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Exceeding the Standards: Extension Activities, British Tradition Care has been taken to verify the accuracy of information presented in this book. However, the authors, editors, and publisher cannot accept responsibility for web, e-mail, newsgroup, or chat room subject matter or content, or for consequences from application of the information in this book, and make no warranty, expressed or implied, with respect to its content. Trademarks: Some of the product names and company names included in this book have been used for identification purposes only and may be trademarks or registered trade names of their respective manufacturers and sellers. The authors, editors, and publisher disclaim any affiliation, association, or connection with, or sponsorship or endorsement by, such owners. Cover Image Credits: Scene, John Kelly/Getty Images; plaque art, Rolin Graphics, Inc. ISBN 978-0-82194-377-9 2009 by EMC Publishing, LLC 875 Montreal Way St. Paul, MN 55102 E-mail: educate@emcp.com Website: www.emcp.com All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. Teachers using Mirrors & Windows: Connecting with Literature, British Tradition may photocopy complete pages in sufficient quantities for classroom use only and not for resale. Printed in the United States of America 18 17 16 15 14 13 12 11 10 09 1 2 3 4 5 6 7 8 9 10
Contents
Introduction Unit 1 from Beowulf, Anonymous, Verse Translated by Burton Raffel, Prologue Translated by Robin Lamb The Seafarer, Anonymous, Translated by Burton Raffel / The Wifes Lament, Anonymous, Translated by Marcelle Thibaux Unit 2 from Bonny Barbara Allan / Lord Randall, Anonymous from Le Morte dArthur, Sir Thomas Malory Unit 3 Speech to the Troops at Tilbury, Queen Elizabeth I Song (Go and catch a falling star) / Meditation 17 (Perchance he for whom this bell tolls), from Devotions Upon Emergent Occasions, John Donne Unit 4 The Tragedy of Macbeth, Act II, William Shakespeare from The Tragical History of Doctor Faustus, Christopher Marlowe Unit 5 from The Pilgrims Progress, John Bunyan from Gullivers Travels / A Modest Proposal, Jonathan Swift Unit 6 London, William Blake Ozymandias / Ode to the West Wind / To a Skylark, Percy Bysshe Shelley Unit 7 The Darkling Thrush, Thomas Hardy The Mark of the Beast, Rudyard Kipling Unit 8 The Soldier, Rupert Brooke The Second Coming / Sailing to Byzantium, William Butler Yeats Unit 9 B. Wordsworth, V. S. Naipaul Telephone Conversation, Wole Soyinka / from Midsummer XXIII, Derek Walcott Answer Key
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v Collaborative Learning: Compare Cultures Media Literacy: Analyze Film Portrayals Lifelong Learning: Conduct an Interview Critical Literacy: Create a Map of Arthurs Britain Media Literacy: Compare Speeches Collaborative Learning: Ask the Author 1 3 4 6
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Lifelong Learning: Research 9 the Effects of an Assassination Critical Literacy: Compare 10 Soul-Selling Themes Collaborative Learning: Create a Board Game Lifelong Learning: Write a Problem/ Solution Essay Media Literacy: Compile an Anthology Critical Literacy: Analyze Themes Critical Literacy: Conduct Literary Criticism Media Literacy: Create a Public Health Brochure Collaborative Learning: Compile a Poetry Booklet Lifelong Learning: Develop a Rsum Lifelong Learning: Present an Oral Report
British tradition
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Introduction
Exceeding the Standards: Extension Activities provides additional instruction to help students complete selected Extend Understanding (Grades 68) and Extend the Text (Grades 912) assignments from their Mirrors & Windows: Connecting with Literature textbook. The lessons in this supplement offer background, research suggestions, graphic organizers, tips for preparing presentations, and other useful information to guide students through the assignments from the textbook. Answers to concrete questions plus additional evaluation tools are supplied in the Answer Key at the back of the book. The extension activities in the Mirrors & Windows program are designed to engage students in multiple literacies (reading, writing, speaking, and listening), in keeping with the IRA/NCTE Standards for English Language Arts. Four types of activities are presented: Collaborative Learning, Critical Literacy, Lifelong Learning, and Media Literacy. Collaborative learning is an instructional approach in which students are organized into groups to complete a common task. As students determine and monitor the contributions of each group member, they encounter opportunities for meaningful communication and social interaction. Often, group members are assigned specific roles, and completing the project depends on everyone working together as they tackle a rich, challenging, or puzzling aspect of the literature selection they have read. In Collaborative Learning activities, students might roleplay what life would have been like for Romeo and Juliet if they had lived to middle age (considering Maxine Kumins poem Purgatory), speculate how to apply a writers argument to a new situation, or sketch out exactly where Anne Franks room was in the secret annex to better understand her living conditions. Critical literacy is the ability to analyze a text (written, oral, or visual) in terms of its content, meaning, form, author, purpose, and credibility and to explore the relationship between text, author, and reader. Readers are encouraged to question and discuss the text and to consider not only what the author has included, but also what he or she has left out. Critical Literacy activities require a deep reading of the text, as when students explore allusions in Martin Luther King Jr.s I Have a Dream speech or when they prepare to interview a minor character in a short story to gain a different perspective. Lifelong learning is the concept that learning occurs across a life span and that literate, educated people build a body of knowledge about the world in which they live. In Lifelong Learning activities, students apply study and research skills to real-world situations. They might use the Internet for research or interview family members to collect oral histories. Students demonstrate lifelong learning when they research Hispanic Americans who received the Medal of Honor in the Korean War and create a classroom Wall of Honor for those heroes. Media literacy is the ability to access, evaluate, comprehend, and produce a variety of media texts. Media Literacy activities help students build discernment skills as they evaluate media messages and analyze how those messages affect their own thinking. In these activities, students might conduct a TVtalk showstyle interview with a character from a literature selection, analyze a magazine article related to a literature selection, or summarize information from the Internet about a controversial topic related to a literature selection.
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BRITISH TRADITION
COLLABORATIVE LEARNING
Compare Cultures
This lesson supports the Collaborative Learning assignment on page 54 of your textbook.
Get Started
Boasts are common in ancient epics like Beowulf, Homers The Iliad, and the Indian Ramayana. In contemporary culture in the United States, such ringing declarations of personal achievement and worth might be considered egocentric, selfish, and rude. At times, however, boasting is expected or even encouraged. Think, for example, of cheers like We are number one!meant to stir up emotions and encourage a football or basketball team to push harder for victory. For this assignment, you will work in a small group to compare and contrast the concept of boasting in Beowulf and in contemporary culture. You will use a dictionary to analyze the definition of the word boast, and complete a Compare-and-Contrast Chart to analyze boasting references in Beowulf and in contemporary culture. After summarizing your findings, you will participate in a class discussion to share what you have learned.
Next, work as a group to find examples of boasting in todays culture. Summarize these incidents in a Compare-and-Contrast Chart, as you did for Beowulf. Finally, compare the information in both charts and write a summary statement that answers the following questions: What are the differences and similarities in how boasting is regarded in Beowulfs time and today? How, if at all, has the concept changed?
Summary Statement:
MEDIA LITERACY
Gather Information
View the film you have selected. As you watch, take notes about the main characters. Who is the protagonist and who is the antagonist? What are they like? Record your impressions on a copy of the following chart. Use your brainstormed list of stereotypical characteristics to help you decide whether each portrayal is stereotypical or fresh.
Review page 1297 of the Literary Terms Handbook in your textbook for a reminder of how a character is constructed in a literary work. Also review the terms protagonist (page 1305) and antagonist (page 1296).
For information about using a dictionary, see Language Arts Handbook 2.3, Using a Dictionary, in your textbook.
LIFELONG LEARNING
Conduct an Interview
This lesson supports the Lifelong Learning activity on page 110 of your textbook. This lesson asks you to work with a partner to present an interview between a reporter and a medieval troubadour, exploring the role of mothers in medieval ballads. To begin, read the anonymous ballads Bonny Barbara Allan and Lord Randall in your textbook. Then, with your partner, discuss your initial ideas on the topic, jotting down notes as you talk. Address these questions in your discussion: What are the roles of mothers in the ballads you have read? How are they portrayed, and why do you think they are portrayed this way?
For information on elements to consider when giving a presentation, see Language Arts Handbook 7.1, Verbal and Nonverbal Communication, in your textbook.
CRITICAL LITERACY
Gather Information
Copy the chart below and record information under the appropriate headings as you read the excerpts from Le Morte dArthur on pages 190 198 of your textbook. If the story mentions a distance between markers, such as when Merlin (while at the pavilions) states, Castle of Tintagel is but ten miles hence, include that information as well. If the distance is mentioned as a measure of time, note the time and guess the distance that might be covered in that amount of time.
Geographical Markers (including rivers, mountains or mountain ranges, and forests) Human-Built Structures (such as castles, bridges, cathedrals, and siege pavilions)
As you read the story, take notes on historical structures and people because these items might lead you to additional geographical markers. For example, if you see the Archbishop of Canterbury, look up Canterbury in an atlas. You will find that it is a city and an administrative district.
When you have finished reading the excerpts in your textbook, use the Internet or library to locate one or more atlases and maps of Britain from the time of the story, around 1470. Also find or draw an outline of England from this time period. Then search the historical atlases and maps for each item that you listed in your chart, and place each item in the correct spot on your map of England. Be aware that you are not likely to find all of your listed items.
To create the class map, you might tape several sheets of poster board or a large piece of paper on a wall, create a transparency to display on a screen, or work in an electronic drawing program and then display the map in a PowerPoint slide.
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MEDIA LITERACY
Compare Speeches
This lesson supports the Media Literacy assignment on page 244 of your textbook. For this activity, you are to compare and contrast one of those inspirational speeches with the speech by Queen Elizabeth I in your textbook. The table below contains a sample of speeches that can be found online. Choose one of these or find one on your own.
Topic Freedom / equal rights Speaker Sojourner Truth Mohandas Gandhi Nelson Mandela Martin Luther King Jr. Hillary Clinton Winston Churchill Harry S. Truman Ronald Reagan Title of Speech Aint I a Woman? Quit India No Easy Road to Freedom I Have a Dream Womens Rights Are Human Rights Iron Curtain Doctrine Tear Down This Wall Year 1851 1942 1953 1963 1995 1946 1947 1987 1941 1944 1941 1966 2001 1928 1970
For more information on writing a compareand-contrast essay, see Language Arts Handbook 4.1, The Writing Process, in your textbook.
World peace
Many great leaders have delivered inspirational speeches. Some of these speeches gave hope and direction to nations teetering on disaster; some gave voice to populations silenced by intimidation; others rallied individuals to work toward a common goal. All had one thing in common: words that could move people toward change.
Franklin D. Roosevelt Day of Infamy Dwight D. Eisenhower D-Day Order of Battle Harold Ickes Robert Kennedy George W. Bush Knute Rockne Vince Lombardi What Is an American? On Courage 9/11 Win One for the Gipper What It Takes to Be Number One
Use these questions to help establish similarities and differences between the speeches you chose and Queen Elizabeth Is speech. Use your answers to write a compare and contrast essay. 1. What are the occasions and purposes of the speeches? 2. How do the speeches provide insight into the characters and convictions of the speakers? 3. How are the speeches relevant to the lives of the listeners? 4. How effectively do the speakers use the rhetorical triangle (ethos, pathos, and logos) to persuade and inspire listeners? 5. How are figurative language, repetition of ideas, rhetorical questions, and point of view used to persuade and inspire listeners? 6. How would you describe the tone of each speech? 7. What common threads or concepts do the two speeches share? 8. What calls to action are issued? How effective are the messages?
Exceeding the Standards: Extension Activities
Song (Go and catch a falling star) / Meditation 17 (Perchance he for whom this bell tolls), from Devotions Upon Emergent Occasions, page 305
COLLABORATIVE LEARNING
In your small group, brainstorm a list of questions you would like to ask Donne. After you are done brainstorming, use your ideas to write out thoughtful questions for a formal interview. As you develop the questions, keep the following tips in mind: Write open-ended questions that cannot be answered with a yes or no response and therefore encourage elaboration. To avoid confusion, formulate simple questions and focus on one main concept in each question. Write clear, unbiased questions. Formulate questions that cover many facets of Donnes life experiences and writings.
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BRITISH TRADITION, UNIT 3
For tips on developing interview questions, see Language Arts Handbook 7.4, Asking and Answering Questions, and 7.5, Conducting an Interview, in your textbook.
LIFELONG LEARNING
Assassinated National and World Leaders Philip II of Macedonia (336 ) Franz Ferdinand (1914) Anwar el Sadat (1981) Julius Caesar (44 ) Mohandas Gandhi (1948) Benigno Aquino Jr. (1983) Thomas Becket (1170) John F. Kennedy (1963) Indira Gandhi (1984) Abraham Lincoln (1865) Malcolm X (1964) Chris Hani (1993) Alexander II of Russia (1881) Martin Luther King Jr. (1968) Yitzhak Rabin (1995) William McKinley (1901) Robert F. Kennedy (1968) Benazir Bhutto (2007) In your investigation, take notes on the time, place, and circumstances of the assassination; the identity of the victim; and the profile of the assassin. Also examine immediate and long-term effects of the event, using the questions in the table below. Be aware that some of the questions may not apply to the assassination you are investigating.
Historical Political 1. 2. 1. 2. 3. 1. 2. 1. 2. 3. 1. 2.
Social Legal
Emotional/ Psychological
Impact of the Assassination What was the impact of the assassination on the course of history? How did the assassination affect the international community? What was the impact of the assassination on the political landscape of the nation and the world? Did existing political instability serve as a motivating factor? Explain. How did the assassination affect the government-citizen relationship? How did the assassination affect the behavior of citizens? How did media coverage affect societys reaction to the assassination? What legal proceedings occurred following the assassination? What legal investigations (conspiracy theories, cover-ups) occurred? What changes in legislation, if any, resulted from the assassination? What effect did the assassination have on individual and national security and mental health? What role did collective guilt play after the assassination?
Compare your chosen assassination with King Duncans in The Tragedy of Macbeth, Act II. Use your research to predict how the killing will affect Scotland and its citizens. Write one or two paragraphs explaining your reasoning and supporting it with examples from your research and from Act II of the play.
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CRITICAL LITERACY
Film
Television Music
Use the guiding questions below to help you establish similarities and differences between your selection and the Doctor Faustus selection. Use a Venn diagram to record your findings, and share your observations with your classmates. 1. How do the selections reflect the historical periods and cultures of their creators? 2. What is the devil called? How is the devil portrayed? If the devil is in disguise, what identifying clues are given? 3. What is the turning point for the main character? What choice does the character make? What factors drive his or her decision? 4. What pact does the main character make with the devil? How is the pact sealed? 5. What actions, if any, does the main character take to try to get out of the pact with the devil? 6. What is the outcome of the pact with the devil? 7. Is the main character a tragic hero? Why or why not? 8. What is the selection saying about temptation and human nature? Why do you think the pact with the devil theme is popular among writers?
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BRITISH TRADITION, UNIT 4
A Venn diagram, which consists of two overlapping circles, is a good way to visually express similarities and differences. The outer parts of the circles show the differences between two things, and the area where the circles intersect shows the things they have in common.
COLLABORATIVE LEARNING
Test Your Game To test the effectiveness of your game and the preciseness of your directions, have another group in your class play the game. Use their feedback to improve the game.
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LIFELONG LEARNING
For more information on persuasive writing, see Language Arts Handbook 4.2, Modes and Purposes of Writing, in your textbook.
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Guiding Questions What What is the problem? What do you know about the problem? What evidence confirms the problem and supports the solutions? What background information is necessary to understand the problem? What has been done in the past to try to solve the problem? What are the possible counterarguments to solving the problem? What are the responses to these counterarguments? When When does the problem occur? Where Where does the problem occur? Why Why does the problem matter? Why does the problem occur? Why have previous solutions failed? How How do you view the problem? How do others view the problem? How can the problem be solved?
Answers
For more information on revising and proofreading your draft, see Language Arts Handbook 4.1, The Writing Process, in your textbook.
Format Guidelines Components of Section Open with an attention-gettera personal anecdote, hypothetical situation, shocking or interesting fact or statistic, vivid description, or relevant quotation. Define the problem, address its importance, and state the urgency of a solution.
Further define the problem by providing a history of the problem, the publics awareness of the problem, the reason for the problem, and the extent of the problem. Discuss other solutions that have been proposed. Analyze the successful and unsuccessful components of those solutions. Present a specific solution that is realistic and reasonable. Outline the components of your solution. Provide reasons and evidence to justify your solution. Address possible counterarguments and offer appropriate responses. Summarize the main points of your essay. Encourage readers to accept your views and to take action to reach the proposed solution.
Exceeding the Standards: Extension Activities
BRITISH TRADITION, UNIT 5
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MEDIA LITERACY
Compile an Anthology
This lesson supports the Media Literacy assignment on page 661 of your textbook. During the Romantic Period, from 1798 to 1832, several gifted writers used London as inspiration. Each author sought beauty in the bustling city, but not all found it. William Blakes poem London describes the suffering that could be seen on the streets of the great city. For this activity, you are to research Romantic literary works set in London, and then to compile an anthology using your findings.
Compile an Anthology
Meet with your classmates to determine which selections to include in your class anthology. Use the guidelines listed in the margin to organize the collection.
Anthology Elements a cover with the title of the collection, the name of your class, and an illustration an introduction offering observations about the Romantics views of London and explaining why you selected and organized the works the way you did a table of contents listing the titles, authors, and page numbers of your selections the selections, organized by the authors views of London, the topics they wrote about, or another principle, each typed in a unique font and accompanied by an illustration
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CRITICAL LITERACY
Analyze Themes
This lesson supports the Critical Literacy assignment on page 737 of your textbook. The inspirations for Percy Bysshe Shelleys poetry came from his own observations and experiences in a world that favored totalitarianism over democracy, mechanization over craftsmanship, reason over imagination, and the collective over the individual. Shelley believed the individual could find salvation and restorative power by celebrating the beauty, uniqueness, resilience, spontaneity, and transience found in nature and humanity. Shelleys perceptions can be seen in the themes of his poems. A theme is the central message or idea about life revealed through a literary work. Often, several themes can be inferred from one literary selection. For this activity, you are asked to uncover the unique and shared themes of the poems by Shelley that are included in Unit 6 of your textbook. To do so, you will need to combine your background knowledge with textual evidence and make inferences.
Establish Themes
Using the information that you have gathered, establish the unique, shared, and Romantic Period themes for Shelleys three poems. Fill in the designated items in the graphic organizer on the next page.
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Draw Conclusions
When you have finished filling in the graphic organizer, answer the following questions on a separate piece of paper: 1. How do Shelleys poems reflect the historical context (political, social, economic, and cultural climate) of the Romantic Period? How do they reflect his life experiences? 2. In what ways are Shelleys poems typical and atypical of the Romantic Period? 3. Choose one of the following quotations by Shelley and apply its meaning to the themes of any of the three poems: (1) Poetry is a mirror which makes beautiful that which is distorted, (2) The great instrument of moral good is the imagination, (3) Reason respects the differences, and imagination the similitudes of things.
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CRITICAL LITERACY
Begin by researching and answering the following questions to learn more about biographical and historical influences on Hardy. Then use your answers to write a biographical-historical criticism of the poem. 1. Describe Hardys use of personification in the poems second stanza. What attitude does the stanza suggest toward the century that had just ended? What other details in the poem suggest this attitude? 2. Identify five events of the nineteenth century that may have affected Hardys attitude toward it. 3. Find answers to the following biographical questions about Thomas Hardy: a. What were Hardys religious beliefs? How did they change throughout his life? b. Describe Hardys first marriage. In what state was his marriage in 1899 when he wrote The Darkling Thrush? c. What were Hardys views on people and life in general, as expressed in The Mayor of Casterbridge and his other novels?
For more information on critical analyses and how to write them, see Language Arts Handbook 5.1, Critical Thinking Skills, and 4.1, The Writing Process, in your textbook.
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MEDIA LITERACY
Build Background
Leprosy has existed for thousands of years: the first known reference to it was found on an Egyptian papyrus from 1550 bce. This illness has affected thousands worldwide and has been, perhaps, the most misunderstood disease known to humankind. Because the disease is mildly contagious and disfiguring, its victimsknown as leperswere shunned by past generations. Frequently, lepers were forced to become beggars, walking the streets in black cowls and ringing bells to signal that they were victims of the disease. Those who came into contact with lepers would utter prayers and cross themselves, believing that leprosy was a curse from the gods; others would stone the lepers out of fear. The most widely accepted practice for handling those affected by leprosy was the establishment of isolated colonies and leprosariums where lepers would be removed from their homes, families, and society to coexist only with other victims. Their rights to live freely were stripped as they were banished and declared dead. Leprosy continues to be a worldwide health concern, but its incidence, according to the World Health Organization, has decreased nearly 20 percent per year in the past five years because of early diagnosis and treatment programs. Today, there are approximately 225,000 known cases, mainly in Africa and Southeast Asia.
Cursed by the Cursed In The Mark of the Beast, Kipling develops an interesting plot twist based on a cultural response to leprosy: a man who has been cursed by the gods in turn curses someone who has offended the gods.
Brochure Categories
I. Definition of disease II. Transmission of disease A. Cause B. Risk factors 1. Vulnerable populations (age, family history, nutritional status, medical history) 2. Environmental conditions (geographical location, living conditions, sanitation) III. Incidence A. Geographic distribution B. Affected populations IV. Clinical presentation/progression of disease A. Stages of disease B. Early/advanced signs and symptoms V. Diagnosis A. Signs and symptoms B. Laboratory tests C. Personal history VI. Treatment options/prognosis A. Drug regimens/supportive care B. Recovery VII. Preventive measures VIII. Resources
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COLLABORATIVE LEARNING
With your partner, investigate the lives of these or other World War I poets. Read several of their works and choose four to six poems to highlight in your booklet. You may also want to locate the books Out in the Dark: Poetry of the First World War and Minds at War: The Poetry and Experience of the First World War, both edited by David Roberts. These include a wealth of information from this period. As you gather information, note common threads between the poets or poems. These notes will help you and your partner choose a chronological or thematic approach for your booklet. For a chronological approach, organize your content by publication date; by early, middle, and late periods of World War I; or by author and then publication date. For a thematic approach, organize your content by similar themes or connections. For ideas, refer to the suggestions below.
People poets who were soldiers or war heroes poets who were war supporters or protesters female poets poets who shared native homelands, such as France Places poems about battlefields in general poems about specific battlefields, such as Verdun poems about specific countries, such as England poems about medical or convalescent facilities
For more information on conducting research, see Language Arts Handbook 5.2, Research Skills, and 5.3, Internet Research, in your textbook.
Ideas poems that reflect patriotism poems about death poems that honor courage poems about postwar trauma poems that mourn wasted youth poems that show comradeship poems that find beauty amid destruction
For each poem, write a brief biography of the poet and an introduction to the work itself. Add meaningful artwork to accompany the poems, and create a booklet cover with the title of your poetry collection, your names, and a powerful illustration.
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BRITISH TRADITION, UNIT 8
LIFELONG LEARNING
Develop a Rsum
This lesson supports the Lifelong Learning assignment on page 986 of your textbook. For this activity, you will create a rsum for William Butler Yeats to use in applying for a theater director position at the University of Dublin. A rsum is a summary of work experience, education, and skills. Begin the assignment by gathering information on Yeatss life. To focus your research, use the graphic organizer below. Rsum Components
Personal Information. Provide the full name, address, and other contact information for Yeats. Career Objective. Offer a one-sentence statement that describes the type of position Yeats is seekingin this case, theater director. Work Experience. List Yeatss work history. There are two ways to format this section: chronologically or functionally. For a chronological approach, list a reverse work history, beginning with Yeatss current position. Underneath each position, include a bulleted list of job responsibilities. For a functional approach, list three to five broad areas of responsibility and provide a bulleted list of specific tasks for each area. Follow up with a brief reverse chronological work history. Whichever format you choose, include dates, job titles, and business names and locations. Begin each job responsibility or task description with an action verb. Educational Background. Mention Yeatss high school and postsecondary education only. Include dates, courses of study, academic accomplishments, and the names and addresses of the educational institutions. Skills. List any of Yeatss specialized skills that would make him an ideal candidate for the posted position. Honors/Awards. List the titles of relevant honors or awards Yeats has received and the dates these awards were conferred. Publications. List any of Yeatss publications that would be relevant to the posted position. References. List professional references, including names, job titles, and addresses.
Use the notes from your research to write the rsum. Lay out the rsum in an organized and consistent format, and avoid articles (a, an, and the) and personal pronouns (such as I, me, he, him, she, and her). Convey Yeatss positive personal characteristics, such as honesty or a strong work ethic, through your word choice. Review the rsum for conciseness and accuracy, and proofread it for errors. Also check that the format is consistent and that you have used type treatments (such as boldface headings) and text markers (such as spaces, bullets, and tabs) to aid readability. Print your rsum using black ink on white paper.
For guidelines on writing and formatting a rsum, see the Writing Workshop on pages 222223 of your textbook.
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MEDIA LITERACY
Create a Poster
This lesson supports the Media Literacy assignment on page 1174 of your textbook. The story B. Wordsworth, by V. S. Naipaul, is set in Trinidad. In Naipauls story, a man on the street offers to sell the narrator a poem for four cents. The narrator tells the man that peddling poetry is strange that only calypso musicians do that sort of thing. The roots of calypso music go back to the eighteenth century and the West African slaves who worked the island is sugarcane plantations. As they worked in the fields, they began communicating by singing songs. The lyrics were improvised and often commented on daily events, the hardships of labor, and the tyranny of the slave masters. In other words, calypso music began as a type of protest music. Today, calypso musicians play for tips on the street. For this activity, you are to create a poster that advertises a calypso music festival on the island of Trinidad.
Located just off the northeastern coast of Venezuela in the West Indies, Trinidad is the southernmost island in the Caribbean Sea. Known for beautiful whitesand beaches and a tropical bird sanctuary, it is also famous as the birthplace of calypso music.
Research
Research the role of calypso music in the history and culture of Trinidad. Go online or to the library to find materials. As you conduct your research, take notes in the following categories: Origin of the term calypso Traditional melodies and lyrics of History and evolution of calypso music calypso music Past and current instruments of Popular calypso musicians calypso music Cultural significance of calypso music
For more information on conducting research, see Language Arts Handbook 5.2, Research Skills, and 5.3, Internet Research, in your textbook.
LIFELONG LEARNING
For more information on conducting research, see Language Arts Handbook 5.2, Research Skills, and 5.3, Internet Research, in your textbook.
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Research
To help guide you in your research, copy the graphic organizer below. Take notes for each of the categories listed under the main headings. These categories will help you discover the contributing factors and underlying causes of the Brixton riot of 1981.
Citizens of Brixton Demographics Lifestyle/attitudes Socioeconomic issues Criminal activity London Metropolitan Police Demographics Job performance/attitudes Policing initiatives/laws
Brixton Citizens vs. London Metropolitan Police Mounting tensions (time line of events) Rumors/breakdown in communication
Scarman Report of 1981 Changes in Black British Community Changes in Police Community Changes in Englands Legislation
For more information on presenting an oral report, see Language Arts Handbook 7.6, Public Speaking, in your textbook.
ANSWER KEY
Unit 1 from Beowulf
Collaborative Learning: Compare Cultures, page 1
Students should work together in small groups to define the word boast and complete Compare-and-Contrast Charts for boasting in Beowulf and in contemporary culture. They should also prepare a clear summary statement that addresses the similarities and differences between boasting in the time of Beowulf and boasting today and explains how the concept has changed over time. A spokesperson from each group should present his or her groups statement to the class, and all students should participate in combining the classs statements into one consensus statement that represents their findings.
Song (Go and catch a falling star) / Meditation 17 (Perchance he for whom this bell tolls) / from Devotions upon Emergent Occasions
Collaborative Learning: Ask the Author, page 8
Students should familiarize themselves with biographical material on John Donne by reading background information in the textbook and by conducting research online or in the library. Students should use the category topics listed in the table as reference points in their analysis of Donnes life and writings. Students should then formulate clear, open ended, and comprehensive interview questions based on their findings in these categories.
BRITISH TRADITION
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Unit 6 London
Media Literacy: Compile an Anthology, page 14
Students should research Romantic poetry or prose that is set in London. Students should apply their background knowledge of the hallmarks of Romanticism as well as the historical context of this period to their reading and understanding of the poems. Students should compile and organize their anthologies by following the stated guidelines.
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BRITISH TRADITION
conclude that Hardy had a depressed, hopeless attitude toward the events of the last century, which he expresses by personifying the century as a dead person. Events that may have led him to feel this way include the Crimean War in 1854, problems caused by the British occupation of Asia, the eruption of Krakatoa in 1883, Bloody Sunday riots in London in 1887, and murders by Jack the Ripper in 1888. Students should also discuss Hardys strong connection to religion, his doubts regarding his faith, and the fact that he was estranged from his first wife. They should note that his view on life in general was that it was largely ruled by fate and was rife with social injustices.
Unit 9 B. Wordsworth
Media Literacy: Create a Poster, page 22
Students should research the origin, history, and evolution of calypso music. They should become familiar with the traditional melodies and lyrics of this type of music, as well as the instruments that commonly make up a calypso band. They should also understand that calypso music typically contains social commentary and can have nonsense lyrics (bracket) or serious lyrics (ballode). After completing their research on calypso music, students should determine the content of their music festival posters. Their posters should offer several different activities related to calypso music; for example, students may advertise a picong contest, a showing of the film Calypso, or steel drum lessons. After students have determined the content of their posters, they should create their designs by capturing the flavor of the calypso music festival in lettering and graphics.
BRITISH TRADITION
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