice and partly from his father’s transgressions against Understanding the laws of nature. The ancients would likely blame Dædalus for defying the laws of nature. Literature Students should explain which MORAL. Review the definition for moral in the Handbook of Literary Terms. What advice does person they hold most accountable, Dædalus give Icarus that can be taken as the moral of the story? and why. FORESHADOWING. Review the definition for foreshadowing in Literary Tools and the graphic organizer 3b. The episode reveals that Dædalus is you made. The episode in which Icarus plays with the wax can be said to foreshadow or at least jealous of anyone who shares a explain his later actions. Explain why. similar inventive talent and that he is capable of great cruelty.
ANALYZE “ THE STORY OF DÆDALUS AND ICARUS” 15 4a. In “Echo and Narcissus” the gods intervene and cause the downfall of the characters, while in “The Story ANSWERS TO INVESTIGATE, INQUIRE AND IMAGINE (CONT.) of Dædalus and Icarus” the gods may be responsible for the may say that the central message of “The Story of EXTEND characters’ downfalls but they do Dædalus and Icarus” is that humans should not 5b. Students may say that people of the ancient world not directly intervene; the strive to reach the status of gods. believed that the gods exacted retribution for the characters destroy themselves. crimes people committed on earth. EVALUATE SYNTHESIZE 5a. Students may say that Dædalus had great inventive 4b. Students may say the central power, but that he was justly punished for message of “Echo and Narcissus” is transgressing the laws of nature and for throwing Answers to Understanding Literature that those who are too vain or self- his nephew from Minerva’s temple. can be found on page 16. centered should be punished. They
TEACHER’ S EDITION 15 ANSWERS TO UNDERSTANDING LITERATURE Writer’s Journal MORAL. Dædalus tells Icarus to “Keep to the middle way.” This is advice on how 1. Icarus became so caught up in the thrill of flying that he forgot about the danger of to live life. flying too close to the sun. Think about a time you did something thrilling, such as going on a roller coaster, rock climbing, or rollerblading. Write a description about how you felt during the FORESHADOWING. Icarus’s playing with experience and afterward. the wax reveals that he is filled with childish curiosity that may lead him to 2. Narcissus has a human failing, his egoism, that results in his downfall. Write a character sketch act rashly. about a person with a tragic human failing. 3. Write a myth to tell the origin of something in the world around you. You could tell about the origin of something in nature, like a flower or bird, or a technological innovation such as television or computers. You might want to include supernatural elements such as the intervention of the ANSWERS TO INTEGRATING gods found in the two selections. THE LANGUAGE ARTS
Language, Grammar, and Style 1. Imp: Tell me how Dædalus made Integrating wings. the 2. Imp and Exc: Stay away from the Language Arts sun, Icarus! 3. Int: Have you ever dreamed of flying? Language, Grammar, and Style 4. Dec: Icarus didn’t listen to his FUNCTIONS OF THE SENTENCE. Sentences are the basic unit of expression in the English father. 5. Imp and Exc: Come down now! language. Four different kinds of sentences express four different kinds of thoughts and feelings, and each has characteristic end punctuation: declarative, Media Literacy interrogative, imperative, and exclamatory. For more information refer to the Language Arts Students may note the popular televi- Survey 3.17 “Functions of Sentences.” sion shows “Hercules” and “Xena: Identify the function of each sentence below by writing dec (declarative), int (interrogative), imp Warrior Princess.” They may also point (imperative) or exc (exclamatory). Add appropriate end punctuation. to products such as Nike’s Air Icarus 1. Tell me how Dædalus made the wings. shoe and logos such as the wing-shoed Hermes used by FTD florists. 2. Stay away from the sun, Icarus. 3. Have you ever dreamed of flying. Collaborative Learning 4. Icarus didn’t listen to his father. Refer students to the Language Arts Survey 4.19, “Oral Interpretation,” for 5. Come down now. tips on preparing their presentations. Media Literacy Collaborative Learning
MEDIA REFERENCES TO GREEK AND ROMAN RETELLING MYTHS. Working in a MYTHOLOGY. Many references to small group, select gods and mythological characters or goddesses from Greek or Roman occurrences can be found in magazine articles, mythology. Make a poster that includes the television shows and movies, and in product names, descriptions, and, if possible, pictures names and advertising. With a partner, find three of traditional representations of the gods and references to Greek or Roman mythology in the goddesses. Find myths or tales in which each media. If possible, photocopy or clip out any god or goddess has an important role. You articles and advertisements. What references to should each select a myth for a different god Greek and Roman mythology do you find in each or goddess and be prepared to retell it to the example? class as your group displays its poster.
16 UNIT ONE / THE FOLK TRADITION
16 TEACHER’S EDITION PREREADING F AIRY T ALE ADDITIONAL RESOURCES
Literary UNIT 1 RESOURCE BOOK TOOLS • Selection Worksheet 1.3 “ ” • Selection Check Test 4.1.7 The White Snake • Selection Test 4.1.8 FAIRY TALE. A fairy tale is a story that deals • Language, Grammar, and Style by Jacob and Wilhelm Grimm with mischievous spirits and other super- Resource 3.19 translated by Lucy Crane natural occurrences, often in medieval settings. As you read, identify elements of this story that you find typical of fairy Reader’s tales. resource CHARACTER. A character is a person (or sometimes an animal) who figures in GRAPHIC ORGANIZER Many of the fairy tales you may be familiar with began as folk the action of a literary work. A one- songs and stories from the European oral tradition and were later dimensional character, flat character, or MOTIF. There are three fishes, three transcribed on paper. The Grimm brothers, Jacob and Wilhelm, caricature is one who exhibits a single ravens, three sets of animals, and three kingdoms through which the collected oral stories such as “Rapunzel” in their native Germany. dominant quality, or character trait. servant travels. In France, Charles Perrault (1628–1703) wrote down other folk A three-dimensional, full, or rounded char- stories, including “Cinderella” and “Sleeping Beauty.” In acter is one who exhibits the complexity Denmark, Hans Christian Andersen (1805–1874) retold such tales of traits associated with actual human as “The Princess and the Pea,” “The Ugly Duckling,” and “The beings. As you read, list the details you Emperor’s New Clothes.” learn about the servant in this fairy tale. CULTURE CONNECTION. Similar tales are told in many different MOTIF. A motif is any element that recurs countries and cultures. For example, versions of the Cinderella tale in a literary work. Read the entry on motif have been told for centuries by the Chinese and Native in the Handbook of Literary Terms. As you Americans. read “The White Snake,” note the fairy READER’S JOURNAL tale motif of items occurring in sets of three. Ask students to write about the rea- About sons for their choice. the AUTHORS GraphicOrganizer Create a cluster chart like the one below Jacob Grimm (1785–1863) and his to record the motif of items occurring in brother Wilhelm (1786–1859) were sets of three. German scholars. Among young people around the globe, the Grimm brothers are famous for collecting folk songs and folk Items in Sets tales from the European oral tradition. The brothers transcribed of Three these traditional tales as people related them and are credited with giving folk tales a readable form without changing their Three Tasks essential character. The Grimms’ collection became a classic of world literature. The two hundred stories they collected convey the spirit and imagination of generations of people. Jacob was also a highly esteemed scholar of the history of European lan- Reader’s guages. He demonstrated that sounds change in regular ways and showed how certain languages in Europe and western Asia Journal evolved from other languages. In this story, the king grants the hero one favor. If a powerful person promised you one favor, what would you choose? Explain.
“ THE WHITE SNAKE” 17
GOALS/OBJECTIVES
Studying this lesson will enable students to • enjoy the fairy tale genre • explain the concept of a fairy tale • describe the occurrence of common motifs in fairy • use precise and vivid nouns, verbs, and modifiers in tales from many countries and cultures writing
TEACHER’ S EDITION 17 INDIVIDUAL LEARNING STRATEGIES
MOTIVATION Have students read other Grimm fairy tales, perhaps including Rumplestiltskin and Rapunzel. Have the students chart the recurring elements common to many fairy tales in these as well as in “The White Snake.”
READING PROFICIENCY Read this fairy tale aloud to your students or encourage them to read it aloud in small groups.
ENGLISH LANGUAGE LEARNING Pair students with strong read- ers to take turns reading aloud from the story and discuss the meaning of unusual words and phrases.
SPECIAL NEEDS Review the basic story ele- ments: setting, plot, character, and theme. You may wish to use a story map (see the Language Arts Survey 2.20, “Story Maps”) and have students list the essential details about each element.
ENRICHMENT In this fairy tale, the servant’s kindness to animals is repaid with assistance that enables the servant to win the hand of the princess. In small groups, have students discuss the way the servant behaves toward his own horse and the duck. Do the students agree that the servant is kind? How might the horse and the duck repay him? Have students write a sequel to “The White Snake,” incorporating their answers.
VOCABULARY FROM THE SELECTION Jacob and Wilhelm Grimm, abroad plume anxiety superintendence translated by Lucy Crane contrive The Keepsake, 1901. Kate Elizabeth Bunce. Birmingham Museums and Art Gallery, Birmingham, England.
18 TEACHER’ S EDITION long time ago there lived a King whose considered guilty, and punished. It was in vain ANSWERS TO GUIDED A wisdom was noised abroad in all the coun- that he protested his innocence; he could get no READING QUESTIONS try. Nothing remained long unknown to him, better sentence. In his uneasiness and anxiety he and it was as if the knowledge of hidden things went out into the courtyard, and began to con- 1. The servant takes the king’s special was brought to him in the air. However, he had sider what he could do in so great a necessity. dish to his own room and discovers the secret of the white snake. one curious custom. Every day at dinner, after There sat the ducks by the running water and 2. The servant acquires the ability to the table had been cleared and every one gone rested themselves, and plumed themselves with understand the speech of animals. away, a trusty servant had to bring in one other their flat bills, and held a comfortable chat. The Eating part of the white snake gives dish. But it was covered up, and the servant servant stayed where he was and listened to him this ability. 3. The servant overhears a duck say himself did not know what was in it, and no one them. They told how they that it swallowed the queen’s else knew, for the King waited until he was had waddled about all yes- In what way does the servant’s new ability missing ring, which the servant had quite alone before he uncovered it. This had terday morning and found help him? been ordered to find. gone on a long time, but at last there came a good food; and then one of day when the servant could restrain his curiosity them said pitifully, “Something lies very heavy no longer, but as he was carrying the dish away in my craw,1—it is the ring that was lying under ADDITIONAL QUESTIONS he took it into his own room. As soon as he had the Queen’s window; I swallowed it down in too AND ACTIVITIES fastened the door securely, he lifted the cover, great a hurry.” Like many fairy tales, this one and there he saw a white snake lying on the features a beautiful princess dish. After seeing it he How does the servant who must choose a worthy could not resist the desire learn the King’s secret? bridegroom. Ask students to analyze this common type of to taste it, and so he cut off What is the secret? female character in fairy tales. What a small piece and put it in his mouth. As soon as art note female characters from fairy tales do it touched his tongue he heard outside his win- they find most appealing and why? dow a strange chorus of delicate voices. He Kate Elizabeth Bunce (1856-1927) went and listened, and found that it was the was an English artist who painted in the style sparrows talking together, and telling each of the Pre-Raphaelites, a group that went against convention by looking for inspiration ART NOTE other all they had seen in the fields and woods. in art that pre-dated the Renaissance. Their The virtue of the snake had What ability does the subject matter was often very romanticized Responses will vary as students relate given him power to under- servant acquire? What visions of women. But the movement The Keepsake by Kate Bunce to the gives him this ability? stand the speech of animals. attracted women artists at a time when story, but you may want to ask them Now it happened one day that the Queen lost women were discouraged from pursuing art if the image in the painting differs her most splendid ring, and suspicion fell upon as a profession and Bunce won awards and from their idea of the king’s commissions in competition with male daughter. If they have a different the trusty servant, who had the general superin- painters. Does this picture remind you of a idea, encourage them to sketch their tendence, and he was accused of stealing it. The certain part of the story? own illustrations. King summoned him to his presence, and after many reproaches told him that if by the next day he was not able to name the thief he should be ADDITIONAL QUESTIONS 1. craw. Stomach of an animal AND ACTIVITIES
Invite groups of students to a • broad (ə brôd´) adv., far and wide. News of President Lincoln’s assasination quickly spread abroad in the land. find and listen to a work of su • per • in • tend • ence (so—o´pər in tend´ens) n., supervision; management. City officials have given superintendence of the arts festival to Ms. Irene Pizzuti. music based on a fairy tale. Some anx • i • e • ty (aŋ z¯´ə te¯) n., worry; apprehension. Feeling a certain amount of anxiety before giving a speech is perfectly possibilities are Tchaikovsky’s normal. Nutcracker and Ravel’s Mother Goose
plume (plo—om) vt., preen, or clean and arrange one’s feathers. After splashing in the birdbath, the cardinal sat on the Suite. Ask students to try to describe edge and plumed itself. qualities of the music that indicate its expression of a fairy tale.
“ THE WHITE SNAKE” 19 LITERARY NOTE
Scholars of folk literature have noted that German fairy tales tend to be darker and more frightening than folk tales from other countries. Some other German folk tales, col- lected by the Grimm brothers, are Little Red Cap, Rumpelstiltskin, Hansel and Gretel, Rapunzel, and Snow-White and the Seven Dwarfs.
TEACHER’ S EDITION 19 ANSWERS TO GUIDED Then the servant seized her by the neck, took The path led him through a wood, and READING QUESTIONS her into the kitchen, and said to the cook, there he saw a father-raven and mother-raven “Kill this one, she is quite ready for cooking.” standing by their nest and throwing their 1. The servant sets the trapped fishes “Yes,” said the cook, weighing it in her hand; young ones out. free from the rushes; he directs his “there will be no trouble of fattening this one— “Off with you! young gallows-birds!”2cried horse around the ants’ sand heap to keep from treading on them. it has been ready ever so long.” they; “we cannot stuff you any more; you are big The fishes and the ants say they will he then slit up its neck, and when it was enough to fend for yourselves!” The poor young remember his helpful acts and Sopened the Queen’s ring was found in its ravens lay on the ground, fluttering, and beating reward him. craw. The servant could now clearly prove his the air with their pinions, and crying, 2. The servant helps three young ravens who are starving by innocence, and in order to make up for “We are poor helpless things, we cannot fend slaughtering his horse for their the injustice he had suffered the King permitted for ourselves, we cannot even fly! we can only die food. him to ask some favour for himself, and also of hunger!” 3. The reward is to marry the king’s promised him the place of greatest honour in Then the kind young What other animals daughter. If the young man is does the young man unsuccessful at the task, he must the royal household. man dismounted, killed his help? lose his life. He undertakes the task, But the servant refused it, and only asked for a horse with his dagger, and however, because the beauty of the horse and money for travelling, for he had a left it to the young ravens for food. They came king’s daughter dazzles him. fancy to see the world, and look about him a hopping up, feasted away at it, and cried, little. So his request was granted, and he set out “We will remember and reward thee!” on his way; and one day he came to a pool of So now he had to use his own legs, and when SELECTION CHECK TEST 4.1.7 water, by which he saw three fishes who had got he had gone a long way he came to a great WITH ANSWERS entangled in the rushes, and were panting for town. There was much noise and thronging in water. Although fishes are usually considered the streets, and there came a man on a horse, Checking Your Reading 1. What does eating the white snake dumb creatures, he understood very well their who proclaimed, do for the servant? It gives him the lament that they were to perish so miserably; “That the King’s daughter seeks a husband, ability to understand the speech and as he had a compassionate heart he dis- but he who wishes to marry her must perform a of animals. mounted from his horse, and put the three difficult task, and if he cannot carry it through 2. Why is the young man given a fishes back again into the water. They quivered successfully, he must lose his life.” horse and money to travel? The King feels badly that he has all over with joy, stretched out their heads, and Many had already tried, but had lost their falsely accused him of stealing called out to him, lives, in vain. The young the queen’s ring, and allows him “We will remember and What does the young man, when he saw the What is the reward for to ask a favor of him. reward thee, because thou man do for the three King’s daughter, was so completing the difficult 3. What does the young man do fishes? for the ants? task? What danger lies when he spies three fish caught in hast delivered us.” He rode What do both the fishes dazzled by her great beauty, in attempting this task? the rushes? He releases them into on, and after a while he and the ants say to him? that he forgot all danger, Why does the young the water. man decide to heard a small voice come up went to the King and undertake the task? 4. What does the ant-king say when from the sand underneath his horse’s feet. He offered himself as a wooer. the young man turns his horse onto a side path? The ant-king says he listened, and understood how an ant-king was Then he was led to the sea-side, and a gold ring will remember and reward him complaining, was thrown into the water before his eyes. Then for his kindness. “If only these men would keep off, with their the King told him that he must fetch the ring up 5. What do the young man and the great awkward beasts! Here comes this stupid again from the bottom of the sea, saying, princess do with the apple of life? They eat it together and it fills horse treading down my people with his hard “If you come back without it, you shall be put their hearts with love. hoofs!” under the waves again and again until you are The man then turned his horse to the drowned.” Vocabulary in Context side-path, and the ant-king called out to him, Fill in each blank below with the most appropriate word from the following “We will remember and reward thee!” 2. gallows-birds. Creatures who deserve to be hanged Words for Everyday Use. You may have to change the tense of the word.
plume contrive abroad 20 UNIT ONE / THE FOLK TRADITION superintendence anxiety 1. Rashon was proud of her promotion, but nervous because it SELECTION CHECK TEST 4.1.7 WITH ANSWERS (CONT.) involved the superintendence of several employees. Literary Tools 2. Many fairy tales have medieval settings. 2. Deep breaths, calm thoughts, and Fill in the blanks using the following terms. You may 3. A character that exhibits a single dominant quality gentle music help reduce anxiety. not use every term, and you may use some terms more is a one-dimensional character. 3. The platoon contrived a way to than once. 4. Fairy tales deal with mischievous spirits and other find their way back to camp. supernatural occurrences. motif character folk songs one-dimensional 5. A full character is similar to a real human being, character trait full fairy tale myth with a complex mixture of character traits. 1. Any element that recurs in a literary work can be seen as a motif. 20 TEACHER’S EDITION Every one pitied the handsome young man, been given him to do. But she could not let her ANSWERS TO GUIDED but they went, and left him alone by the sea. As proud heart melt, but said, READING QUESTIONS he was standing on the shore and thinking of “Although he has completed the two tasks, he what he should do, there came three fishes shall not be my bridegroom unless he brings me 1. The young man is able to complete swimming by, none other than those he had set an apple from the tree of life.” the second tack with the help of the ants, who gather up all the free. The middle one had a mussel in his mouth, The young man did not know where the tree scattered millet seeds. and he laid it on the strand at the young man’s of life was to be found, but he set out and went 2. The three young ravens fly to the feet; and when he took it up and opened it there on and on, as long as his legs could carry him, end of the earth to fetch the golden was the gold ring inside! Full of joy he carried it but he had no hope of finding it. When he had apple from the tree of life. 3. In the end, the servant and the to the King, and expected the promised reward; gone through three kingdoms he came one princess marry and live happily ever but the King’s daughter, proud of her high evening to a wood, and after. birth,3 despised him, and set him another task to seated himself under a tree How was the young perform. She went out into the garden, and to go to sleep; but he heard man able to find the apple from the tree strewed about over the grass ten sacks full of a rustling in the boughs, of life? ADDITIONAL QUESTIONS millet seed.4 and a golden apple fell into AND ACTIVITIES “By the time the sun rises in the morning you his hand. Immediately three ravens flew towards must have picked up all these,” she said, “and him, perched on his knee, and said, In “Rumpelstiltskin,” the king not a grain must be wanting.” “We are the three young ravens that you gives the miller’s daughter increasingly impossible tasks, T he young man sat down in the garden delivered from starving; when we grew big, and telling her that if she succeeds and considered how it was possible to heard that you were seeking the golden apple, she will be his wife and if she do this task, but he could contrive nothing, and we flew over the sea to the end of the earth, fails, she will die. How is this similar stayed there, feeling very sorrowful, and expect- where the tree of life stands, and we fetched to “The White Snake”? Ask students how they would feel given such a ing to be led to death at break of day. But when the apple.” choice. Invite them to discuss the the first beams of the sun fell on the garden he Full of joy the young man set off on his way ending of each tale, with the charac- saw that the ten sacks were all filled, standing home, and brought the golden apple to the ters falling in love and living happily one by the other, and not even a grain was miss- King’s beautiful daughter, who was without any ever after such a challenge. ing. The ant-king had arrived in the night with further excuse. What happens at the his thousands of ants, and the grateful creatures So they divided the apple end of the story? had picked up all the millet of life, and ate it together; seed, and filled the sacks What enables the young and their hearts were filled with love, and they man to complete the ■ ADDITIONAL QUESTIONS with great industry. The second task? lived in undisturbed happiness to a great age. King’s daughter came her- AND ACTIVITIES self into the garden and saw with astonishment 3. high birth. Being born into a noble family Some students may know that the young man had performed all that had 4. millet seed. Seed of a grain grown for food about the legendary “tree of life” from other stories or myths (retrieving the golden apples was one of the labors of con • trive (kən tr¯v´) vt., devise, plan; bring about by strategy or difficulty. After several days, Kaila finally contrived Hercules) or the Bible (in Genesis, a way to finish the science experiment. Adam and Eve are punished for eat- ing the fruit of the tree of life). Invite students to summarize for the rest of the class the references to the tree of Respond life that they are familiar with. SELECTIONto the Which fairy tales were your favorites when you were younger, and why?
“ THE WHITE SNAKE” 21 RESPOND TO THE SELECTION
You may want to ask students to survey the class for favorite fairy tales. Students could graph the results. You might want students to read the Language Arts Survey 1.15, “Using Graphic Aids.” Students could also create story boards to tell their favorite fairy tale.
TEACHER’ S EDITION 21 ANSWERS TO INVESTIGATE, INQUIRE, AND IMAGINE Investigate,
RECALL 1a. The servant lifts the cover off the Inquire,and king’s secret dish and tastes the Imagine white snake. His curiosity leads him to discover that a duck has Recall: GATHERING FACTS ➛ Interpret: FINDING MEANING swallowed the queen’s ring, 1a. What does the servant do out of curiosity at 1b. What elements in the first two paragraphs absolving him of blame. the beginning of the story? How does his make it clear that this is a fairy tale? 2a. The servant asks for a horse and curiosity help him with the problem he has money for traveling. The servant concerning the ring? meets fish, ants, and ravens. He puts the fish back in deeper water, 2a. What does the servant choose when the king 2b. Why do you think the servant chose the steers his horse to a side-path to grants him a favor? What three groups of favor he did? What do the servant’s avoid crushing the ants, and kills his animals does the servant meet? How does he encounters with the animals show about his horse to feed the young ravens. help them? character? 3a. The servant chooses to perform the 3a. Why does the servant choose to perform the 3b. What is the nature of the tasks that the tasks because he is “dazzled” by the tasks set for him? How do the animals he servant has to perform to win the princess’s beauty of the princess. The fish previously met help him? hand? Why does the servant need retrieve the ring from the bottom of supernatural helpers to perform these tasks? the sea, the ants gather each grain of millet seed, and the ravens bring Analyze: TAKING THINGS APART Synthesize: BRINGING THINGS TOGETHER him the apple from the tree of life. ➛ 4a. How is this fairy tale similar to the first two 4b. How is this tale similar to other fairy tales you INTERPRET myths in this unit? How is it different? know? List the similar elements. For example, 1b. The opening “a long time ago,” the this tale, like many others, has a happy setting at court, the curious dish ending. Why might this sort of ending be that has a magical power, and the common in fairy tales? talking animals reveal that the story is a fairy tale. ➛ 2b. The servant chose the favor to Evaluate: MAKING JUDGMENTS Extend: CONNECTING IDEAS escape the court, have adventures, 5a. Do you think the tasks are fair? Why does the 5b. What qualities were admired in young men and possibly make a name for princess continue to ask more tasks of the at the time this fairy tale was first being told? himself. He may have wanted “to young man? What motivates the young man What qualities were admired in young seek his fortune.” His encounters to continue despite the tremendous odds? women? What idea of love is presented in with the animals show his Do you think he is foolish, or should he be this tale? thoughtfulness and empathy. admired for his determination? 3b. The tasks are seemingly impossible. Supernatural helpers need to complete these tasks because they Understanding would be impossible for any human. No human would swim like a fish, gather grain like a swarm of Literature ants, and fly like a raven to perform FAIRY TALE. Review the definition for fairy tale in the Handbook of Literary Terms and the list you the three tasks. made in Literary Tools on page 17. What elements occur frequently in fairy tales that you know? List these elements. Here are some ideas to prompt your thinking: tests, curses, good versus evil. Why do ANALYZE 4a. The fairy tale is similar in that it you think that fairy tales are traditionally told or read to children? contains fantastic elements. The CHARACTER. Review the definition for character in the Handbook of Literary Terms and the list you fairy tale differs from myths in that made in Literary Tools. List the details you know about the servant in this fairy tale. Is the servant a it ends happily, has no gods are one- or three-dimensional character? How important is strong character development in fairy tales? involved, and it does not explain MOTIF. Review the definition for motif in the Handbook of Literary Terms and the cluster chart you the origin of a phenomenon. completed on page 17. One common fairy tale motif found in “The White Snake” is items or events SYNTHESIZE occurring in sets of three. Discuss the examples of the motif of threes that you found in the story. 4b. The tale is similar to other fairy tales in that it begins with a stock phrase and contains stock, unnamed characters, such as the king who 22 UNIT ONE / THE FOLK TRADITION wishes to find a worthy husband for his daughter. It also contains fantastic elements and supernatural ANSWERS TO INVESTIGATE, INQUIRE, AND IMAGINE (CONT.) helpers, involves impossible tasks to be completed before marriage to a The young man continues because he finds the aloof, remote quality that made them more princess, and it ends happily. princess beautiful and undoubtedly would profit desirable. The idea of love in this tale is that a from her wealth and station. Responses will vary. young man often falls in love with a lady at first EVALUATE sight. Then he must prove his worth to the lady in EXTEND 5a. The tasks are not fair, as no human order to win her heart. Once he has done that, the 5b. Young men were admired for their honesty, could perform them. The princess couple can “live happily ever after.” continues to ask more tasks of the kindheartedness, but mostly for bravery. Women young man and wants him to fail were admired for beauty and for possessing an because she thinks she is above him.
22 TEACHER’ S EDITION ANSWERS TO Writer’s Journal UNDERSTANDING LITERATURE FAIRY TALE. Some common elements are 1. Compose a poem for a wedding card that the animals in the story might have given a medieval setting, wicked stepmothers, to the servant and princess. apples (either golden, magical, or 2. In this fairy tale, animals speak. What would happen if your pet or another animal you poisonous), giants, elves, dwarves, encountered suddenly talked? What would it say? Would it be shy, helpful, hip, or haughty? Write talking animals, fairy godmothers, a summary of a short story about a talking animal. impossible tasks, power in naming, recognition scenes, and marriage to 3. Write a retelling of a section of “The White Snake,” changing its setting to the present. For princes and princesses. Some students example, you can change the challenges the hero faces and how he or she meets them. You can will say that fairy tales are told to also include modern machinery to help the hero, but make sure to retain some supernatural children to entertain them and, elements to make your story fit the fairy tale genre. frequently, to teach a lesson.
CHARACTER. The young man is curious, considerate of other beings, and willing to take risks. The servant is a one- Integrating dimensional character who embodies all the the virtues of a gentleman with no real Language Arts vices or weaknesses. Students should note that character development is not a strong element in fairy tales. Language, Grammar, and Style MOTIF. There are three fishes, three COMPLETE SUBJECTS AND PREDICATES IN SENTENCES. English sentences have two major parts, ravens, three sets of animals, three the subject and the predicate. In the most common English sentence (a declarative impossible tasks, and three kingdoms sentence), first the sentence tells us what it is talking about. This is the complete through which the servant travels. subject. Second, it gives us information about the subject; this second part of the sentence is called the complete predicate. Every word in a sentence is part of the complete subject or the ANSWERS TO INTEGRATING complete predicate. For more information, refer to the Language Arts Survey 3.19, “Finding the Complete Subject and Predicate in a Sentence.” THE LANGUAGE ARTS In each of the sentences below, underline the complete subject once and the complete predicate Language, Grammar, and Style twice. Responses will vary. Possible responses are 1. The curious servant discovered a white snake on the plate. given. 2. The three fish were put back in the water. 1. Complete subject: The curious 3. The young man fell in love with the king’s daughter servant 4. The lucky young man had completed two tasks. Complete predicate: discovered a 5. Three ravens helped him get an apple from the tree of life. white snake on the plate. 2. Complete subject: The three fish Complete predicate: were put back Study and Research Collaborative Learning in the water. 3. Complete subject: The young man THE MEDIEVAL PERIOD IN EUROPE. FAIRY TALES ACROSS CULTURES, TIMES, Complete predicate: fell in love Many fairy tales are set in the AND MEDIA. Working with other with the king’s daughter. medieval era, or the Middle Ages. students in a small group, choose a 4. Complete subject: The lucky young Select a fairy tale from a country in Europe popular fairy tale to research. Gather several man (such as Denmark, Germany, Ireland, versions of the tale from various sources and Complete predicate: had England, or France) and research what that analyze them to discover differences in their completed two tasks. country was like during medieval times. How settings, plots, characters, and themes. Present 5. Complete subject: Three ravens did the common person live? How was the the results of your comparisons to the rest of the Complete predicate: helped him country ruled? Finally, explain which elements class. get an apple from the tree of life. of your fairy tale reflect the way of life as it was during the medieval period. Study and Research As an alternative, you may wish to sug- gest that students study fairy tales from Asia, Africa, or North America and ana- “ THE WHITE SNAKE” 23 lyze them for clues as to what life was like in the period in which they origi- nated. For example, some students ANSWERS TO INTEGRATING THE LANGUAGE ARTS (CONT.) could study Japanese folk tales set in medieval Japan, which include refer- Collaborative Learning example, one group might focus on different media ences to lords and samurai. At their first meeting, students should select a fairy tale (such as films, children’s books, comic books, puppetry) and discuss how they will approach the project. rather than on different cultures, while another may Remind them that they may have to do some prelimi- focus on different cultures but look at only one medium nary research to make sure appropriate resources are (such as books). Another group might look at versions available. of the tale set in different time periods. If groups have trouble getting started, suggest ways that they might narrow the scope of the project. For
TEACHER’ S EDITION 23 P ARABLE PREREADING ADDITIONAL RESOURCES
UNIT 1 RESOURCE BOOK “THEPRODIGALSON” • Selection Worksheet 1.4 Literary • Selection Check Test 4.1.9 from the King James Bible • Selection Test 4.1.10 TOOLS • Language, Grammar, and Style Resource 3.33 PARABLE. A parable is a very brief story Reader’s • Speaking and Listening Resource told to teach a moral lesson. As you resource 4.21 read, write down the verses that serve “The Prodigal Son” is one of several parables found in the New as an introduction to the parable of the Testament of the Bible told by Jesus to answer questions posed to prodigal son. him and to serve as a guide to moral behavior. VOCABULARY FROM SYMBOL. A symbol is a thing that stands CULTURAL CONNECTION. The Bible has had a profound effect on THE SELECTION for or represents itself and something Western culture. Whatever your own religious beliefs might be, else. In this parable, there are many becoming familiar with the Bible will help you to understand the compassion famine symbols. culture and literature of Western civilization. For two thousand diligently riotous years, the stories in the Bible have influenced the literature, art, entreat transgress music, and ways of life of people in the Middle East, Europe, and Latin America. In addition, for much of the history of the United Graphic States, the one book found in most homes was a copy of the Organizer Bible. If you have knowledge of the most familiar stories from the Bible, many aspects of culture will be open to you. These titles of Make a chart. On the left identify the GRAPHIC ORGANIZER great novels in the English language, taken from lines in the Bible, symbol. On the right write what it rep- point to the influence of the Bible on literature. SYMBOL. Responses will vary. The flock resents. One example has been done of sheep represents God’s followers. for you. The Golden Bowl, by Henry James The lost sheep represents sinners The Sun Also Rises, by Ernest Hemingway who are lost to God. The woman The Violent Bear It Away, by Flannery O’Connor represents God. The silver pieces What it Symbol East of Eden and The Grapes of Wrath, by John Steinbeck represent God’s children, who are Represents treasured by Him. The lost silver The Power and the Glory, by Graham Greene piece represents a sinner. The father shepherd God Stranger in a Strange Land, by Robert Heinlein represents God. The elder son repre- Knowing biblical stories will help you to recognize such sents a faithful follower of God. The prodigal son represents a repentant references, or allusions, in the literature that you will read sinner whom God forgives. throughout your life.
Reader’s About the READER’S JOURNAL Journal AUTHOR You might offer these additional If you suddenly had a lot of The King James Bible was published in England in 1611 during prompts: Would you spend the money to spend, how would you money all at once or save some for the reign of King James I. This work was a translation into English spend it, and why? later? Would you spend it on an done by forty-seven scholars who used both previous translations object or an experience? on some- and texts in the original ancient languages in which the Bible was thing fun or something of more last- written. The poetic King James translation of the Bible had a pro- ing value? on one thing or several? found effect on the English language. Words and quotations from the King James Bible, familiar from Sunday services and from Bible reading, became interwoven in the speech of everyday life.
24 UNIT ONE / THE FOLK TRADITION
GOALS/OBJECTIVES
Studying this lesson will enable students to • explain the concept of a literary symbol empathize with the main character • express and justify an opinion orally • identify the king James Bible and give an example of • write a modern adaptation of a parable its influence on Western literature and language • describe the nature and purpose of a parable
24 TEACHER’S EDITION F ANSWER TO GUIDED THE READING QUESTION 1 1. A person would try to find the lost PRODIGAL sheep or piece of silver. When these things were found, the person would rejoice. Likewise, in heaven, F the angels of God would rejoice SON when a person lost in sin repented.
from the King James Bible ADDITIONAL QUESTIONS AND ACTIVITIES hen drew near unto him all the publicans2 Tand sinners for to hear him. Suggest that students copy into 2 And the Pharisees3 and scribes mur- their journals a verse from the mured, saying, This man receiveth sinners, and parable that appeals to them, and then write a paraphrase below it. eateth with them. They can refer to the Language Arts 3 And he spake this parable unto them, Survey 5.43, “Paraphrasing and saying, Summarizing.” What do they think is 4 What man of you, having an hundred lost in the paraphrase? What might be gained? Why might a listener or sheep, if he lose one of them, doth not leave the reader enjoy the King James version ninety and nine in the wilderness, and go after of the parable as opposed to a trans- that which is lost, until he find it? lation using contemporary English? 5 And when he hath found it, he layeth it on his shoulders, rejoicing. 6 And when he cometh What would a person INDIVIDUAL LEARNING home, he calleth together do if a sheep or a piece The Return of the Prodigal Son, 1662. Rembrandt Van Rijn. of silver were lost? What Hermitage Museum, St. Petersburg, Russia. STRATEGIES his friends and neighbors, would happen when the saying unto them, Rejoice sheep or the silver was MOTIVATION with me; for I have found found? What would Have students read other bibli- cause a similar reaction cal translations of this parable, my sheep which was lost. in heaven? art which can be found in the 7 I say unto you, that note Gospel of Luke, Chapter 15. Ask likewise joy shall be in heaven over one sinner them to compare and contrast: The Return of the Prodigal Son, 1662. that repenteth,4 more than over ninety and nine what are the similarities and dif- Rembrandt Van Rijn. Rembrandt’s (1606–1669) use ferences between these versions and just persons, which need no repentance. of light was influenced by Caravaggio (page 9). the King James Version? Which do 8 Either what woman having ten pieces of Why are some faces brightly lit and others in they like best, and why? silver, if she lose one piece, doth not light a shadow? What does it mean to be “enlightened”? How does that relate to the way the characters in READING PROFICIENCY candle and sweep the house, and seek diligently To appreciate the rhythm and the story react to the prodigal son’s return? till she find it? poetry of the King James Bible, invite students to read the para- 1. Prodigal. Extravagant; characterized by wasteful expenditure ble aloud in a small group or in front 2. publicans. Collectors of revenue in ancient Judea of the class. Have students divide the 3. Pharisees. Members of an ancient Jewish party or fellowship 4. repenteth. Repents, feels sorry for sins parable into four or five logical sec- tions and practice reading aloud pri- vately first.
dil • i • gent • ly (dil´ə jənt le¯) adv., carefully and steadily. Because Mrs. Chang diligently weeds and waters her ENGLISH LANGUAGE LEARNING vegetable garden, it produces abundantly. Point out that the –eth or –th suffix is an archaic way of showing the third-person form of a verb. List some examples of such verbs from “ THE PRODIGAL SON” 25 verses 2–5 on the chalkboard and their modern equivalents. Review the vocabulary words for this selection ART NOTE INDIVIDUAL LEARNING STRATEGIES (CONT.) with students. SPECIAL NEEDS To be “enlightened” is to know Make sure that students under- ENRICHMENT the truth, to have spiritual Ask students to make connections between the examples of stand that “him” and “he” in verses insight. In The Return of the Prodigal the lost sheep and lost silver in verses 4-10 and the story 1–3 refer to Jesus, the teller of the Son, Rembrandt represents the son about the father and his two sons in verses 11–32. How does parable. Also, point out that verses who is jealous in darkness, while the this introduction help to clarify the lesson of the 4–10 act as an introduction to the father and those who accept the parable? story of the prodigal son, which prodigal son are in the light. begins in verse 11.
TEACHER’ S EDITION 25 ANSWERS TO GUIDED 9And when she hath found it, she calleth neck and kissed him. READING QUESTIONS her friends and her neighbors together, saying, 21And the son said unto him Father, I have Rejoice with me for I have found the piece sinned against heaven, and in thy sight and am 1. The younger son wastes his money which I had lost. no more worthy to be called thy son. on extravagant living and pleasure. 10Likewise, I say unto you, there is joy in 22But the father said to his servants, Bring 2. The older son reacts with anger. 3. The father explains that he is happy the presence of the angels of God over one sin- forth the best robe, and put it on him; and put a because his lost son is now found. ner that repenteth. ring on his hand, and shoes on his feet: He also says that the son who 11And he said, A certain man had two sons: 23And bring hither the fatted calf, and kill stayed home enjoys all that the 12And the younger of them said to his it, and let us eat, and be merry: father has. father, Father, give me the portion of goods 24For this my son was dead, and is alive that falleth to me. And he divided unto them again; he was lost, and is found. And they began ADDITIONAL QUESTIONS his living. to be merry. AND ACTIVITIES 13And not many days after the younger son 25Now his elder son was in the field: and as gathered all together, and took his journey into a he came and drew nigh to the house, he heard Have students work in small far country, and there music and dancing. groups to act out this parable. What does the younger wasted his substance with 26And he called one of the servants, and They may wish to add a “scene son do with his money? two” in which they portray riotous living. asked what these things meant. what might have happened, 14And when he had spent all, there arose a 27And he said unto him, Thy brotheris when the two brothers met mighty famine in that land; and he began to be come; and thy father hath killed the fatted calf, again. Students may also wish to in want. because he hath received him safe and sound. act out another parable in the Bible. 15And he went and joined himself to a 28And he was angry, and would not go in: citizen of that country; and he sent him into therefore came his father his fields to feed swine. out, and entreated him. How does the older son SELECTION CHECK TEST 4.1.9 react? 16And he would fain5have filled his belly 29And he answering WITH ANSWERS with the husks that the swine did eat: and no said to his father, Lo, these many years do I Checking Your Reading man gave unto him. serve thee, neither transgressed I at any time thy 1. Who gathers to hear the speaker? 17And when he came to himself, he said, commandment: and yet thou never gavest me a The publicans and sinners gather How many hired servants of my father’s have kid, that I might make merry with my friends: to hear the speaker. bread enough and to spare, and I perish with 30But as soon as this thy son was come, 2. According to the speaker, what would someone do if he lost one of hunger! which hath devoured thy living with harlots, his sheep out of a flock of 100? He 18I will arise and go to my father, and will thou hast killed for him the fatted calf. would leave the other 99 to find say unto him, Father, I have sinned against 31And he said unto him, What explanation does the lost sheep. heaven, and before thee, Son, thou art ever with me, the father give for his 3. What does the younger son do with actions? the fortune his father gives to him? 19And am no more worthy to be called thy and all that I have is thine. The younger son leaves on a jour- son: make me as one of the hired servants. 32It was meet6that we should make merry, ney and wastes his fortune. 20And he arose, and came to his father. But and be glad: for this thy brother was dead, and is 4. How does the father greet his when he was yet a great way off, his father saw alive again; and was lost, and is found.■ younger son when he returns home? He greets him joyously him, and had compassion and ran, and fell on his 5. fain. Gladly and throws a great party to wel- 6. meet. Fitting come him. ri • ot • ous (r¯´ət əs) adj., without restraint; dissolute. Concerned about her riotous ways at college, Karla’s parents 5. How does the wandering son’s advised her to go to fewer parties. older brother feel about this recep- fam • ine (fam´in) n., widespread shortage of food. The famine in Ireland was caused by potato blight. tion? He is envious and angry that com • pas • sion (kəm pash´ən) n., sympathy; pity. The volunteers at the animal shelter show great compassion for he, who had worked hard and lost and injured animals. not strayed, was never given a en • treat (en tre¯t´) vt., implore; beg. Freddie entreated his mother to let him have a puppy. party. trans • gress (trans res´) vt., break a commandment; sin. Marie, a highly moral person, would never transgress the commandment “Thou shalt not steal.” Vocabulary in Context Fill in each blank below with the most 26 UNIT ONE / THE FOLK TRADITION appropriate word from the following Words for Everyday Use. diligently riotous famine com- SELECTION CHECK TEST 4.1.9 WITH ANSWERS passion entreat transgress 1. Unless the drought ended, the but his brother was always careful not to trans- Literary Tools region will suffer famine. gress. 1. What is a parable? A parable is a very brief story 2. The president begged the warring 4. The crews worked diligently to repair the seawall told to teach a moral lesson. citizens to treat each other with before the storm hit. 2. What is a symbol? A symbol is a thing that stands compassion. 5. After getting fired from yet another job for exces- for itself and for something else, often an 3. Keith never gave much thought to sive absences, Marshall vowed to trade his riotous abstract concept. the consequences of his actions, ways for healthy living. 3. Give an example of a symbol and its meanings, either from the selection or from your own experi- ence. Responses will vary. 26 TEACHER’S EDITION Respond SELECTIONto the Write about a time in which you forgave someone for a wrong that he or she committed. How did RESPOND TO THE SELECTION forgiving the person make you feel? Students may wish to role-play situations in which people may or may not forgive each other. Investigate, Students should take turns playing both the forgiver and the person Inquire, seeking forgiveness. and Imagine ANSWERS TO INVESTIGATE, INQUIRE, AND IMAGINE Recall: GATHERING FACTS ➛ Interpret: FINDING MEANING 1a. What does the younger son request at the 1b. Do you consider what the younger son does RECALL beginning of the story? at the beginning of the parable to be usual 1a. The younger son requests from his or unusual for a young person? Give reasons father “the portion of goods that to support your opinion. falleth to me,” or his inheritance. 2a. The younger son spends his money 2a. How does the younger son spend his 2b. Why is “The Prodigal Son” an appropriate on “riotous living.” He decides to money? Why does he decide to return name for the parable? Do you think it takes return home because he is so home? courage for the younger son to return hungry he is willing to live as one of home? Explain. his father’s servants. 3a. How is the younger son greeted when he 3b. Why does the father greet his son as he 3a. The younger son is greeted joyfully returns home? What is his father’s reaction? does? Why does the older brother react as by his father. His father orders that What is his brother’s reaction? he does? the best clothes and jewelry be put on the younger son for a feast of celebration. The older brother is Analyze: TAKING THINGS APART Synthesize: BRINGING THINGS TOGETHER ➛ angry that the father has greeted 4a. Identify the characteristics of the prodigal 4b. What lesson does the parable teach? How do the younger brother in this manner. son, the father, and the elder son, and the characters and their roles make this an identify the relationship of the father to each effective vehicle for this lesson? INTERPRET 1b. Students may say that it is not of his sons. What role does the elder son play unusual for young people to wish in the parable? to go out on their own, away from their parents’ authority, and live as Evaluate: MAKING JUDGMENTS ➛ Extend: CONNECTING IDEAS they like. 5a. Describe, then evaluate, the father’s 5b. Put yourself in the younger son’s place. How 2b. “The Prodigal Son” is an relationship to each of his sons. Do you think will you live your life now that you have appropriate name for the parable because the younger son wastes his he treats them fairly? Explain. returned home and have been forgiven by inheritance. Most students will your father? agree that it takes courage for the younger son to return home and Understanding admit that he has made a mistake. 3b. The father rejoices that his son now is returned. He is genuinely happy Literature to have his son back, no matter PARABLE. Review the definition for parable in the Handbook of Literary terms and the notes you took what the son has done. The older in Literary Tools on page 24. Which verses serve as an introduction to the parable of the prodigal brother is angry and jealous of the son? Which verses tell the parable of the prodigal son? special treatment his brother is getting. In his opinion, he is more SYMBOL. Review the definition for symbol in the Handbook of Literary Terms and the chart you made deserving than his younger brother for Literary Tools. What do the lost sheep, the lost silver coin, and the prodigal son symbolize? Why because he has been obedient and does the writer of this parable provide so many examples? trustworthy, while his brother has been heedless and wasteful.
“ THE PRODIGAL SON” 27 ANALYZE 4a. The father is generous, kind-hearted, and wise. The prodigal son is filled ANSWERS TO INVESTIGATE, INQUIRE, AND IMAGINE (CONT.) with youthful folly, but realizes he has made a mistake. The older son is SYNTHESIZE EVALUATE indignant and somewhat bitter. The 4b. The parable teaches the lesson that people who sin 5a. Students may say that the father doesn’t treat the father loves both sons equally but should be forgiven and rejoiced over when they sons quite fairly, noting that he is more generous gives the younger son more realize the error of their ways and reform their with his younger son. Others may say that he does attention because he is the more behavior. It also teaches that God is forgiving and treat them fairly, and is only overjoyed to see his difficult child. The elder son’s main will rejoice when a sinner repents. The parable uses younger son because he had given him up for lost. purpose is to elicit the father’s these characters because the love and forgiveness explanation for his behavior at the EXTEND of a parent for a wayward child is a familiar model younger son’s return. 5b. Responses will vary. we understand. TEACHER’ S EDITION 27 ANSWERS TO UNDERSTANDING LITERATURE
PARABLE. Verses 1–10 introduce the Writer’s Journal parable of the prodigal son. Verses 11–32 tell the parable. 1. Imagine you are the older borther of the prodigal son. Do you think your brother has truly reformed, or will he go back to his old ways if he gets a chance? Form an opinion, then SYMBOL. The lost sheep, the lost silver write a journal entry supporting your opinion. coin, and the prodigal son all symbolize 2. Write a brief comparison-contrast essay comparing this parable to another work you have read in a lost sinner who returns to God’s fold. this unit. How is it different from the myths and the fairy tale, for example, and how is it similar? The writer of this parable provides so many examples to make sure everyone 3. Do you believe that parents should be forgiving and accepting of their children, or do you believe understands the lesson. that strict discipline is important for building character? Write a parable, or lesson story, of your own demonstrating your point of view. For example, you could write a parable about a father who disciplines his son too harshly and gets negative consequences. ANSWERS TO INTEGRATING THE LANGUAGE ARTS
Language, Grammar, and Style Integrating Responses will vary on how to revise the the sentence fragments in this exercise. Language Arts Possible responses are given. 1. The sentence is complete. Complete subject: It Language, Grammar, and Style Complete predicate: was IDENTIFYING AND CORRECTING SENTENCES. A fragment is a piece of a sentence—it might appropriate for everyone to be just a subject or a part of a predicate. It is not a sentence because it does not celebrate the returned son. express a complete thought—just part of a thought. Refer to the Language Arts Survey 3.33, 2. This fragment can be completed as “Correcting Sentence Fragments” for examples. follows: If the group of words is a complete sentence, underline the complete subject once and the I am the son who has wasted your complete predicate twice. If it is a fragment, add material to make the group of words into a money on foolish living. complete sentence. Complete subject: I 1. It was appropriate for everyone to celebrate the returned son. Complete predicate: am the son who has wasted your money on 2. Who has wasted your money on foolish living. foolish living. 3. I will go to the house of my father. 4. Begged to be a servant in his father’s house. 3. The sentence is complete. Complete subject: I 5. Went off to live a wild life among strangers. Complete predicate: will go to the house of my father. Speaking and Listening Collaborative Learning
4. This fragment can be completed as DEBATE. Hold a class debate about WRITING AN ADAPTATION. Working follows: whether the prodigal son has truly in groups of three, write an He begged to be a servant in his reformed or whether he will continue in his adaptation of the parable of the prodigal son father’s house. prodigal ways. You may also debate whether in which the story takes place in a contempor- Complete subject: He his father’s treatment of him is wise or overly ary setting, perhaps in your city or town. Complete predicate: begged to be indulgent. Those students who wrote about this Brainstorm together for ideas before writing. a servant in his father’s house. topic for Writer’s Journal should share their ideas. Use your imagination, but be sure to keep the 5. This fragment can be completed as Be sure to listen to others in your class and message of the parable intact. When you have follows: to give everyone a chance to share his or finished, share your modern parables with the The younger son went off to live a her opinion. For more information, see the rest of the class. wild life among strangers. Language Arts Survey 4.21, “Participating in Complete subject: The younger son a Debate.” Complete predicate: went off to live a wild life among strangers. 28 UNIT ONE / THE FOLK TRADITION Speaking and Listening This activity may be formally or infor- mally structured. If taking a more for- ANSWERS TO INTEGRATING THE LANGUAGE ARTS (CONT.) mal approach, write the resolution on the chalkboard and allow each side to in which each side responds to the other’s opening formal debate and provide some tips on presenting make an opening statement. The state- statement by offering opposing evidence or argu- arguments. ment should give the side’s position ments. After hearing both sides, the rest of the class Note: Extensive handouts on presenting a debate and provide two or three supporting could vote on the resolution. are found in the Teacher’s Resource Kit, Speaking and arguments or pieces of evidence. Invite the coach or a member of the school debate Listening Resource 4.21, “Participating in a Debate.” Follow this with two rounds of rebuttals team to talk to the class about the basic structure of a
28 TEACHER’ S EDITION PREREADING F OLK T ALE “Goha and the Pot” ADDITIONAL RESOURCES UNIT 1 RESOURCE BOOK Literary • Selection Worksheet 1.5 North African Folk Tale, retold by Mahmoud Ibrahim TOOLS • Selection Check Test 4.1.9 Mostafa • Selection Test 4.1.10 • Language, Grammar, and Style FOLK TALE AND AIM. A folk tale is a story Resource 3.21 Reader’s passed by word of mouth from genera- • Study and Research Resource 5.3 resource tion to generation. A writer’s aim is his Trickster tales are traditional stories that are passed on by word of or her purpose, or goal. For a more mouth. The tales usually involve deceit, or a trick of some kind. complete definition of aim, see the The trickster figure, usually a clever underdog, typically outwits a Handbook of Literary Terms. As you INDIVIDUAL LEARNING slower-witted character. Trickster tales have been told around the read, decide what you think is the STRATEGIES world, especially in native North and South American cultures and principal aim of this folk tale. in Africa. In Africa, common trickster animals include the hare, the MOTIVATION spider, and the tortoise. Many African tales also feature human PERSONIFICATION. Personification is a fig- Have students watch the film tricksters. “Goha and the Pot” is a trickster tale. ure of speech in which something not The Sting, rated PG, starring GEOGRAPHY CONNECTION. “Goha and the Pot” is a folk tale from human is described as if it were human. Robert Redford and Paul North Africa. North Africa includes the countries of Morocco, As you read, identify what is personified Newman. Ask them to discuss how the stock character of a trickster Algeria, Tunisia, Libya, and Egypt. The area is bounded to the in this story. is portrayed in the film. north and west by the Mediterranean Sea and the Atlantic Ocean, and to the east by READING PROFICIENCY T the Red Sea. Most people in North Africa unisia Have students practice reading live along the coast; the southern area of the this story aloud, using each other as audience and coach. Your class may region is a vast desert called the Sahara. The Morocco wish to perform a reading of this Atlas Mountains separate the coastal areas Algeria story for a class of younger students from the Sahara Desert. Libya Egypt in a nearby elementary school. HISTORY CONNECTION. The population of ENGLISH LANGUAGE LEARNING North Africa is mainly Berber and Arab. Ask students to share folktales Berbers are a native African tribe. Arab from their own native cultures peoples invaded North Africa in AD 643 and with other members of the class brought the Islamic religion with them. As a result, most people in (see Enrichment, below). North Africa are Muslim. In the 1800s, North Africa was colonized SPECIAL NEEDS by Europeans—the French in Algeria and Tunisia, the Italians in Help students to prepare to read Libya, and the French and the Spanish in Morocco. Since 1962, by reviewing the Reader’s Resource when Algeria achieved its independence, all the countries of material and by focusing students on North Africa have been independent. In some North African the Guided Reading questions. regions, French, Spanish, and Italian are still written and spoken. Reader’s ENRICHMENT Tricksters appear in the folklore Journal of cultures all around the world, When have you seen or heard of as a creature that is simultane- About people behaving foolishly because ously clever and foolish, heroic and destructive. Ask students to the of greed? compare Goha in “Goha and AUTHOR the Pot” with the fox in Aesop’s Mahmoud Ibrahim Mostafa (1943– ) was born in Shubra, fable and with other tricksters. Cairo, Egypt. A physician, he has practiced in Columbia, South Trickster heroes from Europe Carolina, for many years. include Hermes, Loki, Puck and Reynard the Fox. Others include Maui of Polynesia, Legba and Anansi the Spider in Africa, B’rer Rabbit in African American folklore and the shape-shifting foxes found in South (Continued on page 30) “ GOHA AND THE POT” 29
GOALS/OBJECTIVES
Studying this lesson will enable students to • describe the technique of personification and READER’S JOURNAL • enjoy a humorous folktale from Africa explain how it is used in many folktales • explain the role of trickster tales in many different • explain the functions of different types of sentences Ask students to chart several examples cultures, including the place of false arguments and and provide examples of each of people behaving foolishly because propaganda in modern culture and advertising. of greed and the consequences of those foolish actions in each case.
TEACHER’ S EDITION 29 ANSWERS TO GUIDED READING QUESTIONS
1. The neighbor is not reluctant to lend a second pot to Goha because he believes Goha will return again with the borrowed pot plus a North African Folk Tale, retold by Mahmoud Ibrahim Mostafa second smaller pot. 2. Goha reminded the neighbor he believed pots could have babies ne day, many, many years ago, Goha The next time Goha knocked on his and therefore it should not be wanted to fix a meal for his family. He neighbor’s door, before he could even say a impossible for him to believe that found that he needed a big pot, so he went to word, the neighbor gave him a basket full of pots can die. his next door neighbor to ask if he might big pots. In fact he gave Goha all the pots he borrow a big brass pot. The had in his possession. His neighbor neighbor was reluctant to lend him did not stop there, however; he the pot, but Goha promised that he even helped to carry the pots to RESPOND TO THE SELECTION would return it to his neighbor the Goha’s house. Ask students who is responsible for following day. Days passed, then weeks, and the the neighbor’s loss of his pot, Goha To the surprise of his neighbor, neighbor began to worry, but he or the neighbor himself? Why? Goha returned the next day with did not mention his concern to the big brass pot that he had Goha, hoping that Goha would borrowed and another one, smaller come by some day soon with a INDIVIDUAL LEARNING than the first. The neighbor felt whole room full of pots. After STRATEGIES (CONT. FROM PAGE 29) that Goha must have made a three whole months had gone by, mistake since he had lent Goha one the neighbor decided to go to America, China and Japan. The pot, but Goha said that there was Goha to inquire about his pots. Persian Mulla Nasrudin, sometimes no mistake at all. He explained that Upon his inquiry, Goha with a very called Hodja, is a sort of holy fool overnight the pot he had borrowed sad face said to his neighbor, “My and genius. In Native American went into labor and gave birth to this nice, dear neighbor, I’m saddened to tell you that myth, tricksters include the Raven, Rabbit, Hare, Spider, Bluejay, Mink or shiny, little pot, and Goha insisted that the your pots are all dead!” Coyote. small pot also belonged to his neighbor! The neighbor was furious, and he shouted, A few days later, Goha “Are you a madman? Pots don’t die!” returned to the same Why is the neighbor not Then Goha quietly said, “My dear neighbor, reluctant to lend Goha SELECTION CHECK TEST 4.1.11 neighbor and asked if he a pot the second time? you were very willing to WITH ANSWERS could borrow another pot. accept the fact that pots What did Goha tell his neighbor about the pots? This time the neighbor did not have any can have babies, weren’t Checking Your Reading 1. Why does Goha want to borrow a trouble giving him two big pots, thinking that you? Why for goodness’ sake don’t you accept pot from his neighbor? He needs a Goha would return with more pots anyway. that they can also die?”■ big pot to fix a meal for his family. And indeed, when Goha returned the two big 2. When Goha returns the pot, what pots, he also brought two smaller, shining Mosaic [Detail], African artist. Bordol Museum, Tunisia. else does he give his neighbor? He gives his neighbor a smaller pot. pots, much to the delight of his neighbor. 3. What is Goha’s explanation for giv- ing this thing to his neighbor? He Respondto the says that the big pot his neighbor lent him has given birth to the SELECTION smaller pot, so the smaller pot must belong to his neighbor. If you were Goha’s neighbor, how would you feel about being tricked? Would the trick cause you to 4. How many pots does the neighbor reevaluate your own behavior? Explain. eventually give Goha? The neigh- bor eventually gives Goha all of 30 UNIT ONE / THE FOLK TRADITION his pots. 5. What is Goha’s explanation for not returning the neighbor’s pots? He says that the pots have died. SELECTION CHECK TEST 4.1.11 WITH ANSWERS (CONT.)
Literary Tools metaphor myth folk tale personification 3. If a story is passed by word of mouth from genera- Fill in the blanks using the following imagery simile trickster tales trickster figure tion to generation, then it might become a folk tale. terms. You may not use every term, and 1. Personification is a figure of speech in which 4. Common trickster figures in Africa include the you may use some terms more than something that is not human is given human char- hare, the spider, and the tortoise. once. acteristics. 5. A writer’s purpose is also called his or her aim. 2. Trickster tales are traditional stories told all over the world, usually involving a clever underdog who outsmarts a slower-witted character.
30 TEACHER’S EDITION Investigate, ANSWERS TO INVESTIGATE, INQUIRE AND IMAGINE
Inquire, RECALL and Imagine 1a. Goha asks to borrow a pot. His neighbor is at first reluctant. Goha brings a second, smaller pot the Recall: GATHERING FACTS ➛ Interpret: FINDING MEANING next day and says that the large pot 1a. In “Goha and the Pot,” what does Goha ask 1b. What does the neighbor’s reaction reveal had a baby. to borrow from his neighbor, and what is his about his character? Do you think the 2a. After the first time, the neighbor neighbor’s reaction to the request? What neighbor really believes Goha’s explanation? readily lends pots to Goha. The “surprise” does Goha give his neighbor Why is the neighbor willing to accept this third time, the neighbor lends all when he returns the next day? What explanation? the pots he has. explanation does Goha provide for 3a. The neighbor waits for three this surprise? months before asking. Goha tells the neighbor that the pots all died. 2a. What happens when Goha asks to borrow a 2b. Why does the neighbor give Goha so many Goha calmly reminds the man that pot the second time? the third time? pots? Why do you think Goha returns with he accepted the notion of pots more pots the first two times he borrows having babies. Therefore, he should a pot? accept the notion that pots can die.
3a. How long does the neighbor wait before 3b. Why does the neighbor wait so long before INTERPRET asking Goha about his pots? What does asking Goha about his pots? Do you think 1b. The neighbor is not a generous Goha say has happened to the neighbor’s Goha is really “saddened” to tell the person. It’s likely the neighbor does pots? What does Goha say when the neighbor what has happened to the pots? not believe the story, but is willing neighbor becomes angry? What do you think has really happened to to accept it because he is greedy the pots? and wants the smaller pot. 2b. The neighbor gives Goha so many pots because he hopes to receive AKING HINGS PART RINGING HINGS OGETHER Analyze: T T A ➛ Synthesize: B T T back many more pots. Goha 4a. Analyze the character of the neighbor based 4b. What do you think is the moral, or lesson, of returns more pots than he on his actions throughout the story. What “Goha and the Pot”? borrowed the first two times so that kind of a person is he? Why do you think he can trick the neighbor into Goha tricks his neighbor? lending him all his pots. 3b. The neighbor waits in hopes of getting many pots back. Goha is Evaluate: MAKING JUDGMENTS ➛ Extend: CONNECTING IDEAS not really saddened. He has played 5a. What do you think of Goha’s behavior 5b. What would happen today in your commu- a trick and has kept the pots. toward his neighbor? Is he clever or cruel? nity if someone like Goha performed a trick ANALYZE Does his neighbor deserve to be tricked? on his neighbor like the one in “Goha and 4a. The neighbor is not a generous Why, or why not? the Pot”? person. He is greedy, as evidenced by his willingness to go along with Goha’s outlandish stories in order Understanding to get more pots. Goha tricks him to teach him a lesson.
SYNTHESIZE Literature 4b. The lesson is that one should not FOLK TALE AND AIM. Review the definitions for folk tale and aim in the Handbook of Literary Terms. allow greed to sway one from Why do you think this story was passed on among the people of North Africa? What was the aim in absolute honesty. creating this tale? EVALUATE PERSONIFICATION. Review the definition for personification in the Handbook of Literary Terms. What is 5a. Responses will vary. Possible personified in this story? What human qualities are given to this object or objects? What events does responses are given. Most students personification explain in this story? What does the story’s outcome suggest about personification? will agree that the neighbor is greedy and deserves to be tricked. Some, however, will point out that Goha is dishonest.
“ GOHA AND THE POT” 31 EXTEND 5b. Responses will vary. Possible responses are given. Students might ANSWERS TO UNDERSTANDING LITERATURE imagine that the neighbor takes Goha to court to sue him. FOLKTALE AND AIM. The story is amusing and it also returning more pots than he borrowed and to explain teaches an important lesson—not to be greedy and Goha’s not returning any pots at the end of the story. dishonest. The outcome of the story suggests that personification is merely a figure of speech and not to be taken liter- PERSONIFICATION. Pots are personified in this story. They ally. The neighbor has chosen to look the other way are described as having babies and as dying. and to take the personification literally out of greed. Personification is used in the story to explain Goha’s
TEACHER’ S EDITION 31 ANSWERS TO INTEGRATING THE LANGUAGE ARTS Language, Grammar and Style Writer’s Journal Students should identify the following as the simple predicates. 1. Imagine that you were helping Goha carry out his plan in “Goha and the Pot.” Write 1. borrowed a birth announcement for the “baby” pot, to be sent to Goha’s neighbor. 2. was cooking 2. Imagine that you are an advice columnist in Goha’s village and that Goha’s neighbor writes you 3. had been returned to ask for advice in getting his pots back. Write an advice column that includes his letter and 4. had birthed your response. 5. gave 3. Imagine that you are the neighbor at the end of the story. Write a journal entry describing the Media Literacy incident with Goha. Explain how you feel about being tricked, and what you plan to do next. Students may point out that advertising techniques and Goha’s techniques are similar in that they both present false information or help alter the percep- tions of their audience to embrace a Integrating certain product (in Goha’s case, a pot). As students prepare their advertise- theLanguage Arts ments, refer them also to the Speaking and Listening section of the Language Arts Survey for help with speech and multimedia presentations. Language, Grammar, and Style
FINDING THE VERB (SIMPLE PREDICATE) OF A SENTENCE. The verb, or simple predicate, is the complete predicate without any complements or modifiers. The verb provides the action of the sentence. For additional help in finding the verb in a sentence refer to the Language Arts Survey 3.21, “How to Find the Simple Subject and Verb.” Underline the verb in each of the following sentences: 1. Goha borrowed a pot from the neighbor. 2. He was cooking a meal for his family. 3. The next day two pots had been returned. 4. At night the pot had birthed a little pot. 5. Goha gave the neighbor both pots.
Media Literacy
TELEVISION ADVERTISING. Advertisers sometimes create commercials and “infomercials” to advertise products that are “revolutionary,” “the answer to everyone’s problems,” and “too good to be true.” For example, they might advertise a way for people to lose weight without exercising or dieting. Or they might claim to have a way for people to earn millions without doing any work. How are such advertising techniques similar to the “trickster” technique Goha used? Why are people willing to try such products, even if the claims made by the advertisers are so difficult to believe? Create a fictional television commercial advertising a product that is “too good to be true.” Refer to the Language Arts Survey 5.3, “Avoiding False Arguments and Propaganda,” for help in persuading your audience to buy this product. If you wish, use props to show your viewers how your product works. You might want to use charts or graphs or actual “samples” of your product. Then act your commercial out in front of the class. If possible, videotape the commercial.
32 UNIT ONE / THE FOLK TRADITION
32 TEACHER’S EDITION PREREADING F ABLE ADDITIONAL RESOURCES
Literary UNIT 1 RESOURCE BOOK “The Fox and the Crow” • Selection Worksheet 1.6 by Æsop TOOLS • Selection Check Test 4.1.13 • Selection Test 4.1.14 Reader’s FABLE. A fable is a brief story, often with • Language, Grammar, and Style resource animal characters, told to express a Resource 3.21 moral. As you read, try to determine CULTURE CONNECTION. “The Fox and the Crow” features a fox as the moral in “The Fox and the Crow.” one of its main characters. The fox is a popular character in fairy tales and fables around the world. Many fables from ancient times CHARACTER. A character is a person (or involved foxes, as well as crows, mice, and lions. The clever fox sometimes an animal) who figures in GRAPHIC ORGANIZER Renart, or Reynard (from the French renard for fox), was the hero the action of a literary work. A one- VENN DIAGRAM of epics written in the European Middle Ages. Chinese folklore dimensional character is is one who Responses will vary. Possible responses and superstition portrays the fox as a magical being, able to exhibits a single dominant quality, or are given. change itself into a human form in order to tempt and trick character trait. A three-dimensional Inform students that the graphic unlucky humans. Korean and Japanese folklore, highly influenced character is one who exhibits the com- organizer can be used as a prewrit- by the Chinese, tells of fox-maidens that lure young men to their plexity of traits associated with actual ing activity for the Extend question doom. Shape-shifting foxes are also found in South American human beings. A stock character is one they will answer later. In the space tales, and similar legends featuring the fox’s relative, the coyote, who is found again and again in differ- where the circles overlap, students can be found in Native American tradition. Undoubtedly the ent literary works. As you read, decide might write the following: Fox and Goha are both tricksters; Crow and craftiness of the fox inspired so many cultures to feature it as a which type or types of characters are found in this fable. Goha’s neighbor are both foolish and trickster animal and assign it magical traits. naïve; Crow and neighbor are both tricked and taught a lesson; All char- About acters are one-dimensional stock the Graphic characters. In the “Fox and Crow” circle, AUTHOR Organizer students might write that the Fox Æsop may or may not have been a real and the Crow are both animal The characters in the selection you are person. His name has traditionally been characters, and that the Crow is vain. about to read are similar in some ways associated with a collection of Greek fables, In the “Goha and the Pot” circle, to those in the African folktale “Goha but since no reliable historical record of Æsop students might write that Goha and and the Pot.” On your own paper, make exists, it might be that the fables simply originated in the oral his neighbor are human characters, a Venn diagram like the one below to fill tradition of Greece. According to some ancient writers, how- and that the neighbor is greedy. in as you read. The differences between ever, Æsop was a real person born around 620 BC in Samos, the characters of each story should go in Greece. Some say he was a slave who was later freed for his each individual circle, while the similari- storytelling abilities, while others say he was an advisor to a ties should go in the space where the king. According to one legend, Æsop met his death in Delphi circles overlap. while working as an ambassador for King Croesus of Lydia. The story goes that Æsop was supposed to distribute a tribute of READER’S JOURNAL gold to the Delphians, but, disgusted with the people’s greed, Characters in Characters in “The he refused to do so. The people were so angry they had Æsop “Goha and the Pot” Fox and the Crow” Ask students to write about how condemned for heresy and forced him off a cliff. they respond to flattery and to praise, and how each makes them feel. Ask if there is a way to distin- Reader’s guish flattery from honest praise. Journal In your opinion, is there a difference between flattery and praise? Explain.
“ THE FOX AND THE CROW” 33
GOALS/OBJECTIVES
Studying this lesson will enable students to • identify, define and illustrate with examples the term • identify and enjoy a fable character • explain the cultural significance of the fox as a stock • write a children’s fable and an advice letter. character in fables and popular fiction.
TEACHER’ S EDITION 33 ANSWER TO GUIDED READING QUESTION
1. The Fox tells the Crow she is looking “well” today and her figure surpasses that of other birds. The Fox asks her to sing. The Fox makes this request to snatch the cheese from the Crow.
INDIVIDUAL LEARNING STRATEGIES
MOTIVATION Ask students to discuss how they feel when they receive praise that seems insincere. Are there circumstances when they feel they should give praise even if it is insincere? Why, or why not?
READING PROFICIENCY Read the selection aloud to help students understand the setup of the fable. Fox Hunt, 1893. Winslow Homer. The Pennsylvania Academy of Fine Arts, Philadelphia.
ENGLISH LANGUAGE LEARNING Review the vocabulary with stu- dents, including this additional vocabulary selection: Fain—gladly The Fox and the Crow Æsop SPECIAL NEEDS Ask students to discuss the les- Fox once saw a Crow fly off with a piece of does; let me hear but one song from you that I son taught by this fable. How Acheese in its beak and settle on a branch of a may greet you as the Queen of Birds.” do the events of the story illus- tree. “That’s for me, as I am a Fox,” said Master The Crow lifted up her head and began to trate the lesson? Reynard,1 and he walked up to the foot of the caw her best, but the moment she opened her ENRICHMENT tree. mouth the piece of cheese fell to the ground, Students who are interested in only to be snapped up by Master Fox. “That the fable in particular and “Good day, Mistress Crow,” he cried. “How folklore in general might wish well you are looking today: how glossy your will do,” said he. “That was all I wanted. In to read other fables by Æsop, La feathers; how bright your exchange for your cheese I will give you a piece Fontaine, and Thurber. Hans What does the Fox say to eye. I feel sure your voice the Crow? What does he of advice for the future— Christian Andersen also produced a ask her to do? Why does must surpass that of other ■ number of fables such as “The Ugly he make this request? “Do not trust flatterers.” Duckling,” “The Storks,” and “The birds, just as your figure Butterfly.” You might also encourage students to examine lesson tales 1. Master Reynard. Fox in the medieval beast epic from other cultures that feature Reynard the Fox talking animals. There is an excellent collection of African folk tales collected by Terry Berger called Black sər pas´ Fairy Tales (New York: Atheneum, sur • pass ( ) vt., go beyond. Because Matt grew like a weed, he soon surpassed the other boys in height. 1969). Ask students to consider why so many different, varied cultures have all produced works in which animals are given the ability to think 34 UNIT ONE / THE FOLK TRADITION and speak as humans do. What does this say about human nature? Ask students to surmise something of a culture’s relationship to the natural SELECTION CHECK TEST 4.1.13 WITH ANSWERS world from these stories. Is there such a thing as a modern fable? How Checking Your Reading 5. What advice does the fox give the crow? He tells has our relationship with the natural 1. What is the name of the fox? The fox is named her, “Do not trust flatterers.” world changed since the majority of Master Reynard. fables were composed? 2. What does the crow have that the fox wants? The Literary Tools crow has a piece of cheese. 1. What is the difference between a one-dimensional 3. What does the fox ask the crow to do? He asks the and a three-dimensional character? A one- crow to sing one song. dimensional character exhibits a single 4. What does the crow do in response to this request? dominant quality, and a three-dimensional She opens her beak and caws. character exhibits a complex mix of traits, much 34 TEACHER’S EDITION Respond SELECTIONto the RESPOND TO THE SELECTION Explain why a person might offer insincere praise to someone else. Students should think about what motivates people to flatter others. Investigate, INVESTIGATE, INQUIRE, AND IMAGINE Inquire,and Imagine RECALL 1a. The Fox decides to get the cheese Recall: GATHERING FACTS ➛ Interpret: FINDING MEANING from the Crow. 2a. The Fox says that surely the Crow 1a. What is the Fox’s decision at the start of 1b. What does the Fox’s decision at the start of must have as beautiful a voice as she the story? the story tell about his character? does a figure, then asks her to sing. 2a. How does the Fox convince the Crow to 2b. What is humorous about the Fox’s flattery of 3a. The Crow loses the cheese because open her mouth? the Crow? she opens her mouth to caw. 3a. Why does the Crow lose the cheese? 3b. Why doesn’t the Crow realize that she is INTERPRET going to lose the cheese? Responses will vary. Possible responses are given. 1b. The Fox is revealed as crafty and Analyze: TAKING THINGS APART ➛ Synthesize: BRINGING THINGS TOGETHER very sure of his abilities. 2b. The Fox’s flattery is humorous 4a. What character traits does the Crow have 4b. How would you state the moral, or lesson, of because crows are usually that make her accept the Fox’s flattery the fable? considered to have a rather somber so readily? appearance and an unpleasant voice. 3b. The Crow doesn’t realize she is going Evaluate: MAKING JUDGMENTS ➛ Extend: CONNECTING IDEAS to lose the cheese because she is so 5a. How do you think the Crow feels about the 5b. With respect to characterization, literary pleased at being asked to sing. Fox’s flattery? How might she feel after technique, and aim, how is this story similar ANALYZE realizing she has been tricked? Do you think to the African folktale “Goha and the Pot”? 4a. The Crow is very vain, and also naïve. the Crow deserved to be tricked in this way? Explain, using examples from the selection. SYNTHESIZE Do you feel sympathy for her? 4b. The lesson is that flattery itself is a form of deception and that flatterers cannot, therefore, be trusted. Understanding Another lesson that could be drawn is that one should not be too vain or proud, and take a more realistic Literature view of one’s own qualities. FABLE. Review the definition for fable in the Handbook of Literary Terms. What characteristics make EVALUATE this tale a fable? How is a fable similar to and different from folk tales and parables? Responses will vary. Possible responses CHARACTER. Review the definitions for character, one-dimensional character, and three- are given. dimensional character in the Handbook of Literary Tools. What kind of character is the Fox? the 5a. Students will probably say that the Crow? What traits does each exhibit? Crow felt very happy when flattered by the Fox, and ashamed and hurt after realizing the trick. Some might say that Crow deserved to be tricked and taught a lesson; others might say they feel sorry for the Crow and find the Fox’s action cruel.
“ THE FOX AND THE CROW” 35 EXTEND Responses will vary. Possible responses are given. 5b. The two stories are similar in terms CONT INVESTIGATE, INQUIRE, AND IMAGINE ( .) of characterization in that the characters in both stories are one- personification. In “Goha and the Pot,” the pots dimensional, stock characters, are personified; in “The Fox and the Crow,” both defined only by one dominant trait the fox and the crow are personified, given human and appearing again and again in traits. With respect to aim, both stories teach different literary works. The main Answers to Understanding Literature valuable lessons about common human failings—in character of both stories is a can be found on page 36. the one story, the weakness is pride; in the other, trickster. In terms of literary greed. technique, both stories involve
TEACHER’ S EDITION 35 ANSWERS TO UNDERSTANDING LITERATURE
FABLE. The use of animal characters like Writer’s Journal the Fox and the Crow, and the fact that 1. The Crow is always being tricked by the Fox, so she (or he) writes a letter to an the story teaches a lesson make this a fable. Fables are similar to folk tales in advice columnist, asking how to outfox the Fox. Imagine you are an advice columnist. Write the that fables were passed by word of Crow’s letter to you and your advice column letter giving the Crow options for his predicament. mouth for generations. They are similar 2. Many fables like those of Æsop are told to children to teach them moral lessons. Rewrite a to parables in that both are told to traditional fable in comic-book form to make it appealing to children. teach a lesson. 3. Find a traditional fable and retell it in a summary either by using modern characters or by adding a twist to it. You could, for example, rewrite the fable of the fox and the crow so that the crow CHARACTER. Both the Fox and the Crow can be said to be one-dimensional char- keeps the cheese, outsmarting the fox and teaching him a lesson. Or, you could change the acters. The Fox exhibits the dominant character of the fox into a crafty thief and the crow’s character into a wary victim. trait of craftiness, while the Crow exhibits the trait of vanity. Both can also be said to be stock characters. The Fox appears in many stories as a crafty char- acter, and in general, the character of Integrating the trickster is a common one through- the out many literary works. The Crow is Language Arts also a stock character in fables and rep- resents a foolish, prideful, and vain char- acter type that can be found in many Language, Grammar, and Style comedies and other types of literature. FINDING THE SIMPLE SUBJECT. The simple subject is the complete subject without any of its modifiers. For additional help in finding the simple subject of a sentence refer to the ANSWERS TO INTEGRATING Language Arts Survey 3.21, “How to Find the Simple Subject and Verb.” THE LANGUAGE ARTS In the following sentences, underline the simple subject once and the verb twice. Be sure to find the verb before you begin to find the simple subject. Language, Grammar, and Style 1. Many stories are told about the clever fox. 1. simple subject: stories verb: are told 2. The clever fox flattered the crow. 2. simple subject: fox 3. The crow was carrying cheese in its beak. verb: flattered 4. The fox asked about the crow’s voice. 3. simple subject: crow verb: was carrying 5. The crow dropped the cheese. 4. simple subject: fox verb: asked Collaborative Learning Critical Thinking 5. simple subject: crow verb: dropped FABLE CONTEST. Find a book of fables. COMPARING AND CONTRASTING FABLES. Choose one that appeals to you and Locate a copy of James Thurber’s Collaborative Learning make a copy of it. Write out the retelling of “The Fox and the Crow” Before engaging in the contest, each moral of the fable on a separate sheet of paper, in the library. Note places where the speaker student should read a fable aloud so deciding what you think it is meant to teach. in Thurber’s tale seems to be deliberately that students will be familiar with all the You and your classmates should put the copies parodying (making fun of) or reworking fables before playing. Students may of the fables you found on a bulletin board, also wish to include fables they have elements of Æsop’s tale. List both places in written. A wealth of fables by Aesop, labeled with numbers, and put the morals which the speaker establishes himself as part of Jean de la Fontaine, and Ambrose scattered underneath, labeled with letters. Then the folklore tradition and in which the speaker Bierce can be found on the Internet at have a contest in which the fables are to be attempts to differentiate himself from this the following website: http://www. matched to the morals. tradition. What are the differences in the pacificnet.net/~johnr/aesop/ morals of the two versions of the fable? Critical Thinking In the first paragraph, the speaker establishes all the elements of Aesop’s tale—the crow, the cheese, the fox, and 36 UNIT ONE / THE FOLK TRADITION the flattery; but the speaker also com- ments upon his predecessors wryly in the line, “the fox had read somewhere, and somewhere, and somewhere else?” The speaker also attempts to distinguish himself from the long line of folklorists by emphasizing that this story is a “par- ticular case.” The moral of Aesop’s fable is “Do not trust flatterers,” and the moral of Thurber’s fable is “no one else can praise thee quite so well as thou.”
36 TEACHER’ S EDITION PREREADING L EGEND ADDITIONAL RESOURCES
Literary UNIT 1 RESOURCE BOOK “The Silver Pool” TOOLS • Selection Worksheet 1.7 • Selection Check Test 4.1.15 from The Tangle-Coated Horse, and other Tales from the Fionn Saga LEGEND. A legend is a story coming down • Selection Test 4.1.16 by Ella Young from the past, often based on real events • Language, Grammar, and Style or characters from older times. Unlike Resource 3.51, 3.61, 3.68, 3.72 Reader’s myths, legends are popularly regarded as resource historical; however, they may contain ele- Fionn MacCumhail, or “Finn McCool” as English speakers call ments that are fantastic or unverifiable. him, is one of the greatest legendary heroes of Ireland. In the What elements make “The Silver Pool” a GRAPHIC ORGANIZER minds of many Irish, Fionn is “giant-big” and capable of nearly legend? impossible feats. According to legend, Fionn followed in his APPEARANCE AND REALITY CHART father’s footsteps to become chief of the King of Ireland’s army, a IRONY AND IRONY OF SITUATION. Irony is a Responses will vary. Possible band of warriors called the Fianna. Like all Fianna, Fionn could difference between appearance and real- responses are given. jump as high as his head height and duck as low as his knee ity. Irony of situation is when an event Appearance: The man at the pool height, pull thorns from his feet while running, and escape occurs that violates the expectations of appears to be a common fisherman. Reality: He is actually Finnegas the through woods without breaking a branch. Some say that Fionn is the characters, the reader, or the audi- Poet, a wise and famous man. still alive today, asleep in a cave, and will awaken someday when ence. As you read, look for examples of irony or irony of situation in this story. Appearance: The fisherman has a net the people of Ireland call for his aid. Others say that Fionn grew full of trout and you would expect old and buried himself beside the Liffy River in Northern Ireland— him to be happy. Reality: The fisher- and that his giant head lies under a hill looming on the riverbank. man is unhappy because he is only HISTORY CONNECTION. Irish legends were passed on orally from Graphic seeking one particular fish. ancient times and were recorded by Christian monks in the Organizer Appearance: Fionn’s real name is twelfth century. Today these legends serve as semihistorical Demna. Reality: Fionn’s true name is records of ancient Ireland. The stories of Fionn MacCumhail, Make a chart like the one below. As you really his nickname, Fionn. collectively known as the Fionn Saga, reflect a period prior to the read, record instances of irony, situations Appearance (what is expected): You eighth century when Ireland was organized into clans, all of which in which appearance, or expectations, would expect Finnegas to snare and eat the Salmon of Knowledge, since paid homage to the high king of Ireland at Tara. Despite the differ from reality or what really happens. his name is mentioned in the constant warring among the clans, literature and art flourished. One example has been done for you. prophecy, he is a great poet, and Each clan chief or king kept an official poet, or Druid, who because he has been trying for so preserved the oral traditions of the people. In “The Silver Pool,” long to catch the fish. Reality (what Fionn seeks out the Druid Finnegas to learn the ancient poetry APPEARANCE REALITY (what(what isis expected)expected) (what really happens) really happens): Ironically, the and tales of his land. prophecy was meant for Fionn and He is the son of a FionnFionn appearsappears toto bebe he is the one who receives the greatgreat chiefchief ofof thethe aa commoncommon churl.churl. knowledge of the Salmon. About Fianna.Fianna. the AUTHOR Ella Young (1867–1956) was born in the small village of Feenagh in County Antrim, Reader’s Ireland. “From childhood I heard tales of ghosts, banshees, haunted castles, mischie- vous and friendly sprites, snatches of bal- Journal READER’S JOURNAL lads, and political arguments,” she explained. After she grew Do you believe in destiny—in the older and moved to Dublin, Ella met some Irish literature schol- idea that the future is already Ask students whether they have ever ars. Then, she said, “I read every translation I could get, learned determined for you—or do you thought that particular things were “meant” to happen. Ask them to Irish, and betook myself to Gaelic Ireland where, by turf fires, I think that people create their own future? Explain. consider how people’s actions and could hear the poems of the Fianna recited by folk who had experiences set them on a particular heard the faery music and danced in faery circles.” In her story path. collection The Tangle-Coated Horse, Ella retold many of these old tales of Fionn and the Fianna. “ THE SILVER POOL” 37
GOALS/OBJECTIVES
Studying this lesson will enable students to • describe irony of situation and give an example. • enjoy a Celtic legend. • compare and contrast legends and fairy tales. • explain how legends convey historical events and • identify parts of speech in writing. how the oral transmission of legends often leads to exaggerations of facts.
TEACHER’ S EDITION 37 ANSWER TO GUIDED READING QUESTION
1. Fionn wants to grow strong so he can get the Treasure-Wallet from Lia of Luachra, avenge his father’s wrong, and become the leader of the Fianna.
INDIVIDUAL LEARNING STRATEGIES
MOTIVATION Students may enjoy researching American folk legends and heroes, such as Daniel Boone, Still Life of a Salmon on a Riverbank in a Mountainous Landscape, c.1700s. John Russell. Bonhams, London. Paul Bunyan or Davy Crockett. Ask them to discuss the blend- ing of fact and fiction, truth and exaggeration in these legends. They may enjoy hosting a talk show in which such legends are interviewed.
READING PROFICIENCY Review the vocabulary for this selection with students before they begin reading. Divide stu- dents into small groups so that Ella Young they might take turns practicing reading aloud with expression. ionn walked sturdily forward. Birds were the sky since he had said farewell to ENGLISH LANGUAGE LEARNING F 1 Review with students the addi- singing in leafy branches. The river Boyne Bovemall and Liath and the kindly oak for- tional vocabulary below before they showed a gleam of silver between tree- est. Many a buffet fate had dealt him since read the selection. trunks; it made a soft plashing sound among then: many a sharp and evil chance he had hilt — n., the handle, esp. of a sword its reeds. Fionn whistled a little tune as he known; many a good happening. He had set or dagger prophecy — n., a prediction of walked. He had no plan in his mind, save to eyes on many a hill, many a valley since something to come meet what happened: then: he had seen many a proud chieftain’s and day by day to grow What are Fionn’s plans? lime-washed dune.2 Sun had tanned him. SPECIAL NEEDS tall and strong so that His bright hair was cropped like the hair of Help students through the Reader’s Resource as back- some day he might wrest the Treasure- a churl, chariot-dust of the roadway had ground before reading and Wallet from Lia of Luachra; avenge his grimed his deerskin tunic: save for the pride through the Guided Reading father’s wrong; and win to the headship of Questions during reading. Have stu- 1. Bovemall and Liath. Two old women who raised Fionn the Fianna. Many moons had withered in in the forest dents read the story aloud in small 2. Dune. Hill or ridge of sand piled up by the wind groups, stopping after each para- graph to paraphrase what they have read. buf • fet (bu‘ fət) n., a blow, esp. by the hand. Ann swung her hand and accidentally delivered a sharp buffet to her friend’s face. ENRICHMENT churl (chrl‘) n., a rude, vulgar, or unsophisticated person. The man who cut ahead in line is obviously a churl. Fionn MacCumhail has some- times been referred to as “The Irish King Arthur.” Ask inter- ested students to read the sec- 38 UNIT ONE / THE FOLK TRADITION tion of the King Arthur story in which the young Arthur finds the sword Excalibur. Ask them to VOCABULARY FROM THE SELECTION compare the story of Fionn MacCumhail to the story of Arthur. amorous garb buffet naught carmine plait churl prophecy consort stratagem cull tarry foray virtue
38 TEACHER’ S EDITION of his walk there was little to betray the chief’s “Why do you use this manner of speech to ANSWERS TO GUIDED son in him. me, that am naught but a plain fisherman?” READING QUESTIONS The morning was hot, and the plashy sound “I know you for the of the Boyne drew Fionn to the river side. King’s Poet,” said Fionn. Who is the fisherman? 1. The fisherman is trying to catch the Picking his way between alder and willow and “In the year of the Great Salmon of Knowledge, or more specifically, the “shadow-self” of flowering rush he came to where the water Assembly I saw you riding on a white stallion the Salmon of Knowledge. swirled in silvery singing reaches in the pool with the mane and tail dyed purple; you were 2. The fisherman is the King’s Poet. that is called the Pool of the Star-Dance. By the wearing the singing robe and the head-dress of 3. Fionn says that anyone who does pool was a man in the garb of the fisher-folk a royal poet, and you had fifty princes in your not know poetry is only a churl, or drawing to land a small casting-net. There were train. I was crouching in the thickness of an a rude, uneducated person. silver-gleaming trout spotted with crimson in oak-bough when you rode past the Wood of the the net, but the man took them one by one and Golden Hawks, and I thought that if I had threw them into the pool again. choice of speech with any one man that went by INTERNET RESOURCES “Greeting to you,” said Fionn, as he drew me there in a flashing chariot, or on a proud- Tell students that Fionn near, “and luck on your fishing.” stepping horse, I would choose to have speech MacCumhail is pronounced “I have no luck on my fishing,” said the man. with you.” “Finn McCool.” Also let them know “It is a strange thing, indeed,” said Fionn, “What help is there in words?” said the man. that Uail’s name is alternately spelled “that you make naught of the red-spotted trout “You could not teach me how to snare the “Cumhail” and that Fionn’s surname meant “son of Cumhail.” Many Irish of the Boyne. There’s few but yourself would Salmon: I could not teach you more wood-craft names once began with the prefix grumble at so good a catch.” than you know already.” “Mac-,” meaning “son of.” That pre- “One fish alone I am eager to snare,” said the “You could teach me poetry,” said Fionn; “and fix was later shortened by many Irish man, “and that is the purple-finned crimson- I could serve you: cut rushes for your bed; bring to “Mc-.” Other names began with “O’,” meaning “grandson of.” Ask banded Salmon of you eggs of the wild duck; and deer from the students if they can think of addi- Knowledge that has gold of What is the fisherman mountain, with swift hares of the valley.” trying to catch? tional Irish names. There are various the sun and silver of the “What learning and what arts and what sites on the Internet that list the ori- moon in every scale of him.” weapon-knowledge have you come by?” asked gins and meanings of Irish surnames. http://www.clansandnames.org and “A wise woman taught me,” said Fionn, “that the man. http://members.tripod.com/ the Salmon of Knowledge swims in the Heaven- “Sword-craft I had from a robber that forced ~pg4anna/names.htm are just two of World in the pool of the Sacred Hazels.” me to consort with him. I herded cows for a the sites that can be found by enter- “She might have taught you, to boot,” said the herb-leech and learned the ing the keywords “Irish names” in any search engine. Students may man, “that whatever happens in the Heaven- virtues of herbs. The ways What does Fionn say about poetry? also use the Internet to research World makes a shadow of itself here. It is in this of horses I learned among surnames from other ethnic pool, they say, that the shadow-self of the horse-boys. The forest taught me wood-craft; backgrounds. Salmon of Knowledge swims. I would snare it.” but he who is ignorant of poetry is but a churl!” “I have heard that men of learning and poets “You shall serve me,” said the man, “what can snare the Salmon in a net made of their name have you? I am, as is known to you, dreams,” said Fionn, “and have thereafter one Finnegas the Poet.” shining scale of him. You that are the Flower of “Demna is my name,” said Fionn, and in this Poets and the Jewel of Learning should have he spake truth, for the name Fionn, which more than one scale.” means Beautiful One, was a nickname.
garb (gärb) n., a style of clothing. Santa Claus is typically represented as wearing red garb. naught (nôt) n., nothing. All the dance committee’s efforts came to naught when a huge snowstorm forced the cancella- tion of the Snowball Dance . con • sort (kən sôrt‘) vi., unite, associate. Jaime decided never to consort with the gang members in his neighborhood.
“ THE SILVER POOL” 39
TEACHER’ S EDITION 39 ANSWERS TO GUIDED So it came to pass that Fionn abode with the drew it forth—a bronze sword, double-edged READING QUESTIONS King’s Poet. He plaited mats of rushes, he and perfect! A sword that Gobniu the Smith snared wild fowl, he culled water-cress and might have fashioned: a sword that Lugh might 1. Fionn learns of the heroes and kings sweet and bitter herbs of the field such as go have reddened in the battle of Moytirra. Fionn of Ireland, as well as the art of with savory meats, he pounded acorns and made rubbed it with a bunch of grass till it shone poetry and the ceremonies, of etiquette, and of palaces. bread as he had seen Bovemall do in the forest. greenly, he fingered the finely tapered edges, he 2. Fionn finds a bronze, double-edged And the King’s Poet talked with him of heroes gripped the hilt: and all the while the tears ran sword. and kings and of the art of verse and the cere- down his face. monial of palaces. Fionn stored these conversa- “My Treasure,” he cried, “If Uail could see tions in his mind: and always he practised with you; or Bovemall that had no sword to give me! his sling at casting stones, and with a sword of If Crimmall4 knew I had you, his heart would be ADDITIONAL QUESTIONS wood at thrusting and parrying, and with a pole glad. I will show you to the sunlight. I will take AND ACTIVITIES cut from an ash tree he practised the hurling of you where you can hear loud battle-shouts— spears. He ran, and jumped, and wrestled with loud as those you heard before the man that had How might the fact that leg- tough boughs and saplings, so that he might you flung you from him lest his slayers should ends are often passed by word grow in strength and hardihood. He put words boast of you! Flame of Battle be glad of me—be of mouth contribute to the larger than life quality of Fionn together in praise of forest glad of me!” things and in praise of the What does Fionn learn MacCumhail? What larger than from Finnegas? life characters can students recall small blossoms of the field “I have snared him! I from American folklore? and the songs of the blackbird and thrush: the have snared him,” the King’s Poet taught him how to shape them till he could make good well-hammered verse. King’s Poet was shout- On a day of the days it chanced that Fionn ing, “I have snared the had been praised for a poem, and in lightness of heart he set off to search for eggs of the plover3 Salmon of Knowledge!” that are delicate to the taste, for he had in mind to make festival for the King’s Poet: that had Fionn leaped to his feet, flung the sword into naught himself in mind but the swirling of the the air, caught it midway and whirled it about Boyne and the Salmon that might lurk in the his head. Then he gathered up his plover eggs shallows, or in deep melodious reaches of the and set off at a run. waters. As he neared the pool where the King’s Poet Fionn got the eggs and turned homeward. As fished, day in and day out, he saw that some- he went, his foot struck on something hard, and thing must have happened. The King’s Poet was stooping he saw a piece of strangely shaped coming hastily to him gesticulating and shout- greenish metal that had thrust from the marsh- ing. Fionn hurried a little more and caught the soil. There was something familiar in the curve words. of it, and his hands dug eagerly into the grass- “I have snared him! I have snared him,” the
roots; more and more What treasure does King’s Poet was shouting, “I have snared the eagerly as the treasure Fionn find? Salmon of Knowledge!”
unbared itself. At last he 3. plover. Shore-inhabiting bird similar to the sandpiper 4. Crimmall. Fionn’s uncle, the brother of his father Uail
plait (pla¯t) vt., to braid or weave. Sherie plaited her hair into two long braids. cull (kul) vt., to select from a group; choose. The selective coach culled the best players for the starting lineup. par • ry (par‘ e¯) vt., to ward off a weapon or a blow. The boxer parried the powerful jabs of his opponent.
40 UNIT ONE / THE FOLK TRADITION
40 TEACHER’ S EDITION And sure enough a small salmon, all silver- “Nay,” said Fionn, “I have not tasted of it, ANSWER TO GUIDED scaled and blue and carmine spotted, lay glint- save for a scale that clung, burning, to my READING QUESTIONS ing on the bank. thumb.” “By what token do you know it for the “That scale has taken the virtue of the fish,” 1. It is prophesied that the Salmon of Salmon of Knowledge?” asked Fionn. said the Poet, “and yet it is strange that a Knowledge will be snared in the Pool of the Star-Dance, and that a “Never have I snared the like of it,” said the prophecy could be so easily broken. The poet named Finnegas or Fionn will King’s Poet, “and there is a What is prophesied Salmon was for a poet called Fionn, or eat it. prophecy that the Salmon about the Salmon of Finnegas—and you are Demna!” 2. The scale Fionn tastes takes on the of Knowledge will be Knowledge? “Demna is my name, but power of the entire fish, and Fionn What is Fionn’s given gets the “savor and virtue” of the snared in this pool, and eaten by a poet named I am called Fionn: it is a name? What is his “true” name? fish. Finnegas or Fionn. Now I am Finnegas and I nickname that stuck to me.” 3. Fionn’s given name is Demna, but will eat this Salmon.” “Fionn, henceforth, will be your true name: his “true” name is Fionn. “Indeed you shall eat it with heartiness and for now I see that the Salmon was meant for 4. Fionn’s father was treacherously killed. Fionn says that his father was enjoyment,” said Fionn, “and I will broil it for you. It is not to one who is weary of mart and no churl, implying that his father you as Bovemall taught me to broil the salmon court and battleground that the Salmon of was someone important. of the Shannon5 that are kings’ food. I have Knowledge will give himself, but to one who is plover eggs too, and sharptasting herbs: sweet eager for the sword-hilt and amorous of life.” and bitter.” “I have a sword,” cried Fionn, “a sword for a “I will touch naught but the Salmon, that I king it is! a luck-bringer, a battle-queller, a LITERARY NOTE may have wisdom through it,” said Finnegas. singer of war-songs!” The crisis, or turning point, in the Fionn made ready an oven and broiled the He held up the sword, his eyes caressing it. story is the moment when Fionn Salmon: but sitting by it, his mind wandered to Finnegas took it in his hands. accidentally tastes the Salmon, and the sword, and a flame licked the salmon-scales. “May luck be with it,” he said, “it is indeed a gets the Salmon’s essence. This is a crucial moment because it means Fionn turned the fish hastily and as he did so, a royal sword. How came you by it?” that Fionn, not Finnegas, receives little bit of scale stuck to his thumb and burned Fionn told the story of its finding. the Salmon’s wisdom, and its bless- him. He thrust his thumb into his mouth with- “Some Lord of the Shining Folk6 has blessed ing. Finnegas realizes that his life’s out thinking and so tasted the Salmon. He this day for you,” said Finnegas. “Salmon and quest is at an end and, confused, he wonders what to do next. Fionn, on watched his work carefully after that, and when Sword! What have you in mind to do with your the other hand, will now become a the fish was cooked through and through he fortune?” great and wise warrior. brought it to Finnegas. Finnegas prepared to eat “I have in mind to avenge my father that was it as one should eat a sacred fish. treacherously slain.” Fionn sat by the river bank and his thoughts “What man was your father?” asked Finnegas, were on his sword. Suddenly he was aware that “I know well you are no churl’s son.” the King’s Poet stood beside him. “I would name my “A strange thing has happened, Demna,” said father,” said Fionn, “only to What happened to the Poet, “the savor and virtue of the Salmon one that had loved him, or Fionn’s father? What does Fionn say about have gone. It is as any other to the High King of Ireland him? fish. Can it be that you have What happens when on that day when I win Fionn accidentally tricked me and have eaten tastes the Salmon? 5. Shannon. The Shannon River, which flows in western Ireland of it?” 6. Shining Folk. Gods
car • mine (kär‘ m¯ n) adj., a vivid red. The stagehand opened the carmine velvet curtains. pro • phe • cy (prä‘ fə se¯) n., a prediction of something to come. Many people believed the prophecy that the world would come to an end at the close of the century. vir • tue (vr‘ chu ) n., a beneficial quality or power of a thing. Herbalists say that one virtue of Echinacea root is its ability to prevent the common cold. am • o • rous (a‘mə rəs) adj., being in love, enamored (usually used with of). Romeo was famously amorous of Juliet.
“ THE SILVER POOL” 41
TEACHER’ S EDITION 41 ANSWERS TO GUIDED back my heritage. I am no churl’s son, Finnegas, and the Treasure-Wallet. What does Fionn READING QUESTIONS and if I live I will set poetry as a craft for war- And the King’s Poet ate the wonder? What does riors. I will come, too—if I win out—to seek plover eggs with the sweet Finnegas wonder? 1. Fionn will gather together a group you in whatever place you may be!” and bitter herbs; and won- of young men, and together they “I know not in what place I may be,” said dered whether it would be wise to go back again will practice fighting until they are 7 able to make a raid to get weapons. Finnegas, “mayhap at Tara with the High to the bright-colored loud-sounding life of Then he will lead the group to find King; mayhap in some mountain wilderness; palaces; or wiser to stay in the little hut by the an outlaw warrior who is related to mayhap in this hut by the river, if I be not under Boyne, watching cloud-shadows: and herons Fionn, and do what this warrior the sod—but tell me what way of life do you brooding on reedy pools.■ says. 2. Fionn wonders if the Salmon’s plan for yourself: for I know you will not tarry wisdom will help him choose young with me longer.” men to fight with him. Finnegas “I purpose to join with What will Fionn do wonders whether he should stay myself other lads, as I find next? near the Boyne, where he has been fishing for so long, or whether he them,” said Fionn, “and should return to the king’s court practise feats and stratagems till we can make now that his quest has ended. ourselves felt in some foray and come by weapons: then we will seek a warrior that is kin to me—outlawed now and in hiding—and do as SELECTION CHECK TEST 4.1.15 his wisdom counsels.” WITH ANSWERS “I dare predict that you will win your her- itage,” said the King’s Poet. “Eat now the Checking Your Reading Salmon, and we will spend the hours that 1. What fish is the King’s Poet hoping remain to us in the telling of tales and the to catch? He wants to catch the Salmon of Knowledge (or the recital of poems and in sound sleep: that to- shadow-self of the Salmon of morrow may be fortunate for your setting Knowledge). forth.” 2. When the King’s Poet asks Fionn his So Fionn ate the Salmon, and wondered if its name, what does Fionn reply? He says his name is Demna. wisdom would help him to find lads like him- 3. What does Fionn find in the mud self, eager to venture; comrades of the Sword while he is fetching eggs for the King’s Poet? He finds a sword. 4. How does Fionn accidentally taste 7. mayhap. Perhaps the fish? As he cooks the fish, a burning scale falls on his thumb and he sticks his thumb in his mouth. Finn McCool, 1928. Vera Bock. 5. Whom does Fionn plan to avenge? Fionn plans to avenge his father. tar • ry (tar‘e¯) vi., to delay or be tardy; to stay in or at a place. Red Riding Hood tarried in the woods picking flowers. stra • ta • gem (stra¯‘tə jem) n., a trick or scheme used to gain an end. The bank robber’s stratagem for gaining access to Vocabulary in Context the vault was a very clever scheme, but it failed. Fill in each blank below with the most for • ay (fôr‘a¯) n., a sudden invasion or attack: a raid. Smelling the cookies cooling on the counter, I made a sneaky foray appropriate word from the following into the kitchen. Words for Everyday Use. churl garb plait prophecy tarry cull foray Respondto the 1. The weather at our vacation SELECTION destination was so variable, it was How would you feel at the end of the story if you were Finnegas? difficult to decide what garb to pack. 2. In many Greek dramas, the hero would seek a prophecy for his 42 UNIT ONE / THE FOLK TRADITION future and then try unsuccessfully to change it. 3. Elk travel in tight herds, knowing SELECTION CHECK TEST 4.1.15 WITH ANSWERS (CONT.) that predators would try to cull the smallest and the weakest for prey. Literary Tools and Reader’s Resource 1. Unlike myths, legends may contain elements of 4. The gray storm clouds convinced Fill in the blanks using the following terms. You may fantasy but are generally considered to include the hikers not to tarry on their way not use every term, and you may use some terms more some historical fact. home. than once. 2. In Irish oral tradition, the druid was responsible for 5. The UN guards surrounded the remembering the ancient poetry and tales for a Fionn Fianna druid irony irony of situation compound, protecting the refugees particular clan. myth legend poetry metaphor from enemy forays. 3. According to Irish legend, Fionn followed in his father’s footsteps and became chief of a band of warriors known as the Fianna. 42 TEACHER’S EDITION Investigate, RESPOND TO THE SELECTION Inquire,and Imagine Ask students why Finnegas is not angrier at the turn of events. Recall: GATHERING FACTS ➛ Interpret: FINDING MEANING 1a. In the beginning, what are Fionn’s goals? 1b. Why does Fionn seek this person? How will Whom is he seeking? this person help him reach his goals? ANSWERS TO INVESTIGATE, 2a. Who is the fisherman Fionn encounters at 2b. What is special about the fish? Why does INQUIRE, AND IMAGINE the Pool of the Star-Dance? What fish is the fisherman feel confident that he will he trying to catch, and what has been eventually catch it? RECALL prophesied about this fish? 1a. Fionn hopes to recover the stolen Treasure-Wallet, avenge his father’s 3a. What does Fionn find buried? What happens 3b. What do these events mean for Fionn? death, and become the leader of to the fish? the Fianna. He seeks Finnegas, the King’s Poet. Analyze: TAKING THINGS APART ➛ Synthesize: BRINGING THINGS TOGETHER 2a. The fisherman Fionn encounters is Finnegas, the King’s Poet. He is 4a. What clues can you find in this story that 4b. What role does destiny play in this story? trying to catch the Salmon of Fionn is the person meant by the prophecy? Knowledge. It has been prophesied How does Finnegas know that the prophecy that a poet called Finnegas or Fionn was fulfilled correctly? will catch the Salmon there. 3a. Fionn finds a magnificent bronze sword. Fionn cooks the fish Finnegas Evaluate: MAKING JUDGMENTS ➛ Extend: CONNECTING IDEAS catches. Fionn accidentally tastes it 5a. The legendary Fianna of Ireland were noble 5b. What role does Fionn think poetry should and receives its essence. and skilled warriors. To join the Fianna, one play in a person’s life, especially a warrior’s INTERPRET had to pass strict tests and abide by codes life? What does he think about people who 1b. Fionn seeks Finnegas because he of honor. Yet the Fianna also had to be are ignorant of poetry? Do you think that wants to learn poetry from him. cultured, and more specifically they had to poetry, or art in general, is as crucial to a This will help make Fionn wiser, be poets. Why do you think the Celts valued person’s life as is more practical or technical more cultured, and fit to lead the poetry enough to make it a requirement for knowledge? Why, or why not? Do you think Fianna. their warriors? Fionn says that “men of being cultured and well-mannered makes 2b. The Salmon gives the gift of wisdom learning and poets can snare the Salmon in a someone a better person? Explain. to whoever eats it. Finnegas believes net made of their dreams.” Why do you he will catch it: the prophecy says think only educated people and poets are the fish will be caught in that pool, and will be eaten by a poet named able to snare the Salmon? What does this tell Finnegas or Fionn. you about Celtic belief? 3b. Now that Fionn has a sword, and has received the magic Salmon’s wisdom, he can avenge his father’s Understanding death and try to win his heritage.
ANALYZE Literature 4a. The clues are that Fionn’s name is LEGEND. Review the definition for legend in the Handbook of Literary Terms. Why is “The Silver Pool” mentioned in the prophecy, and considered a legend rather than a fairy tale or myth? Which elements of the story are based on fact? that Fionn is becoming a poet. Which are fantastic? Finnegas knows that the Salmon was meant for Fionn because, he IRONY AND IRONY OF SITUATION. Review the definition of irony in the Handbook of Literary Terms. What says, the Salmon would only give example or examples of irony of situation did you find in “The Silver Pool”? Were your expectations himself to someone who was eager violated by the irony of situation in the story? Why, or why not? for battle and in love with life. Finnegas is older and perhaps weary of life, but Fionn is just the opposite.
“ THE SILVER POOL” 43 SYNTHESIZE 4b. Destiny rules all that happens. Destiny makes it so that Fionn accidentally puts a scale into his ANSWERS TO INVESTIGATE, INQUIRE, AND IMAGINE (CONT.) mouth and finds the sword.
be skilled at killing. Also, a warrior poet could put EXTEND EVALUATE his or her adventures in words and thus pass down 5b. Fionn thinks that poetry is just as important to a 5a. Students may say that the Celts heroic exploits into history. The legend states that person as are other important skills of his day. He believed their warriors should also wisdom can only be achieved by those who wish thinks people who are ignorant of poetry are be gentle, wise men who would to learn and to express the beauty of life through unsophisticated people. fight for what was right and good. poetry. Thus, the Celts probably valued scholars It may have been as important for and poets highly. them to be sensitive to beauty as to
TEACHER’ S EDITION 43 ANSWERS TO UNDERSTANDING LITERATURE Writer’s Journal LEGEND. Legends differ from myths and fairy tales in being based at least in part 1. Write a prophecy about what will happen next to Fionn. on historical truth. In the case of Fionn 2. Imagine you are Finnegas at the end of the story. Write a brief poem about how you feel now MacCumahail, the band of Fianna, a and what you will do next with your life. The poem does not have to rhyme. band of warriors in King of Ireland’s army may have been factually based. 3. A field guide is a book used by naturalists and botanists to identify animals and plants found in Fionn may have been a real person. Like nature. It includes descriptions and often drawings or photographs of different species. Write a myths and fairytales, though, the story field guide entry for the Salmon of Knowledge. How would you describe the magical fish so that of Fionn contains fantastic elements like visitors to the area would be able to recognize it? If you like, you may also draw the fish. the Salmon of Knowledge, and was passed on by word of mouth for gener- ations, perhaps leading to the exagger- ations that make it a fantastic tale. Integrating the IRONY AND IRONY OF SITUATION. The Language Arts example of irony of situation is that Fionn, not Finnegas, ends up eating the Salmon of Knowledge. This situation is Language, Grammar, and Style ironic because Finnegas has been fish- USING THE PARTS OF SPEECH IN WRITING. Many words in English can be used as more ing for so long and when he catches than one part of speech. Identify the part of speech of each italicized word below. Then, the Salmon, both men fully expect that write a new sentence using each word as the part of speech given in parentheses. Read Finnegas will reap the rewards of his efforts and fulfill the ancient prophecy. the Language Arts Survey 3.51, “Namers—Nouns and Pronouns,” 3.61, “Expressers—Verbs,” 3.68, What actually happens violates their “Modifiers—Adverbs and Adjectives,” and 3.69, “Prepositions” for more information. expectations. Students may say that EXAMPLE: The drama class will perform some well-known folk tales. (Use as a noun.) their own expectations were not vio- ANSWER: Adjective. Used as a noun: The audience found the drama very entertaining. lated, because they may already have 1. The operator isn’t able to make the telephone call go through. (Use as a preposition.) guessed earlier in the story that Fionn 2. “Well, I guess I’ll sing the folk song,” Tony volunteered reluctantly. (Use as an adverb.) would be the one to eat the Salmon. 3. Benjamin Franklin originated the aphorism “Time is money.” (Use as a verb.) 4. As Fionn walked homeward, his foot struck something hard that was buried in the soil. (Use as ANSWERS TO INTEGRATING an adverb.) 5. Admission to the storytelling festival is free. (Use as a noun.) THE LANGUAGE ARTS Media Literacy Critical Thinking Language, Grammar, and Style Students’ sentences will vary, but each CREATING A NEWS SEGMENT. Imagine that COMPARING LEGENDS AND FAIRY should use the italicized word as the you are a television reporter in Fionn TALES. The legend “The Silver correct part of speech. Examples are MacCumhail’s day. The news has reached Pool” and the fairy tale “The given below. you that the Salmon of Knowledge has been caught, White Snake” have certain motifs and 1. through—used as an adverb and you would like to do a feature story on Fionn elements in common. With a partner, read Used as a preposition: The rabbit MacCumhail. Form groups of four students. One of the entries for motif, fairy tale, and legend hopped through the trees. you should play the anchorperson; another, the on- in the Handbook of Literary Terms. What 2. well—used as an interjection site reporter; another, Fionn; and another, Finnegas. are the motifs in each story? Which motifs Used as an adverb: Julia Child cooks The anchorperson should introduce the breaking do the stories have in common? Why do very well. story, telling some background information, while the you think one is considered a legend, 3. time—used as a noun Used as a verb: The track coach will on-site reporter should get brief comments from while the other is considered a fairy tale? time all the runners. Fionn and Finnegas, as well as tell viewers about the Could the labels be interchanged? Why, 4. hard—used as an adjective site and circumstances in which the Salmon was or why not? Used as an adverb: I pushed the car found. If possible, film the story with a videocamera. as hard as I could. If you have access to film editing equipment, edit the 5. storytelling—used as an adjective story so that the sound bites and clips are smooth. Used as a noun: Ever since I was a child, I have loved storytelling. If students need more review of the 44 UNIT ONE / THE FOLK TRADITION parts of speech, ask them to read the Language Arts Survey 3.7, “Parts of Speech Overview.” ANSWERS TO INTEGRATING THE LANGUAGE ARTS (CONT.)
Media Literacy laborate on writing the news script. When students ness. “The Silver Pool” involves the fairy tale motif of Point out to students that this activity is have completed their project, they should perform it hidden identity, and of power in names. Students may anachronistic since television did not before the class. If a videocamera is available, each conclude that the labels fairy tale and legend could exist in Fionn’s day. Encourage students group could film their news segment and play it for the probably be interchanged. “The White Snake” was told to discuss the format of television news class. in the oral tradition for many years and at some point programs before writing their scripts. the reference to the King and Queen in the story may Students in each group should also col- Critical Thinking have referred to a specific King or Queen. “The Silver In both stories, there is a magical food, and someone Pool” contains supernatural and magical elements, ordinary or apparently ordinary is destined for great- which make it consistent with the fairy tale tradition. 44 TEACHER’ S EDITION PREREADING F OLK S ONG ADDITIONAL RESOURCES
Literary UNIT 1 RESOURCE BOOK “John Henry” TOOLS • Selection Worksheet 1.8 • Selection Check Test 4.1.15 from Of Mules and Men • Selection Test 4.1.16 FOLK SONG. A folk song is a traditional or by Zora Neale Hurston • Language, Grammar, and Style composed song typically made up of Resource 3.5 stanzas, a refrain, and a simple melody. Reader’s A form of folk literature, folk songs are resource expressions of commonly shared ideas or feelings and may be narrative or lyric in “John Henry,” an African-American folk song, tells the story of a style. Traditional folk songs are anony- GRAPHIC ORGANIZER railroad worker, or driver, whose job it was to hammer into rails mous songs that have been transmitted the large metal stakes that secured those rails to the ground. In orally. As you read “John Henry,” look for DIALECT. Students may not agree on the song, a contest is held between John Henry, using a hammer, characterisitcs that make it a folk song. which words and phrases constitute and a new steam drill. The effort to beat the steam drill kills John “dialect.” Ask them to discuss some of the words they chose and explain Henry, but he is remembered in song and legend as a symbol of DIALECT. A dialect is a version of a lan- why they feel these words are non- the unconquerable spirit of the American worker. This selection by guage spoken by the people of a partic- standard. Zora Neale Hurston is just one version of the folk song, which ular place, time, or social group. Some originated in the oral tradition and has no single known author. Dialect: ain’t; Standard English: isn’t of the language of “John Henry” is from Dialect: ast; Standard English: asked HISTORY CONNECTION. John Stephens of Hoboken, New Jersey, built a dialect spoken in the past in the rural Dialect: ’Tain’t nothing; Standard the first steam locomotive in 1825. Over the next fifty years, South. English: It’s nothing railroads played a key role in the expansion of settlement across Dialect: get to playing; Standard the United States. Two acts of Congress (1862 and 1864) initiated English: start playing the building of the first transcontinental railroad. The Union Dialect: ’em; Standard English: them Pacific Railroad was built westward from Nebraska and the Central Graphic Dialect: lil; Standard English: little Pacific Railroad was built eastward from California; the two met at Organizer Promontory Point, Utah, on May 10, 1869. Because of the long As you read, make a chart. On the left list distances involved in traveling across the country, the United examples of dialect in the song. On the States (along with Russia) had sleeping cars earlier than other right list their equivalents in standard countries. George M. Pullman is credited with building English. One example has been done comfortable sleeping cars in America. Organization of railway for you. labor began with the unionization of locomotive engineers in 1864; by 1900 railroad personnel was organized on an almost READER’S JOURNAL nationwide basis. Dialect Standard Dialect EnglixhEnglish Students might discuss their motiva- tions for participating in contests. About `fore`fore before the AUTHOR Zora Neale Hurston (1891–1960) was an African-American writer and novelist. Her Reader’s best-known novel, Their Eyes Were Watching God (1937), tells the story of an African- Journal American woman’s discovery of her identity as a woman. Hurston was born in Eatonville, Florida, a town founded by African In what kinds of contests have you Americans. She graduated in 1928 from Barnard College, where participated? Which have been the she studied anthropology. Her interest in folklore led to her publi- most difficult? cation of Southern folk tales and customs in Of Mules and Men (1935), from which this selection is taken.
“ JOHN HENRY” 45
GOALS/OBJECTIVES
Studying this lesson will enable students to • compare and contrast two different versions of the • enjoy the lyrics of a folksong same song • explain how this folksong reflects the sentiment of • analyze the impact of the use of dialect in a piece of workers facing replacement by machines in the literature Industrial Revolution • identify, define and illustrate with examples the literary terms dialect and repetition
TEACHER’ S EDITION 45 ANSWERS TO GUIDED READING QUESTIONS
1. John Henry decides that he will race the steam drill by driving down stakes with his hammer and that he will die before he lets the steam drill beat him. 2. John Henry asks his captain to bring from Of Mules and Men him a nine-pound hammer. He will drive steel. Zora Neale Hurston 3. The woman is John Henry’s 1 sweetheart. John Henry driving on the right hand side, Steam drill driving on the left, Says, ’fore I’ll let your steam drill beat me down What does John Henry I’ll hammer my fool self to death, decide about the steam drill? INDIVIDUAL LEARNING 5 Hammer my fool self to death. STRATEGIES John Henry told his Captain, MOTIVATION When you go to town Have students research the Please bring me back a nine pound hammer legend of John Henry on the Internet What did John Henry and in the library. And I’ll drive your steel on down, ask his captain to 10 And I’ll drive your steel on down. bring? What will John READING PROFICIENCY Henry do? Ask students to read the lyrics John Henry told his Captain, to this song through and then Man ain’t nothing but a man, paraphrase the story aloud. And ’fore I’ll let that steam drill beat me down ENGLISH LANGUAGE LEARNING I’ll die with this hammer in my hand, Play the selection from the audio library for the class. You 15 Die with this hammer in my hand. may also find several recorded Captain ast John Henry, versions of the song, including one by the folksinger, Doc Watson, What is that storm I hear? to play for the class. He says Cap’n that ain’t no storm,
SPECIAL NEEDS ’Tain’t nothing but my hammer in the air, Review the Reader’s Resource 20 Nothing but my hammer in the air. selection and discuss the histor- ical context with students John Henry told his Captain, before they read. Explain the Bury me under the sills of the floor, Industrial Revolution and the So when they get to playing good old Georgy skin,2 change from manual labor to Bet ’em fifty to a dollar more, machines, which accelerated with the coming of the railroads. Help 25 Fifty to a dollar more. students to imagine how John Henry John Henry had a little woman, must have felt when he was chal- lenged by the steam drill. The dress she wore was red, Says I’m going down the track, ENRICHMENT Students interested in folk And she never looked back. music might enjoy reading and 30 I’m going where John Henry fell dead, Who is the woman in the folk song? analyzing the lyrics of contem- Going where John Henry fell dead. porary folk artists. Joan Baez, Janis Ian, Judy Collins, James 1. driving. Using a hammer to drive metal stakes into railroad ties Taylor, and the Indigo Girls are 2. Georgy skin. Gambling game played by railroad workers some the many folksong writers and performers known for their poetic 46 UNIT ONE / THE FOLK TRADITION lyrics. The theme of the courage of one man against the power of the “system” or machines or the modern world is a common one in folk ADDITIONAL QUESTIONS AND ACTIVITIES songs. Students may be able to find other folksongs on this theme and Explain to students that many people define themselves by their present a comparison of them to choice of careers. John Henry feels that the steam drill is not only “John Henry.” threatening his job but his identity as well. Ask students why a person’s choice of career might be so important to him or her. What are students willing to risk to achieve their ideal careers?
46 TEACHER’ S EDITION Who’s going to shoe your pretty lil feet? And who’s going to glove your hand? ADDITIONAL QUESTIONS Who’s going to kiss your dimpled cheek? AND ACTIVITIES 35 And who’s going to be your man? Students might think about Who’s going to be your man? whether they listen to different types of music at different times in My father’s going to shoe my pretty lil feet; their lives. Do they like to listen to My brother’s going to glove my hand; uplifting music or sad songs when My sister’s going to kiss my dimpled cheek; they are depressed? What do they 40 John Henry’s going to be my man, listen to when they are feeling John Henry’s going to be my man. exceptionally happy? Do they listen to classical music to relax? How Where did you get your pretty lil dress? might mood and music be related? The shoes you wear so fine? I got my shoes from a railroad man, 45 My dress from a man in the mine, My dress from a man in the mine. ■ LITERARY NOTE
Repetition is the author’s conscious use reuse of a sound, word, phrase, sentence, or other element. It is important in most songs. In folk singing, repetition allows people to join in at regular points. Ask students to pay attention to how repetition is used in the song, “John Henry.”
ART NOTE
Students may point out that in the painting His Hammer in His Hand, Hayden is showing John Henry’s pride in physical labor. They may especially note John Henry’s happy, proud expression and his confident, strong stance.
His Hammer in His Hand, from the John Henry Series, 1944–54. Palmer Hayden. Museum of African American Art, Los Angeles. art note Palmer Hayden (1890–1973) had heard the ballad of John Henry many times as a child and became interested in painting it when he discovered that it was based on a true story. Hayden wanted to depict the heroic John Henry as a real person. He traveled to the Big Bend Tunnel in West Virginia to get accurate scenery and illustrated twelve lines from the song as real events. Hayden worked at hard, physical jobs throughout his life to support himself as an artist. What do you think he might be saying with his portrait of John Henry?
“ JOHN HENRY” 47
TEACHER’ S EDITION 47 R ELATED R EADING SELECTION CHECK TEST 4.1.17 WITH ANSWERS December 8, 1998 Checking Your Reading 1. What is John Henry’s occupation? ‘White House’ mystery may be solved John Henry is a railroad worker, ■ Site mentioned in Richmond prison, which ber buttons and combs to Bend job that year. The also known as a driver, whose job ‘John Henry’ song was built before the Civil create rings and brooches. dead were sent, along with it is to hammer into rails the a prison morgue? War. In early November, he The remains were sent to the injured, back to prison large metal stakes that secure the found a hand-colored post- the Smithsonian Institution. for burial. Newspapers at rails to the ground. LINDA WHEELER WASHINGTON POST card of the prison that Doug Owsley, head of the the time reported a scandal: 2. What does John Henry ask his showed a white machine forensic anthropology divi- burying prisoners at the jail Captain to bring him from town? A century-old riddle in shop or barracks nearby. sion in the National instead of in a “decent” John Henry asks for a nine-pound the ballad of John Henry, “The lyrics were going Museum of Natural burial ground. The city hammer. the legendary black railroad off in my head, and then, History, said that while staff council moved to end the 3. What is John Henry racing against? man who was so strong he there in the middle of my shortages have delayed a practice, forcing penal John Henry is racing against a could work faster than a screen, is a big white final report, preliminary authorities to buy land for a steam drill. machine, may have been house,” he said. “It all findings indicate that black cemetery outside the city in 4. What does John Henry say he’ll do solved by a College of clicked together. It wasn’t and white men were buried 1877. before he’ll lose this race? John William and Mary history my plan to talk about John in the unmarked graves, Nelson presented his Henry says he’ll die before he professor who stumbled Henry as a convict, but it along with a few women, findings Nov. 21 to the came together. It all made infants and children. Social Science History loses the race. upon a clue on the Internet. A reference in the song to sense.” Among them were “very Association at a Chicago 5. Where is the woman in the red the “White House” had “Local knowledge among robust individuals,” Owsley meeting. dress going? She is going to puzzled historians and folk- prisoners was not the said, but without a physical West Virginia historian where John Henry fell down lorists for years because White House in Washing- description or a picture, it’s Ed Cabbell has spent years dead. they thought it meant the ton, but the white house at unlikely anyone will ever studying John Henry, presidential White House. the penitentiary,” he said. know if John Henry was in whom he calls “a great Literary Tools An early version ends with “When they said someone the mass grave. black American hero.” He Fill in the blanks using the following this verse: was going to the white Nelson, the professor, is convinced John Henry house, they meant someone said he believes John Henry was a former slave, proba- terms. You may not use every term, and “They took John Henry to was going to get buried.” was one of the hundreds of bly from Richmond, who you may use some terms more than the White House, In 1990, the state closed black prisoners rented to worked on the Big Bend once. And buried him in the san’, the penitentiary and sold the Chesapeake and Ohio Tunnel and who did win a And every locomotive come folk song repetition dialect the property. Three years Railroad in 1871 to build contest with the steam drill roarin’ by, anonymous literary imagery later, construction workers the Big Bend Tunnel at that made him famous Says there lays that steel melody digging a drainage field Talcott, in southern West among railroad workers. drivin’ man, found skulls and bones at Virginia. Talcott has long And while he doesn’t agree Says there lays that steel 1. Some of the language of “John the rear of the property claimed the title of the that John Henry was a pris- drivin’ man.” Henry” is from dialect spoken in near what had been a rail- birthplace of the John oner, Cabbell said, he hasn’t the past in the rural South. Scott Nelson, an assistant road bed. Henry legend, and atop Big discounted the theory. 2. A folk song typically consists of professor of history at Katharine Beidleman, the Bend Mountain is a hulking “With the lack of records stanzas, a refrain, and a simple William and Mary, said he archaeologist on the pro- statue of the steel-driving on blacks in general, and melody. often hummed the ballad ject, was amazed. Her man, a hammer in his hand. particularly during that 3. Folk songs are expressions of while researching Civil research had not indicated There are many versions time period, anything you commonly shared ideas or feelings. War-era railroad compa- any burial grounds on the of the ballad. Nelson used can get, even with the 4. Traditional folk songs are nies, which used forced penitentiary property. But what is believed to be the slightest possible develop- anonymous songs that are passed labor. The steel-driving excavation over a three- earliest published version, ment of a truth, is worth down orally. men, who drove rods into month period turned up the which says John Henry died listening to and checking 5. Dialect is a version of a language rock to create dynamite remains of about 300 men, when he accidentally struck out,” he said. “When spoken by the people of a particular pockets, were an integral women and children. himself with his hammer dealing with African- part of the process. Records were found that after he had bested a steam Americans, our history is place, time, or social group. Nelson knew that prison- listed women, as well as drill in a contest to see oral, and you have to track ers from the Virginia state children as young as 10, as whether man or machine down every possible source penitentiary had been used prisoners, she said. Among was faster. and give it serious consider- to blast tunnels through the the bones were pieces of If so, Nelson said, John ation.” Appalachian mountains, jewelry similar to those Henry was among the 10 and he searched the made by Civil War prison- percent who were horribly Internet for a picture of the ers, who melted hard rub- injured or killed on the Big
48 UNIT ONE / THE FOLK TRADITION
48 TEACHER’S EDITION ADDITIONAL QUESTIONS AND ACTIVITIES
Students may wish to research the folksong as a literary genre. What sets folksongs apart from other types of music? What ‘John Henry’ lyrics Cap’n said to John Henry, You’ve got a willin’ mind. themes are common in folk- But you just well lay yoh hammah down songs of the early 1900s, the WASHINGTON POST You’ll nevah beat this drill of mine, 1930s and the 1960s? How are You’ll nevah beat this drill of mine. folksongs related to the issues of the John Henry went to the tunnel times and their impact on common Historians have searched the lyrics of the And they put him in lead to drive, people? Suggest that students might ballad “John Henry” for clues about the black The rock was so tall and John Henry so small prepare a presentation with exam- “steel drivin’ ” railroad man. Following are That he laid down his hammah and he cried, ples of folksongs from several periods selected stanzas of the song from the book That he laid down his hammah and he cried. of our history, along with commen- John Henry: Tracking Down a Negro Legend by The steam drill was on the right han’ side, tary of the times in which they were Guy B. Johnson (1929, University of North John Henry was on the left, written. Carolina Press): Says before I let this steam drill bear me down, I’ll hammah myself to death. I’ll hammah myself to death. Some say he’s from Georgia, Then John Henry he did hammah, Some say he’s from Alabama, He did make his hammah soun’, But it’s wrote on the rock at the Says now one more lick fore quittin’ time, Big Ben Tunnel, An’ I’ll beat this steam drill down, That he’s an East Virginia man, An’ I’ll beat this steam drill down. That he’s an East Virginia man. The hammah that John Henry swung, John Henry was a steel drivin’ man, It weighed over nine poun’, He died with a hammah in his han’ He broke a rib in his left han’ side, Oh, come along boys and line the track, And his intrels fell on the groun’, For John Henry ain’t never comin’ back And his intrels fell on the groun’. For John Henry ain’t ever comin’ back. All the women in the West John Henry, he could hammah. That heard of John Henry’s death, He could whistle, he could sing, Stood in the rain, flagged the east bound train, He went to the mountain early in the mornin’ Goin’ where John Henry dropped dead, To hear the hammah ring, Goin’ where John Henry dropped dead. To hear the hammah ring. They took John Henry to the White House, John Henry went to the section boss, And buried him in the san’, Says the section boss what kin you do? And every locomotive come roarin’ by, Says I can line a track, I kin histe a jack, Says there lays that steel drivin’ man, I kin pick and shovel too, Says there lays that steel drivin’ man. I kin pick and shovel too. John Henry told the the cap’n, When you go to town Buy me a nine pound hammah An’ I’ll drive the steel drill down, An’ I’ll drive the steel drill down.
ABOUT THE RELATED READING This Related Reading offers some clues historians have uncovered about the identity of legendary railroad man John Henry. The two articles in the Related Reading were first published in The Washington Post on December 8, 1998.
“ JOHN HENRY” 49
TEACHER’ S EDITION 49 Respondto the RESPOND TO THE SELECTION SELECTION What can machines do better than you, and what can you do better than machines? Ask students to talk about how they feel about machines in general. In what situations do they find them pleasant? In what situations do they find them unpleasant? Ask students to list which machines they would Investigate, find it hard to live without. Inquire, ANSWERS TO INVESTIGATE, and Imagine INQUIRE, AND IMAGINE Recall: GATHERING FACTS ➛ Interpret: FINDING MEANING RECALL 1a. John Henry decides to race the 1a. What does John Henry decide in verse 1 of 1b. What tone and mood are set in verse 1? steam drill by hammering down the song? What elements of the verse help to establish stakes. this tone and mood? 2a. John Henry is hammering so loudly 2a. What is John Henry doing in verse 4? 2b. What example of exaggeration is there in that it sounds like a storm. 3a. John Henry’s woman decides to go verse 4? to the place where John Henry fell 3a. What does John Henry’s woman decide in 3b. What do verses 7–9 tell about the role of dead. verse 6 of the song? women in the society in which “John Henry” was written? INTERPRET 1b. The tone and mood are foreboding. The foreboding tone is set by John Analyze: TAKING THINGS APART ➛ Synthesize: BRINGING THINGS TOGETHER Henry’s suggestion that he will 4a. Identify John Henry’s characteristics, as 4b. What makes John Henry a hero? hammer himself to death. 2b. The exaggeration is that the strokes revealed in his dialogue with the Captain. of John Henry’s hammer are so powerful that they resemble Evaluate: MAKING JUDGMENTS ➛ Extend: CONNECTING IDEAS thunder. 3b. The verses suggest that women 5a. Why do you think John Henry put himself 5b. Make a list of modern situations in which were dependent upon men for against the power and speed of the steam people who oppose technology. Can people money and material goods. drill? What did it mean to him? What did he against “progress” win? Why, or why not? value more than technological innovation? ANALYZE 4a. Students may say that the details of the two men’s dialogue reveal that John Henry is proud, determined, and extremely headstrong. He is Understanding brave, even jocular in the face of death. Literature SYNTHESIZE FOLK SONG. Review the definition for solk song in the Handbook of Literary Terms. What elements 4b. Students may say that John Henry is make “John Henry” a folk song? Could John Henry also be considered a legend, similar to Fionn a hero because he sets himself an MacCumhail in “The Silver Pool”? Explain. impossible task and performs it with amazing strength and DIALECT. Review the definition for dialect in the Handbook of Literary Terms and the chart you made endurance. for Literary Tools. Some of the language of “John Henry” is from a dialect spoken in the past in the rural South. How does keeping this dialect in modern versions of the song add to the song’s effect? EVALUATE Responses will vary. Possible responses are given. 5a. Students might say that John Henry 50 UNIT ONE / THE FOLK TRADITION was willing to die to protect his honor and pride in his work. He probably felt that having a machine do the work better than he ANSWERS TO INVESTIGATE, INQUIRE, AND IMAGINE (CONT.) undermined his value. John Henry defined himself by his job and felt power plants and nuclear weapons proliferation; that the steam drill was threatening pollution caused by factories; the replacement of not only his occupation but also his manual labor with machines; and the overuse of identity. the automobile and the pollution it causes. Students might say that protesters can only win EXTEND the fight against “progress” if those people are in 5b. Responses will vary. Students might the majority. Answers to Understanding Literature suggest people who protest nuclear can be found on page 51.
50 TEACHER’ S EDITION ANSWERS TO UNDERSTANDING Writer’s Journal LITERATURE FOLK SONG. The song “John Henry” is 1. Imagine a time in the future when all work is done by machines. Write a diary entry anonymous and was transmitted that might be written by a person living in such a time. Start by making a chart in which you through the African-American oral tradi- write in the left-hand column what work a person might actually do in a typical day in our time, tion before being written down. It is a and in the right-hand column how various tasks might change if machines did them. narrative song; that is, it tells a story. 2. An elegy is a song or a poem written for someone who is dead. In your journal, compose a short Students may suggest that it expresses the commonly shared sorrow of African- elegy for John Henry. Your elegy should praise John Henry and say how he will be remembered American railroad laborers at the demise by those he left behind. of their way of life. It is made up of 3. Write song lyrics for a story in this unit or another story that you know. stanzas and a refrain. You may wish to locate sheet music and have a volunteer play the song, or find a recording of the song, in order to demonstrate the song’s simple melody. Students may say that John Henry could indeed be con- Integrating sidered a legendary figure, because the according to the newspaper article on Language Arts page 48, some historians believe the hero was based on an actual former slave from Richmond, Virginia. Language, Grammar, and Style DIALECT. Keeping this song in dialect VARIETIES OF ENGLISH. As you have learned, the song “John Henry” was written helps recreate the language actually using the dialect appropriate to its setting. How would the song be different if spoken in the particular time and place this dialect were not included? Read the Language Arts Survey 3.5, “Dialects of where the song is set, which heightens English.” Then, rewrite the song in standard English. Your opinion? Which version of the song its realism and helps the reader or lis- is better? Explain. tener to better imagine the song’s char- acters and setting. ANSWERS TO INTEGRATING Collaborative Learning Study and Research THE LANGUAGE ARTS COMPARING TWO VERSIONS OF “JOHN RESEARCHING AMERICAN RAILROADS. HENRY.” Read the Related Reading, The building of railroads changed Language, Grammar, and Style “ ‘John Henry’ Lyrics.” Then, in groups of three the face of America by allowing goods to be As an alternate activity, you may want or four, examine the similarities and differences transported more quickly throughout the land. to have students recast the song using a between the two versions of John Henry’s story. Many towns were built up near railroad tracks, different dialect they know or would like to imitate. What elements are most important to the and a transcontinental railroad allowed legend? What information is given in the related Americans to travel from the East Coast all the Collaborative Learning reading that was not revealed in Hurston’s way to California. Using library resources, Students’ responses will vary, but they version of the story? Is there any information in research the development of railroads of the may include the following: the Related Reading that contradicts Hurston’s United States. When were the main railroads Most important to the story is the fact version of the song? built? Who engineered and built them? Why that John Henry competed with the are they no longer as prominent as they once steam drill, saying that he would ham- were in this country? When you have finished mer himself to death before being your research, prepare a report to be handed beaten by the drill, and that he indeed in to your teacher. died of the effort. The lyrics in the Related Reading tell where John Henry was from, and where he was buried. They also hint that he was a prisoner, if one believes the theory that the “White House” mentioned in the song refers to a barracks at the old Virginia State Penitentiary. The lyrics in the Related “ JOHN HENRY” 51 Reading contradict Hurston’s version in only a few details. For example, they seem to depict a more desperate John ANSWERS TO INTEGRATING THE LANGUAGE ARTS (CONT.) Henry, who cries before beginning the contest, and claim that there were many women, rather than one, who came to Study and Research Report see the spot where John Henry fell. RESEARCHING AMERICAN RAILROADS. Ask students to •CONTENT/UNITY. The report covers the history of the include the role of minority populations, such as railroad in America. African Americans and Chinese immigrants, in the •ORGANIZATION/COHERENCE. The report is organized building of the railroads. chronologically. Assign a score from 1 to 25 for each grading crite- •LANGUAGE/STYLE. The report uses vivid and precise rion below. (For more detailed evaluation, see the eval- nouns, verbs, and modifiers. uation forms for writing, revising, and proofreading in •CONVENTIONS. The report avoids errors in spelling, the Assessment Resource.) grammar, usage, mechanics, and manuscript form. TEACHER’ S EDITION 51 S PIRITUALS PREREADING ADDITIONAL RESOURCES
UNIT 1 RESOURCE BOOK • Selection Worksheet 1.9 “Steal Away” • Selection Check Test 4.1.19, Literary 4.1.21 TOOLS • Selection Test 4.1.20, 4.1.22 REPETITION. Repetition is “GO DOWN, MOSES” the use, more than once, of a sound, word, phrase, sentence, or element in a Anonymous literary work. Spirituals often contain repeated lines or phrases. Note how GRAPHIC ORGANIZER repetition is used in the two selections.
LLUSIONS A . In “Go Down, Moses,” ALLUSION. An allusion is a figure of Reader’s the line “When Israel was in Egypt’s speech in which reference is made to a resource land” is a reference to the Israelites person, event, object, or work from his- years of bondage in Egypt. tory or literature. “Steal Away” and “Go Down, Moses” are examples of a kind of “Pharaoh” is a reference to the music called the spiritual, part of the African-American folk Egyptian leader who oppressed and tradition. As the name suggests, spirituals deal with religious enslaved the Israelites’. “I’ll smite subjects. “Steal Away” tells of Judgment Day and stealing away your firstborn dead” is a reference to from earthly life to an afterlife in heaven. “Go Down, Moses” tells one of the plagues sent by the Lord Graphic a story from the Bible. According to the book of Exodus in the to punish the Egyptians; the firstborn son of each Egyptian household was Organizer Bible, Moses was the Hebrew prophet who led his people, the killed. Read the following passages from the Israelites, out of captivity in Egypt, which was ruled by a king, or Bible: Matthew 24:29–31 and 25: Pharaoh. 30–46 and Exodus 9-11. Then make a Most spirituals were composed by anonymous singers during the chart for the two songs. On the left era of slavery in the United States, and many have a secondary write references from the songs that meaning related to escape from slavery into a better life here on can be found in the Bible. On the right earth (or the afterlife). For example, both “Steal Away” and “Go explain the biblical allusions. One Down, Moses” can be interpreted as expressions of the desire of READER’S JOURNAL example has been done for you. an enslaved people to gain freedom. Thus the Israelites can be seen as African Americans under slavery, Egypt as a slave state, Ask students to explain why they Pharaoh as a typical slave master or plantation owner, and Moses relate so strongly to these songs. Allusions Explanations as a potential liberator. Also ask them to consider the ways MUSIC CONNECTION. Although spirituals had long been part of the thethe trumpettrumpet the trumpet in which a shared song can unite a the trumpet African-American tradition, it was only in the 1870s that the group of people. Have students list soundssounds withinwithin announces country at large began to become aware of this rich tradition, groups that share a song. For exam- my soul JudgmentJudgment DayDay ple, most nations have an anthem when the Fisk Jubilee Singers from Fisk University in Nashville, and friends may share a particular Tennessee, began to tour the country, singing programs of these favorite song. Why might a song songs. Since that time, spirituals have had an important influence give a group of people a feeling of on the development of several American musical styles, including comfort or support? Reader’s gospel, blues, jazz, country, and rock. Journal Write about songs you know that have a particularly powerful effect on you because they express your strongest feelings.
52 UNIT ONE / THE FOLK TRADITION
GOALS/OBJECTIVES
Studying this lesson will enable students to • define and recognize an example of allusion in • interpret and appreciate a spiritual literature. • discuss the role music plays in human life and the • research and give a presentation on the role of specific effect music has on them African Americans in the development of American music.
52 TEACHER’S EDITION INDIVIDUAL LEARNING STRATEGIES
MOTIVATION Encourage musically inclined students to sing or play these songs for the class.
READING PROFICIENCY Suggest that students read these songs individually and then, in small groups, para- phrase the lyrics to convey the meaning of the songs in their own words.
ENGLISH LANGUAGE LEARNING Review the Reader’s Resource selection and explain the history of African slavery in this country to place these songs in historical con- text.
SPECIAL NEEDS Discuss with students the dou- Anonymous ble meaning of the lyrics of these songs. Ask students to 1 consider how the songs might have been about death and the My Lord calls me, He calls me by the thunder; afterlife as well as about leaving slav- The trumpet sounds within my soul, I don’t have long to stay here. ery for freedom.
Chorus ENRICHMENT Suggest that students research Steal away, steal away, steal away to Jesus. the Underground Railroad and Steal away, steal away home, I don’t have long to stay here. prepare a report for the class.
2 Green trees are bending, poor sinners, they stand trembling, The trumpet sounds within my soul, I don’t have long to stay here. ADDITIONAL QUESTIONS (Repeat Chorus) AND ACTIVITIES
3 There are many other African- My Lord he calls me, He calls me by the lightning, American spirituals arising out of the era of slavery. One example is The trumpet sounds within my soul, I don’t have long to stay here. “Follow the Drinking Gourd,” which also may be interpreted as having (Repeat Chorus) ■ two meanings. Suggest that students locate and analyze several other spir- ituals for these “double meanings.” A Ride for Liberty [Detail], c.1862. Eastman Johnson.
“ STEAL AWAY” / “GO DOWN, MOSES” 53
TEACHER’ S EDITION 53 SELECTION CHECK TEST 4.1.19 WITH ANSWERS
Checking Your Reading H 1. In “Steal Away,” who calls the speaker? The Lord calls the speaker. 2. To whom will the speaker steal away? The speaker will steal away to Jesus. 3. What is bending? Green trees are bending. 4. Who stands trembling? Sinners stand trembling. 5. What sounds within the speaker’s soul? The trumpet sounds within the speaker’s soul.
Literary Tools and Reader’s Resource Choose the ending that matches best for each of the following sentences. You will only use each phrase once. g. 1. The Fisk Jubilee Singers increased the general public’s appreciation of . . . f. 2. The words of spirituals generally relate most directly to . . . b. 3. Most spirituals were created in . . . d. 4. American spirituals have had an impact on . . . a. 5. As expressions of the conditions under which their creators lived, most spirituals have . . . a. repeated lines and phrases. b. the southern United States during the time of slavery. c. a melancholy tone. d. blues, jazz, rock, country, and gospel music. e. slavery itself. f. biblical passages. g. the beauty of spirituals.
A Ride for Liberty, c.1862. Eastman Johnson. Brooklyn Museum of Art.
54 UNIT ONE / THE FOLK TRADITION
54 TEACHER’S EDITION Respond SELECTIONto the RESPOND TO THE SELECTION Why might an anonymous African American living under slavery have been motivated to create this song? Students should discuss in what ways “stealing away” to Jesus and “stealing away” to freedom are alike. Why might a slave associate death and the afterlife with free- dom? Why might religion have been Investigate, a comfort to those who suffered under slavery? Inquire,and Imagine ANSWERS TO INVESTIGATE, Recall: GATHERING FACTS ➛ Interpret: FINDING MEANING INQUIRE, AND IMAGINE 1a. Who is calling the speaker in this song? 1b. What message is the speaker receiving? To what is the voice calling the speaker RECALL 1a. The Lord is calling the speaker. compared? 2a. Green trees are compared to poor 2a. To what are green trees compared? 2b. What similarity might exist between green sinners. trees and sinners? 3a. The speaker says a trumpet is 3a. What does the speaker say is sounding in his 3b. What does the sound of the trumpet in this sounding in his or her soul. or her soul? song represent? Read this passage from INTERPRET Matthew 24:31. 1b. The speaker is receiving from the And he shall send his angels with a great Lord a summons to go “home.” sound of a trumpet, and they shall gather The voice is compared to thunder together his elect from the four winds, and lightning. from one end of heaven to the other. 2b. Green trees are like sinners in that they both bend and tremble. 3b. The trumpet represents the calling Analyze: TAKING THINGS APART ➛ Synthesize: BRINGING THINGS TOGETHER of souls to heaven to receive 4a. Why might this song be interpreted as an 4b. How might singing songs like “Steal Away” judgment. expression of slaves’ desire for freedom? slaves’ spirits strong during the difficult times ANALYZE What elements of this song support that of slavery? 4a. The song can be interpreted as an interpretation? expression of the desire for freedom because the speaker implies that he or she will not be staying where he or she is (in the state of slavery) art long but will be “stealing away” (to note a state of freedom).
Eastman Johnson (1824–1906) witnessed the scene on the facing page SYNTHESIZE during the Civil War: a family of slaves making a dash for freedom through the middle Responses will vary. Possible responses of a battlefield. Just as spirituals used biblical metaphors for slavery, some critics have are given. seen a parallel between this painting and the story of the flight of Mary, Joseph, and 4b. Singing such a song might have Jesus into Egypt. What effect might this painting have had on people who saw it kept people’s spirits strong because during the Civil War? of the song’s implication that the trials of the enslaved were coming to an end and soon the enslaved would achieve freedom.
ART NOTE “ STEAL AWAY” / “GO DOWN, MOSES” 55 A Ride for Liberty, c.1862. Eastman Johnson.
The dramatic scene of A Ride for Liberty by Eastman Johnson would have conveyed the desperate situation facing slaves. Because it focuses on the plight of one family it would also personalize the issue of slavery. The religious symbolism would bolster the righteousness of the cause of abolition.
TEACHER’ S EDITION 55 READER’S JOURNAL
Students may wish to write about songs they have found inspirational in their own lives. GGO
LITERARY NOTE
Students who are better versed in the Bible than others can share with their classmates the meaning of the OWN allusions in this song. If your stu- DDOWN,, dents are unfamiliar with the Bible, you may have to explain some of the Biblical allusions yourself. (You may wish to read Matthew 24:31, “And he shall send his angels with a great sound of a trumpet call, and they shall gather together his elect from MOSES the four winds, from one end of M heaven to the other.”) Then explain to the students that the spiritual refers to Judgment Day, a day when Underground Railroad, c.1945. William H. Johnson Anonymous God will judge humankind at the National Museum of American Art, Washington, DC. end of the world, according to vari- ous theologies.
1 When Israel was in Egypt’s land, Let my people go! Oppressed so hard they could not stand, Let my people go!
Chorus “Go down, Moses, ’Way down in Egypt’s land, Tell old Pharaoh To let my people go!”
56 UNIT ONE / THE FOLK TRADITION
56 TEACHER’ S EDITION ADDITIONAL QUESTIONS AND ACTIVITIES
Ask students to discuss the dif- ferent roles music plays in peo- ple’s lives. For example, how do the following affect people: lullabies, songs that people sing while working, music played for pep rallies and celebrations. What role does music play in times of sad- ness and grief, fear and anxiety or struggle? What examples can stu- dents recall of these kinds of music?
SELECTION CHECK TEST 4.1.21 WITH ANSWERS
Checking Your Reading 1. What line is repeated through the song? The line “Let my people go!” is repeated through the song. 2. What does Moses claim will happen to the firstborn if his demand is not met? Moses claims that the firstborn will be killed if his 2 demand is not met. “Thus spoke the Lord,” bold Moses said, 3. The Israelites are oppressed “so “Let my people go! hard” that they cannot do what? 1 They are oppressed so hard that If not, I’ll smite your firstborn dead, they cannot stand. Let my people go!” 4. Where has Moses been sent? Moses has been sent to Egpyt. (Repeat Chorus) 5. What does Moses demand that the people no longer be required to do? He demands that his people 3 no longer be required to toil in “No more shall they in bondage toil, bondage. Let my people go! Literary Tools Let them come out with Egypt’s spoil,2 According to the Reader’s Resource, Let my people go!” each of the religious references in “Go Down, Moses” could have a secondary (Repeat Chorus) ■ meaning relating to the experiences of African Americans living in slavery. Choose the letter of the best reference. You will use each answer only once. 1. smite. Kill a. Israelites 2. spoil. Riches b. Hebrew c. Moses d. Pharaoh e. Heaven f. Egypt g. Lord “STEAL AWAY” / “GO DOWN, MOSES” 57 f. 1. Represents slave states. a. 2. Represents the slaves. g. 3. Gave orders to Moses. c. 4. Liberator of the slaves. d. 5. Represents a slave master.
TEACHER’S EDITION 57 Respond SELECTIONto the RESPOND TO THE SELECTION Which types of music do people seem to find most uplifting? In what way might this song have Students may wish to share with helped to raise the spirits of slaves? others samples of music they find uplifting.
ANSWERS TO INVESTIGATE, Investigate, INQUIRE, AND IMAGINE Inquire, RECALL and Imagine 1a. Israel is in Egypt’s land. 2a. Moses speaks in the Lord’s name. ATHERING ACTS ➛ INDING EANING INTERPRET Recall: G F Interpret: F M 1b. The lives of the Israelites were so 1a. According to the song, who is “in Egypt’s 1b. According to stanza 1, what was life like for difficult they could not even stand. land”? the Israelites in Egypt? 2b. Moses’ message is that unless the 2a. In whose name does Moses speak in 2b. What message does Moses deliver to Israelites are freed, the firstborn of Egypt will die. stanza 2? Pharaoh?
ANALYZE 3a. The repetition of the command, Analyze: TAKING THINGS APART ➛ Synthesize: BRINGING THINGS TOGETHER “Let my people go!” and the 3a. What elements of this song communicate 3b. Why might someone living in slavery have reference to Moses as “bold” the resolve and power of Moses? found the story of the delivery of the communicate the resolve of Moses. Israelites from slavery so appealing? Why SYNTHESIZE might Moses have been a hero to such a Responses will vary. Possible responses person? are given. 3b. The story of the delivery of the Israelites may have been appealing Evaluate: MAKING JUDGMENTS ➛ Extend: CONNECTING IDEAS because it implied that the Lord would deliver another oppressed 4a. When slaves arrived from Africa, they were 4b. Why do you think the slaves made people, the African-American not Christian: they were converted by slave Christianity, a religion imposed by their slaves. Moses would have been a owners to Christianity. Why do you think the masters, into an expression of their own hero because he embodied the slave owners wanted their slaves to become experience? person who would stand up to the Christian? What did Christianity contribute slave owners and demand freedom to the lives of the slaves? Cite evidence from for the slaves. “Go Down, Moses.” EVALUATE Responses will vary. Possible responses are given. Understanding 4a. Students might say that the slave owners wanted their slaves to Literature become Christian because Jesus REPETITION. Review the definition of repetition in the Handbook of Literary Terms. Spirituals often preached nonviolence and “turning contain repeated lines or phrases. How is repetition used in the two selections? the other cheek.” The slave owners believed that becoming Christian ALLUSION. Review the definition of allusion and the chart you made for Literary Tools. What allusions would make the slaves less likely to to materials from the Bible are made in “Steal Away” and “Go Down, Moses”? rebel. The way the slaves used religion was very clever because it meant that they could sing about what they felt without the slave owners suspecting anything. It is also ironic that they found hope 58 UNIT ONE / THE FOLK TRADITION and strength in a religion meant to oppress them; it became something that could free them, at least ANSWERS TO UNDERSTANDING LITERATURE figuratively.
EXTEND REPETITION. Repetition in “Steal Away” occurs with the ALLUSION. In “Steal Away,” the allusion is to Judgment 4b. Responses will vary. The slaves took lines of the chorus, “My Lord calls me” and “The trum- Day. “Go Down, Moses” alludes to the Exodus from Christianity and made it their own pet sounds within my soul, I don’t have long to stay Egypt. More specifically, it alludes to Moses being sent by using the religious stories and here.” Repetition in “Go Down, Moses” occurs in the to speak to the Pharaoh, and the plagues the Lord teachings as a way to uplift chorus and the line “Let my people go!” inflicted on Pharaoh and the Egyptians, which included themselves and to communicate killing all firstborn sons. their dreams of freedom.
58 TEACHER’ S EDITION ANSWERS TO INTEGRATING THE LANGUAGE ARTS Writer’s Journal Language, Grammar, and Style 1. simple subject: Moses 1. Spirituals offered consolation and a source of hope to the African Americans who verbs: was, led composed and sang them. What role does music play in your life? Write a personal essay about 2. simple subject: “Steal Away” music and what it means to you. verb: tells 2. Write interview questions to ask a slave about the spirituals he or she sings. 3. simple subjects (compound): Spirituals and folk songs 3. Write lyrics for a spiritual based on a biblical allusion other than Judgment Day or Moses. verb: have influenced 4. simple subject: Pharaoh verb: was 5. simple subject: spirituals Integrating verb: express the Language Arts Collaborative Learning Students who have a special talent in a musical field or who are very familiar Language, Grammar, and Style with a particular type of African- American music should head their COMPOUND SIMPLE SUBJECTS AND COMPOUND VERBS. Sometimes a sentence has more than group, encouraging others to locate one simple subject, more than one verb, or both. Find the simple subject(s) and verb(s) musical recordings and information on of the following sentences using the steps found in the Language Arts Survey 3.21, musicians, while they prepare the intro- “How to Find the Simple Subject and Verb.” Underline the subject(s) once and the verb(s) twice. ductory speech. 1. Moses was a Hebrew prophet and led is people out of captivity. Study and Research 2. “Steal Away” tells of Judgment Day and stealing away from earthly life. Researching Harriet Tubman and 3. Spirituals and folk songs have influenced gospel, blues, and jazz. Moses. Interesting similarities between the lives of Moses and Harriet Tubman 4. Pharoah was a typical slave master and plantation owner. can be drawn. For example, each had 5. Both spirituals express the desire of enslaved people to gain freedom. the opportunity of having a powerful benefactress early in life which put each in a better position to become a leader. Study and Research Collaborative Learning
RESEARCHING HARRIET TUBMAN AND AFRICAN-AMERICAN MUSIC FESTIVAL. MOSES. Harriet Tubman, who led African Americans have played many African Americans to freedom central roles in creating and developing many in the North during the mid-nineteenth century, of the most interesting and important is often called “the Moses of Her People.” American musical forms, including spirituals, Research the life and work of Harriet Tubman. gospel, blues, jazz, ragtime, rock, rap, and Then read Exodus chapters 2–16 in the Bible, classical. As a class, organize a festival to honor which tells about the life of Moses and his African-American contributions to American deliverance of the Israelites from bondage in music. Divide into groups and assign each Egypt. Write a brief essay comparing the two group a particular type of music to research. leaders. How and why did they begin their work Prepare presentations on various artists, styles, of leading people to freedom? What special and famous pieces, and find recordings to play. qualities or opportunities did they have that Give each group the responsibility of preparing made them successful, and what beliefs and a presentation on one type of music, including ideas did they have regarding the work they introductory speeches and selections from did? recorded music.
“ STEAL AWAY” / “GO DOWN, MOSES” 59
TEACHER’ S EDITION 59 ADDITIONAL QUESTIONS AND ACTIVITIES
1.What is the purpose of The National Storytelling Youth Olympics? National Storytelling Youth Olympics 2. What are the goals of this annual event? The National Storytelling Youth Olympics is 3. By what standards are the an event where thousands of kids from contestants judged? grades 6-12 compete against each other by Answers 1. The purpose of The National telling stories. It is sponsored by the Storytelling Youth Olympics is to Master’s Degree Program in Reading and promote and encourage the art Storytelling at East Tennessee State and science of storytelling University. The sole purpose of this event is among middle school and high to promote and encourage both the arts school students. and science of storytelling among middle 2. One goal that this annual event school and high school students. Although tries to achieve is the development and practice of this event is competitive, its underlying noncompetitive skills such as intent and goal is to provide students across sportsmanship, responsible the nation with a reason to practice numer- behavior, and respectful attitude ous non-competitive skills. Those skills towards other storytellers and include sportsmanship, responsible behav- the storytelling genre. Another ior, and an attitude of respect for others and goal is to show every classroom in America the beauty of the storytelling genre. The eventual goal of storytelling and story the National Storytelling Youth Olympics is performance. to encourage every classroom in America to Joe Bowman and his teacher Diane Judy, dis- 3. Contestants are judged by their discover (or rediscover) the beauty of story- playing the trophy Joe won at the National Storytelling Youth Olympics in 1999. storytelling performance and by telling and story performance. the attitude and behavior they exhibit throughout the contest. The National Storytelling Youth Olympics takes place usually around the first weekend in March. Students from all over the country arrive by bus, plane, or automobile in Johnson City, Tennessee. They usually arrive on Thursday or Friday. Those that arrive on Thursday take advan- tage of their early arrival by telling stories at local schools. On Friday, an evening meal is pre- pared for all contestants, coaches, and parents. Games are played, stories are told, and lifetime friendships begin. Saturday is the day of the big event. A luncheon is held in the afternoon so contestants can familiarize themselves with the surroundings and do a sound check. The event is divided into three categories separated by grades. Contestants are judged not only by their storytelling performance, but also by the attitude and behavior they display during the entire weekend. A winner is picked from each of the three categories; however, there is an overall winner who is granted the name of Grand Torch Bearer. This person is selected not only by the judges, but also by the contestants. After the winners have been announced, the contestants retreat back to their hotel where a celebratory ice cream party is held; and believe it or not, they tell more stories! This is what the National Storytelling Youth Olympics is all about: developing a love for the art of storytelling.
60 UNIT ONE
60 TEACHER’ S EDITION INTERNET RESOURCES
The National Story Youth Olympics can be found online at http://www.etsu.edu/stories/ youtho.htm. This site offers Joe Bowman did just that. He has been developing his love for storytelling since the sixth information about the event, the grade. His efforts and hard work were rewarded when he received the title Grand Torch Bearer in sponsor, and application process. It 1999 with the story entitled, “The Pirate.” This story was actually a song that he rewrote to tell also allows browsers to view past as a story. It is the story of a young pirate who wants to become a Broadway singer. “The winners. Interested students may Pirate” reflects Joe’s favorite type of story to tell—humorous. He also likes to tell folktales and sto- want to locate their state ries with lesson, especially lessons that teach character in people. As a tenth grader at Daniel representative and gather more Boone High School in Gray, Tennessee, he keeps busy by telling these types of stories at libraries, information on how to apply to this annual event. They can contact their homes for the elderly, local coffee houses, elementary schools, churches, and competitions. Joe is state representative by following the also involved in the school choir and drill team. He will be competing in the National Storytelling instructions given at this website. Convention to be held in Kingsport, Tennessee, in the summer of 2000.
Joe Bowman stor ytelling at his local elementar y school in Gray , Tennesee.
LANGUAGE ARTS IN ACTION 61
TEACHER’ S EDITION 61 ORAL HISTORY LESSON OVERVIEW
Recording an Oral History Professional Model, 62 Examining the Model, 63 Prewriting, 63 rd is Finding Your Voice, 63 “The written wo e Identifying Your Audience, 63 the only record w Writing with Plan, 64 ve of this our Student Model—Graphic Organizer, will ha present, or our past, 65 or Drafting, 66 to leave behind f RECORDING AN ORAL HISTORY Reflecting, 66 rations.” future gene 1492: Columbus sails to New World. 1776: Colonists declare Student Model—Draft, 67 Self- and Peer Evaluation, 68 —Langston Hughes their independence from Great Britain. 1804: Sacajawea helps Revising and Proofreading, 69 guide Lewis and Clark through Louisiana Territory. 1863: Lincoln Student Model—Revised, 69 signs Emancipation Proclamation. 1969: Armstrong walks on Publishing and Presenting, 71 moon. Great stories—told and retold—have etched these events into the minds of many people. Language, Grammar, and Style Yet hundreds of other stories wait to be told. 1878: Great Sentence Variety, 67 Great-Grandpa Edwin migrates from Canada to Dakota Identifying Different Types of Sentences, 67 Territory; 1902: Great-Grandma Sophia disembarks at Ellis Fixing Incorrect Compound and Island; 1961: Tîo Carlos arrives in Miami from Havana. For each Complex Sentences, 70 of these events, an important story for generations of families Using a Variety of Sentences, 71 and their communities awaits uncovering. Why did Edwin leave Canada for the unknown Dakota prairie? What did Sophia carry in her trunk from the Old Country? How did Carlos find work in INDIVIDUAL LEARNING Miami? The stories that answer these questions reveal much about who we are, where we’ve been, what we’ve learned, and STRATEGIES what we value.
MOTIVATION WRITING ASSIGNMENT. Interview a person you know to uncover a In pairs, have students share a true story and then record it. The story may be about an event, story that is considered a family a memory, or an object that holds special meaning for that tradition. Then have them reflect on how that story has person. The person may be a grandparent, great-grandparent, given them a sense of self. or another acquaintance two or more generations older than yourself. READING PROFICIENCY Students may benefit from reading the Student Model— Revised on pages 69-71 before Professional Model reading the Student Model— Draft. This will help them to get a Excerpt from “Echo and Narcissus” better sense of the writing they should strive to produce for this lesson. Retold by Walker Brents page 7 ENGLISH LANGUAGE LEARNING As students read the Guided Liriope the river nymph gave birth to a beautiful child Writing lesson, have them keep notes named Narcissus. As he grew, his beauty increased. His in their reading of words or phrases dazzling looks had a strange effect upon the woodland they find difficult to understand, and to use context clues or help from the spirits, around whom he spent his days. They all fell in love text to uncover meaning. with him, but he was oblivious, interested only in hunting SPECIAL NEEDS in the hills with his companions. His pride in his beauty As a way of simplifying the Guided Writing assignment, 62 UNIT ONE allow students to give an oral feedback report based on the Graphic Organizer they completed instead of writing a story. ENRICHMENT Ask students to turn their completed stories into a play. Then have them act out their play, paying special attention to body movement and voice inflection and projection as they perform.
62 TEACHER’S EDITION EXAMINING THE MODEL. This grew so great that he had nothing but scorn for the feelings ancient story of gods and Prewriting of others. goddesses with human flaws Another nymph had fallen in love with him, but was also would have been carried FINDING YOUR VOICE Ask students to pay attention the spurned. This one cried to the heavens for vengeance: about by traveling singers and poets before it was written tone, word choice, and sentence “May Narcissus fall into a love that is not returned!” The structure their interviewee uses as he goddess of righteous anger, Nemesis, heard these words. down. What is it about this or she tells the story. They may want And so it happened that on a sunny and hot day Narcissus story that would make it to tape record their interview to help found himself at a pond. Putting his face to the waters in worth repeating? Tell the them in their analysis. As they write beginning, middle and end of their story, encourage them to keep order to quench his thirst, Narcissus caught sight for the the story. How is Narcissus true to the tone expressed by the first time of his own reflection. He was astonished by the described? What does it interviewee. beautiful face that met his eye. suggest to you when you IDENTIFYING YOUR AUDIENCE “What star-like eyes are these; what smooth skin! That read, “…he was oblivious, In this section, students are given forehead, that jaw, that gorgeous flowing hair. Who are interested only in hunting in numerous types of audiences to you? Draw near to me!” He reached his hands to the water the hills with his companions”? consider. Encourage them to make a but the reflected image disintegrated. He waited for it to Find the lines where the cluster chart about the ideas and reappear. “Only the surface of these waters parts us. Yet I details that are needed in order to author shows that Narcissus engage the various types of cannot reach you! How can this be?” But there was no has a character flaw. What audiences mentioned on page 63. answer. one word names the Narcissus could not leave this place. Entranced by his weakness? Look at the actual own reflection he began to waste away from hunger and words of Narcissus. What do thirst. He died and his spirit left his body. they show about his The nymphs heard of his death and went to the pond to character? What sensory retrieve his body for the funeral ceremony. But when they details has Brent used? Pay got there they found no corpse, only a new blossom with special attention to the conclusion. What impact does snowy petals and a yellow corona. The flower came to be it have on you as the reader? called Narcissus.
Prewriting FINDING YOUR VOICE. Even though the narrative you write will be told to you by another person, it is your voice that will convey the story. Your voice uniquely expresses that story through your word choice, sentence structure, and tone. Carefully choosing the subject of your interview, conveying interest in the interview itself, and committing yourself to the writing that follows will help you develop a voice that is honest, effective, and engaging.
IDENTIFYING YOUR AUDIENCE. Certainly the person that you interview will want to read the oral history that you record. That person’s family members may be interested in reading it, too. Who else might you consider as an audience? Members of local historical societies, your classmates, and even future readers such as a grandchild or great-grandchild may be interested in your writing. What considerations do you need to make for your audience? You will want to convey ideas and details that engage the reader and make the narrative come alive. You might also need to include some necessary background information to establish the place and time for the event. GUIDED WRITING 63
TEACHER’ S EDITION 63 WRITING WITH A PLAN. Your first task is to select a person to WRITING WITH A PLAN Refer students to Language Arts “Age, if nothing else, interview. Before you select whom to interview for your Survey 4.14, “Conducting an entitles me to set narrative, consider a pre-interview with several people to Interview.” Other questions they the record straight determine the types of experiences each person has had. Decide may want to consider asking in the whose experiences and background are of the greatest interest efore I dissolve.” interview are found in this section. b to you and then make your selection. Arrange with that person —Gloria Swanson a specific time and place for the interview to take place. When you make the contact, be sure to explain your mission—to record oral history. Also explore with your interview subject what event, memory, or object he or she would like to tell As you prepare for this about. You may not know exactly what your focus will be until assignment, see the Language you begin the interview, but this is a good time to start focusing Arts Survey 4.14, your material. “Conducting an Interview.” Before the interview, prepare a list of questions to elicit from Also see the Language Arts the person everything he or she can possibly recall about the Survey 2.14, “Questioning: event, memory, or object you plan to discuss. A good selection The 5 Ws and an H” for more of who, what, where, when, why, and how questions will help help in preparing questions to you to gather pertinent details and explanations. Be open to the ask in your interview. possibility that the focus of your interview may change. For example, you may plan to interview your grandfather about the medals you’ve seen in his house, but instead he may want to tell you about the first time he traveled by plane. Be open to the unexpected. After the interview, you can narrow what you actually write about.
• Begin the interview by double-checking that you have the person’s permission to take notes or tape record and to print or otherwise share what is said. • Be certain you have the person’s name spelled correctly. • Ask about newspaper clippings, photographs, scrapbooks, clothing, jewelry, or other mementos that will spark more details about the event or time period. • If possible, record the interview. Also, write down main ideas, key words, your observations, and direct quotations on paper or with a laptop computer. • Keep your questions handy. • Observe the subject’s facial expressions and mannerisms for possible inclusion in the narrative. You can use your observations as you write to develop your subject’s character. • Be careful not to become so preoccupied with the business of interviewing that you miss the opportunity to converse and get to know this person better. • Of course, as the interview concludes, thank your subject, give a date when you expect to have the writing completed, and offer to share the finished project. • If time allows before completion of the assignment, perhaps you can take and develop a photograph.
64 UNIT ONE
64 TEACHER’ S EDITION Neil, who planned to interview his grandpa Johnson, used the Student Model—Graphic following graphic organizer to prepare for his interview. After “One line of dialogue reviewing Neil’s information, copy the graphic organizer on that rings true Organizer your paper. Add the specific information about your interview reveals character in a See the Guided Writing Resource for and your questions. Then complete the organizer as you way that pages of a blackline master of the Graphic conduct your interview. description can’t.” Organizer for this lesson. —Anne Lamott Student Model—Graphic Organizer
Oral History Interview Organizer Interview with: my grandfather, Dennis Neil August Johnson Date: September 28 Time: 2 PM Place: Grandpa’s home at 186 S. Oak St.. See if we can meet in his study, where he keeps all those old photos and souvenirs
Permission to take notes, tape record, and print: Yes
My goal for the interview: learn about his cross-country trip in 1922 Buick
The event, memory, or object: cross-country trip in 1924 with his parents and five siblings
Questions for the interview: Who? 1. Who went on the trip? 2. Who did you meet or see on the trip?
What? 1. What did you do on the trip? 2. What did your parents and siblings do? 3. What did you see that you would never forget?
Where? 1. Where did you start? 2. Where did the trip end? 3. Where was your favorite place on the trip? Where was your least favorite?
When? 1. When, or what time of year, did you go on the trip? 2. When during the day did you travel?
Why? 1. Why did you go on the trip? 2. Why especially do you remember the trip? 3. Why was it such an important trip for your family to take?
How? 1. How did the trip affect you at the time? 2. How did the trip change the way you saw things? 3. How did the trip affect the people in your family? GUIDED WRITING 65
TEACHER’ S EDITION 65 Drafting Mementos: (newspaper clippings, photographs, scrapbooks, “Whatever we clothing, jewelry) Encourage students to use their conceive well we completed Graphic Organizer to help them make sure they have express clearly.” Direct quotations: gathered the essential information. —Boileau They may also want to refer back to Main ideas, key words, and observations: their Graphic Organizer once they have completed their first draft to Gestures and expressions worth noting: make sure all the necessary details were included in their story. Drafting Review your notes and, if you used a tape recorder, listen to the taped interview several times until the story is clear and complete in your mind. You may also want to transcribe—type Reflecting out—the interview or parts of it. If necessary, mark your notes to Reflecting identify the correct time order for the events. Put a question Have students reflect on these Before you begin to write your mark in your notes beside anything that is unclear to you and, if questions by freewriting or narrative, think about the sto- possible, check back with the person you interviewed and clarify brainstorming the answers to them. ries that you have heard told those questions. Work to include sensory details that will make Then ask them to apply their and retold. Which stories are answers to their story to make it your writing memorable. interesting and captivating for the the most interesting to you? If you haven’t already done so, determine the focus. If you’re reader. What experiences and memo- stuck, invite a friend or parent to hear the interview, read your ries did the writer capture? notes, and suggest a focus. Once you have the main idea for How did the writer convey your narrative, begin telling the events of the story in those experiences and memo- chronological order. Telling the story in time order will help ries? How did you benefit your reader understand and experience just what your subject from hearing the stories? has shared with you. Considering answers to these The first paragraph should introduce and identify the subject, questions can help you write a specify the time period, and indicate the focus of the story. narrative that your readers will Notice how the following paragraph accomplishes this. want to read again and again. When my father’s Great Aunt Tillie was born, the Titanic had just sunk and New Mexico was soon to celebrate statehood. Since then, Matilda Mae (Tillie) Aldrich has lived her entire life on a ranch and knows the hardships as well as the satisfaction ranch life have to offer. She fondly recalls spring roundup and branding, in particular in 1932 when she met the wrangler who was to become her husband.
Continue to tell the story in several more paragraphs, drawing from your notes and the recorded interview. Use your observations to develop your subject’s character. Include direct quotations and interesting details, such as the stained hat Tillie remembers her husband-to-be wearing that day or the standard fare served during branding. This is also the time to incorporate what you observed of your subject when you interviewed her: “Great Aunt Tillie dabbed the corners of her eyes with a lacy white hankie whenever she mentioned Great Uncle Benny.” After the story is told, wrap it up with a short conclusion. You might wish to summarize the years that followed in the life of the subject or explain the situation at the present time. The 66 UNIT ONE
66 TEACHER’ S EDITION conclusion is the place for you to editorialize a bit, too. How did Language, Grammar, and Style you benefit from talking with this person? What has been captured for other’s benefit or enjoyment? SENTENCE VARIETY In this lesson, students will be asked to do the following: Student Model—Draft • Identify Different Types of Language, Sentences My grandfather, Dennis Neil August Grammar, • Fix Incorrect Compound and and Style Complex Sentences Johnson, was born in 1910. Recently, he • Use a Variety of Sentences Sentence Variety recalled his trip to the West Coast in INTRODUCING THE SKILL IDENTIFYING DIFFERENT TYPES Explain to students that using a the summer of 1924. At that time he was OF SENTENCES. Even the most variety of sentences and sentence exciting story might sound structure makes their story more thirteen, almost fourteen, and had five dull if the writer does not interesting than if they used the use a variety of sentence same type of sentence throughout siblings, soon to be six. their story. Sentence variety not only structures. There are four makes their story more interesting, Grandpa Dennis’s father, Sam types of sentences that you but it also helps to create mood, can use to keep your writing rhythm, and tone. Johnson, had been suffering from interesting: simple, Incorrect to use both ; & “and” PREVIEWING THE SKILL ulcers; and it was difficult for him to compound, complex, and Ask students to find examples of compound-complex. both simple and compound farm his land just north of Sioux sentences in the daily newspaper. Simple Sentence Have them write the sentences on Falls, South Dakota. So Sam and his A simple sentence is made the board and label which one is up of one independent simple and which on is compound, wife Ovida decided to take a trip. They clause. As you have learned and why. rented out the farm and then the family in Unit 1, a simple sentence PRACTICING THE SKILL sold stock & machinery has a complete subject and Hand out a worksheet with five of eight packed up the 1922 Buick open predicate. Look at the compound sentences and ten simple example below. sentences. Ask students to turn the touring car with wooden wheels. They five compound sentences into ten The sky turned grayish- simple sentences, and to turn the ten started their journey to the West this is green. simple sentences into five compound as an adventure abrupt sentences. Coast. Grandpa said it w from the moment they left. Compound Sentence The family traveled due west toward Combining two or more combine simple sentences makes a these two Wyoming on graveled roads. Even in the compound sentence. The sentences independent clauses are to avoid mountains, the roads didn’t have repeating usually combined with a “roads” guardrails. The small town of Presho, coordinating conjunction such as and, but, for, nor, or, South Dakota, 213 miles west of Sioux or yet. A comma is usually good placed before the Falls, was the first campsite on thedetail connecting word in a journey. They camped out in their car compound sentence. Read the example below. for the whole trip. When it rained they continued on page 66 put up curtains to keep the rain out
GUIDED WRITING 67
TEACHER’ S EDITION 67 why did they get wet? Self- and Peer Evaluation The sky turned grayish- green, and then the and the family dry and comfortable. Have students use the checklist on tornado hit. Three of Dennis’s sisters slept page 69 for self- and peer evaluation. the checklist is intended Look at the two independent together in the back seat, his brother to help students identify specific clauses in the example areas of weaknesses and strengths in below. Combine them into a Astor on the front seat, Dennis and his their writing. Make sure students compound sentence using sister Doris each on a cot, and the provide concrete suggestions for one of the following improvement or specific evidence of coordinating conjunctions: why the writing works or does not parents on a double cot. They mostly work. and, but, for, nor, or, or yet. ate fried foods, siphoning gas from the The tornado was over in good image minutes. The clean up Buick for their stove. & detail took weeks! Since Sam was ill and Ovida did not Instead of using a know how to drive, my grandpa drove the coordinating conjunction to combine independent whole trip. The family stopped in Incredible! clauses, you can use a Good for him Yellowstone National Park to visit the semicolon between the Include some dialog? clauses. Look at the example forest and geysers. Ovida was afraid below. that one of the children would fall into Trees were split in two; a How could that happen g. not fenced off foot of water filled the a geyser. The family got quite a scare, street. when a shaggy-headed bear stuck its head Combine the two into an open window of the Buick. The independent clauses below Good detail using a semicolon. children were so scared that they threw
Bricks from the neighbor’s that day’s lunch out of the car so the chimney had fallen into our sunroom. My mother’s bear would leave them alone. They left prized sewing machine was Yellowstone and traveled on into Idaho nicked and dented. and then Washington. Driving through Look at the Professional spell out Model and identify any Washington, the 6 children were amazed compound sentences. Do the sentences use a comma to see 24 horses pulling a combine with and a coordinating one man filling wheat sacks. The family conjunction or a semicolon between the independent took a trip down to the harbor in clauses? Portland to see the logging industry.
Self- and Peer Evaluation After you finish your first draft, complete a self-evaluation of your writing. If time allows, you may want to get one or two peer evaluations. For more information, see the Language Arts Survey 2.37, “Self- and Peer Evaluation.” 68 UNIT ONE
68 TEACHER’ S EDITION As you evaluate your narrative or that of a classmate, answer the Complex Sentence Revising and Proofreading following questions: Combining an independent • What is your overall impression of the narrative? Is it clause with at least one A handout of the proofreading inviting to read, interesting, and purposeful? What areas dependent clause makes a checklist found in Language Arts excel in this? What areas could use improvement? complex sentence. Look at Survey 2.45 is available in the • Does the narrative present a complete story with a the example below. Teacher’s Resource Kit, Guided beginning, middle, and end? Writing Resource Book 2.45. • What information is presented to create a sense of time When the sky turned Students critiquing their classmates’ and place for the narrative? What information is still grayish-green, we ran into work may be interested in using needed? the basement. common proofreader’s symbols, which are found in Language Arts • What techniques does the narrative use to give the Words that are used to begin Survey 2.44, “Proofreader’s Marks.” reader a sense of the subject’s character? Suggest that students use the • What details could be added to help the reader get to dependent clauses are called subordinating conjunctions. “editing by ear” method by reading know the subject better? their story aloud, or having someone • How well do the sensory details create a vivid picture of These conjunctions include else read it to them. the story’s events and characters? How could the sensory after, although, as, as if, details be improved? because, before, even if, even • Does the narrative contain extraneous information that though, if, if only, rather than, could be eliminated? What could be eliminated? since, that, though, unless, • How do word choice and tone contribute to an honest, until, when, where, whereas, effective, and engaging voice? wherever, whether, which, • What variety of sentence structures does the narrative and while. use? Where would the narrative benefit from a greater Combine each variety of sentence structures? independent clause with the • How significant is the story to the storyteller? the dependent clause in the author? the reader? What might make the story more examples below. The significant to the reader? dependent clause may either begin or end a complex Revising and Proofreading sentence, but when it begins If possible, let your draft and evaluation comments rest a day the sentence, a comma must before you begin editing. Reading it aloud is an excellent follow it. technique you can use to hear as well as see where you need to make changes or corrections. Think about the strengths and Although the tornado weaknesses identified in the evaluation comment. Using these didn’t last long. It did a comments, decide how to revise your draft so that the final significant amount of narrative is interesting, lively, and significant. damage. Proofread for mechanical and grammatical errors. For more information, see the Language Arts Survey 2.45, “A You should know what to Proofreading Checklist.” do. When there is a tornado warning.. Student Model—Revised Look at the Professional by Neil Hebbert Model and identify each complex sentence. Is the My grandfather, Dennis Neil August dependent clause at the Johnson, was born in 1910. Recently, he beginning or at the end of recalled his trip to the West Coast in the sentence? the summer of 1924. At that time he was thirteen, almost fourteen, and had five continued on page 68 siblings, soon to be six. Grandpa Dennis’s father, Sam Johnson, had been suffering from GUIDED WRITING 69
TEACHER’ S EDITION 69 Compound-Complex You can create a compound ulcers, making it difficult to farm his -complex sentence by land just north of Sioux Falls, South combining a dependent Dakota. So Sam and his wife Ovida clause with two or more decided to take a trip. They sold much independent clauses. Look at of their stock and machinery, but kept the example below. their car, a 1922 Buick open touring car with wooden wheels. The family of As the wind began to eight packed up the Buick and started blow, the lawn chairs flew on their journey to the West Coast. “It off the front porch, and was an adventure from the moment we we ran into the basement. left the farm,” Grandpa said. The family traveled due west toward Combine the dependent Wyoming on graveled roads in South clause and the two indepen- Dakota that didn’t even have dent clauses below into a guardrails. The small town of Presho, compound-complex sen- South Dakota, 213 miles west of Sioux tence. Use a coordinating Falls, was the first campsite on the conjunction between the journey. They camped out in their car two independent clauses. for the whole trip. When it rained, After the tornado was they put up curtains to keep rain out over. The street was and the family dry and comfortable. flooded. Tree limbs Three of Dennis’s sisters slept floated down the street. together in the back seat, his brother Astor on the front seat, Dennis and his FIXING INCORRECT COMPOUND sister Doris each on a cot, and the AND COMPLEX SENTENCES. parents on a double cot. “We mostly ate Identify and correct the error fried foods, siphoning gas from the in each compound sentence Buick for our stove,” Grandpa said. “It below. wasn’t the smartest idea in the world because it wasn’t very safe, but we Grandpa Dennis’s father, didn’t think about that at the time.” Sam Johnson, had been Since Sam was ill and Ovida did not suffering from ulcers; and know how to drive, my grandpa drove the it was difficult for him to whole trip. “Not a bad adventure for a farm his land just north of young ’un,” Grandpa told me, tipping Sioux Falls, South his head back with a laugh. The family Dakota. stopped in Yellowstone National Park to visit the forest and geysers. “My They rented out the farm mother—your Great-Grandmother Ovida— and then the family of was afraid that one of the children eight packed up the 1922 would fall into a geyser,” Grandpa Buick open touring car remembered, explaining that, at that with wooden wheels. time, the geysers were not fenced off. The family got quite a scare when a Identify and correct the error shaggy-headed bear stuck its head into in each complex sentence an open window of the Buick. The below. children were so frightened that they threw that day’s lunch out of the car
70 UNIT ONE
70 TEACHER’ S EDITION When it rained they put Publishing and Presenting so the bear would leave them alone. up curtains to keep the They left Yellowstone and traveled on rain out and the family Encourage students to create a book into Idaho and then Washington. Driving dry and comfortable. that includes an introduction from through the countryside of Washington, the author (the student), the story, the six children were amazed to see 24 and a biographical note about the horses pulling a combine with one man The family got quite a person who told the story. They may filling wheat sacks. also want to illustrate the book with scare, when a shaggy- graphic art or drawings done by The family took a trip down to the headed bear stuck its head hand. Then have them give the book harbor in Portland to see the logging into an open window of as a gift to the person they industry. After Portland, they headed the Buick. interviewed for the story along with back home to the farm. Grandpa Dennis a thank-you note. was still driving. He remembers USING A VARIETY OF celebrating his fourteenth birthday in SENTENCES. Examine the Idaho. One week after their return at kinds of sentences that you the end of August, Calvin Johnson, the have used in your writing. seventh, youngest, and final child of You will want to vary the the family was born. “Your Great- length and type of your Grandma Ovida always said that it was sentences. easier camping out for over two months Try to combine two simple with a husband and six children than sentences into a compound preparing three meals and two lunches a sentence. Next, combine day for a crew of farmhands,” Grandpa other sentences to create a said. “I suppose she was right.” complex sentence. Try My grandpa eventually inherited the putting the dependent farm and has worked it all his life. clause at the beginning of Recently when we were discussing where the complex sentence. Then I was going to attend college, he create another complex exclaimed, “That will really be an sentence with the dependent clause at the end experience for you. But I went to of the sentence. college behind four cows in a field at Reading out loud is a good the farm!” I laughed and thought about way to check the rhythm all the things that he has experienced and flow of your writing. in his lifetime. Life has been his Continue to experiment school—and what a scholar he is. with sentence structure until you have the effect you want to achieve. Publishing and Presenting For more information, see Your narrative could become a piece of your family’s or your the Language Arts Survey community’s history. How can you best present and preserve it? 3.36, “Combining and You might create a booklet that includes your story, a short Expanding Sentences.” biographical entry about the person whose story you have told, photographs, and photocopies of any newspaper clippings or mementos associated with the story. You might work with several classmates or your entire class to create a book that includes all of your class’s narratives. Be sure to make your narrative available to the person that you interviewed.
GUIDED WRITING 71
TEACHER’ S EDITION 71 ADDITIONAL RESOURCES UNIT review UNIT 1 RESOURCE BOOK • Vocabulary Worksheet The Folk Tradition • Study Guide: Unit 1 Test 1 • Unit 1 Test Words for Everyday Use Check your knowledge of the following vocabulary words from the selections in this unit. Write short sentences using each of these words in context to make the meaning clear. To review the VOCABULARY DEVELOPMENT definition or usage of a word, refer back to the page number listed or the Glossary of Words for Everyday Use. Give students the following exercise: abroad, 19 contrive, 21 famine, 26 prophecy, 41 Read the Language Arts Survey 1.16, amorous, 41 cull, 40 foray, 42 riotous, 26 “Using Context Clues to Estimate anxiety, 19 curtail, 8 garb, 39 stratagem, 42 Word Meaning.” Then choose beguile, 8 diligently, 25 naught, 39 surpass, 34 twenty words from the list on page buffet, 38 disintegrate, 8 oblivious, 7 superintendence, 19 72 that you would like to carmine, 41 dominion, 12 parry, 40 tarry, 42 incorporate into your everyday churl, 38 ebb, 8 plait, 40 transgress, 26 vocabulary. Write a sentence compassion, 26 enigmatic, 9 plumage, 14 traverse, 14 containing a context clue for each consort, 39 entreat, 26 plume, 19 word you chose. Use more than one type of context clue in your sentence. Literary Tools Define each of the following terms, giving concrete examples of how they are used in the selec- tions in this unit. To review a term, refer to the page number indicated or to the Handbook of Literary Terms. REFLECTING ON YOUR READING aim, 29 folk tale, 29 myth, 6 The prompts in Reflecting on Your allusion, 52 foreshadowing, 11 parable, 24 Reading are suitable as topics for character, 17, 33 irony, 37 personification, 29 research papers. Refer students to dialect, 45 irony of situation, 37 repetition, 52 the Language Arts Survey 5.18-5.45, fable, 33 legend, 37 suspension of disbelief, 6 “Research Skills.” (To evaluate fairy tale, 17 moral, 11 symbol, 24 research papers, see the evaluation folk song, 45 motif, 17 forms for writing, revising, and proofreading in the Assessment Resource.) Reflecting The prompts in Reflecting on Your on your Reading can also be adapted for use as topics for oral reports or debates. reading Refer students to the Language Arts Survey 4, “Speaking and Listening.” Genre Studies (To evaluate these projects, see the 1. What are the primary differences between myths and legends? between fables and fairy tales? evaluation forms in the Assessment Explain, using examples from the selections in this unit. Resource.) 2. Compare and contrast the role of the supernatural in these three stories: “Echo and Narcissus,” “The Story of Dædalus and Icarus,” and “The White Snake.”
3. What characteristics do parables and fables have in common? Explain, using examples from “The Prodigal Son” and “The Fox and the Crow.”
4. The stories, poems, and songs of the folk tradition serve many purposes other than simple entertainment. What are some of the purposes served by myths, parables, fables, folk songs, and spirituals? Explain, using specific examples from the selections in this unit.
72 UNIT ONE / THE FOLK TRADITION
72 TEACHER’S EDITION Thematic Studies FOR YOUR READING LIST 5. HEROISM. Fionn MacCumhail was a legendary Irish hero, and John Henry was a legendary African-American hero. What qualities made each man a hero? What aspects of the two Mythology: Timeless Tales of Gods and men’s stories are based on fact? Heroes is a collection of Greek and Roman myths from various classical 6. DESTINY. Discuss the theme of destiny in “Echo and Narcissus” and the Celtic legend “The sources arranged in the following Silver Pool.” sections: gods and early heroes, love and adventure stories, heroes before 7. PUNISHMENT AND FORGIVENESS. Punishment is a theme in the following selections: “Echo and and during the Trojan War, and Narcissus,” “The Story of Dædalus and Icarus,” “Goha and the Pot,” and “The Fox and the lesser myths. It also has a section on Crow.” Who is punished in these stories, and why? What does each story reveal about the Norse mythology. This accessible values of the people who first told it? Next consider the parable “The Prodigal Son.” In this and engaging book is an excellent story, someone is spared punishment. Why? What values was this parable intended to introduction to mythology. Young adult readers who are convey? fascinated with mythology may be interested in other books by Edith 8. RELIGION AND FREEDOM. Discuss the dual themes of religion and freedom in the African- American spirituals “Steal Away” and “Go Down, Moses.” How were both of these themes Hamilton. Her books include: Mythology (1998), Echo of Greece present in the songs? Explain. (1994), The Greek Way (1993), and The Roman Way (1993). These books are used to both entertain and for your educate—two important goals of READING LIST independent reading.
Mythology: Timeless Tales of Gods and Heroes by Edith Hamilton. Edith Hamilton’s Mythology is an anthology of classical mythology that INDEPENDENT READING gives the reader a knowledge of the classic myths, as well as an idea of ACTIVITY what the writers who told them were like—who have, in Hamilton’s words, “been proved, by two thousand years and more, to be immortal.” Ask students to refer back to the Collaborative Learning activity found Independent Reading Activity on page 51. As a preface to the comparing and contrasting activity COMPARING AND CONTRASTING. Read Ovid’s telling of the story of Narcissus on page 73, have students recall the found in Edith Hamilton’s Mythology. Compare this telling with the one process and steps they took in found in this unit by Walker Brents on page 7. How are the retellings comparing and contrasting the two similar or different? How are the characters of Narcissus and Echo versions of “John Henry.” Then have portrayed in each telling? them apply those same principles to this independent reading activity. Selections for Additional Reading Finally, encourage students to read Bird Girl and the Man Who Followed the Sun: An Athabaskan Indian Legend from Alaska by the Language Arts Survey 5.9, Velma Wallace. Rooted in the legends of Alaska’s Athabaskan Indians, this novel about two “Comparing and Contrasting” young rebels teaches that the search for individualism often comes at a high price but can be before they begin their analysis. the foundation for finding true wisdom. The Power of Myth by Joseph Campbell with Bill Moyers. This interview with Joseph Campbell, a preeminent scholar, writer, and teacher, conducted by Bill Moyers, one of America’s most prominent journalists, provides a guide to recognizing and understanding the meaning of the symbols of mythology and legend. How the Spider Became Bald: Folktales and Legends from West Africa by Peter Eric Adotey Addo. How the Spider Became Bald collects twenty-five traditional folktales, retold by a native of Ghana in the lively, spontaneous style of the classic storytelling tradition.
UNIT REVIEW 73
TEACHER’S EDITION 73