Beowulf as a Hero Lesson

Beowulf as a Hero

Lesson 1 Journal Entry #

Journal Exercise 1.3A: What makes a hero?

Beowulf is a hero who possesses strength, courage and loyalty; these are the elements that make up a hero during his time. There is a certain heroic code that must be followed in Beowulf and Beowulf follows that code perfectly. During the course of the poem, Beowulf changes as a person -- he matures, and this is a journey that is typical of heroes. Most heroes in literature don't start out as heroes. They may have the qualities lying dormant, but their journey is what turns them into a hero.

When Beowulf goes to fight Grendel, he is a strong and combative leader, but by the end he has turned into a true leader. He becomes wise as well as strong and his values change. Beowulf, at the beginning of the poem, loves the praise that comes with greatness; it is later, as king, that he will come to be wise. In the final battle with the dragon, Beowulf must use both of the qualities of warrior and king to defeat the dragon.

Lesson 1 Journal Entry # 2 of 16

Journal Exercise 1.3B: The Epic Hero

Intellect

Courage

Super-Strength

On a Quest

Watches Grendel in order to plan his attack

Beowulf takes on Grendel, Grendel's mother, and finally the dragon

Beowulf is said to have the strength of 30 men

He goes to fight Grendel for Hrothgar

Brings the iron shield to fight the dragon

Protects his people from harm

He rips off Grendel's arm; kills him without the use of a shield/sword

He is also on a quest for greatness

Lesson 1 Journal Entry # 3 of 16

Journal Exercise 1.3C: Responding to Beowulf

1. When we first read about Grendel in the poem Beowulf, we learn that he lives in darkness. We later find out that Grendel lives in a hell that is on earth. It is only when it is dark out that Grendel appears to fight Beowulf. These images are supposed to make us fear Grendel and we also begin to see him as evil whereas Beowulf would be the opposite -- light and goodness.

2. In Gardner's depiction of Grendel, he makes Grendel out to be much more vulnerable and empathic. Grendel wonders why the creatures can't be a bit more dignified, but then he quickly realizes that he is not any better than them. He calls himself a, "pointless, ridiculous monster crouched in the shadows, stinking of dead men, murdered children, martyred cows… Ah, sad one, poor old freake!" This depiction of Grendel shows a much weaker creature and it does help the reader to sympathize with Grendel because it shows him for what he is yet we also understand that Grendel is not proud of who he is.

3. The details of daily life in 999 relate to Beowulf in a few ways. First, the articles states that the forests were "deep and dangerous" and they defined existence; illness and disease were common and they created many deficiencies like bone malformations, which create hunchbacks and cripples; the nobility also must spend its time battling enemies.

Life in 999 doesn't compare really with life today. Today we have medicines and vaccinations that can ward off disease; we don't have feudal lords and, for the most part, people don't live in the forest (and if they do, these forests aren't dark and dangerous as in 999).

The Legacy of Beowulf

Lesson 1 Journal Entry # 4 of 16

Journal Exercise: 1.4A: Kennings

1. 1) mead-bench (bench); 2) boy-child (child or boy); 3)

Look back over lines 1-126 of the text and identify at least two examples of kennings written as hyphenated compounds, two written as prepositional phrases and two written as possessives. Identify what each kenning refers to.

2. Compile a list of 5 modern kennings (headhunter): 1) suntrap; 2) web surfer; 3) music junkie (or film junkie, book junkie, etc.); 4) shopping whore; 5) technophobe.

The Epic of Gilgamesh

Lesson 1 Journal Entry # 5 of 16

Journal Exercise 1.5A: Epic Conventions and Epic Heroes

Six features that define an epic: 1) Hero possesses superhuman in traits; 2) the setting can be numerous places, often has a lot of scope (e.g., going to the underworld, other times, etc.); 3) the writing style is lofty or elevated (perhaps poetic language); 4) Rigid in structure; 5) Hero is historical or legendary (important in some way to a culture); 6) the hero is very courageous and brave.

Epic elements in Epic of Gilgamesh: 1) Enkidu goes to the underworld; 2) Gilgamesh travels through mountains, across seas, and through the sea of death; 3) There is a lot of symbolism that comes across as being lofty in style; 4) Gilgamesh is a historical character.

The Epic of Gilgamesh is a good example of an epic poem because it has a lot of qualities that make up an epic poem. There is a heroic quest and the setting is vast in scope. Not only this, but the Gilgamesh is an important character in that we follow his journey and his obsession with his own life and how he comes to terms with death. This topic -- mortality -- is one that is a topic that has always been of great concern to humans and thus it makes a good topic in which to set an epic around. One's quest for answers to his or her mortality would have to be epic in scope.

Lesson 1 Journal Entry # 6 of 16

Journal Exercise 1.5B: Responding to Gilgamesh

1. The Epic of Gilgamesh does meet the requirements of an epic poem. An epic poem is an extended narrative poem that is written in poetic language. It also follows the journeys of important beings -- such as kings or legendary people, which Gilgamesh does. In this case Gilgamesh is journeying to find immortality and there are supernatural elements in the poem (such as an underworld, gods, etc.) -- these are characteristics of an epic poem.

One of the elements in the poem that make it epic is when Gilgamesh loses his plant, his solution to immortality. This loss became Gilgamesh's most important moment; the moment of truth. He arrives back home and he realizes that everything he has been missing in his quest was at home.

2. Gilgamesh is a combination of a god and a man while Enkidu is animal and man. Enkidu was born savage and lives in the forest like an animal. It is the gods who transform Enkidu into a man. Enkidu does act as a foil to Gilgamesh as he is the one who keeps Gilgamesh going, giving him confidence, and helping g him in every step of their journey.

Heroic Achilles

Lesson 1 Journal Entry # 7 of 16

Journal Exercise 1.6A: Defining Honor

1. Honor, to me, means being a good, virtuous and honest person. It also means having dignity and respecting one's self. Personal excellence is always being the best person I can be. I want to do well in every aspect of my life -- not just one. When you're always giving 100% then you are always striving for personal excellence.

2. An ideal of honor could make society a better place by instilling it with a sense of purpose and knowing that each person has meaning a the ability to change themselves and society. It could possibly harm society if there are people who take the idea of honor to an exaggerated level. There would also be problems in that everybody's individual definition of honor is different.

3. Honor for Homer is achieving the praise or esteem from others. Honor is more important than anything else in Homer's heroes that life doesn't seem to amount to anything much without it. I don't agree with the kind of honor that just has to do with what people think of you. What is the purpose in that? So, if society says you're not honorable, you're not? I don't buy that.

Lesson 1 Journal Entry # 8 of 16

Journal Exercise 1.6B: Responding to Literature

1. Yes, Hector was doomed by fate. Patroclus told Hector that death and fate, two things that go hand-in-hand, were standing close by him.

2. Hector wants to be the most-powerful man; he kills Patroclus; he also takes Patroclus' armor to show how much superior he is; he doesn't take Polydamas' advice; he forces the attack against the ships; he makes grave decision that result in the loss of many lives.

3.

3. Achilles and Hector are rival warriors, but are they both heroes? Discuss your opinion of each character in terms of the Greek view of arete, or honor, and your own view of it. You may want to look back at your response to Journal 1.6A to assist you in answering the question.

4. The Iliad is primarily a war epic. In your opinion, is the Iliad condemnation of the brutality of war, a celebration of the heroism that war can inspire, or an evenly developed examination of both of these aspects? Justify your answer with specific examples from the epic and from life. Your answer should be at least five sentences long.

The Legend of Arthur

Lesson 1 Journal Entry # 9 of 16

Journal Exercise 1.7A: Honor and Loyalty

1. Consider how Arthur's actions and personality agree with or challenge your definition of honor. Write a few sentences comparing your definition (from Journal 1.6A) with Arthur's actions and personality.

2. Write a brief paragraph explaining the importance or unimportance of loyalty in being honorable.

Lesson 1 Journal Entry # 10 of 16

Journal Exercise 1.7B: Combining Sentences

Complete the Practice Activity on page 202 of your text. After completing this activity, read over your Essay Assessment or another journal activity you've completed.

* Identify three passages that could be improved by combining two or more sentences with coordinating or subordinating conjunctions. Below the practice activity in your journal, write the original passages and the revised sentences you've created.

* Be sure to indicate which journal or writing assignment they came from.

The Canterbury Tales

Lesson 1 Journal Entry # 11 of 16

Journal Exercise 1.9A: Irony in the Canterbury Tales

1) the Monk: The Monk is described as a sort of hunter, yet the monastic world doesn't allow this. He doesn't care, however, which is very "un-monk" like, but this was Chaucer's irony. The monk is also described as being quite well-dressed, while normally monks are in garbs of brown with ropes tied around their waists -- quite the opposite depiction.

2) the Friar: The Friar is a beggar, which is already ironic. He is depicted as happy-go-lucky and always in a good mood. He listens to people confess their sins and he gives penance to those who give him money. Contrarily, though he is a beggar, he hates beggars because they can't help him out.

3) the Prioress: Chaucer describes her in quite a lofty way. She is not royalty, but she tries to act like she is. In his description, Chaucer talks about how she daintily wipes the grease from her upper lip no grease appears in her cup. The whole thing is ironic, because her description makes her sound royal, but she is not.

Lesson 1 Journal Entry # 12 of 16

Journal Exercise 1.9B: What Women Want

1) Women want several things and they usually want them all at once. They want security, they want romance, they want tenderness, and they want a take-charge kind of man. They want a man with passion (but not too much as it may lead to affairs!). Women want a loyal and honest man and one who is a good father and husband. Women want men to want to be with their family, but they also want them to go away when they are being annoying. Women want their men to see them as equals, but still act with chivalry.

2) the Wife of Bath liked three of her five husbands because they were wealthy, old (they would die soon), and they were mild-mannered. She wants a man in which she can use her sexuality to get what she wants (which is usually money). She wants a man who gets drunk so she can fill his head with lies and then he fills guilty and gives her things.

This is much different than what most women want, I think, but I could be wrong.

Lesson 1 Journal Entry # 13 of 16

Journal Exercise1.9C: The Wife of Bath

1. One of the views that the Wife of Bath seems to express is that marriage is worthless. She also seems to depict women as being whores for their husbands. She seems to think that all women just want money and the sooner their husbands die the better. Well, this was a time when men dominated women on every level, so really, the Wife of Bath is sort of progressive, a kind of feminist. She just does what men had been doing for a long time. She seems quite proud of herself and I think that though people may label her as awful, she doesn't care because she wants her place in life too and doesn't want to succumb to her husbands' whims.

2. I think that was absolutely what he was doing.

3. I think that men think that women want security and I think that women think men want a beautiful woman the most out of life. Out of a relationship, I think that men think women, again, want security and honesty, and I think that women think that men want someone who can make him feel like a man. Attitudes haven't changed that much since Chaucer's time, although there may be men who want women to work to and be their equals, I think this is mostly because it is what women want. Women have always wanted love, honesty and security and I think a beautiful woman has always dazzled men.

Lesson 1 Journal Entry # 14 of 16

Journal Exercise 1.9D: Vocabulary Development

Part 1: Antonym Map

1) agility/inflexible (Squire/); 2) eminent/lowly (King/Yeoman); 3) accrue/lose (Physician/); 4) arbitrate/hedge; 5) benign/dangerous ( Parson/Miller); 6) guile/deviousness (Narrator/Pardoner); 7) obstinate/flexible (Monk/); 8) frugal/wasteful ( / the Franklin); 9) duress/permission (Wife of Bath/Prioress).

Part 2: Etymology

1) ground: Middle English grownd, grund, Old English grund: to set on a foundation, establish, derivative of the noun

- When the plane was grounded, everyone was ecstatic they didn't have to go out through the emergency slide. / This law is grounded in the principles set up by our forefathers.

2) shade -- Middle English hade, old English sceadu (shadow?): a place of darkness caused by the interception of light from an object, place, area; protection from light

- the moon cast a shade on the land as it interrupted the sunlight . / the umbrella on our deck offers a decent amount of shade.

3) account: Middle English a (c) ount (3), ac (c) ompte: an oral or written description or particular events; a statement of reasons; basis:

- I do not believe that the old woman's account of the burglary is correct; she seems quite unnerved. / on account of the things I have told you, I am not going to the party.

4) draw: Middle English drawen, Old English dragan: to cause to move in a certain direction as if by a pulling force; to pull out from something.

- the spider in the corner made the young women draw away from the room to safety. / if you are in danger, just draw your sword out and kill the dragon.

5) vain: Middle English. Excessively proud of one's self -- appearance, qualities, etc.; ineffectual or unsuccessful.

- You're so vain. I bet you think this song is about you. / You can try to leave me if you want, but your attempt will be in vain. You love me too much.

Tales From World Literature

Lesson 1 Journal Entry # 15 of 16

Journal Exercise 1.10A: Revisiting the Monster Archetype

1) the monsters of today might look like aliens. Perhaps they are big, slimy insect-looking aliens with large tentacles and gaping mouths. He is not afraid of anything and wants to kill mankind so he and his friends can take over the world. Another monster of today would be something that was created in a lab by people trying to create the perfect human -- much like Frankenstein tried. But of course their attempts are futile and they create a person out of spare parts. This person has no emotion and thus goes on a killing spree.

10 characteristics that most villains or modern monsters seem to have in common:

1) devoid of feelings/emotions

2) usually unattractive

3) traumatic event happened in their past

4) ruthless

5) cunning/devious

6) devalues human life

7) evil ambition

8) failure at life, thus his ruthlessness

9) manipulative

10) doesn't have a family (mother/father figure)

The Giant in "The Third Voyage of Sinbad the Sailor," is enormous and black with one eye that burns like coal in his massive head. His teeth are like fangs and his lower lip hangs low to his chest. His ears are also gigantic and they hang to his shoulder. His nails are like claws. This Giant is similar to the older depictions of monsters -- perhaps in old cartoons or black and white movies. Today, pop culture has allowed monsters to be anything; they can be children or they can be women.

Lesson 1 Journal Entry # 16 of 16

Journal Exercise 1.11A: Late Breaking News

Take one of the basic situations from the ballads and retell it as a cotemporary news story. Like a reporter, be sure to tell what happened, where and when it happened, to whom it happened, why it happened and how it happened. Your response should be at least two paragraphs long.

Lesson 2

Topic Journal

A Flourish of Genius

Lesson 2 Journal Entry # 1 of 13

Journal Exercise 2.1A: Printing Press and the Internet

The printing press was a major innovation that brought books to people everywhere. It allowed human intellect to flourish in that it circulated new thoughts about the world and life, and it brought religion to the masses. The innovation of the printing press was so incredible in the scope of what it did for the world and while the development of computer technology is incredible, it will never quite match what the printing press did for the world on a grand scale.

I don't personally think that books will ever be obsolete because I do believe that the tradition for reading books will be passed down from generation to generation. If books -- physical books -- did become obsolete, I think that it would impact literacy in a negative fashion. It would be much different for reading a book with a child at night, something that encourages literacy, but that's not to say that a Kindle can't be taken to bed. It would simply be different.

The computer has had an enormous impact on my life. It is, for the most part, where I get my news, but that feels like a morning thing to do while checking email; it's not because I adamantly prefer getting my news that way. Plus, every time I go into my email, there is a headline. So, it's quite easy to just click on it. I still read books as I love to read books. I try to read in bed every night and I am constantly buying books. I am against the Kindle because it just isn't like reading for me. I like to feel the pages between my fingers, dog-ear pages, and smell the aroma of a new book. There is nothing like it. I will surely pass the tradition of reading real books down to my children.

Idyllic Life and Carpe Diem!

Lesson 2 Journal Entry # 2 of 13

Journal Exercise 2.2A: Carpe Diem!

Do you see evidence of this mentality in today's world? I see carpe diem less in the world today (especially in America) because people live for tomorrow. They want to work hard and make as much money as they can so that tomorrow they can seize the day.

List three examples of a carpe diem philosophy that you see in today's world and then write a brief paragraph explaining whether or not you agree. 1) Yoga; 2) Spirituality/meditation; 3) Going green. These three things seem very "carpe diem" to me because, first of all, yoga is all about being present in the moment and you can carry that practice from the yoga studio (or wherever you are) over to other areas of your life. Spirituality is also a way to be centered, to see what matters in the world at the moment and then make a difference. Going green is a little left-of-center after talking about yoga and spirituality or meditation, but it urges people to seize the day and do what is right today for the people of tomorrow.

Lesson 2 Journal Entry # 3 of 13

Journal Exercise 2.2B: Responding to Literature

1. In the movie Sex and the City 2, Carrie and the girls went to Abu Dhabi to enjoy some girl time. They dressed in amazing clothes, dated beautiful men and lived the life of luxury (until all went bad). In television it has been used most recently in Hawaii 5.0 -- the new one. It depicts tropical life as filled with beautiful people, an amazing sun, and glorious beaches. Idyllic escape was most recently used in the movie "Eat, Pray, Love." Elizabeth Gilbert went in search of her true self: to Italy to learn how to enjoy life (food); to India to learn how to pray; and to Indonesia to learn how to love, where she did fall in love.

2. Donne's poem, "The Bait," clearly seems like an imitation of Marlowe's "Passionate Shepherd." Both of the poems clearly use sex to lure the reader in. For example,

You should include at least three specific references to each poem in your response.

3. Herrick, in "To the Virgins," and Marvell, in "Two His Coy

Mistress," have similar objectives but different approaches. Is one poet more persuasive than the other? How are their arguments both similar and different?

4. In two or three sentences, explain how the difficult existence described in "Give Us This Day Our Daily Bread" corresponds to your previous notion of life in the late 1500s. In light of this information, what is surprising or not surprising about the visions of life presented in these four poems?

Shakespeare: Sonnets, Speeches and Songs

Lesson 2 Journal Entry # 4 of 13

Journal Exercise 2.3A: A Timeline of Shakespeare's Life

For this journal you will need to read pages 272-274 in the Elements of Literature: Sixth Course and pages xxiv-xxxii of the Merchant of Venice to learn more about Shakespeare, the man, and his life. Your task is to create a timeline of his life in your journal.

* List important events and approximately when they occurred including: birth, marriage, children, death, publications, career highlights and anything else you find interesting or unexpected.

* as you learn more about Shakespeare from your other readings, you can add additional dates to your timeline.

Lesson 2 Journal Entry # 5 of 13

Journal Exercise 2.3B: Responding to Literature

1. Compare "Sonnet 130" by Shakespeare with "Sonnet 23" by Louis Labe. Your comparison should be at least three paragraphs long and should include one paragraph describing the techniques used by Shakespeare, one describing the techniques used by Labe, and one discussing which was more effective and how they are related.

2. When the singer of "Fear No More" refers to the scepter, learning, and physic in line 11, he is using metonymy. Metonymy is a figure of speech that uses closely related things to substitute for the actual subject, like saying the crown for the king. What professions do the words in line 11 refer to?

Lesson 2 Journal Entry # 6 of 13

Journal Exercise 2.3C: Composing an Original Sonnet

After completing this topic, you will be composing an original sonnet. Using what you've learned about the forms of sonnets, your task is going to be to compose on an original sonnet on a subject of your choice.

* Your sonnet should have fourteen lines and follow the rhyme scheme of either a Shakespearean or Petrarchan sonnet.

* Your subject matter should be appropriate for the sonnet.

* Your poem can be patterned after, or a response to, a sonnet that you've read, but it should include original images and language.

Merchant of Venice Act I

Lesson 2 Journal Entry # 7 of 13

Journal Exercise 2.4: Reader's Notebook

Create a new page in your journal and label it "Merchant of Venice Reader's Notebook." At the end of every topic, you will add to this notebook in each of the following categories.

* Your notebook will be submitted as part of your journal at the end of this lesson.

* Read the directions below to complete this activity.

* Add your entries to this document and label them: Merchant of Venice Reader's Notebook, Act 1.

Assignment 1: Famous phrases

As you are reading, I'd like you to keep a list of phrases or expressions that you recognize from modern language that originate in the Merchant of Venice. I'd like you to find two phrases or words from each Act that are commonly heard in today's conversation

Assignment 2: Character Notebook

In Merchant of Venice, much of what we know about the characters comes from what they say about themselves or from what others say about them. As you are reading the play, I want you to take notes about the following characters: Portia, Antonio, Gratiano, Bassanio, Shylock, and Jessica. For each character I want you to keep track of how others characterize them and how what the characters themselves say reveals about their characters. (for example, are they honest? Are they fair-minded? etc.) You should have notes for each character from each act.

Assignment 3: Improving your vocabulary

As you are reading, I want you to keep a list of new words that you encounter. Try to guess their meanings based upon their context and check your definition with a dictionary after you have finished the Scene. You should have an average of one or two new words for each Scene. At the end of each Act, I'd like you to write a description, summary, or observation about what you've read that uses two of the new words you've learned in that act.

Merchant of Venice Act II

Lesson 2 Journal Entry # 8 of 13

Journal Exercise 2.5A: A Modern Marriage Test

Portia's father established a test for potential suitors to choose her husband. Do you think it is a good test? How would you feel if your husband (or wife) were to be chosen this way?

* Write a brief paragraph describing what you think of the test, and then devise your own modern-day test.

* Pretend that you are given the task of establishing a test or riddle for potential suitors to pass in order to be able to marry you, your sister, brother, or friend.

* What qualities will you be looking for? How will you test these qualities?

Lesson 2 Journal Entry # 9 of 13

Journal Exercise 2.5: Act II Reader's Notebook

Add to your reader's Notebook

Assignment 1: Famous phrases

As you are reading, I'd like you to keep a list of phrases or expressions that you recognize from modern language that originate in the Merchant of Venice. I'd like you to find two phrases or words from each Act that are commonly heard in today's conversation

Assignment 2: Character Notebook

In Merchant of Venice, much of what we know about the characters comes from what they say about themselves or from what others say about them. As you are reading the play, I want you to take notes about the following characters: Portia, Antonio, Gratiano, Bassanio, Shylock, and Jessica. For each character I want you to keep track of how others characterize them and how what the characters themselves say reveals about their characters. (for example, are they honest? Are they fair-minded? etc.) You should have notes for each character from each act.

Assignment 3: Improving your vocabulary

As you are reading, I want you to keep a list of new words that you encounter. Try to guess their meanings based upon their context and check your definition with a dictionary after you have finished the Scene. You should have an average of one or two new words for each Scene. At the end of each Act, I'd like you to write a description, summary, or observation about what you've read that uses two of the new words you've learned in that act.

Merchant of Venice Act III

Lesson 2 Journal Entry # 10 of 13

Journal Exercise 2.6A: Responding to Literature

1. In Elizabethan times, the friendship relationship was as important, if not more important, than the romantic love relationship. What examples of the importance of friendship are evident in this Act? Who acts as, or tries to act as, a good friend to whom? List at least three examples of friendship and explain their importance.

2. Go back and read Shylock's famous speech in Act III, Scene 1, lines 52-72. What did you learn about Shylock from his speech? Did you feel more or less sympathetic to him after this speech? Why or why not? Write a paragraph explaining your feelings.

3. Act III, Scene 2 contains a song that begins "Tell me where is thy fancy bred." What purpose does the song play in the Act? What is the tone of the song? How does it compare with what's going on while it's being sung, and what happens after? Answer these questions in a brief paragraph.

Add to your Reader's Notebook for Act III

Assignment 1: Famous phrases

As you are reading, I'd like you to keep a list of phrases or expressions that you recognize from modern language that originate in the Merchant of Venice. I'd like you to find two phrases or words from each Act that are commonly heard in today's conversation.

Assignment 2: Character Notebook

In Merchant of Venice, much of what we know about the characters comes from what they say about themselves or from what others say about them. As you are reading the play, I want you to take notes about the following characters: Portia, Antonio, Gratiano, Bassanio, Shylock, and Jessica. For each character I want you to keep track of how others characterize them and how what the characters themselves say reveals about their characters. (for example, are they honest? Are they fair-minded? etc.) You should have notes for each character from each act.

Assignment 3: Improving your vocabulary

As you are reading, I want you to keep a list of new words that you encounter. Try to guess their meanings based upon their context and check your definition with a dictionary after you have finished the Scene. You should have an average of one or two new words for each Scene. At the end of each Act, I'd like you to write a description, summary, or observation about what you've read that uses two of the new words you've learned in that act.

Merchant of Venice Act IV

Lesson 2 Journal Entry # 11 of 13

Journal Exercise 2.7A: Responding to Literature

1. Do you think Shylock got what he deserved, or do you think he was dramatically wronged? Was he a victim of anti-Semitism or a rightfully punished villain, or both? Defend your answer with at least a three paragraph essay.

2. The ties that bind people together, namely the bonds of usury, the bonds of friendship and the obligations of mercy are discussed in different places throughout the play. Compare the discussion of usury in Act 1, Scene 3; the discussion of friendship in Act III, Scene 2; and the pleas for mercy in Act IV, Scene 1. Which of these issues do you think is the most important in the play? Support your answer with specific quotes and examples from the text. You should write a three to five paragraph essay answering this question.

Add to your Reader's Notebook for Act IV

Assignment 1: Famous phrases

As you are reading, I'd like you to keep a list of phrases or expressions that you recognize from modern language that originate in the Merchant of Venice. I'd like you to find two phrases or words from each Act that are commonly heard in today's conversation.

Assignment 2: Character Notebook

In Merchant of Venice, much of what we know about the characters comes from what they say about themselves or from what others say about them. As you are reading the play, I want you to take notes about the following characters: Portia, Antonio, Gratiano, Bassanio, Shylock, and Jessica. For each character I want you to keep track of how others characterize them and how what the characters themselves say reveals about their characters. (for example, are they honest? Are they fair-minded? etc.) You should have notes for each character from each act.

Assignment 3: Improving your vocabulary

As you are reading, I want you to keep a list of new words that you encounter. Try to guess their meanings based upon their context and check your definition with a dictionary after you have finished the Scene. You should have an average of one or two new words for each Scene. At the end of each Act, I'd like you to write a description, summary, or observation about what you've read that uses two of the new words you've learned in that act.

Merchant of Venice Act V

Lesson 2 Journal Entry # 12 of 13

Journal Exercise 2.8A: Responding to Literature

1. Diagram the action of the play and explain what happens in the:

A. Exposition

B. Rising Action

C. Climax

D. Resolution

Define each of the components generally and explain what happens during each part. Then, describe specific events that occur during each part of the action in Merchant of Venice.

2. Although the Merchant of Venice tackles some very serious subjects, it is a romantic comedy and, as such, has numerous comedic elements. As you are reading take note of things or people that make you laugh and then ask yourself why. I'd like you to list two examples for each of the comedic elements below.

* Physical humor:

* Confusion:

* Other type:

3. Racism and prejudice are major themes in the Merchant of Venice. Many of the prejudices in the play reflect the prejudices of Shakespeare's time and experience. Some critics argue that Shylock is one of Shakespeare's most villainous characters; others argue that he is simply the victim of prejudice and anti-Semitism. Who do you most agree with? Write an essay arguing that Shylock is either a victim or a villain. Use at least two specific examples or quotes from Acts I-V to support your arguments. Include in your essay a discussion of what, if any, prejudices Shylock has himself and how they affect his character.

4. Poet Samuel Coleridge has said that the characters in this play are a "representation of men in all ages and all times." What are the timeless elements you see in this play? What themes or characters are still relevant in today's world? List three or four things you believe are still relevant and explain how they still apply.

Add to your Reader's Notebook. Label your entries for this topic "Reader's Notebook, Act V"

Assignment 1: Famous phrases

As you are reading, I'd like you to keep a list of phrases orexpressions that you recognize from modern language that originate inthe Merchant of Venice. I'd like you to find two phrases or words fromeach Act that are commonly heard in today's conversation

Assignment 2: Character Notebook

In Merchant of Venice, much of what we know about the characters comesfrom what they say about themselves or from what others say aboutthem. As you are reading the play, I want you to take notes about thefollowing characters: Portia, Antonio, Gratiano, Bassanio, Shylock, and Jessica. For each character I want you to keep track of how otherscharacterize them and how what the characters themselves say revealsabout their characters. (for example, are they honest? Are they fair-minded? etc.) You should have notes for each character from eachact.

Assignment 3: Improving your vocabulary

As you are reading, I want you to keep a list of new words that youencounter. Try to guess their meanings based upon their context andcheck your definition with a dictionary after you have finished theScene. You should have an average of one or two new words for each Scene. At the end of each Act, I'd like you to write a description, summary, or observation about what you've read that uses two of thenew words you've learned in that act.

Epigrams

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Journal Exercise 2.9A: Responding to Literature

1. In "On My First Son" Jonson resolves never to love again as strongly because his loss is so unbearable. What do you think of his resolution? What effect could a vow like that have on someone? Write a letter to Jonson explaining what you think of his vow. Your letter should be at least three paragraphs long.

2. Compose a brief epigram on a topic of your choice. Possible topics include love, hate, friendship, relationships, travel, etc. Your epigram should be at least two lines long.

In the Tilbury Speech, Queen Elizabeth says that she has the body of "a weak and feeble woman" but "the heart and stomach of a king." What inference can you draw about implicit and explicit ideas and assumptions concerning women and men? (an implicit idea is one that is not stated directly and must be inferred from the details. An explicit idea is stated directly). Why do you think she finds it necessary to mention her gender?

3.

Review the excerpts from Margaret Cavendish's Female Orations (332). Characterize the speaker in each section. What arguments does each speaker present? What assumptions about women may have been valid in the seventeenth century but are no longer valid today?

4.

Each of these writings makes strong claims about the rights of women. Discuss the effectiveness of each text, not only for what it says, but for how it gets its message across. What rhetorical devices do these writers use? Which writer, in your opinion, creates the most powerful and memorable argument. Your response should be at least three paragraphs long and should list at least four examples of rhetorical devices for each text discussed.

5.

Mary Wollstonecraft uses wit and satire throughout the essay whenever she discusses the qualities conventionally assigned to men and to women. List three of those qualities. How does the writer satirize the belief that educating women will make them masculine?

Lesson 4

Topic Journal

Romantic Period

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Journal Exercise 4.1A: Modern Day Poets

Wordsworth and the Romantics saw a very special place for the poet-in a role similar to priest, teacher, or master. In the Romantic view, the poet functions as a sort of spiritual guide to the inner realm of intuition, feeling, and imagination.

* Do people see poets and artists in that light today, or are they viewed and valued differently?

* What role do artists and poets play in our society today?

* Write a brief description of the role they play now and also indicate what role you think they should play.

* Your answer should be two paragraphs long.

Innocence and Experience: Blake

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Journal Exercise 4.2A: Speaking Out Against Injustice

Blake uses his poetry to argue against social injustice. Two of his poems, both titled "The Chimney Sweeper," critique the life of poor children who were forced into this profession. This work was very dangerous and difficult. The children were very badly treated by masters who only cared about money.

* if you could cry out against an evil of our day -- and get people to listen-which social injustice would you protest?

* Choose one and explain why. Discuss the methods you would use to protest and then choose one of them and write a brief protest.

* if you'd like, you can write your response in the form of a poem or song.

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Journal Exercise 4.4A: Responding to Literature

1. Imagine that the dark beauty described by Byron reads this poem and discovers that it was written about her. Write a letter from the woman to Byron expressing what you think of the poem's portrayal of you. Are you flattered? Embarrassed? Outraged? Do you think the poem reveals the real you? In your letter quote specific lines from the poem and respond to them directly. Your letter should be at least three paragraphs long. You may write your letter in the form of a poem if you wish.

2.

Byron's verse form in Childe Harold's Pilgrimage is the Spenserian stanza. How closely does stanza 2 adhere to the rhyme and rhythm of that form. What purpose does the alexandrine fulfill?

3.

In stanzas 2 and 3 of Childe Harold's Pilgrimage, the speaker uses an apostrophe to address the sea. Write a prose apostrophe to some element of nature-sea, wind, fire, snow, thunderstorm, hail, etc. Use stanzas 2 and 3 as a model for your apostrophe. Make sure to frame your apostrophe so that you are directly addressing an element of nature. Your apostrophe should be a paragraph long (4-5 sentences).

Percy Bysshe Shelley

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Journal Exercise 4.5A: Legacy Through Writing

All human beings and all beauty must perish, but can't our works survive us? Death is inevitable, but isn't what we leave behind proof that our passage through life mattered? Like the poets of another restless age, the Renaissance, the Romantic poets tried to answer these questions.

* How would you answer them?

* Discuss whether and how human beings can achieve immortality through their words or their work. If not through a creative process, then what can offer humans immortality?

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Journal Exercise 4.5B: Responding to Literature

Answer the following questions in your journal

* Each section of "Ode to a Western Wind" is a sonnet. Review the sonnet forms on pages 275-277 of your text and describe how Shelly has adapted the sonnet form to meet his needs.

* Do Shelly's sonnets have turns? Why do you think he chose to use the form of sonnets that he did? Your answer should be at least two paragraphs long.

John Keats

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Journal Exercise 4.6A: Responding to Literature

1. Select one of Keats' two sonnets and paraphrase it, line by line, using your own words. Remember, in the paraphrase you should put inverted sentences in standard word order. You should also rephrase the figures of speech to make it clear that you understand them. Sometimes poets omit words; if that is the case in one these sonnets, be sure to supply the missing words. Page 644 provides an example, paraphrasing the first lines of "When I Have Fears." Notice that paraphrasing is often longer and less interesting than the original, but through paraphrasing you can understand the poem better.

2. Identify an example of synesthesia in stanza 2 of "Ode to a Nightingale." What sensory experience does it describe? What feeling or mood does the device help to create? How does the speaker's mood change from the beginning to the end of "Ode to a Nightingale"? What language or poetic devices does the author demonstrate the change in mood?

3. Essay: You've now read three different odes-two by Keats and one, now, by Shelley. For this essay, you will choose two of the odes and compare them. Compare their subject matters, their forms, tones, themes and the poetic devices used by the authors. Discuss the effectiveness of these elements, and discuss whichode you feel is the best example of what an ode should be. Your essay should be three paragraphs long and should include an introductory and a conclusion paragraph.

Samuel Coleridge

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Journal Exercise 4.7A: Reading Activities for Mariner

As you are reading, keep a list of archaic words that are still in use today. Also, if you encounter words you do not know the meaning of as you are reading, I'd like you to guess at the meaning and write down your guess at the meaning. After finishing a stanza or two, check your guesses with the definitions in the margins or another dictionary. You should have a list of at least seven words after you are finished reading.

Part 2: As you are reading Rime of the Ancient Mariner, I also want you to keep track of what happens in a timeline. Your timeline should begin with "The ancient Mariner stops the Wedding Guest and begins to tell the story" and end with "The Wedding Guest leaves sadder and wiser." While you read and plot your timeline, add to your chart your responses to his story. When do you feel sympathy for him-or sorrow or fear? When does his story seem true, and when is it hopelessly distorted by guilt?

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Journal Exercise 4.7B: Responding to Literature

1. The power of the imagination is often exalted in Romantic poetry. In your opinion, does "Kubla Khan" celebrate the imagination or caution against its indulgence? Support your response with at least two examples from the poem.

2. As you will remember from Lesson 3, an allegory is a narrative in which the characters, settings, and actions are symbolic-they have both literal and figurative meaning. Write a brief essay (2-3 paragraphs) describing what the various elements (the ancient Mariner, the wedding, the ship, and the albatross) symbolize and what moral lesson Coleridge is attempting to teach.

3. For the most part, the form of the Rime of the Ancient Mariner is written in a regular ballad stanza. Occasionally, however, Coleridge varies the meter of the lines and the length of the stanza. Choose one of these variations and explain how it differs from a regular one. Be sure to indicate the line number(s) you are referring to. What effect do you think the changes have on the poem?

4. The Rime of the Ancient Mariner is famous for its use of vivid figurative language and memorable sound devices. Find in the poem a striking example of each of the following: simile, metaphor, personification, alliteration, assonance, and internal rhyme. Then discuss what effect these elements have on the overall effect of the ballad.

Frankenstein: Letters through Chapter III

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Journal Exercise 4.8A: The Themes in Frankenstein

Directions: I want you to take a moment and think of examples in your life today of the themes listed below. For instance, do you see any examples in your life of beautiful things being more highly valued than less attractive or ugly things; or, can you think of any examples of things that appear differently from what they really are? In this assignment, comment on each of the following themes in your journal and discuss what place or role they have in our cultural perspective today. Which of the themes are valued as being beneficial and/or admirable and which are not:

* Beauty and Ugliness

* Love

* Hate

* Revenge

* Parent/Child Relationships

* Technological advancement

* Ambition

* Pursuit of knowledge

As you read Frankenstein you will encounter many of these themes. You can refer back to these notes as you try to understand these themes.

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Journal Exercise 4.8 B: Frankenstein Reader's Notebook

You should create the following headings below the Frankenstein Reader's Notebook entry in your journal: Vocabulary, Personal Reflections, Quotes, and Responding to Literature. Label your first entries under each section "Letters through Chapter III." You will repeat these entries for each of the next three topics.

1. Vocabulary

In your notebook, you will keep track of new words that you've learned. At the end of every section, you should have a list of at least 10 new words you encountered and their definitions. You can check word definitions with an online dictionary or use one of your own. You can also guess at their definitions based on the clues in the story. At the end of every topic, you should write a brief paragraph summarizing the sections and use at least five of those words in your paragraph.

2. Personal reflection

You will also write down your thoughts/reflections on what you have read. At the end of each section you will answer the following questions:

* What happened? This can be a very brief summary -- even a list.

* What questions do I have about what happened?

* What do I think will happen next? What clues do I have to support my thoughts?

* What characters did I meet? How are they related?

* What recurring commentary or theme occurred in the section? (Refer back to your quickwrite notes from earlier if necessary.)

* What broader comment about life or science do you think the author was making? Do I agree?

* What evidence do you have for your thoughts about the theme? (You can use the quotes section of this notebook for inspiration.)

3. Quotes

In your Reader's Notebook, record quotes from Frankenstein or the Modern Prometheus that strike you as interesting or representative of the book. You should have three to four quotes for each reading assignment.

When you finish the book, you will be writing an essay analyzing the theme of the novel; and you will use your notes from your Reader's Notebook to assist you in your writing.

4. Responding to Literature:

What do Robert Walton and Victor Frankenstein have in common? How are their goals, personalities, and situations similar? How are they different? How does Robert Walton feel about finding a friend?

Why is the poem the Rime of the Ancient Mariner significant to Robert Walton? What effect does the allusion to this poem have on the story? Explain in a brief paragraph.

Frankenstein Chapters IV-XVII

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Journal Exercise 4.9A: Responsibility and Accountability

1. The passerby should not be held responsible for this because she was trying to save the person's life. The patient had stopped breathing and is now in the hospital, which shows that the CPR must have helped/worked. Either way, the patient should be grateful that the person stopped to help.

2. The couple cannot assume responsibility for the child's death because it was not only their problem, rather, it is a social problem. Every other person before them did not stop to offer help. It was a cumulative tragedy of nobody wanting to help (i.e., a social problem).

3. Katie should be held responsible for the things she sad. She was Jane's best friend and then made up rumors about her to hurt her friend's feelings. Katie should absolutely be held responsible.