Differentiated Instruction for Advanced Students with Answer Keys

64 Pages·1.581 MB·English

Advanced
Students
Differentiated Instruction for Advanced Students, British Tradition
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ISBN 978-0-82193-235-3
© 2009 by EMC Publishing, LLC
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CONTENTS
Introduction vi
Unit 1
The Conversion of King Edwin, from Ecclesiastical History of the English People 1
Historical Context Project: The Early Middle Ages
from Beowulf 2
Literary Form Activity: Epics
The Head of Humbaba, from Gilgamesh 5
World Literature Study: Folk Epics of the World
The Seafarer 7
Comparing Literature Activity: Find Points of Comparison and Contrast
Unit 2
Bonny Barbara Allan 8
Literary Form Activity: Experiment with Poetic Form
The Prologue, from The Canterbury Tales 9
Literary Connection Study: The Frame Tale
from Everyman 10
Archetypal Character Study: Everystudent
Federigo’s Falcon, from The Decameron 12
World Literature Project: Familiar Motifs
Unit 3
Whoso list to hunt / With how sad steps 13
Literary Form Study: The Sonnet
Let me not to the marriage of true minds (Sonnet 116) 15
Literary Criticism Activity: An Author’s Life and Time
The Passionate Shepherd to His Love / The Nymph’s Reply to the Shepherd 16
Comparing Literature Activity: A Fictional Dialogue
Eve’s Apology in Defense of Women, from Salve Deus Rex Judaeorum 18
Literary Response Project: Responding as a Group
Unit 4
The Tragedy of Macbeth 19
Historical Context Project: Witchcraft in Renaissance Britain
from The Analects 21
World Literature Study: Studies in Leadership
from The Tragical History of Doctor Faustus 22
Literary Connection Activity: Genesis and the Faustian Bargain
Monologues and Soliloquies from Shakespeare’s Plays 23
Comparing Literature Activity: Monologues and Soliloquies
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Unit 5
How soon hath Time (Sonnet VII) 24
Primary Source Study: Literature as a Primary Source
from Oroonoko 25
Cultural Connection Study: Kingdoms of West Africa
from The Diary of Samuel Pepys / from A Journal of the Plague Year 26
Literary Form Project: The Diary
from The Diary of Fanny Burney 28
Informational Text Activity: Answering Questions Asked by a Text
Unit 6
Kubla Khan 29
Historical Context Activity: Reinventing the Past
She Walks in Beauty 30
Author’s Style Study: Analyzing Byron’s Style
The Lorelei 31
World History Activity: History Tour of the Rhine
from Introduction to Frankenstein 32
Literary Context Study: Gothic Fiction
Unit 7
from Great Expectations 34
Literary Form Study: Characters in a Novel
The Lagoon 35
Theme Study: Implied Themes
The Lady of Shalott 37
Art Connection Project: Pre-Raphaelite Painting
When I Was One-and-Twenty 39
Music Connection Activity: Music and Poetry
Unit 8
The Rising of the Moon 41
Primary Source Project: Theater Reviews
from A Room of One’s Own 42
Literary Criticism Activity: A Woman’s Voice
The Music of Poetry 44
Literary Connection Project: Sound, Sense, and Nonsense
War Poet / Words 46
Comparing Literature Activity: War Poetry
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Unit 9
Shooting an Elephant 47
Historical Context Activity: Britain’s Empire
Do Not Go Gentle Into That Good Night 48
Literary Form Study: Reconstruct a Villanelle
from Balzac and the Little Chinese Seamstress 49
World Literature Activity: Political Oppression
Dead Men’s Path 50
Cultural Context Project: Indigenous Rights
Answer Key 52
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Introduction
Universities and employers have found that many incoming students and entry-
level employees lack the reading and writing skills needed to succeed in their
new endeavors. Some blame this problem on a lack of rigor in the language arts
programs at the high school level. Studies show that most students want to be
challenged to gain the high-level skills that will help them succeed in college and in
the workplace. This is especially true for advanced students.
Differentiated Instruction for Advanced Students provides multiple
opportunities to engage students and to teach them the skills necessary to excel
in college-level, literature-based reading, thinking, discussion, and writing tasks.
This supplement contains extended lessons for four selections from each unit in
the Mirrors & Windows: Connecting with Literature Student Edition. These lessons
integrate a variety of resources and media to help students analyze, compare, and
appreciate literature from diverse cultures. The activities are designed to prepare
students to move beyond a basic understanding of what is occurring in the literary
text. Knowledge of characters, plot, and theme becomes the starting point rather
than the goal. Students are challenged to extend their comprehension skills and to
focus on critical analysis.
Each lesson focuses on a particular selection in the textbook. The lesson
expands on an aspect of that selection, often in many cases taking students outside
the textbook and connecting them with other pieces of literature or fields of study.
Students are then asked to respond by creating products, such as written essays
and research papers, multimedia presentations, and works of art and performance.
A broad range of activities are offered to motivate students and encourage
independent inquiry and learning, literary analysis and criticism, genre study, and
in-depth exploration of primary sources and informational texts.
Differentiated Instruction for Advanced Students provides students with
opportunities to hone their reading, writing, and research skills as they explore
the rich world of literature and beyond. The activities are not busywork, but
meaningful exercises of the mind that build skills students will need as they
progress through college and careers. The assignments help students become deep
thinkers, critical readers, and independent problem-solvers. As they are challenged
to meet higher expectations, they will come closer to realizing their ever-expanding
potential.
In addition to the wealth of meaningful lessons in this book, you will find
enrichment activities for every literature selection in the Differentiated Instruction
boxes located in the bottom margins of the Annotated Teacher’s Edition.
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Name: ____________________________________________________ Date: __________________
The Conversion of King Edwin from Ecclesiastical History of the English People,
page 11
HISTORICAL CONTEXT PROJECT
The Early Middle Ages
Saint Bede the Venerable lived during the Early Middle Ages, a period that began
in about 476 ce. The period was once called the Dark Ages because of the relative
lack of written history. Literacy and security declined throughout Europe. From
a historical point of view, things fell silent. In reality, though, life during the Early
Middle Ages was far from quiet. Wars spread like bushfires as local and national
leaders rose and fell. The Catholic Church maintained a vigorous spiritual and
artistic life in its many monasteries. Of course, ordinary people did what people
always do—working hard to improve their lot and enjoying life whenever possible.
In this project, you will work with a group to cast a little light on the so-called
Dark Ages.
Organize and Research
For this activity, think of the Early Middle Ages as if it consisted of concentric circles.
In the central circle is the Venerable Bede—or another such monk—around the year
700 ce. Encircling him are the farms, villages, and castles of rural England. A larger
circle still encompasses all of Britain, where warring nations fight for supremacy. The
fourth and largest circle encompasses life in the European continent.
Work with three other students to research the following topics, each
representing a circle described above. Have each group member research one topic.
• The Monasteries. What was the importance of the monasteries? What was life
like inside them?
• Domestic Life in England. How did people live outside the sheltered
monasteries? How was society organized?
• Britain as a Whole. What people had invaded and settled Britain? Where did
they live? Who held the power?
• The Shape of Europe. What was happening on the continent? What great
leaders had emerged? What countries had formed or fallen apart?
Research and take notes on your topic. Then share your findings with your
group. Your group’s assignment will be to present to your class an overview of
Britain and Europe during the Early Middle Ages. See Language Arts Handbook
7.3, Collaborative Learning and Communication, in your textbook, for guidelines
on creating a group project.
Present
Choose a way to present your knowledge of the Early Middle Ages to your
classmates. Instead of reading four reports, endeavor to entertain your audience.
Consider using one of the following methods: a panel discussion; a PowerPoint
presentation; a question-and-answer session; a scripted and filmed student
documentary; or a series of interviews with “experts” from the period.
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Name: ____________________________________________________ Date: __________________
from Beowulf, page 23
LITERARY FORM ACTIVITY
Epics
Beowulf is widely acknowledged as one of the finest epics in recorded history. An
epic is a long narrative poem that portrays the heroic acts of legendary figures
and mythical gods. This type of poem follows the format of a narrative or story,
with characters, setting, plot, and conflict, but its purpose is more than just
entertainment. With its roots in the oral tradition of storytelling, an epic also
reflects a period of history and therefore provides a portrait of an entire culture’s
legends, beliefs, laws, arts, and ways of life.
Epic Hero
Central to the narrative of an epic is the main character, known as the epic hero.
An epic hero is an archetype, or a type of character that has appeared in the
literature of the world from ancient times until today. Historically, an epic hero
was a male of royal lineage who possessed certain personal qualities that helped
him, and sometimes hindered him, in his quest to conquer evil. More frequently in
contemporary literature, the hero is a woman.
Below is a list of these common epic hero qualities:
• courage • resourcefulness • vulnerability
• integrity • intelligence • resilience
• arrogance or pride • physical strength • sacrifice
• altruism • faithfulness • leadership
Although epic heroes embody these human characteristics, they appear larger-
than-life because they also have extraordinary or supernatural abilities that allow
them to conquer monsters and other villains.
Contemporary literature is filled with heroes modeled after this archetype,
including Harry Potter in the Harry Potter series and Frodo in Lord of the Rings.
Some consider Joan of Arc to be an epic hero. Movies, such as Braveheart,
Gladiator, Rob Roy, Spartacus, and Star Wars, also pay homage to the epic hero.
Epic Hero Cycle
In addition to the archetypal epic hero, the structure of an epic follows a distinctive
pattern known as an epic hero cycle. In an epic hero cycle, the hero is charged with
a quest that tests his or her worthiness. This quest typically involves a battle with an
evil force. Along the journey, the hero is assisted by many mythical creatures and
typically enters a supernatural world. Just when the hero feels defeated, the hero’s
fortitude is resurrected, and the hero takes his or her place on the family throne.
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Get Started
In this lesson, you are being charged with your own quest: to write and illustrate a
children’s book that models an epic tale. Your target audience should be between
the ages of seven and eleven. Remember to keep the words and actions of the story
appropriate for the particular age or ages you choose.
For inspiration, take a look at the following children’s books that have used a
similar epic model: Saint George and the Dragon, by Margaret Hodges; The Hero
Beowulf, by Eric Kimmel; Odysseus in the Serpent Maze, by Jane Yolen; Beowulf, by
Gareth Hinds; and The Maiden of Northland, by Aaron Shepard.
To get started, consider the following questions and write the answers in the
spaces allowed:
Questions Answers
1. W ho will be the hero of your tale? Do you want it to
be a person (male or female), an animal, or some
other type of creature? What will the hero look like?
What personal qualities of the hero will be revealed at
different places in your tale?
2. W hat will be the setting of your story? How will the
setting reflect the culture?
3. W hat will be the hero’s quest? What mythical gods or
goddesses will guide the journey?
4. W hat obstacles will the hero need to overcome in the
journey? What mythical creatures will help the hero
along the way?
5. W hat main battle will occur where good will triumph
over evil?
6. W hat will happen to the hero at the end of your tale?
Outline the Story
An epic follows a certain format, as outlined in the graphic organizer beginning
below. Briefly fill in details for your tale.
Format Details
Invocation: Introduce the epic hero and the quest
or adventure that the hero has been charged with
completing. The invocation also calls on a muse or god
to inspire divine intervention in the narrator as he tells
the tale.
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Format Details
In Medias Res: Begin the tale in the midst of action or
in medias res, with the epic hero well into his journey.
Start with a heroic main action and introduce an evil
force. Add helpful companions or creatures who will aid
the epic hero.
Flashbacks: Fill in incidents that preceded the main
action; add other helpers who will battle alongside the
epic hero.
Point of Defeat/Resurrection: Have the epic hero
feel defeated but put aside his feelings and forge ahead
in his quest.
Journey’s End: Provide closure by revealing what
happened to the epic hero at journey’s end: The hero
either assumes his rightful place on his family’s throne or
dies and is rewarded spiritually.
Connect and Create
Now you are ready to type your first draft. Use the information from your outline
to guide you as you write. Also, keep your audience in mind as you choose your
words and construct your sentences.
As you are writing, consider adding figures of speech devices that are
commonly seen in epics: similes, metaphors, kennings, and alliteration. Another
literary device that is typically used in an epic is a boast, in which the epic hero
brags about his noble lineage, his accomplished feats, or his personal strengths. Be
sure to include a boast in your tale; this will provide the perfect place to incorporate
hyperbole, or exaggeration. (To review the elements of an epic, refer to page 22 of
your textbook.)
Check and Reflect
Now exchange your story with a classmate to get his or her reaction. Correct any
errors in spelling, punctuation, and grammar that your classmate marks on your
paper. Then make a final draft of your story.
Publish and Present
Cut apart the typed story line and use a glue stick to paste the copy in a blank book.
Allow room for colorful illustrations, and be creative in your approach by using
borders, fabric, pop-up figures, craft materials, and so on that will make your book
unique. Keep the age of your target audience in mind as you make these additions.
When you have finished the book, present your book to a friend or family
member as a gift, or donate your book to the library of your local elementary school.
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