ENG 4A English IV: British Literature, 450-1780, First Semester ( LATEST UPDATE )

ENG 4A English IV: British Literature, 450-1780, First Semester Print Supplement v.2.2 (Moodle Rooms) Course Author Kathy Appleton Your grader may be different from the author. ENG 4A features: • 1/2 unit credit • 7 graded lessons, 6 containing Introduction, Lesson Objectives, How to Proceed, Discussion, and Lesson Assignments, 1 containing a Research Project • 1 final examination • 1 textbook • student must have access to a computer and the Internet • no prerequisites • All lesson assignments must be submitted via the TTUISD Moodle Learning System. Texas Tech University Independent School District (TTUISD) K-12 courses are developed by state-certified instructors to comply with the Texas Essential Knowledge and Skills (TEKS), Title 19 TAC Part II, Chapters 110-128, as administered by the Texas Education Agency (TEA). Students are encouraged to visit TTUISD Course Development Instructional Designer: Kathy Appleton Copyright © 2015 by the Board of Regents acting for and on behalf of Texas Tech University, Lubbock, Texas 79409. All rights reserved. TABLE OF CONTENTS Introduction to ENG 4A: English IV: British Literature, 449-1780 5 Writing a Literary Research Paper 8 Course Lessons Lesson One: The Anglo-Saxon Period, 449-1066 9 Lesson Two: The Middle Ages, 21 Lesson Three: The English Renaissance, , Part I 31 Lesson Four: The English Renaissance, , Part II 45 Lesson Five: From Puritanism to the Enlightenment, , Part I 55 Lesson Six: From Puritanism to the Enlightenment, , Part II 69 Lesson Seven: Literary Research Project 81 Final Examination Directions 87 Final Exam Information and Review 89 Practice Final Exam 91 Resources Answers to Practice Exercises 95 Essay Structure 99 Tips for Good Writing 101 Course Introduction English IV: British Literature, 450-1780 First Semester Superheroes, monsters, kings, murderers. Danger, war, romance, humor. You’ll find all of this and more in this course! English 4A is a survey of British literature from the Anglo-Saxon period beginning in 449 A.D. until the end of the English Enlightenment in 1780 A.D. This course covers literature from a culture developing over more than 1,000 years. As you can imagine, there are many changes in society and ideas through the passing of this much time. In addition to reading exciting British literature and history, you’ll practice your vocabulary, grammar, and writing skills. There are also creative writing assignments so that you can stretch your imagination! Students often ask how much time is required to complete this course. This is a self-paced course, so the amount of time needed depends on you. The course is designed to take about four months if you complete one lesson about every two weeks and leaving time at the end to receive and take your final exam. Set aside time to read the literature and carefully consider the questions. You’ll read Macbeth, a novel or play from the approved research list, and some shorter works. You’ll also be writing a short story, a short presentation, a literary analysis, and a research paper. Read the section about the research paper given in this course introduction to select a novel or play for research. You’ll need to get a copy of your research selection and either read it in advance or plan time to read it during Lesson Five. If you plan your time and work consistently, you are much more likely to be successful in this course. Course Objectives After completing this course, you should be able to • read, analyze, interpret, and appreciate a variety of works from early British literature; • connect the culture of England during various time periods to the literature of those periods; • compare and contrast various literary styles and the culture of various time periods; • recognize and analyze various literary conceits including epic poetry, archetypes, soliloquy, extended metaphor, allegory, satire, and parody; • increase vocabulary by using context clues and understanding connotations; • analyze literature through writing; • evaluate sources and incorporate research into your writing; • edit and proofread your writing; • improve your thesis development by responding to evaluation of your work. Textbooks and Materials There is only one textbook required for this course. You must purchase the book in order to be successful in this course. Literature: Texas Treasures: British Literature - Student Edition. (2011). Columbus, OH: McGraw-Hill Companies, Inc. ISBN 978-0-07--9. You will need a copy of the novel you select for research. See the research selections listed in the “Research Paper Information” section after this Introduction. You may purchase a copy of the novel you choose, or borrow a copy from your local or school library. You will need a spiral notebook or small binder to keep your notes organized. Recommended Resources While these two books are optional, they can be very helpful to students in English courses. Both are available at most libraries or can be purchased in bookstores. • How to Read Novels like a Professor by Thomas Foster This entertaining book will help you understand how to get the most from literature. • The Modern Language Association Handbook You will use Modern Language Associate (MLA) form to document sources when writing papers in English classes. The handbook also includes general information about the writing process as well as punctuation and the mechanics of writing. Course Organization Each lesson in this Moodle course will walk you through the information, materials, and activities that will help you to achieve the lesson objectives. Each lesson you will complete has several sections. Read each topical section to learn more about the time period and literature. You’ll also see grammar and vocabulary workshops. The practice exercises and reading assignments are given in these sections as well. The course is divided into seven lessons. The assignments for each lesson include objective questions such as multiple-choice, true/false, or matching. Each writing assignment has specific instructions. You should also refer to the Tips for Good Writing and the Essay Structure sections found in the Resources section at the bottom of the course home page. Grading Procedures Each lesson is based on a 100-point scale. You will earn points toward the overall lesson grade with each assignment. Do not focus on the “raw score” percentage that Moodle lists for each activity. Instead, look at the overall lesson score after you’ve completed all parts of the lesson. All lesson grades will be averaged together and then averaged with your final exam grade. The assignments count 75% and the final counts 25% of the total grade for the course. Remember, you must pass the final exam in order to pass the course. Tips for Success Always read the author information and the Literature and Reading Preview sections that appear in your textbook before literary selections. Read all information given in the assignment and discussion sections of this course. Some of the answers or instructions that you may not find in your textbook will come from the information provided by the teacher in Moodle. On the page before most selections, you’ll find a list of vocabulary words with definitions. Review these words before reading the selection. These definitions will help you understand the literature. Analogies and other vocabulary questions in the lessons and on the final exam will come from these words. About the Author My name is Kathy Appleton. I always wanted to be a teacher, but it was my seventh-grade English teacher who made me realize I wanted to teach English. He had such enthusiasm for literature and writing that I still remember most of what I learned that year. I earned a bachelor’s degree from Texas Tech University and began teaching as soon as I graduated. I’ve worked with middle-school and high-school students in English and reading over the years. Getting to know my students and seeing their success has been more fulfilling than I ever expected. I also love creative writing, and I specialized in it during my years as a student at Texas Tech. In 2009, I won the Texas Tech University Poet Laureate Award. I’m an avid reader, and I sing in a barbershop quartet. I know that with determination and hard work, you’ll do well in this course. I look forward to working with you! Writing a Literary Research Paper To complete this English course, you’ll be writing a critical literary research paper. A literary research project can be intimidating, but it doesn’t have to be. Really, it’s much like any other essay about a literary work, except, instead of backing up what you say just with quotes from the from the work itself, you will be able to back up what you say with quotes about the work as well. Each time you use a quote, you’ll include an in-text citation that tells its source, and you’ll list all of those sources at the end of your paper. You’ve probably studied the scientific method in the past. You can use the same method to develop a research paper. First, you gather information (read the literary work). Then, you form a hypothesis (your thesis statement). Next, you’ll test the hypothesis (supporting paragraphs with sources to support your ideas). Finally, you’ll draw conclusions about your hypothesis (restate the thesis and sum up your work). After you’ve read the literary work and selected a topic, you’ll develop a thesis. Remember that the thesis must be your own idea based on the novel and topic. and not a quote from a source. You will choose one of the following novels or plays. You’ll need to check out a copy from a library or purchase a copy from a bookstore. All of the choices are widely available. You’ll submit a proposal for the research paper in Lesson Five, then write the final paper in Lesson Seven. Please purchase and begin reading the book you choose as soon as possible so that you will be prepared to create a research proposal when you reach Lesson Five. Literary Research Selections • Pride and Prejudice by Jane Austen • Rebecca by Daphne Du Maurier • Frankenstein by Mary Wollstonecraft Shelley • Jane Eyre by Charlotte Brontë • A Midsummer Night’s Dream by William Shakespeare • Silas Marner: The Weaver of Raveloe by George Eliot Lesson One The Anglo-Saxon Period, 449-1066 Introduction In the early years of British history, before modern book printing, storytelling was both an art and a main source of entertainment. Courageous heroes battling monstrous villains and turbulent natural settings abounded in the stories told, providing an escape from everyday life. In this lesson, you’ll meet a hero who resonates through time, even on modern movie screens. You’ll find travelers battling the elements and telling stories to entertain and enlighten. The British people, stories, and themes of long ago are likely to remind you of today’s movies and novels. Additionally, you’ll learn how Old English affects today’s vocabulary, and brush up on skills for writing sentences. There is no graded essay for the first lesson. Instead, please e-mail a short description of yourself to your teacher. Use Messages located under My Profile on the right side of the main screen. You can identify your teacher by looking for his or her name in the “Latest News” column on the upper left of your screen. Choose your teacher’s name from the list of contacts in Messages to message the correct person. Let us know who you are and whether you have any concerns about the course. We look forward to working with you in English 4A! Lesson Objectives After completing this lesson, you should be able to: • read and appreciate early British works of the Anglo-Saxon period; • recognize characteristics and themes, including archetypes, commonly used in the Anglo-Saxon period; • identify and understand examples of literary conceits such as irony and symbolism; • interpret artwork associated with the time period; • understand the Old English roots of modern language and the specific uses of academic vocabulary; • develop a sense of style in developing sentence structure. continued  How to Proceed 1. Read the introduction and objectives for this lesson. This section will provide context and direction for the lesson. 2. Read each discussion section before attempting the quiz for each section. The discussion sections will enhance the information you read in the textbook. The specific textbook reading assignments are in the discussion sections as well. 3. Carefully read the pages assigned in Literature: Texas Treasures: British Literature. 4. Complete all practice exercises and take notes as directed in each discussion section. 5. Complete each quiz in order. It’s best to complete each section’s quiz before moving on to the next discussion section and quiz. After all sections are complete, you may move on to Lesson Two. 6. Review your notes every few days until you take the final exam in order to keep the material fresh in your mind. Discussion The Anglo-Saxon Period Imagine a time of defending your home against invaders that cross oceans to take your land. Warfare and tribal culture is a way of life, and owning a few household items is considered great wealth. History and stories of legendary warriors are told in song while celebrating victories. This is the Anglo-Saxon period in British history. The Anglo-Saxons (Angles, Saxons, and Jutes) were Germanic tribes who invaded Britain. Their culture, mixed with Christianity, led to the British society we know today. Anglo-Saxon literature is based on dark mythology and the struggle to gain fame. Christianity, with its ideas of eternity and God, influenced and mixed with their culture. This section of British history lasted from about 449 A.D until 1066 A.D. Read pages 5-13 in your textbook. Pay special attention to pages 12-13, taking notes to remember the history of the Anglo-Saxon people. Notice the artwork in your book as you read. The images will give you a better sense of the important ideas of the time period. The epic warrior is a literary archetype, a stereotypical figure or idea. Beowulf is perhaps the most famous epic warrior of all time. He is also known as an epic hero, displaying strong ideals and bold confidence. Although the author of the poem Beowulf is unknown, the story has survived for more than 1,500 years. The poem was one of the first to be written in the language of the British people rather than in Latin. The original Old English doesn’t seem much like “English” to us today, but don’t worry! The version is your book is translated into modern language. Read Beowulf on pages 19-52 in Literature: Texas Treasures: British Literature. As you read, create an outline to help you remember the characters and events of the poem. There are three main episodes in the poem; take note of the events as well as the heroic qualities shown throughout the story. Read pages 66-71 in Literature: Texas Treasures: British Literature. This is a short excerpt from a graphic novel of Beowulf. As you read, consider how the artwork portrays the story. Read “The Seafarer” on pages 79-82 in Literature: Texas Treasures: British Literature. Think about how the imagery of the poem develops the mood. Look for a change midway through the poem as the theme shifts from describing the attraction of life at sea to urging others to live a life worthy of God’s judgment. To understand poetry, it’s always a good idea to discuss the poem with someone else. Find an adult or peer you trust, and ask him or her to read the poem and discuss it with you. Use question 12 on page 83 as a conversation starter. Stop here and complete Assignment 1 - Beowulf and “The Seafarer.” Then go on to Analogies. Analogies An analogy is a comparison. In literature, an analogy shows similarities between two things that are otherwise different. Metaphors and similes often express analogies in poetry and stories. Analogies are also used to show the relationship between two words or phrases. In this type of analogy, it is important to consider the meaning of each word, the part of speech used, and the relationship between the items listed. An analogy is written like this: young : old :: light : dark An analogy is read like this: Young is to old as light is to dark. In this example, the analogy shows the relationship between antonyms. In the second column of page 54 in Literature: Texas Treasures: British Literature, there is a short analogy practice. Review the vocabulary words given on page 23. Stop here and complete Assignment 2 - Analogies. Then go on to the Vocabulary Workshop. Vocabulary Workshop In this section, you’ll learn about academic words and the Old English origins of modern English. Having a strong vocabulary will improve your understanding of everything you read and will enhance your ability to write descriptively. Read pages 56-57 in Literature: Texas Treasures: British Literature. Many academic vocabulary words have more than one meaning. Remember to consider the part of speech and context clues when reading to determine the correct meaning of a word. Complete the Practice activity on the bottom of page 57. The answers to this activity are provided for you in the Resources section at the bottom of the course home page. Click on “Answers to Practice Exercises” to check your answers. Read page 77 in Literature: Texas Treasures: British Literature. Can you think of additional words that could be added to the chart in the middle of the page? Stop here and complete Assignment 3 - Vocabulary. Then go on to the History of the English People. History of the English People Although the Anglo-Saxon period was more than 1500 years ago, we have a good idea of the history of Britain during this time because of the writings of a monk who was called the Venerable Bede. This monk was a scholar and historian with a knack for storytelling. During this time, monks spent great amounts of time copying down books, including the Bible, to be preserved for future generations. Take a look at the page from St. Luke’s Gospel, shown on page 99 of your textbook, and the page from Bede’s manuscript on page 93. Books were works of art created entirely by hand. In the Vocabulary Workshop on page 77, you learned about a few of the words that developed from Old English. This section will add to your knowledge about the history of the language you speak. Read “The Ecclesiastical History of the English People” on pages 86-92 in Literature: Texas Treasures: British Literature. After you read, write a brief summary of the passage in your notes. Your notes will be helpful when you prepare for the final exam. Read “The Development of English” on pages 98-99 in Literature: Texas Treasures: British Literature. Can you think of words used today that come from other languages? Stop here and complete Assignment 4 - History. Then go on to the Grammar Workshop. Grammar Workshop Your style as a writer centers on the sentence structures you use. Using descriptive clauses and phrases along with correct grammatical structure is essential to becoming a strong writer. Readers will find your work much more interesting if you vary the length and type of sentences you use. Short sentences make a clear point. Longer sentences may combine ideas to create flow and avoid choppiness. Read pages 96-97 in Literature: Texas Treasures: British Literature. Pay special attention to the suggestions given in the “Tip” sections along the edges of each page. Complete the exercise titled “Revise” at the bottom of page 97. The answers to this activity are provided for you in the Resources section at the bottom of the course home page. Click on “Answers to Practice Exercises” to check your answers. Go on to The Canterbury Tales by Geoffrey Chaucer. The Canterbury Tales by Geoffrey Chaucer Near the end of the Anglo-Saxon period, Chaucer wrote a lengthy poem with vivid characters representing the people of his day. Storytelling was a treasured art of the time, serving as the primary source of entertainment. In “The Prologue,” Chaucer describes a menagerie of travelers. The host on the journey asks each traveler to tell two tales as they travel. The host will judge the tales. The Canterbury Tales is a frame story—a plot structure involving the telling of stories within another story. You may have seen this structure used in literature or movies. For example, in the movie The Princess Bride, the grandfather is telling a story to his grandson. The story of Buttercup and her true love is set within the “frame” of the grandfather reading aloud. Mary Shelley’s Frankenstein is another good example. The famous events are explained within the frame of Victor Frankenstein telling the story to Robert Walton. You will read an excerpt from “The Prologue” that describes each of the travelers and sets up the story. Then you’ll read an excerpt from “The Pardoner’s Tale,” one of the stories told as the group travels to the shrine of St. Thomas à Becket. In the poem, some of the sentences are inverted. For example, line 169 reads, “A Monk there was, one of the finest sort.” This sounds a bit like Yoda, the Star Wars character. If a statement like this seems confusing, try switching it around in your head: “There was a Monk, one of the finest sort.” Read pages 14-15 in Literature: Texas Treasures: British Literature. The historical background in this section explains the significance of religious ideas and pilgrimages in The Canterbury Tales. Read the excerpt from “The Prologue” on pages 100-123 in Literature: Texas Treasures: British Literature. As you read “The Prologue,” list the characters in your notes along with a brief description of each. Read the excerpt from “The Pardoner’s Tale” on pages 125-131 in Literature: Texas Treasures: British Literature. As you read “The Pardoner’s Tale,” write a brief synopsis in your notes. Also note any examples of irony that you find in the story. Reading poetry can be challenging! Consider reading aloud to make it easier to understand. This is another good time to find an adult or friend who will read with you. Stop here and complete Assignment 5 - The Canterbury Tales. Lesson One: Assignment 1 - Beowulf and “The Seafarer” Beowulf 1. A long narrative poem that recounts the adventures of a heroic figure is called A. a dramatic monologue B. an epic. C. a parable D. a legend. 2. Based on the definition given on page 21, which of the following contains an epithet? A. He has a stone-cold heart. B. She is an excellent dancer. C. The ocean waves crash against the beach. continued  3. Which of the following best describes an epic hero? A. boastful, courageous, lowly social class B. humble, generous, kind C. superhuman, loyal, boastful 4. What is Herot? A. a city that Beowulf rescues B. a mead-hall where the king and his men gather C. an ornate church that is taken over by a demon D. the mead-hall where Beowulf kills 30 warriors 5. Choose the correct order of events from the poem. A. Beowulf kills Grendel’s mother, tears off Grendel’s arm, and dies in a battle with a dragon. B. Grendel kills 30 men, becomes king, and battles a dragon. C. Beowulf kills Grendel and Grendel’s mother. He later dies while battling a dragon. D. Grendel, a dragon, offers wise advice to the king, Beowulf. Beowulf then goes into the swamp to rid the land of the demon-monsters living there. 6. Read lines 705-712 on page 41. What do these lines reveal about Beowulf? A. He is a humble and conscientious ruler. B. He accepts responsibility for the people. C. He believes that a kingdom can be punished for the sins of the king. D. All of these. 7. Which of the following is one reason why Beowulf travels to Denmark? A. The omens are good. B. He is at war with the king of the Geats. C. He plans to conquer the Danes. D. King Hrothgar sent for him. 8. Why does Beowulf search for Grendel’s body? A. It is dangerous to leave the body in the swamp. B. Beowulf wants to avenge the deaths of Hrothgar’s men. C. Beowulf plans to use the body to lure Grendel’s mother out of hiding. D. Grendel’s head will prove that Beowulf has slain the demon. 9. In what ways are Beowulf and Wiglaf similar? A. Both are old, experienced warriors. B. They are strong, young men. C. Each has previously slain a dragon. D. Both are courageous warriors. continued  10. Consider the three main battles in the poem. How do the battles advance the story? A. Each battle demonstrates a stage of Beowulf’s life and shows that he is aging. B. The battles show that the hero is constant and unchanging. C. The hero becomes stronger and more boastful with each battle. 11. The panels in the graphic novel version of Beowulf A. add sense of chaos with randomly placed pictures. B. depict details that add emotion and depth to the story. C. focus on each warrior individually. D. use bright colors to demonstrate the excitement of the events. “The Seafarer” 12. How does “The Seafarer” portray the Anglo-Saxon warrior? A. The sailor’s life is directed by fate, and he faces dangers boldly. B. The speaker shows great faith in God’s guidance and ability to rescue him from the dangers of the sea. C. The descriptions of nature depict a bright and joyful world. D. The hero gives credit to his men and shows humility. 13. What does the sea symbolize in the poem? A. worldly pleasures B. adventure and joy C. loneliness and despair 14. The speaker longs for a comfortable life on land. A. True B. False 15. What does the speaker say is different about life in his time as compared to life in the past? A. Nations of the world lived in splendor and wealth during his day. B. In the past, the world was filled with dreary work and misery. C. In the past, kingdoms flourished, but now is a time of hard work and images of death. D. The glories of the past continue to grow into the heroism and epic adventure of his day. continued  Lesson One: Assignment 2 - Analogies Locate the analogy activity on page 54 in Literature: Texas Treasures: British Literature. Choose the correct answer from the choices given on page 54. Type in the correct word. DO NOT type in the multiple-choice letter. Your spelling MUST be exact. EXAMPLE: young : old :: light : dark 1. hammer : forge :: chisel : 2. pain : writhing :: cold : 3. criminal : infamous :: philanthropist : 4. cheer : celebrate :: lament : 5. pajamas : nap :: shroud : Lesson One: Assignment 3 - Vocabulary Use the list of definitions given in the column called “Test Taking Tips” on page 57 of Literature Texas Treasures: British Literature to complete the sentences below. Each word should be used only once; be sure to choose the best answer to complete each sentence before submitting the activity. Type the word in the box, and be sure to spell it exactly. 1. After reading the story, write one paragraph to the events you have read about. 2. Based on the description of Beowulf, you can that he is confident and muscular. 3. When you write a persuasive essay, you must your opinions with facts. 4. Rather than writing a lengthy explanation, a thesis should a clear position. 5. The timeline given at the beginning of this unit s the events of the Middle Ages. 6. Rather than just telling me your ideas about the story, your thoughts with specific examples. 7. After reading the first few chapters, you may be able to how the novel will end. continued  Lesson One: Assignment 4 - Vocabulary Complete the Practice activity at the bottom of page 77 in Literature: Texas Treasures: British Literature. Select the correct answer for each of the three passages in the activity. Use an etymological dictionary such as 1. Complete the Practice activity at the bottom of page 77 in Literature: Texas Treasures: British Literature. A. forever B. murderous C. banished 2. Complete the Practice activity at the bottom of page 77 in Literature: Texas Treasures: British Literature. A. agony; violent B. alike; unending C. cruel; evil 3. Complete the Practice activity at the bottom of page 77 in Literature: Texas Treasures: British Literature. A. shining B. armor C. safely Lesson One: Assignment 5 - History from The Ecclesiastical History of the English People by the Venerable Bede 1. Bede developed the system of dating starting with A.D. (Anno Domini) 1, the year of the birth of Jesus. A. True B. False 2. Bede was interested in history because of his extensive travels. A. True B. False 3. What is the main idea of the first section of The Ecclesiastical History? A. explaining the rules followed by monks B. the conversion of a king C. Bede telling of his own experience 4. In the analogy made by one of the king’s men, what do the sparrow and the storm symbolize? A. long life; eternity B. Christianity; paganism C. transitory nature of life; the void D. heroism; fear The Development of English 5. Why would the form of language used in London have become the standard form? A. All educated people lived in London B. The king ordered all people to speak his form of English. C. Monks wrote history in the Middle English used in London. D. London was the political, economic, and cultural center of England. Lesson One: Assignment 6 - The Canterbury Tales 1. Match each description to a character described in “The Prologue” of The Canterbury Tales. A. Son of the Knight B. Will be first to tell a tale C. Has a special love of gold; does not read the Bible much D. Pleasant and charitable; good table manners E. Associates with the rich rather than the poor or the sick F. Dresses in a “motley” way with buckled boots and an unusual hat G. Very large; a bagpipe player H. Sells false relics and keeps the money 1. Merchant 2. Knight 3. Miller 4. Squire 5. Doctor 6. Pardoner 7. Friar 8. Prioress 2. The Prioress, the Parson, and the Summoner are all employed by A. the church B. the king C. the Tabard Inn D. foreign countries continued  3. In lines 37-39, what does the narrator say he intends to do? A. judge the stories B. travel to the shrine C. describe the pilgrims D. tell a tale 4. Use an etymological dictionary, such as , to look up the word chivalry, which is found in line 45 of the poem. From which two languages is chivalry derived? A. Old English and French B. Latin and Old English C. Greek and Latin D. French and Latin 5. How does the narrator describe the clergy members among the travelers? A. All are honorable and follow the rules of the church. B. Although they maintain godly appearances, most do not follow the church’s rules. C. All are dishonest thieves. 6. The merchant is described on pages 109-110. How is the merchant characterized as a hypocrite? A. He presents himself as a wealthy man but is really in debt. B. He pretends to like the other travels but actually despises them. C. Although he is a wealthy man, he does not enjoy his riches. D. Despite his knowledge of the world, he dislikes traveling. 7. Which social class is best represented by this group of travelers? A. the nobility B. the poor C. the middle class 8. When the rioters search for Death, what do they find under the oak tree? A. an empty treasure chest B. gold C. a letter D. Death 9. On page 129, line 134, what is the meaning of the word “prudent”? A. overt B. fanciful C. cautious D. frugal 10. The plot of the story A. lags by giving lengthy descriptions while nothing happens. B. resolves quickly leaving the last pages to discuss the outcome. C. builds throughout building tension until the end. 11. Which of the following is an example of irony in the story? A. The three rioters promise trust but betray each other. B. Once they find treasure, the rioters no longer seek Death. C. The rioters do find Death under the tree, but it is their own. D. All of these. 12. In this story, the love of money is compared to A. death of the soul. B. wealthy people of the world. C. true love. D. searching for treasure. Lesson One: Discussion Topics The Canterbury Tales is a collection of stories written by Geoffrey Chaucer ( In 250 words, describe how you might pass the time if you had to travel on foot for hundreds of miles without any modern conveniences? (such as a car, fast food, video games, cell phones, hotels) You will need to post one initial discussion and reply to one of your classmates. Initial discussions should be approximately 250 words and replies should be approximately 100 words. Posting Your Discussion To add your discussion post to the forum: 1. Click the “Add a new discussion topic” button below. 2. Enter a subject line in the smaller text box. 3. Type your response in the large text box. 4. Change your Subscription options if you do not want to receive email copies of additional posts to the forum. 5. Click the “Post to forum” button to submit your response. Lesson Two The Middle Ages, Introduction Knights in shining armor travel the land, protecting the country from invaders, fighting in tournaments to entertain the people, rescuing damsels in distress, and battling with ancient dragons. The dragons are mostly added by later novels and TV shows, but the idea of the chivalrous knight falling in love with the beautiful maiden is almost as popular today as it was more than 700 years ago. The Middle Ages was a time of knights, both real and imaginary. This period is also called the medieval times (medieval means “middle ages”) or the Dark Ages. Themes of courtly love, heroic deeds, and honorable competition mark the literature of the day. In this unit, you’ll read stories of the most famous of the knights. You’ll also experience entertainment from the Middle Ages: ballads filled with romance and humor. Finally, stretch your creative muscles and write a short story of your own, inspired by the Middle Ages. Most people couldn’t read and write, so they sang ballads to remember and retell interesting stories. Traveling minstrels and storytellers were revered for their ability to entertain. They delivered news of the world and performed legendary tales. Lesson Objectives After completing this lesson, you should be able to: • read and appreciate works of the Middle Ages; • recognize characteristics and themes, including archetypes and ballad form, of the Middle Ages; • identify and understand examples of literary conceits such as symbolism; • compare themes of literature from the Anglo-Saxon time period and the Middle Ages; • define words from context clues; • apply correct verb tenses for historical and literary writing; • write a creative short story. continued  How to Proceed 1. Read the introduction and objectives for this lesson. This section will provide context and direction for the lesson. 2. Read each discussion section prior to attempting the assignment for each section. Carefully read the pages assigned in Literature: Texas Treasures: British Literature. Complete all practice exercises and take notes as directed in each discussion section. 3. Complete each assignment in order. It’s best to complete each section’s assignment before moving on to the next discussion section and assignment. 4. After all sections are complete, you may move on to Lesson Three. 5. Review your notes every few days until you take the final exam in order to keep the material fresh in your mind. Discussion Knights As you learned in Lesson One, Christianity was introduced to Britain during the Anglo-Saxon period. Over the years, the pagan aspects of the culture were replaced by the influence of the Roman Catholic Church, as seen in The Canterbury Tales. By the Middle Ages, Christian virtues of honor, honesty, and generosity became the chivalric code followed by knights. We tend to think of knights who followed the code of chivalry rescuing damsels in distress, fighting with honor against worthy opponents, being honest and heroic in everything. While our image is mostly fictional, there were real knights. They really did wear the shining metal armor, and they had family crests painted on their shields, but legend has added magic, super-human deeds, and monsters to the real stories. One thing is true about both real and fictional knights: they were not always successful in following the code of chivalry. Read pages 16-17 in Literature: Texas Treasures: British Literature to learn more about the age of chivalry and knights. Read the excerpt from Sir Gawain and the Green Knight on pages 164-181 of Literature: Texas Treasures: British Literature. Take the time to read the background information and study the vocabulary on page 164. Then compare the two translations of the poem’s opening lines (pages 165-166). As you read the story, take notes to outline the plot. Keep track of the author’s use of the color green. Consider the purpose of the color in the story. Read the excerpt from A Distant Mirror by Barbara Tuchman, pages 185-187. The author discusses ideas of chivalry. This is an excerpt from a non-fiction book written about life during the 14th century. As you read, make notes about her ideas of chivalry, and compare her ideas to your thoughts about chivalry as it was shown in Sir Gawain and the Green Knight. Read the excerpt from Le Morte d’Arthur by Sir Thomas Malory, pages 188-196. The title means “The Death of Arthur.” This story tells of the death of the most famous knight of all, King Arthur. After you read the story, consider the code of chivalry as it is shown in the poem. Make notes about the chivalric ideas you noticed and how they compare to the excerpt from Sir Gawain and the Green Knight. Stop here and complete Assignment 1 - Chivalry. Then go on to the Grammar Workshop. Grammar Workshop Verb tenses are extremely important to good writing! On page 162 of Literature: Texas Treasures: British Literature, a few verb tense errors are discussed. When writing about history, as shown in this textbook example, you must remember to use the past tense or past participle forms of verbs. For example, you would say, “Chaucer wrote about a pilgrimage to Canterbury,” using the past tense of to write. Or you could say, “Malory had been put in jail before writing Le Morte d’Arthur,” since you are referring to an earlier event. Remember to write in present tense when discussing literary characters and events. These events occur every time you read the book, so they are always present tense. For example, you could write, “Sir Gawain accepts the Green Knight’s challenge,” using the present tense of accept. Complete the following practice exercise on your own paper. The answers to this activity are provided for you in the Resources section at the bottom of the course home page. Click on “Answers to Practice Exercises” to check your answers. Verb Tense Practice Exercise Rewrite the following sentences, correcting any errors in verb form. 1. Barbara Tuchman win the National Book Award. 2. Sir Thomas Malory support the Lancasters in the Wars of the Roses. 3. King Arthur asked Sir Bedivere to return his sword to the lake. 4. King Arthur dreamed that he fell into deep water filled with serpents and monsters. Stop here and complete Assignment 2 - Grammar, Vocabulary, and Writing. Then go on to The Ballad Tradition. The Ballad Tradition During the Middle Ages, the ballad became a popular form of entertainment. Ballads were sung by traveling musicians or told by storytellers. The skill of telling stories was valued in the same way that we appreciate a good TV show or movie. Audiences looked forward to the humor, exciting tales, or romances told through ballads. One of the ballads you’ll read in this lesson may remind you of other romances, maybe even Romeo and Juliet. In the other, a husband and wife argue about household chores; we can all appreciate the humor in this situation. To maintain the rhyme that is so important to a ballad, these poems keep the Old English language similar to the way they were first written. Use the footnotes to help you understand the unusual words. Read about the ballad tradition on pages 200-202 in Literature: Texas Treasures: British Literature. Read the two ballads, “Bonny Barbara Allan” and “Get Up and Bar the Door,” on pages 203-206 in Literature: Texas Treasures: British Literature. Now complete Assignment 3 - Ballads. Lesson Two: Assignment 1 - Chivalry 1. What is the main idea of “The World of Romance” (pages 16-17)? A. Christianity played a large role in the development of the code of chivalry. B. Medieval artists focused on ideas of knights and the traditions of chivalry and courtly love. C. Knights enjoyed great social prestige and trained as warriors. D. English writers most often wrote about King Arthur and his court. 2. How do medieval knights compare with Anglo-Saxon warriors? A. Both demonstrate a barbaric nature. B. Both value skill in warfare, courage, loyalty, and fame. C. Both adhere to the code of chivalry. D. Medieval knights seek fame, but Anglo-Saxon warriors were humble. from Sir Gawain and the Green Knight 3. The green knight can be described as A. an unusual man in both appearance and action B. a clear archetype of evil C. the bravest member of King Arthur’s court D. none of these 4. Gawain can be described as A. an intrepid knight B. humble C. an honorable member of King Arthur’s court D. all of these 5. Why does Gawain consider himself the knight best qualified to accept the challenge? A. He has shown that he is the bravest of all. B. He has won more tournaments than any other knight. C. The king wants him to leave the court permanently. D. He says that he is the weakest of all knights and least likely to be missed. 6. Why does the lady’s offer of a green girdle present a moral dilemma for Gawain? A. He does not want to make promises to her knowing he may die. B. Accepting affection from a married woman would break the code of chivalry. C. Wearing a green girdle will cause him to appear less worthy in battle. D. The color green does not represent King Arthur’s court. 7. How does the Green Knight prove that he is or is not evil? A. He attempts to kill Gawain B. He returns to Camelot to become one of King Arthur’s knights. C. He does not kill Gawain. D. He challenges the knights in Arthur’s court. 8. What reason does the Green Knight give for the three blows of the axe? A. He has waited for a year and deserves three attempts to kill Gawain. B. The axe breaks during the first two blows, so the Green Knight takes a third swing. C. Gawain flinches with the first swing, the knight swings again to test Gawain, and the third blow is punishment for accepting the green girdle. D. Each blow represents a stage of the challenge: the Green Knight’s presence before the king, Gawain’s time as he travels to meet the Green Knight, and the final challenge itself. 9. In the story, the color green represents A. the spring season B. new life C. envy D. deception from A Distant Mirror by Barbara Tuchman 10. This passage demonstrates the A. reality of knighthood during the 14th century B. romance of knighthood during the 14th century 11. According to Tuchman, chivalry developed A. to battle Christianity’s influence on their pagan culture B. as a result of the Crusades C. to bring Christianity to the world in general D. as a way to gain control of warriors 12. What historical idea(s) appear both in this passage and in Sir Gawain and the Green Knight ? A. courtly love B. a knight’s physical and moral strength C. an expectation of fearlessness D. all of these from Le Morte d’Arthur by Sir Thomas Malory 13. The story opens with A. King Arthur in battle against horrible beasts B. a nightmare C. Sir Lancelot’s attempt to slay Mordred D. a treaty between Mordred and Arthur 14. Complete the following analogy based on vocabulary from the story. doleful : solemn :: peril : A. brandish B. mournful C. jeopardy D. courage 15. When composing the story of Arthur, Malory was A. a knight in the king’s court B. banished from England because his writing was considered a work of treason C. in jail because of the Wars of the Roses D. in jail because of his crimes as a thief 16. King Arthur has become a symbol for chivalry. A. True B. False 17. How does the distrust between Arthur and Mordred trigger the battle? A. Both Arthur and Mordred had told their men to attack if a sword was drawn. B. Mordred shows treachery by having his men attack without provocation. C. Arthur and Mordred both ignore chivalry by trying to attack each other from behind. 18. When Arthur hears that the sword has been taken into the water, he knows that A. his sword will be returned B. he will also be taken at the water C. Sir Bedivere has lied D. Mordred will find Excalibur 19. How does Sir Bedivere’s decision to remain with the hermit reflect chivalry? A. It shows his respect for courtly love. B. It demonstrates loyalty to the hermit. C. It shows his religious beliefs and loyalty to Arthur. D. It shows his bravery. 20. The ending of the story suggests that A. Mordred will rule England forever B. magic will return to the land C. Arthur may return D. England will be overtaken by foreign enemies continued  Lesson Two: Assignment 2 – Verb Forms You will submit this assignment using the textbox that appears when you click on the Add submission button at the bottom of the page. To avoid timing out the system, it is strongly suggested that you complete this assignment in a word processor (such as MS Word, OpenO, MS WordPad, etc.) first and then copy and paste the completed assignment into the textbox. Correct any errors in verb form in the four sentences listed at the bottom of page 162 of Literature: Texas Treasures: British Literature. Type the corrected sentences into the text box provided. Be sure to number your answers. Lesson Two: Assignment 3 – Short Story You will submit this assignment using the textbox that appears when you click on the Add submission button at the bottom of the page. To avoid timing out the system, it is strongly suggested that you complete this assignment in a word processor (such as MS Word, OpenO, MS WordPad, etc.) first and then copy and paste the completed assignment into the textbox. Writing Assignment - Short Story (30) In this assignment, you get to be creative and write a short story! Your characters and themes will be based on the story Sir Gawain and the Green Knight. The textbook provides instructions and an idea on page 184. Note: The textbook asks for 1,500 words. However, only 600 words are required. This would be about 1- 1/2 to 2 pages (typed, double-spaced). You may write up to four pages. Since the textbook example is based on soccer, please do not use that idea again. Be creative and take this any direction you like. You must use at least two of the characters from the story, keeping their basic personalities the same. Also, your story’s main theme must be one of the themes from Sir Gawain and the Green Knight. You may tell the story from a third-person point of view, or you could tell the story in the first person (as if one of the characters, such as Gawain, were telling the story). Your short story will be graded mostly on your ability to transfer the characters and theme into a new, creative setting. However, you should review the Tips for Good Writing, because grammar and mechanics are always important as well. (The Tips for Good Writing can be found in the Resources section at the bottom of the course home page.) You will submit this assignment in the text box below. To avoid timing out the system, you should first type your assignment in a word processor (such as Microsoft Word), spellcheck, edit, and save it, then copy and paste the text of your completed assignment into the box when you have finished. continued  Lesson Two: Assignment 4 - Ballads 1. Who is a famous hero of the ballad tradition? A. King Arthur B. Robin Hood C. Sir Gawain D. Lord Randall 2. Who was the primary audience of the ballads? A. the common people B. kings and royalty C. the clergy D. traveling storytellers 3. Why is rhyme used in these ballads? A. to make the story memorable for the storyteller B. to create an unpleasant song for the listener C. to emphasize the events and ideas 4. Which of the following summarizes the events of “Bonny Barbara Allan”? A. Graeme comes to see Barbara Allan, but she rejects him. He drinks poison, and she dies of guilt. B. Graeme comes to see Barbara Allan, but she has heard that he said unkind things about her. He dies because of her rejection. She sees that he loves her and says she’ll die for love as well. C. Since their families despise each other, Graeme and Barbara Allan plan to die so they can be together. 5. How do Barbara Allan’s words at the end of the poem demonstrate ideas of love that were popular during medieval times? A. The idea of courtly love is that a couple can be together only after death. B. Rejecting family was considered an essential aspect of romantic love. C. The final lines show loyalty and the strength of romance. D. Dying for love was a main tenet of the code of chivalry. 6. In the poem “Get Up and Bar the Door,” the word hussyfskap refers to A. irritated women B. irresponsible husbands C. household chores D. an agreement continued  7. Which of the following elements helps to develop humor in “Get Up and Bar the Door”? A. chivalrous intentions of the husband B. courtly love C. rhyme scheme D. stubbornness of the two characters 8. The realistic rather than idealistic portrayal of marriage in “Get Up and Bar the Door” demonstrates the medieval ideas of chivalry. A. True B. False Lesson Two: Assignment 5 – Grammar, Vocabulary, and Writing 1. Use context clues to determine the meaning of the underlined word. Sir Gawain was sent to Arthur to quickly warn him of the portending danger of the next day’s battle. A. impending B. bold C. horrifying D. pleasant 2. Identify the type of context clue you used: Sir Gawain was sent to Arthur to quickly warn him of the portending danger of the next day’s battle. A. example B. contrast C. restatement D. synonym 3. Use context clues to determine the meaning of the underlined word. Sir Gawain and the Green Knight and Le Morte d’Arthur are indigenous English writings because they were written in England. A. rich B. native C. rare D. fictitious continued  4. Identify the type of context clue you used: Sir Gawain and the Green Knight and Le Morte d’Arthur are indigenous English writings because they were written in England. A. example B. contrast C. restatement D. synonym 5. Use context clues to determine the meaning of the underlined word. In Le Morte d’Arthur, Malory shaped a loose group of Arthurian legends into a single, homogeneous narrative. A. unexpected B. complicated C. multiple D. unified 6. Identify the type of context clue you used: In Le Morte d’Arthur, Malory shaped a loose group of Arthurian legends into a single, homogeneous narrative. A. example B. contrast C. restatement D. synonym Lesson Three The English Renaissance, , Part I Introduction King Henry VIII, Queen Elizabeth I, William Shakespeare…the English Renaissance produced some of the most famous and infamous names in British history. King Henry VIII was famous for beheading his wives because the church didn’t approve of divorce. Queen Elizabeth I loved theater and art, and set England up as a world power. Shakespeare wrote plays and poetry and is arguably the best-known author of all time. During the Renaissance, people thought of themselves as civilized. Art, fashion, and beauty were of elevated importance. They focused on intellectual pursuits and the world around them rather than the supernatural or the afterlife. Lesson Objectives After completing this lesson, you should be able to: • read and appreciate early works of the English Renaissance; • recognize characteristics and themes, including poetry styles such as the sonnet form, of the English Renaissance; • identify and understand examples of literary conceits such as allusion, apostrophe, and extended metaphor; • compare thematic ideas of early British literature from the early to the late English Renaissance; • understand words from context clues; • apply subject-verb agreement; • analyze the purpose of motifs in drama. How to Proceed 1. Read the introduction and objectives for this lesson. This section will provide context and direction for the lesson. 2. Carefully read the discussion section of the unit. Read all pages assigned in Literature: Texas Treasures: British Literature. The specific textbook reading assignments are in the discussion sections. 3. Complete all practice exercises and take notes as directed in each discussion section. 4. Complete each assignment in order. It’s best to complete each section’s assignment before moving on to the next discussion section and assignment. After all sections are complete, you may move on to Lesson Four. 5. Review your notes every few days until you take the final exam in order to keep the material fresh in your mind. Discussion Humanists and Courtiers Begin by reading pages 232-234, and 240 in Literature: Texas Treasures: British Literature. In your notes, list the basic ideas of humanism in England and note the people of importance during this time. Which of the following is a main idea of humanism? A. Humanists relied on personal studies with friends and advisors. B. Humanism emphasizes ideas based on this world rather than God or heaven. C. Humanists were intellectual and valued art. D. All of these answers. If you chose D, you’re right! Now go on to the next question. The Sonnet During the English Renaissance, the sonnet gained popularity. This form of poem is a combination of intellectual reasoning and art, a form with great appeal for humanists. A theme, question, or problem is developed in the first part of the poem, followed by a quick resolution in the final lines. Sonnets have 14 lines and a structured rhyme scheme. Within this structure, the poet addresses profound questions and ideas in artistic, original ways. Read about sonnets on pages 242-243 in Literature: Texas Treasures: British Literature and answer the following question. What is one major difference between the Italian and the English sonnet forms? A. English sonnets rhyme. B. Italian sonnets resolve in a sestet, while English sonnets resolve in a couplet. C. Italian sonnets contain 16 lines rather than 14. If you chose B, you’re right! Go on to the next section now. Humanists and Courtiers Read the following author biographies and sonnets from Literature: Texas Treasures: British Literature. As you read, note the basic question, problem, and/or theme of each sonnet. Also take notes about how the question or theme may relate to the author of the sonnet and identify the type of sonnet (Italian/Petrarchan, Shakespearean, Spenserian). This reading list may seem long, but each section is very short. Remember, a sonnet is only 14 lines! • “On Monsieur’s Departure” by Queen Elizabeth I (pages 244-246) - The queen writes about a lost love. She must serve her country rather than herself. • “Who So List to Hunt” by Sir Thomas Wyatt (pages 252-254) - The speaker writes about a woman who did not return his affections. • “Sonnet 30” by Edmund Spenser (pages 257-259) - The speaker uses an analogy of heat and cold to describe his passion and his beloved’s indifference. • “Sonnet 31 from Astrophel and Stella” by Sir Philip Sidney (pages 264-266) - The speaker talks to the moon about the disappointment of romantic love. • “Sonnet 116” and “Sonnet 130” by William Shakespeare (pages 287-288) - (We’ll read his biography later in this lesson.) “Sonnet 116” deals with the constancy of love. “Sonnet 130” is a satirical look at figurative language, showing that flowery words don’t capture the “beauty” of his beloved. After you read the sonnets, complete Assignment 1 - Humanism and the Sonnet and Assignment 2 - The Sonnet. Then go on to the Metaphysical and Cavalier Poets. Metaphysical and Cavalier Poets The Metaphysical Poets “Death, be not proud, though some have called thee Mighty and dreadful, for thou art not so; For those whom thou think’st thou dost overthrow Die not, poor Death, nor yet canst thou kill me.” These are the opening lines to a poem written by John Donne, a metaphysical poet. During the 17th century (1600s), poets expressed their thoughts in melodious, flowery language. Poems described elaborate comparisons, also called extended metaphors or conceits, to depict their subjects. Religion and direct references to God changed the common tone of poetry away from humanistic ideals as the Renaissance progressed. In Donne’s poem, Death is personified and the poem is an apostrophe to Death (written to Death). Donne develops religious ideas of overcoming death and of life’s continuing when gone from this world. Read about Metaphysical Poets on pages 420-421 in Literature: Texas Treasures: British Literature. Take notes about the characteristics of these poets. Read the following author biographies and works of literature that represent the Metaphysical Poets. As you read, take notes about the theme of each poem and types of figurative language used. • John Donne - page 422  “Song” - page 424  “Death Be Not Proud” - page 427 • Ben Jonson - page 437  “On My First Son” - page 439  “Song: To Celia” - page 441 “Gather ye rosebuds, while ye may, Old time is still a-flying And this same flower that smiles today Tomorrow will be dying.” The Cavalier Poets This excerpt written by Robert Merrick, a Cavalier poet, demonstrates the structured stanzas, regular rhyme scheme, and thematic ideas of the Cavaliers. The excerpt above is written in simple language - well, it would seem simple if you lived during the Renaissance. Simple language is another common aspect of Cavalier poetry. These poets were wealthy, aristocrats who supported the monarchy. Because of this, they are also known as Royalists. Read more about the Cavalier Poets on pages 444-445 of Literature: Texas Treasures: British Literature. Take notes about their characteristics and the similarities and differences between the Cavaliers and the Metaphysical poets. Read the following author biographies and poems. As you read, take notes about the theme of each poem and types of figurative language used. • Robert Herrick - page 477  “To the Virgins, to Make Much of Time” - page 449 • “Carpe Diem” by Horace - page 451 (This poem is written by the ancient Roman poet Horace. Although it is not an example of English Cavalier poetry, we’ll compare the universal theme.) • Richard Lovelace - page 460  “To Lucasta, Going to the Wars” - page 462 Stop here and complete Assignment 3 - Metaphysical and Cavalier Poets. Then go on to Vocabulary Skills. Vocabulary Skills Before each selection, vocabulary words and definitions are listed. I hope you are reviewing these words before you read; however, even after you’ve read the definition, you must use the context of the passage to help you fully understand the author’s intentions for the word. In this section, you’ll practice using context clues—hints from the sentence or line the word appears in—to help you identify the meanings of words. Locate the green “Vocabulary Practice” boxes on pages 419 and 463 in Literature: Texas Treasures: British Literature. Complete the activities in the boxes. The answers to this activity are provided for you in the Resources section at the bottom of the course home page. Click on “Answers to Practice Exercises” to check your answers. Stop here and complete Assignment 4 - Vocabulary. Then go on to Shakespeare’s Macbeth. Shakespeare’s Macbeth Even if you have never heard of any other author from this course, you have most likely heard of Shakespeare. He is perhaps the most famous author of all time. The idea of reading a Shakespearean play strikes fear into the hearts of many students. But don’t worry, you really can do this! When you read the play, take your time. Read the lines out loud if that helps you to understand what is being said. Use the footnotes in your textbook to better understand the vocabulary used. Read the stage direction since the action is not always in the dialogue. In this lesson, we’ll begin reading the play Macbeth. It’s about a Scottish warrior who wants to be king. Some of the main characters are a bit evil. There are witches, ghosts, prophetic dreams, valiant heroes, murders, and dramatic battle scenes - just about everything you usually head to the movies to see. But first, let’s review the life of Shakespeare himself. Read pages 284-285 in Literature: Texas Treasures: British Literature. You may have noticed from your previous reading that Ben Jonson was a friend and rival of Shakespeare’s, and, in fact, may have been more famous during his lifetime. Also, Shakespeare was famous for writing sonnets about love and sometimes with a satirical twist towards humor. Read about Shakespeare’s Globe Theater on pages 304-305 of Literature: Texas Treasures: British Literature to get a better idea of the staging and audiences of his day. You can take a virtual tour of a replica of the Globe Theater at the following website: Read Acts I and II of Macbeth on pages 308-340 of Literature: Texas Treasures: British Literature. As you read, list the main qualities of each important character. After reading each act, write a brief summary of the act in your notes and predict what will happen next. Stop here and complete Assignment 5 - Shakespeare’s Macbeth. Then go on to Grammar Workshop. Grammar Workshop In Lesson Two, we practiced the correct use of verb tenses and noted the importance of using present tense to discuss literature. This section will continue studying the use of verbs by focusing on subject- verb agreement. When a sentence has a compound subject or uses an indefinite pronoun as the subject, it can be tricky to choose the correct verb form. Students often lose points on essays because of issues like this, so read this section in your textbook carefully! Read page 282 in Literature: Texas Treasures: British Literature. Complete the activity at the bottom of page 282 on your own paper. The answers to this activity are provided for you in the Resources section at the bottom of the course home page. Click on “Answers to Practice Exercises” to check your answers. Stop here and complete Assignment 6 - Grammar Workshop. Lesson Three: Assignment 1 - Humanism and the Sonnet 1. Which of the following modern ideas is likely to have come from humanist ideals? A. the scientific method B. Catholic religion C. impressionistic art 2. The main idea of Sir Thomas More’s famous satire Utopia is A. an ideal society where everyone is ruled by their own emotions B. a perfect society ruled by the British empire C. an ideal society ruled by reason D. a return to the heroic societies of the Middle Ages “On Monsieur’s Departure” by Queen Elizabeth I 3. What is the tone of the poem? A. anguish B. joy C. relief D. fear 4. In the second stanza, to what does the speaker compare her feelings? What does the second stanza reveal about her feeling for Monsieur? A. the sun; she would not resist him forever. B. flying; her sorrow was not as strong as she had expected. C. her shadow; her sorrow was greater than his. D. her cares; she loves him more than her country. “Who So