DOCUMENT RESUME ED 347 569 CS /13 481 AUTHOR TITLE Sourcebook for English Teachers
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DOCUMENT RESUME ED 347 569 CS /13 481 AUTHOR Ley, Terry C., Ed. TITLE Sourcebook for English Teachers: Directed Reading/Teaching Guides for Selected Literary Works. Volume 1. INSTITUTION Auburn Univ., Ala. School of Education. SPONS AGENCY National Endowment for the Humanities (NFU), Washington, D.C. PUB DATE 85 NOTE 281p.; Developed by participants of the 1985 Summer Humanities Institute in Literary Criticism and the Teaching of Literature. For other volumes, see CS213 482-483. AVAILABLE FROMProject Director, 5040 Haley Center, Auburn University, AL 36849 ($18--checks payable to Auburn University). PUB TYPE Collected Works - General (020) -- Guides - Classroom Use - Teaching Guides (For Teacher) (052) EDRS PRICE 701/Pr12 Plus Postage. DESCRIPTORS *Authors; *Class Activities; English Curriculum; English Instruction; Encllish Literature; Instructional Materials; Language Arts; *Literary Criticism; *Literature Appreciation; Resource Units; Secondary Education; Teaching Guides; Teaching Methods; United States Literature; *Units of Study IDENTIFIERS *Aesthetic Reading ABSTRACT This sourcebook presents reading guides for 22 literary works frequently used by secondary school English teachers. The guides contain an overview of the work, a pool of instructional objectives for each work, a variety of activities, a series of discussion options, suggestions for evaluation, and annotated lists of related works. Included are: "Foreword" (T. C.Ley); "Overview of Critical Approaches" (D. Clark and A. Dunlop); "Stephen Vincent Bennet's 'By the Waters of Babylon" (N. J. Tow and J.Whitman); "Ambrose Bierce's 'Occurrence at Owl Creek Bridge'" (J. Lucci andM. Shepherd); "Joseph Conrad's 'The Secret Sharer'" (S. Douglas and S. Lessley); "Robert Cormier's 'I Am the Cheese'" (M. Evans and others); "T. S. Elliot's 'The Hollow Men'" (J. Atwood); "T. S. Elliot's'The Love Song of J. Alfred Prufrock'" (J. Copland); "Gustave Flaubert's 'Madame Bovary'" (S. McAnulty); "William Golding's 'Lord of the Flies'" (D. Gullatte and others); "Nathaniel Hawthorne's 'The Ambitious Guest'" (W. J. Nix and J. Word-Ross); "Nathaniel Hawthorne's 'The Scarlet Letter'" (P. Cherubini); "Nathaniel Hawthorne's 'Young Goodman Brown'" (K. Hightower); "Ernest Hemingway's 'The Short Happy Life of Francis Macomber," (D. Teel and D. Thompson); "HenriA Ibsen's 'A Doll's "House'" (P.Westbrook); "D. H. Lawrence's 'The Roc:king Horse Winner'" (E. Reynolds and D. L. Smith); "Flannery O'Connor's 'The Life You Save May Be Your Own'" (G. Kelley); "Edgar Allan Poe's 'The Tell Tale Heart," (J. Blankenship and others); "William Shakespeare's 'Macbeth'" (H. D. Freeman and others); "John Steinbeck's 'Of Mice and Men'" (B. Esslinger and others); "John Steinbeck's 'The Pearl'" (B. Doyle and others); "Alfred Lord Tennyson's 'Ulysses' and Robert Browning's 'My Last Duchess," (N. Salter); and "Dylan Thomas's 'Do Not Go Gentle into That Good Night'" (D. Teel). (NKA) Sourcebook for ctd English Teachers cal Developed in the 1985 Summer HumanitiesInstitute U DEPARTMENT OF EDUCATION Office DI Ecluce.onai Research IWO ImCoOvement EDUCATIONAL RESOURCES INFORMATION CENTER 1ERICt Th8 document his been reprOduCed as rectoved Item the Person Or OrgemtitOn Ongmabng Wool changes neve been made 10 .mpf ove teproductton Qualay Po.nIs 01 vew or Opm.01111 Meted al thS 00Cu menl do not hecessaroy repreaeht otfic.al OEP, 00101,0n Or 00I.Cy Funded bya Grant from the National Endowment for the Humanities SOURCEBOOK FOR ENGLISH TEACHERS DIRECTED READING/TEACHING GUIDES FORSELECTED LITERARY WORKS DEVELOPED BY PARTICIPANTS OF THE 1985 SUMMER HUMANITIES INSTITUTE IN LITERARY CRITICISM AND THE TEACHING OF LITERATURE COLLEGE OF EDUCATION DEPARTMENT OF CURRICULUM AND TEACHING HALEY CENTER 5040 AUBURN UNIVERSITY, AL 36849 TERRY C. LEY, EDITOR FUNDS) ONAL ENDOWENT FOR THE HUMANITIES DOUGLAS ALLEY, PROJECTDIRECTOR TABLE OF CONTENTS Page Foreword iv Terry C. Ley Overview of Critical Approaches 1 Drew Clark Alex Dunlop "By the Waters of Babylon" (StephenVincent Benet). 5 Norma Jean Tow Janice Whitman "Occurrence at Owl Creek Bridge"(Ambrose Bierce) 19 Joanne Lucci Margaret Shepherd "The Secret Sharer" (Joseph Conrad) 28 Sue Douglas Suzy Lessley 38 I Am the Cheese (Robert Cormier) Martha Evans Gloria Pipkin Ruth Taylor Jessie Ward "The Hollow Men" (T. S. Eliot) 52 Jim Atwood "The Love Song of J. Alfred Prufrock" (T. S. Eliot) 58 Jean Copland Madame Bovary (Gustave Flaubert) 71 Sara McAnulty Lord of the Flies (William Golding) 92 Donna Gullatte Vivi Anne Johnson . 1111 Shirley McClaine Loyd Mehaffey page "The Ambitious Guest" (Nathaniel Hawthorne) 108 Wilma Jean Nix Jacqueline Word-Ross The Scarlet Letter (Nathaniel Hawthorne) 123 Phyllis Cherubini "Young Goodman Brown" (Nathaniel Hawthorne) 138 Karon Hightower "The Short Happy Life of Frances Macomber" (Ernest Hemingway) 153 Dary Teel Deborah Thompson A Doll's House (Henrik Ibsen) 163 Peggy Westbrook "The Rocking Horse Winner" (D. H. Lawrence) 170 1110 Evelyn Reynolds Donna Lessenberry Smith "The Life You Save May Be Your Own" (Flannery O'Connor) 183 Gil Kelley "The Tell Tale Heart" (Edgar Allan Poe) 191 Jane Blankenship Leigh Martin Annette Smith Macbeth (William Spakespeare) 202 Harris Dale Freeman Fay Little Angela Nicholson Of Mica and Men (John Steinbeck) 216 Betty Esslinger Ann Sharp Norma Wyckoff The Pearl (John Steinbeck) 239 Brian Doyle David Lenoir Edward Shelton Ii 5 Page 411/ "Ulysses" (Alfred LordTennyson) 247 "My Last Duchess" (RobertBrowning) ... Nancy Salter "Do Not Go Gentle Into ThatGood Night" (Dylan Thomas) 259 Dary Teel 11 i FOREWORD The resource guides reproduced in this volume were written by partici- pants of the 1985 Summer Humanities Institute in Literary Criticism and the Teaching of Literature, a five-week institute conductedon the campus of Auburn University, Alabama. Funded by a grant from the National Endowment for the Humanities, the institute was designed to provide opportunitiesfor secondary school English teachers to expand their knowledge of literary criticism and their abilities to apply that knowledge to instructional planning based upon sound teaching principles. Throughout the institute, participants devoted mornings to attending lectures and participating in discussions related to selected critical approaches and assigned literary works, all of whichare commonly antholo- gized and thus are frequently taught in secondary schools. During their afternoons, participants considered reading theory and its applicationsto the teaching of literature, developed teaching strategies for literaryworks discussed in morning sessions, and planned and wrote theresource guides which follow. Participants were permitted to choose the literary works f)r whichthey developed resource guides so long as the workswere frequently taught in secondary schools. Some chose to develop materials for works considered during the institute, but most chose other works with whichthey were familiar. They were also given the opportunity to organizedevelopment teams if they wished. Individuals or teams were asked to developresource guides containing the following information for themselves and prospectivereaders: -An overview which includesa brief plot summary, information regardino the work's potential for teaching, andcomments on critical approaches best suited to the work. -A pool of instructional objectives fromwhich an instructor might select those which are appropriate for his/her classes. -A variety of options for beginning studyof the work, including activities which build background (includingconcepts and vocabulary), provide a preview, and establishpurposes for reading. -At least one xerox-ready reading guide aimedat enhancement of a designated concept, insightor literary/reading skill. -A series o options for dealing with the text afterstudents have read it, Acluding discussion and activitiesrequiring oral communication and written composition. iv -Suggestions for evaluating students' success with the literary III/ work and with selected activities. -An annotated list of related works. This sourcebook has been produced in a loose-leaf format for the convenience of teachers who may wish to use only certain guides or who wish to insert their own materials. Those wishing additional copies should send their request and a check or money order for $10.00 to Douglas Alley, 5040 Haley Center, Auburn University, AL 36849. Payment should be made to the order of Auburn University. OVERVIEW OF CRITICAL APPRUACHU, Alex Uunlop Drew Clark English Department Auburn University Literary criticism in America from 1930 to 1970 wasconcerned preemi- nently with form. Of the formalistic movements, none has been more influen- tial than New Criticism, of which the professed programis simply the care- ful reading of the literary text. That it is hard to imagine what can have been so new about such a program indicates the extent towhich New Criticism has revo'utionized critical practice. In fact, the idea of newness was essential to New Criticism, which, in reaction againstnineteenth-century historicism and aestheticism, defined itself in large part by whatit was not. First and foremost, it was not the study of authors. Though conceding that books may tell us a great deal about their authors, NewCritics sharply distinguish the value of such information from the moral,intellectual or emotional value of the work itself. This properly literary value is ex- pressed in the words tnat make up the tee and toat existindependent of the wishes or of the subsequently expressed opinions of the author.