answer key - EMC Publishing

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000i-0xiv_MTS_G9_U5_FM_GA.indd 3
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GA Grade 9 Unit 5 Meeting the Standards
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Cover Image Credits: Scene, Fotosearch; Celtic art, Rolin Graphics, Inc.
ISBN 978-0-82194-856-9
© 2009 by EMC Publishing, LLC
875 Montreal Way
St. Paul, MN 55102
E-mail: [email protected]
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Mirrors & Windows: Connecting with Literature, Level IV may photocopy complete pages in
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Printed in the United States of America
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Publisher’s Note
EMC Publishing’s innovative program Mirrors & Windows: Connecting with
Literature presents a wide variety of rich, diverse, and timeless literature to help
students reflect on their own experiences and connect with the world around
them. One goal of this program is to ensure that all students reach their maximum
potential and meet state standards.
A key component of this program is a Meeting the Standards resource for each
unit in the textbook. In every Meeting the Standards book, you will find a study
guide to lead students through the unit, with a practice test formatted to match a
standardized test. You will also find dozens of high-quality activities and quizzes for
all the selections in the unit.
EMC Publishing is confident that these materials will help you guide your
students to mastery of the key literature and language arts skills and concepts
measured in your standardized test. To address the needs of individual students,
enrich learning, and simplify planning and assessment, you will find many more
resources in our other program materials—including Differentiated Instruction,
Exceeding the Standards, Program Planning and Assessment, and Technology Tools.
We are pleased to offer these excellent materials to help students learn to
appreciate and understand the wonderful world of literature.
© EMC Publishing, LLC
Meeting the Standards
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CONTENTS
Introduction
x
Correlation of Guided Reading Activities and Directed Reading Activities
to Formative Survey Results
Folk Literature Study Guide for Georgia (with Practice Test and Master Vocabulary List)
xii
1
Guided Reading
The Story of Dædalus and Icarus from
Metamorphoses, Ovid, translated
by Rolfe Humphries
Guided Reading
How to Read Folk Literature
Before, During, and After Reading
19
Build Background: Metamorphosis
Before Reading
21
Analyze Literature: Moral
During Reading
22
Selection Quiz
After Reading
24
Echo & Narcissus, retold by Walker Brents
Guided Reading
Build Vocabulary: Synonyms and Antonyms
Before Reading
25
Use Reading Skills: Evaluate Cause and Effect
During Reading
26
Selection Quiz
After Reading
27
The Silver Pool, Retold by Ella Young
Build Vocabulary: Vocabulary Cards
Guided Reading
Before Reading
29
Analyze Literature: Interpret
and Create Kennings
During Reading
30
After Reading
31
Selection Quiz
Directed Reading
The White Snake, Retold by Jacob
and Wilhelm Grimm
Directed Reading
Before Reading
32
Analyze Literature: Identify Elements
of Folk Tales
During Reading
33
After Reading
34
Build Vocabulary: Contextual Sentences
Selection Quiz
The Golden Lamb, Jean Russell Larson
Directed Reading
Build Vocabulary: Crossword Puzzle
Use Reading Skills: Identify Sequence of Events During Reading
37
Selection Quiz
38
Before Reading
36
After Reading
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from The Odyssey (Part I), Homer, Translated
by Robert Fitzgerald
Directed Reading
Build Vocabulary: Words in Context
Before Reading
40
Use Reading Strategies: Visualize
During Reading
42
Selection Quiz
After Reading
43
from The Odyssey (Part II), Homer
Build Vocabulary: Word Roots, Prefixes,
and Suffixes
Directed Reading
Before Reading
44
Analyze Literature: Conflict and Complications During Reading
45
Selection Quiz
46
from The Odyssey (Part III), Homer
After Reading
Directed Reading
Build Vocabulary: Guess-the-Word Game
Before Reading
47
Use Reading Strategies: Make Predictions
During Reading
48
Selection Quiz
After Reading
49
Independent Reading
Perseus, Retold by Edith Hamilton
Independent Reading
Practice Vocabulary
Before Reading
50
Analyze Literature: Cause and Effect
During or After Reading
51
Draw Conclusions
After Reading
52
Classify Information
After Reading
53
Describe and Critique: Folk Literature
After Reading
54
Iya, the Camp-Eater, Zitkala-Sa
Independent Reading
Practice Vocabulary
Before Reading
56
Analyze Literature: Legends
57
Analyze Literature: Setting
After Reading
58
Analyze Literature: Compare and Contrast
After Reading
59
After Reading
60
The Mosquito, Retold by George F. Schultz
Independent Reading
Practice Vocabulary
Before Reading
62
Analyze Literature: Character
63
Analyze Literature: Symbols and Archetypes
After Reading
64
Analyze Literature: Plot
After Reading
65
After Reading
66
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The Princess and the Tin Box, James Thurber
Independent Reading
Practice Vocabulary
Before Reading
68
Analyze Literature: Sequence
69
Make Connections
After Reading
70
Writing Assignment
After Reading
71
After Reading
72
The Appointment in Samarra,
W. Somerset Maugham
Independent Reading
Practice Vocabulary
74
Selection Quiz
After Reading
75
Make Connections: Text-to-Text
After Reading
76
Analyze Literature: Irony
After Reading
77
After Reading
78
81
ANSWER KEY
Folk Literature Study Guide for Georgia
The Story of Dæcdalus and Icarus from Metamorphoses
85
Echo & Narcissus
87
The Silver Pool
88
The White Snake
88
The Golden Lamb
89
from The Odyssey (Part I)
90
from The Odyssey (Part II)
91
from The Odyssey (Part III)
93
Perseus
93
Iya, the Camp-Eater
95
The Mosquito
97
The Princess and the Tin Box
99
The Appointment in Samarra
100
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Introduction
The Meeting the Standards Unit Resource supplements for Mirrors & Windows
provide students with the opportunity to practice and apply the strategies and
skills they will need to master state and national language arts standards. For each
selection in the student textbook, these resources also supply vocabulary exercises
and other activities designed to connect students with the selections and elements
of literature.
The lessons in the Meeting the Standards Unit Resource are divided into five
main categories, as described in this introduction. You will find the lessons listed by
category in the Contents pages at the front of the book.
Unit Genre Study Guide, with Practice Test
and Master Vocabulary List
Each Unit Resource book begins with a Unit Study Guide for the genre, focusing on
key language arts standards. This guide provides in-depth study and practice on
the genre and its literary elements. Also included are instructions to help students
prepare for a standardized test, and a practice test formatted to match that test.
Lessons for Guided and Directed Readings
A step-by-step lesson on how to read the genre accompanies the first selection in
each genre. Before-, during-, and after-reading activities and Selection Quizzes are
provided for all selections.
The lessons for Guided Readings and Directed Readings offer a range of
activities that are rated easy, medium, and difficult; these ratings align with the
levels of the Formative Survey questions in the Assessment Guide. These activities
can be used to provide differentiated instruction at the appropriate level for your
students. For example, for students who are able to answer primarily easy questions,
you may want to assign primarily easy activities. The Correlation to Formative
Survey Results, which follows this introduction, lists the level for each Guided and
Directed Reading activity.
To further differentiate instruction, consider adapting activities for your
students. For instance, you may want to add critical-thinking exercises to an easy or
medium activity to challenge advanced students, or you may want to offer additional
support for a difficult activity if students are having trouble completing it.
Lessons for Comparing Literature Selections
The lessons for Comparing Literature selections in the student textbook emphasize
making text-to-text connections. Activities ask students to compare literary
elements such as author’s purpose, characters, plot, setting, and theme. A Selection
Quiz is provided for each selection to help students focus on the selections
independently.
x
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Lessons for Independent Readings
Lessons for Independent Readings build on the strategies and skills taught in the
unit and offer students more opportunities to practice those strategies and skills.
Activities focus on vocabulary practice, literary analysis, and expanded writing
instruction. Each lesson ends with a Describe and Critique activity, which helps
students review and summarize the selection.
Preparing to Teach the Lessons
Most of the activities in this book are ready to copy and distribute to students.
However, some activities will require preparation. For example, you may need
to select particular elements from the stories, write lists or cards to distribute to
students, or make sure that art supplies or computer stations are available. Be sure
to preview each lesson to identify the tasks and materials needed for classroom
instruction.
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Correlation to Formative Survey Results
The following chart indicates the difficulty level of each Guided Reading Activity
and Directed Reading Activity. You can use this chart, in combination with the
results of the Formative Survey from the Assessment Guide, to identify activities that
are appropriate for your students.
Lesson
The Story of Dædalus and
Icarus from Metamorphoses
Echo & Narcissus
The Silver Pool
The White Snake
The Golden Lamb
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Activity
Guided Reading
How to Read Folk Literature, page 19
Build Background: Metamorphosis, page 21
Analyze Literature: Moral, page 22
Selection Quiz, page 24
Build Vocabulary: Synonyms and Antonyms, page 25
Use Reading Skills: Evaluate Cause and Effect,
page 26
Build Vocabulary: Vocabulary Cards, page 29
Analyze Literature: Interpret and Create Kennings,
page 30
Directed Reading
Build Vocabulary: Contextual Sentences, page 32
Analyze Literature: Identify Elements of Folk Tales,
page 33
Build Vocabulary: Crossword Puzzle, page 36
Use Reading Skills: Identify Sequence of Events,
page 37
Build Vocabulary: Words in Context, page 40
Use Reading Strategies: Visualize, page 42
Build Vocabulary: Word Roots, Prefixes, and Suffixes,
page 44
Analyze Literature: Conflict and Complications,
page 45
Build Vocabulary: Guess-the-Word Game, page 47
Use Reading Strategies: Make Predictions, page 48
Difficulty Level
Medium
Medium
Difficult
Easy
Easy
Medium
Easy
Medium
Difficult
Easy
Easy
Easy
Easy
Easy
Medium
Easy
Easy
Medium
Easy
Difficult
Difficult
Easy
Medium
Medium
Easy
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MEETING THE
STANDARDS
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Name: ____________________________________________________ Date: ___________________
Completing this study guide will help you understand and remember the literary
elements presented in Unit 5—myths and legends, folk tales, epics, and Homer’s
epics—and recognize how these elements function in the selections in the unit.
After you read each Understanding feature in Unit 5 in your text, complete
the corresponding Understanding section in the study guide. Try to answer the
questions without referring to the text. The completed section provides an outline
of important information that you can use later for review.
After you read all the selections in Unit 5, complete the three Applying sections
in the study guide. Refer to the selections as you answer the questions.
After you complete these sections, take the Practice Test. This test is similar to
the state assessment reading test you will take this year. In both tests, you will read
passages and answer multiple-choice questions about the passages.
Self-Checklist
Use this checklist to help you track your progress through Unit 5.
CHECKLIST
Literary Comprehension
You should understand and apply the following
literary elements:
❏ Elements of Folk Literature
❏ Elements of Folk Tales
❏ Elements of Myths and Legends
❏ Elements of Epics
Reading
You should know the following three parts of
the Folk Literature Reading Model:
❏ Before Reading
❏ After Reading
❏ During Reading
Literary Appreciation
You should understand how to relate the
selections to
❏ Other texts you’ve read
❏ Your own experiences
❏ The world today
Vocabulary
In the Master Vocabulary List at the end of
this study guide, put a check mark next to any
© eMC Publishing, llC
0001-0018_MTS_G9_U5_Lessons_GA.indd 1
new words that you learned while reading the
selections. How many did you learn?
❏ 10 or more
❏ 20 or more
❏ 30 or more
Writing
❏ You should be able to write an oral history.
The response should be based on an
interview and illustrate a family history or
human experience
Speaking and Listening
❏ You should be able to gather information
from an interview.
Test Practice
❏ You should be able to answer questions that
test your writing, revising and editing, and
reading skills.
Additional Reading
❏ You should choose a work of folklore to read
on your own. See For Your Reading List on
page 812 of your textbook.
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Introduction to Folk Literature
Complete this page after you read the introduction to folk literature on pages 660–661.
Try to answer the questions without looking at your book.
Answer each question below.
What is folk literature? _ _______________________________________________________________
What makes up a country’s oral tradition? _ ________________________________________________
What is the difference between myths and legends? _ _________________________________________
What is an epic? ______________________________________________________________________
Why do you think the authors of epics are often anonymous? ___________________________________
How do folk tales, tall tales, and fairy tales differ? ___________________________________________
Give an example of a folk tale, a tall tale, and a fairy tale. ______________________________________
Complete the chart to describe other types of folk literature.
Type of Literature
Description
Examples
Parables
Fables
Folk Songs
Proverbs
2
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Understanding Myths and Legends
Complete this page after you read about myths and legends on pages 668–669. Try
to answer the questions without looking at your book.
Describe three examples of names from ancient myths that are still used today.
Explain how the uses of myths and legends have changed since they originated.
Complete the chart to describe elements of myths and legends.
Description
Examples
Myth
Legend
Archetype
Trickster
Explain the origin and definition of each word below. Then use it in a sentence of your own.
narcissism
nemesis
meander
stoical
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Applying Elements of Myths and Legends to the Selections
Think about what you have learned about myths and legends. Then answer the
following questions after you have read the selections in Unit 5.
What two natural phenomena does the myth “Echo and Narcissus” describe?
Explain.
What archetypal elements do you find in “The Silver Pool”? Explain.
What elements of myths and legends do you find in the Cyclopes episode in Part
One of The Odyssey? Explain.
In what ways is Odysseus a trickster figure in Part Three of The Odyssey? Explain.
Do you think Penelope in The Odyssey is stoical? Explain.
Is the protagonist of “The White Snake” an archetypal character? Explain.
What traits of a legend are found in the folk tale “The Golden Lamb”? What traits of
a legend are not found in it?
4
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Understanding Folk Tales
Complete this page after you read about folk tales on pages 688–689. Try to answer
the questions without looking at your book.
What is a folk tale? ____________________________________________________________________
What is a fairy tale? ___________________________________________________________________
How did most folk tales probably originate? ________________________________________________
Who were the Brothers Grimm? _________________________________________________________
What is surprising about the original versions of folk tales and fairy tales collected
by the Brothers Grimm? ________________________________________________________________
Did the Brothers Grimm consider themselves authors of children’s literature? Explain.
Explain how Hans Christian Andersen came to be a recorder of folklore. __________________________
Why did symbolism become an important part of the folk tradition?_ ____________________________
Identify four recurring symbols in folk tales. ________________________________________________
Define motif. _ _______________________________________________________________________
Identify three recurring motifs in folk tales. _________________________________________________
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Applying Elements of Folk Tales to the Selections
Think about what you have learned about folk tales. Then complete this page after
you have read the selections in Unit 5.
Identify and describe three traits of fairy tales found in “The White Snake.”
Explain the symbolism of the apple in “The White Snake.”
Explain how disguises serve as a motif in The Odyssey.
Identify one symbol in The Odyssey. Explain how it helps communicate the themes
of the epic.
Is “The White Snake” typical of the fairy tales retold by the Brothers Grimm? Explain.
What two traits of a fairy tale does “The Golden Lamb” have?
What might the golden lamb symbolize in “The Golden Lamb”?
What motifs and other elements of a fairy tale does “Echo and Narcissus” have?
Why do you think this is characterized as a myth and not as a fairy tale?
6
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Understanding Epics and Homer’s Epics
Complete this page after you read about epics and Homer’s epics on pages 708–711.
Try to answer the questions without looking at your book.
What was the traditional subject of an epic? _________________________________________________
List five traits of an epic.
1. ________________________________________________________________________________
2. ________________________________________________________________________________
3. ________________________________________________________________________________
4. ________________________________________________________________________________
5. ________________________________________________________________________________
List three traits of an epic hero.
1. ________________________________________________________________________________
2. ________________________________________________________________________________
3. ________________________________________________________________________________
For what is Odysseus’s voyage a metaphor or analogy? _________________________________________
What was the function of the poet-narrator? _ ______________________________________________
Matching Match the description with the epic element it describes.
______ 1. an extended comparison that goes on
for several lines
______ 2. a plea to the Muse for inspiration
A. invocation
B. in media res
C. epithet
D. epic simile
______ 3. a brief descriptive phrase
emphasizing an important
characteristic of a person or thing
______ 4. the point in time at which the epic
starts
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Complete the chart to describe some well-known epics.
Culture of Origin
Plot Summary
Why It Is Famous
Gilgamesh
Mahabharata
The Odyssey
List four reasons why The Iliad and The Odyssey are considered two of the greatest
narrative poems in the Western tradition.
1. ________________________________________________________________________________
2. ________________________________________________________________________________
3. ________________________________________________________________________________
4. ________________________________________________________________________________
What is the topic of The Iliad?
8
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Use the sequence chart to identify the sequence of events of the Trojan War, beginning
with the event that caused it and ending with Odysseus’s action after the war ended.
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Applying Elements of Epics to the Selections
Think about what you have learned about epics and Homer’s epics. Then complete
this page after you have read The Odyssey in Unit 5.
Answer the following questions to identify traits that The Odyssey and its
protagonist share with other epics and epic heroes.
Identify three beliefs, values, and/or ways of life of the ancient Greek culture that are
described in The Odyssey.
Describe three features of the following lines that illustrate a serious, formal style.
“Soon from the dark that prince of Thebes came forward
bearing a golden staff; and he addressed me:
‘Son of Laertes and the gods of old,
Odysseus, master of land ways and sea ways,
why leave the blazing sun, O man of woe,
to see the cold dead and the joyless region?’ ”
Describe two instances in which supernatural beings aid Odysseus in The Odyssey.
10
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Describe three “formidable tasks” that Odysseus must complete before returning home.
1. ________________________________________________________________________________
2. ________________________________________________________________________________
3. ________________________________________________________________________________
Identify each quote below from The Odyssey as an invocation, an epithet, or an epic simile.
Quote 1
“But the man skilled in all ways of contending,
satisfied by the great bow’s look and heft,
like a musician, like a harper, when
with quiet hand upon his instrument
he draws between his thumb and forefinger
a sweet new string upon a peg; so effortlessly
Odysseus in one motion strung the bow.”
Quote 2
“Now face to face
the magical Calypso recognized him,
as all immortal gods know one another
on sight—though seeming strangers, far from home.”
Quote 3
“Of these adventures, Muse, daughter of Zeus,
tell us in our time, lift the great song again.”
Quote 4
“Greathearted Odysseus, home at last,
was being bathed now by Eurynome
and rubbed with golden oil, and clothed again
in a fresh tunic and cloak.”
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Georgia-Based Practice Test
Each year students in Georgia take tests to measure how well they meet the state
standards in reading, English/language arts, mathematics, science, and social
studies. The Georgia reading test measures your reading comprehension skills. You
will be asked to read a passage and answer multiple-choice questions to test your
understanding of the passage. Some passages on the state reading test may be folk
literature, like the selections you read in Unit 5.
The practice test on the following pages is similar to the state reading test. It
contains several passages, each followed by two or more multiple-choice questions.
As with the Georgia reading test, you will fill in circles for your answers on a
separate sheet of paper. Your answer sheet for this practice test is below on this page.
While the state reading test will have questions assessing many different
comprehension skills, the questions on this practice test focus on elements of folk
literature—the literary elements you studied in this unit. The questions also address
this state standard:
ELA9RL1 The student demonstrates comprehension by identifying evidence
(e.g., diction, imagery, point of view, figurative language, symbolism, plot
events and main ideas) in a variety of texts representative of different genres
(e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama)
and using this evidence as the basis for interpretation.
The student identifies, analyzes, and applies knowledge of the structures and
elements of fiction and provides evidence from the text to support understanding;
the student:
a. Locates and analyzes such elements in fiction as language (i.e., diction, imagery,
symbolism, figurative language), character development, setting and mood, point
of view, foreshadowing, and irony.
b. Identifies and analyzes patterns of imagery or symbolism.
c. Relates identified elements in fiction to theme or underlying meaning.
Practice Test Answer Sheet
Name: ____________________________________ Date: ____________________________________
Fill in the circle completely for the answer choice you think is best.
1.
2.
3.
4.
5.
6.
12
A 
A

A 
A 
A 
A 
B 
B
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B 
B 
B 
B 
C 
C
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C 
C 
C 
C 
D

7.
D
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8.
D
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9.
D
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10.
D
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11.
D

12.
level iV, unit 5
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A
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A 
A 
A 
A 
B 
B
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B 
B 
B 
B 
C 
C
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C 
C 
C 
C 
D
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13
D
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14.
D
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15.
D
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16.
D
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17.
D
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18.
A 
A
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A 
A 
A 
A 
B 
B
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B 
B 
B 
B 
C 
C
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C 
C 
C 
C 
D
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D
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D
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D
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D
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D
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6/22/09 9:38:08 AM
This test has 18 questions. Read each passage/story and choose the best answer for
each question. Fill in the circle in the spaces provided for questions 1 through 18 on
your answer sheet.
Read the passage below, and answer the questions that follow.
The Emperor’s New Clothes
based on the story by Hans Christian Andersen
In a small, wealthy kingdom, a kind Emperor ruled. He was loved by his people
because he provided clean streets and lovely parks. Taxes and crime rates were low.
Everyone who wanted to work had a well-paid job. However, the Emperor had
at least one idiosyncrasy. He was very vain about his clothing. He spent hours on
end with his tailor, being fitted for new waistcoats and breeches. He had a huge
assortment of brightly colored jabots and scarves. His closet was filled with these
items and with shoes of all styles, colors, and materials. Each day, the Emperor’s
most pleasurable task was to go into his vast closet and choose an ensemble for
the day. The Emperor felt no greater joy than when he was dressed for the day in a
colorful vest, stylishly cut knickers, and soft suede shoes.
Inevitably, though, the Emperor tired of each new article of clothing. Then a new
tailor would be called in to create a new style. Alas, after several years, the Emperor
had used up all the kingdom’s tailors. He published an advertisement in nearby
kingdoms for talented new tailors. Soon two young men came calling at the palace.
“We have brought the newest, most exclusive fabric for you. You have never
seen fabric of such quality. In fact, many people will never see it. That is because
it is invisible to undeserving people. If you have employees who are dishonest or
incompetent, they will not be able to see this gorgeous material woven of platinum
and gold.” The Emperor could see nothing as the two tailors held up the invisible
fabric. Still, he began to “ooh” and “ah.” “Look how unique it is!” he said to his
assistant. The assistant sighed approvingly. He soon left, however, and quickly
spread the word throughout the kingdom about the unusual fabric that would
reveal frauds and failures.
The day soon came when the tailors brought the Emperor’s invisible clothes for
a fitting. He met them in his closet in his undershorts and undershirt. The tailors
elaborately draped the new clothes about the Emperor. Then the moment came when
he looked into his huge mirror. He could not see the clothes—only his underwear. It
was of the finest silk, but underwear nevertheless. “My suit is absolutely perfect,” he
exclaimed. “I will march about the city to display it to my kingdom.”
The Emperor and his assistants marched through the kingdom’s loveliest park.
Because word had spread about the amazing clothes, everyone clapped as he marched
past. No one dared admit that instead of seeing a gorgeous suit of gold and platinum,
he or she saw plain silken underwear. But then, near the pond where children floated
toy boats, a small boy on his father’s shoulders suddenly shouted. “He’s not wearing
clothes! He’s just wearing underwear!” Once it was said aloud, all the people began to
laugh and jeer. Even the Emperor recognized the sad truth. But he would never admit
that he had been deceived. He held his head high as he marched back to the palace in
his underwear to change out of his amazing new clothes.
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1. This story would BEST be classified as a
A. myth because it explains natural
phenomena.
B. legend because it is based on real
historical figures.
C. folk tale because it has spread through
word-of-mouth.
D. fairy tale because it has mischievous
spirits.
2. Based on the story’s details, a reader can
conclude that the story takes place
A. in medieval times.
B. in an indeterminate past time.
C. in early twentieth century.
D. today.
3. A symbol in the story that often appears in
folk literature is
A. a park.
B. clothing.
C. tailors.
D. a closet.
4. This symbol represents
A. love and happiness.
B. a desire for transformation.
C. immortality.
D. a quest to become a hero.
5. Which BEST describes the Emperor’s
character?
A. decent but flawed
B. wise and profound
C. ridiculous and pathetic
D. corrupt yet laudable
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6. Which contemporary situation might be
described as a case of “the Emperor’s new
clothes”?
A. A leader’s promises are empty, but no one
admits it.
B.A business tricks people with shoddy
merchandise.
C. A child star becomes a popular sensation.
D. An entrepreneur enjoys a short period of
fame.
7. What action represents the climax of this
story?
A. Two tailors come to see the Emperor.
B.The Emperor looks at his new clothes in
the mirror.
C. The Emperor parades in his new clothes.
D. The Emperor goes back to the palace.
8. A word from mythology that would MOST
accurately describe the Emperor is
A. nemesis.
B. meandering.
C. trickster.
D. narcissist.
9. The BEST synonym for the word
idiosyncrasy in the first paragraph is
A. secret.
B. hobby.
C. talent.
D. peculiarity.
6/22/09 9:38:08 AM
Read the passage below, and answer the questions that follow.
Loki and the Golden Apples
from Norse Mythology
In Asgard lived Odin, the king of the gods, and all the lesser gods and
goddesses, such as Thor, the god of thunder and lightning. All the gods were
immortal, thanks to the golden apples that were cared for by the goddess Idun.
Another god was Loki. The offspring of two giants, he became a blood brother
of Odin. Loki was cunning and mischievous and constantly created problems for
the other gods.
One memorable time, Odin, Thor, and Loki took a journey, far over high,
rocky mountains. Ending up in a lovely lush valley where fat cattle grazed, they
quickly killed a calf and built a roaring fire. They tried to roast the meat over the
barbecue, but after several hours, the meat was still raw. Realizing that someone
was tampering with their feast, they looked around, only to find a huge eagle
nearby. It was the evil giant Thjazi in a different form. Loki was so angry that he
grabbed a huge stick and stabbed the eagle. To his surprise, the stick stayed in the
eagle, which flew far away carrying the frightened Loki.
Thjazi took Loki to his lair and explained that he could quickly be returned
to Asgard. He had only one request: Loki must bring him Idun and her golden
apples. Desperate to escape, Loki promised to do so. He was soon back home in
Asgard. When Odin and Thor were busy, Loki went to Idun and said, “I found
some more golden apples! If you’ll get the ones you have and come with me, I’ll
show them to you.”
Idun was thrilled to learn about more golden apples, so she willingly went with
Loki. After dropping her off at Thjazi’s lair, Loki returned to Asgard. However,
it did not take long for the gods to miss their apples. They began to age quickly
without the golden fruit: their skin was becoming wrinkled and their hair coarse
and gray. Loki soon admitted what had happened. Now he had to use his trickery
again to get the apples back. He begged the goddess Freyja for help, and she soon
lent him the disguise of a falcon. In this form, Loki flew to Thjazi’s lair. Before
Thjazi knew what was happening, Loki changed Idun and her apples into a nut.
He picked up the nut and flew away, back to Asgard. There he turned the nut back
into the goddess and her golden apples. And Odin, Thor, and the other gods enjoy
immortality to this day.
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10. The role of the character Loki is of a(n)
A. narcissist.
B. archetype.
C. trickster.
D. epic hero.
11. A symbol in the story that appears often in
folk literature is the
A. thunder.
B. eagle.
C. cattle.
D. apples.
12. This symbol represents
A. victory.
B. life.
C. war.
D. poison.
13. A trait of myths that is found in this story is
A. it explains a natural phenomenon.
B. it serves as a morality lesson.
C. it has a medieval setting.
D. it expresses beliefs of a specific culture.
14. An archetypal theme in this story is
A. the quest for immortality.
B. love between gods and humans.
C. the Norse gods’ love of feasts.
D. the dynamics of a mentor and his
protégé.
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15. An English word that is based on the
characters of Norse mythology is
A. March.
B. cereal.
C. Jupiter.
D. Thursday.
16. A common motif found in the story is
A. transformation.
B. abandonment by parents.
C. the poor but heroic suitor.
D. the heroic quest.
17. Which statement BEST expresses a theme
of the story?
A. People have always dreamed of eternal
youth.
B. Ancient cultures condoned violence.
C. Fruit is an important part of the human
diet.
D. Eagles frequently symbolize freedom.
18. In the first paragraph, the word cunning
means
A. cute.
B. wise.
C. tricky.
D. wicked.
6/22/09 9:38:08 AM
Master Vocabulary List
abroad, 691
abyss, 784
adversary, 730
adversity, 718
aloof, 782
amorous, 683
anxiety, 692
archaeologist, 739
assuage, 746
beguile, 672
beguiling, 744
candor, 767
consort, 681
contrive, 693
cordial, 726
curtail, 672
disintegrate, 673
dominion, 664, 736
enigmatic, 674
excavation, 740
exile, 717
foray, 683
glower, 778
herbivore, 741
implacable, 747
imposter, 783
insidious, 756
insolent, 748
lavish, 780
lithe, 768
mandate, 717
oblivious, 671
omen, 775
ornate, 735
paleontologist, 739
penchant, 737
pliant, 783
plumage, 666
plume, 692
plunder, 713
ponderous, 724
prophecy, 682
provision, 756
rancor, 747
restitution, 758
revelry, 777
sage, 728
stealth, 744
stratagem, 683
superintendence, 692
translucent, 735
traverse, 666
tribulation, 736
tumult, 752
valor, 714
versatile, 717
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6/22/09 9:38:08 AM
Name: ____________________________________________________ Date: ___________________
The Story of Dædalus and Icarus from Metamorphoses, page 663
Reading is an active process that can be broken down into three stages: before
reading, during reading, and after reading.
• Before reading, you build background and determine your own purpose
and develop expectations for what you are about to read. These activities are
related to what you already know and what you have experienced.
• During reading, you use reading strategies and critical thinking skills to
understand and make connections with what you are reading.
• After reading, you reflect on what you have read and extend your
understanding beyond the text.
The specific activities performed in each stage of the reading process can
vary, depending on the genre you are reading. In the myths, tales, and songs that
are a part of folk literature, storytellers want to entertain their audiences and pass
along cultural ideas and beliefs. The Folk Literature Reading Model on page 662
provides an overview of the reading process for folk literature.
Framework for Reading Folk Literature
The following checklist offers strategies for reading folk literature. You will learn
more about these elements as you go through this unit. As you read the excerpt
from the epic poem “Dædalus and Icarus,” ask yourself the following questions.
Before, During, anD afTer READING
Before Reading
❏ From which culture does this epic poem come?
❏ Who are the characters in this poem?
❏ What do the characters do?
During Reading
❏ Which supporting details describe the characters?
❏ Where does the narrator or author seem to make judgments about the characters or their actions?
❏ What stock literary elements does the author use?
❏ What generalizations can you make based on the details?
After Reading
❏ What is the final result of the epic?
❏ What conclusions can you draw about the story by synthesizing the evidence?
❏ What seems to be the main message of the poem?
0001-0080_MTS_G9_U5_Lessons_Nat.indd 19
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Apply the Model: Find the Main Idea
A variety of strategies and skills can help you understand and appreciate folk
literature. For the poem “Dædalus and Icarus,” try applying the reading skill
Find the Main Idea in all three stages of the reading process.
The main idea is a brief statement of what you think the author wants you to
know, think, or feel after reading the text. In some cases, the main idea will actually
be stated. If it author doesn’t tell you what the main idea is, you will have to infer it.
In general, nonfiction texts have main ideas; literary texts (poems, short stories,
novels, plays, and personal essays) have themes. In poetry, the main idea is often a
central theme that is developed with imagery and description.
A good way to find the main or overall idea of a whole selection (or part of a
selection) is to gather important details into a Main Idea Map like the one below.
Before you read the poem, read the Build Background section on page 663 of your
textbook. Then respond to the Reader’s Context question in the space below. “Think
about an improbable invention you would like to experience. How long before you
think your improbable invention could become reality?”
As you read the poem, gather important details and write them in the outer circles of the
chart. After you finish reading, use the details in your chart to help you determine the
main or overall thought or message. Write the author’s main idea in the center circle.
Main Idea Map
Detail
Detail
Before, During, and AfTER READING
Detail
Main Idea:
Detail
Detail
Detail
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Name: ____________________________________________________ Date: ___________________
A metamorphosis is a change in form or substance, a dramatic change in
appearance, or any major change. The “Dædalus and Icarus” story in your textbook
is part of an epic poem entitled Metamorphoses, by the Roman poet Ovid.
As you know from reading the story, the young boy Perdix, nephew of
Dædalus, is changed into a bird—a partridge—by Minerva to save his life. The
metamorphosis of the boy into a bird in this myth was the ancient Romans’ way of
explaining the creation of a particular kind of bird—a bird that could fly but, unlike
most birds, tended to stay very close to the ground.
You probably haven’t observed many human beings being changed into birds
or animals. You probably are aware, however, of people who have undergone some
sort of dramatic change. Can you think of someone you know whose personality
or mood seemed to change overnight? Or perhaps someone whose physical
appearance changed so much you could hardly recognize the person?
Pick one of the following comparisons and write at least two paragraphs
describing the before and after of this particular metamorphosis. Be sure to use
specific details to make clear why the change was dramatic enough to be considered
a metamorphosis. You may identify and describe a type of metamorphosis other
than the three provided below if you prefer.
Comparison 1
Comparison 2
OR
A friend’s appearance three years ago
compared to
That friend’s appearance today
Before READING
Comparison 3
Your personality entering middle school
compared to
Your personality entering high school
OR
A family member’s day-to-day routine today
compared to
that family member’s day-to-day routine prior to a recent career or
lifestyle change
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Name: ____________________________________________________ Date: ___________________
A moral is a lesson. It’s a lesson about how one should live one’s life. It has to do
with right and wrong. Authors often write stories and poems for the purpose of
teaching a lesson, or moral, that the author thinks is important. You have probably
heard the expression “The moral of the story is . . . .”
Whether or not Ovid attempted to teach an important lesson in his story of
“Dædalus and Icarus” is open to interpretation. The purpose of his myth may
have been to explain a phenomenon of nature, such as the existence of a bird, the
partridge, that always stayed close to the ground. Or it may have been to teach a
lesson about the importance of doing what your parents tell you. Or it may have
been about an entirely different phenomenon or moral from those just mentioned.
Let’s compare Ovid’s descriptions of the qualities and actions of two
characters—Icarus and Perdix. This comparison might help you determine whether
or not there is a moral to Ovid’s story, and if so, what the moral is. Filling in the
requested information in the boxes below with descriptions from “Dædalus and
Icarus” will help you make your comparison. It should also help you gain a more
complete understanding Ovid’s purpose in telling his stories.
Character’s Qualities
Icarus
Perdix
Character’s Actions
During READING
Icarus
Perdix
Result of Actions
Icarus
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Perdix
6/22/09 9:02:06 AM
What have you learned from making these comparisons? Write a paragraph telling
what moral you think Ovid might have had in mind when he decided to tell this
story. Use details from your comparisons to support your theory.
during READING
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Name: ____________________________________________________ Date: ___________________
Selection Quiz
Matching
Dædalus
Icarus
Minos
Minerva
Perdix
Write the name of the character next to the matching descriptions.
1. He was “Homesick for homeland.” ___________________________________________________________________________________
2. He “blocks escape by land or water.” _________________________________________________________________________________
3. His “dominion does not include the air.” ____________________________________________________________________________
4. “He turned his thinking Toward unknown arts.” __________________________________________________________________
5. He “stuck his thumb into the yellow wax.” __________________________________________________________________________
6. “His cheeks were wet with tears.” _____________________________________________________________________________________
7. She protected all who had “inventive wits.” _________________________________________________________________________
8. He “is fearful Of all high places.” ______________________________________________________________________________________
9. “the blue sea hushed him.” _____________________________________________________________________________________________
10. He was “clever, With an inventive turn of mind.” __________________________________________________________________
Sequence of Events
Arrange the following events in the proper order by placing an “A” next to the first
event, a “B” next to the second, and so on.
afTer READING
_____ 11. Dædalus buried Icarus.
_____ 12. Minerva changed Perdix into a partridge.
_____ 13. Dædalus hurled Perdix from the high temple of Minerva.
_____ 14. Icarus flew near the sun.
_____ 15. Perdix invented the compass.
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Name: ____________________________________________________ Date: ___________________
Echo & Narcissus, page 670
Synonyms are words that have the same or very similar meanings. For example,
dish and plate both refer to flat containers for serving food. Antonyms are words
that have the opposite meanings. Hot and cold are antonyms because they refer to
two different levels of temperature.
Each italicized word in the following sentences is either a synonym or antonym
of one of the Preview Vocabulary words on page 670. Use the lines following the
sentences to do the following three things:
• Write the Preview Vocabulary word that’s related to the italicized word in the
sentence.
• Identify the italicized word as a synonym or an antonym.
• Write an original sentence of your own using the Preview Vocabulary word.
oblivious
beguile
curtailed
disintegrated
enigmatic
1. After I received a poor report card, my parents expanded my time on the
telephone and the computer.
_________________________________________ _________________________________________
2. Don Juan flashed his puzzling smile and rode into the sunset.
_________________________________________ _________________________________________
3. The wood on the abandoned house began to break apart after years of rain and hail.
_________________________________________ _________________________________________
_________________________________________ _________________________________________
5. Suze was so engrossed in her book that she was attentive to everyone around her.
Before READING
4. The aroma of dinner cooking lured the weary traveler.
_________________________________________ _________________________________________
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Name: ____________________________________________________ Date: ___________________
When you evaluate cause and effect, you identify the connections between events in
a story to see what motivates characters to act in certain ways. The myth of Echo and
Narcissus contains many cause-and-effect relationships, which connect to each other.
Write your answer to each of the following questions in the space provided.
1. Why do all the nymphs fall in love with Narcissus?
2. Why does Narcissus scorn them?
3. Why does Echo follow Narcissus secretly?
4. Why does Hera appear among the nymphs?
5. What does Echo do at that time, and how does Hera respond?
6. What happens to Echo when she cannot tell Narcissus of her love?
During READING
7 Why does a nymph ask the gods to punish Narcissus?
8. What happens to Narcissus as a result?
9. How are the different causes and effects related?
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Name: ____________________________________________________ Date: ___________________
Selection Quiz
True or False
Write T if the statement is true or F if the statement is false.
_____ 1. Echo is the sister of Narcissus.
_____ 2. Echo receives a curse from the goddess Hera because Echo tried to fool her.
_____ 3. At the end of this selection, Narcissus dies and turns into a beautiful red rose.
Short Answer
4. What does Tiresias predict for Narcissus’s destiny?
5. What has Hera’s curse done to Echo?
afTer READING
6. How does Narcissus react when Echo approaches him?
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7. Why can’t Narcissus leave the pond?
8. What do the nymphs find when they come to retrieve Narcissus’ body?
Fill in the Blank
Fill in the blank with the word from the box that best completes each sentence.
dryads
narcissism
egoism
Nemesis
Hera
phenomenal
naiads
supernatural
9. In Greek mythology, the gods and goddesses have _ _______________________________________
powers, but are often crippled by such human emotions as jealousy and fury.
10. ___________________________________________ were water nymphs who lived in rivers, lakes,
and springs.
11. Psychologists use the term _______________________________________ to describe the complete
self-absorption of people like Narcissus.
12. Echo is punished by the goddess ____________________________________________ because she
prevented her from catching Zeus.
after READING
13. The goddess _________________________________________________ punished Narcissus at the
request of a nymph he had rejected.
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Name: ____________________________________________________ Date: ___________________
The Silver Pool, page 678
One way to help you practice and remember new vocabulary words you encounter in
your reading is to create vocabulary cards for the words. Look at the following example.
a distinctive style of
clothing
garment
garb
the woman’s garb told
us she was a nun.
As you can see, the vocabulary card provides several cues to help you remember
the word. In the center of the card is the vocabulary word. In the top left corner, you
find a synonym for the word. In the top right is the definition. In the bottom left
there is a sentence, and in the bottom right, a visual cue.
amorous
avenge
brooding
churl
consort
culled
foray
garb
gesticulating
mart
mayhap
naught
prophecy
stratagem
tarry
virtue
wrest
Before READING
Choose six words from the word list on this page and create a vocabulary card for each,
using your own paper or note cards. Your word card should look like the example above.
If possible, use a different colored pen or pencil for each of the five sections of your card.
Review your cards frequently, or post them around your room where you will see
them every day.
Work with a partner for the last part of the exercise. Read one of your contextual
sentences to your partner, leaving out the vocabulary word from the selection. See if
your partner can fill in the correct word. After you have quizzed your partner using your
vocabulary words, have your partner read his or her original sentences to you. See if you can
correctly identify the missing word in those sentences.
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Name: ____________________________________________________ Date: ___________________
Analyze Literature: Interpret and Create Kennings
Kennings are figurative expressions often found in poetry written in Old English, the
ancient ancestor of the language we speak today. For example, the phrase “storm of
swords” might be used to mean “battle,” and “bone-house” was used to mean “body.”
“The Silver Pool” contains many kennings. Find each of the following kennings
in the selection. Based on the context, estimate the meaning of the kenning.
1. Heaven-World (page 680)
2. shadow-self (page 680)
3. sword-craft (page 681)
4. horse-boys (page 681)
During READING
5. wood-craft (page 681)
Now choose four people, places, or things from your everyday life or your
community. Invent a kenning to refer to each one. Write the name of the person,
place, or thing and your kenning in the lines provided.
6. _______________________________________________________________________________
7. _______________________________________________________________________________
8. _______________________________________________________________________________
9. _______________________________________________________________________________
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6/22/09 9:02:11 AM
Name: ____________________________________________________ Date: ___________________
Selection Quiz
Short Answer
1. What fish is the King’s Poet hoping to catch?
2. How does Fionn say he and Finnegas can help each other?
3. What does Fionn find in the mud while he is fetching eggs for the King’s Poet?
4. How does Fionn accidentally taste the fish?
5. How does the fish taste to Finnegas? Why?
6. Whom does Fionn plan to avenge?
Matching
Write the letter of the correct speaker on the line next to the matching quotation.
A. Finnegas
B. Fionn
afTer READING
_____ 7. “ I will touch naught but the Salmon, that I may have wisdom through it.”
_____ 8. “You could teach me poetry and I could serve you.”
_____ 9. “Demna is my name.”
_____ 10. “A wise woman taught me that the Salmon of Knowledge swims in the
Heaven-World in the pool of the Sacred Hazels.”
_____ 11. “I know not in what place I may be.”
_____ 12. “I have a sword, a sword for a king it is.”
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Name: ____________________________________________________ Date: ___________________
The White Snake, page 690
Fill in each blank below with the most appropriate word from the list in the box
below. You may have to change the tense of the word.
abroad
contrive
superintendence
anxiety
plume
1. Rashard was proud of her promotion, but nervous because it involved the _____________________
of several employees.
2. Deep breaths, calm thoughts, and gentle music help reduce _________________________________.
3. The platoon _______________________________________ a way to find their way back to camp.
4. The long _________________________________________________ fell from the peacock’s tail.
5. The president of the company cast ________________________________________ for solutions
to the sales decline.
Now, write original sentences correctly using each of the words in the box.
6. _______________________________________________________________________________
7. _______________________________________________________________________________
Before READING
8. _______________________________________________________________________________
9. _______________________________________________________________________________
10. _______________________________________________________________________________
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6/22/09 9:02:12 AM
Name: ____________________________________________________ Date: ___________________
Analyze Literature: Identify Elements of Folk Tales
The box below lists several elements frequently found in folk tales. Eight of these
elements are found “The White Snake.” Circle the eight elements. Then, on the lines
below, explain the role that each element plays in the story.
magic food
test to win a prize
noble who is overly proud
shrewd commoner
beautiful princess under a spell
troll
cruel king
help from fairy godmother
talking animals
assistance from animals
multiple wishes
curiosity
group of three
orphaned child
wicked witch
wicked stepparent
giant
1. _______________________________________________________________________________
2. _______________________________________________________________________________
3. _______________________________________________________________________________
4. _______________________________________________________________________________
5. _______________________________________________________________________________
6. _______________________________________________________________________________
8. _______________________________________________________________________________
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During READING
7. _______________________________________________________________________________
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Name: ____________________________________________________ Date: ___________________
Selection Quiz
Multiple Choice
Write the letter of the correct answer on the line next to the question.
_____ 1. Why was the King famous?
A. his fabulous wealth
B. his knowledge of hidden things
C. his beautiful daughter
D. his ability to talk to animals
_____ 2. What reward did the servant request after finding the Queen’s ring?
A. the princess’s hand in marriage
B. a place of great honor in the royal household
C. a horse and some money for traveling
D. a banquet arranged in his honor
afTer READING
_____ 3. What will happen to the servant if he cannot pass the test required to
win the King’s daughter’s hand in marriage?
A. He will be killed by drowning.
B. He will be banished from the kingdom.
C. He will be forced into slavery.
D. He will have to marry the King’s younger daughter.
_____ 4. What three groups of animals help the servant win the King’s daughter’s
hand in marriage?
A. lions, tigers, and bears
B. fishes, ants, and pigeons
C. horses, dogs, and snakes
D. fishes, ants, and ravens
_____ 5. What animals brought the apple from the tree of life to the servant?
A. ravens
B. snakes
C. bears
D. pigeons
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Short Answer
6. What does eating the white snake do for the servant?
7. Why does the young man want a horse and money to travel?
8. What does the young man do when he spies three fish caught in the rushes?
9. What does the ant-king say when the young man turns his horse onto a side
path?
after READING
10. What do the young man and the princess do with the apple of life?
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Name: ____________________________________________________ Date: ___________________
The Golden Lamb, page 698
Use the words in the box below to complete the crossword puzzle by solving the
clues and writing the correct word, one letter per box, in the puzzle.
astonished
ferocious
quarrel
dispute
haste
Down
Across
3.
4.
5.
6.
tawny
vizier
1. argument
2. extremely fierce and violent
7. light brown color
surprised
argument
advisor to a ruler
hurry; rush
1
2
3
4
Before READING
5
6
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6/22/09 9:02:14 AM
Name: ____________________________________________________ Date: ___________________
Use Reading Skills: Identify Sequence of Events
Place the events in the correct sequence by writing a number, 1 through 12, in the
space to the left of the sentence.
_____ A. The three young men are given three lambs, one of which has golden
fleece.
_____ B. The three young men become famous.
_____ C. Kerim tells the story of young man who slays the gorgo.
_____ D. The caliph asks the three men to tell a story.
_____ E. The widow hires three young men to tend her sheep.
_____
F. The three young begin arguing over the golden lamb.
_____ G. The vizier asks the young men what they will do with the money gained
from selling the lamb’s golden fleece.
_____ H. The three young men go to caliph Haroun-al-Rashid to settle their
dispute.
_____
I. Zeid tells the story of the merchant who catches the thieves.
_____
J. The three young men dream up interesting stories when they are bored.
_____ K. The vizier gives each young man a pair of sandals, a cloak, and a loaf of
bread.
_____ L. Haboul tells the story of the young man who frees the bird.
During READING
level iv, unit 5
37
6/22/09 9:02:15 AM
Name: ____________________________________________________ Date: ___________________
Selection Quiz
True or False
Write T if the statement is true or F if the statement is false.
_____ 1. Kerim, Haboul, and Zeid are young men with a talent for telling stories.
_____ 2. The golden lamb is cursed.
_____ 3. The vizier tricks the young men so he can have the golden lamb.
_____ 4. Iraqi culture places little value on storytelling.
Short Answer
5. At the beginning of the story, what did the three young men wish to do?
afTer READING
6. How does the caliph say he will decide who will receive the golden lamb?
38
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6/22/09 9:02:16 AM
7. What do the three stories of the young men have in common?
8. How do the people in the caliph’s court respond to the stories?
Matching
Write the letter of the correct definition in the line next to the vocabulary word.
A. violent and fierce, like a wild animal
B. state of hurry
C. shocked; extremely surprised
D. argument; disagreement
�� 9. astonished
�� 10. dispute
�� 11. ferocious
�� 12. haste
after READING
level iV, unit 5
39
6/22/09 9:02:16 AM
Name: ____________________________________________________ Date: ___________________
from The Odyssey (Part I), page 712
The Odyssey is one of the most studied works of literature in the world. Reading
Homer’s epic can be a challenge, but it will also be rewarding. When you come
across words or phrases you don’t understand, you may use context clues to help
you. The following are three common types of clues. For each type of clue guess the
meaning of the underlined word in the example provided.
Restatement or Apposition Clue: A word or idea is restated in different words.
1. Use a restatement or apposition clue to guess the definition of odyssey in the
following example:
Homer’s Odyssey tells the story of an odyssey, a long and adventurous voyage.
Comparison/Contrast Clue: A word is explained by comparing it to another
word or idea.
2. Use a comparison/contrast clue to guess the definition of epics in the following
example:
Do you enjoy reading epics, or do you prefer shorter, less formal poems?
Before READING
Examples Clue: Examples help explain the meaning of a word.
3. Use an examples clue to guess the definition of deities in the following example:
Various deities figure in the action of The Odyssey, including Poseidon, the
god of the sea, and Athena, the goddess of wisdom.
40
level iv, unit 5
6/22/09 9:02:16 AM
Read the following sentences from The Odyssey and figure out the meaning of each
underlined word, using only the context clues in the sentence(s). Add notes that will
help you explain to a partner which type of clue helped you guess each word.
4. Homer begins with an invocation, or prayer, in which he calls upon a Muse.
(page 713)
5. Her ladyship Calypso clung to him in her sea-hollowed caves—a nymph,
immortal and most beautiful, who craved him for her own. (page 714)
6. Ornate birds here rested their stretched wings—horned owls, falcons,
cormorants . . . . (page 716)
7. As Calypso serves him ambrosia and nectar, Hermes delivers the message
[from Zeus] that she must release Odysseus. The strong god glittering left her
as he spoke, and now her ladyship, having given heed to Zeus’ mandate, went
to find Odysseus. (page 717)
8. Now Zeus the lord of cloud roused in the north a storm against the ships, and
driving veils of squall moved down like night on land and sea. (page 720)
Before READING
level iV, unit 5
41
6/22/09 9:02:16 AM
Name: ____________________________________________________ Date: ___________________
Use Reading Strategies: Visualize
Make an Odyssey Storyboard
During READING
Did you know that most films begin as storyboards? These sketches in a series
lay out the sequence of scenes or actions in the film and are used as a guide for
directing and shooting the film.
Create storyboards for an animated version of one episode of Homer’s Odyssey.
You may choose from the following episodes in Part One: “The Sweet Nymph
Calypso,” “The Lotus Eaters,” or “The Land of the Cyclopes.” First, make some
preliminary sketches of key scenes in the spaces provided below. Then decide which
scenes or actions you will sketch as storyboards. Post your completed sequence of
sketches on one wall for others to study. If possible, view a movie of the The Odyssey
and compare your filming sequence to that used in the movie.
42
level iv, unit 5
6/22/09 9:02:17 AM
Name: ____________________________________________________ Date: ___________________
Selection Quiz
Short Answer
1. In The Odyssey, where is Odysseus coming from, and where is he going?
2. Describe Calpyso.
3. What happens to the men who eat the lotus plant?
4. Describe a Cyclops.
5. When the Cyclops asks Odysseus his name, what does Odysseus tell him it is, and why?
Fill in the Blank
Fill in the blank with the literary term from the box that best completes each
sentence. You will not use every term, but you should use each term only once.
epic
first-person
invocation
third-person
in medias res
flashback
point of view
6. __________________________________________ is the vantage point from which a story is told.
action—and then uses a ___________________________ to tell what happened earlier in the story.
8. The Odyssey begins with a(n) _________________________________________________ , or prayer
to the Muse.
9. A(n) ________________________________________is a long narrative poem, originally told orally.
afTer READING
7. Homer begins his tale ______________________________________ —that is, in the middle of the
10. Part of The Odyssey is told in the ________________________________________point of view, by
Odysseus himself.
level iv, unit 5
43
6/22/09 9:02:18 AM
Name: ____________________________________________________ Date: ___________________
from The Odyssey (Part II), page 742
Build Vocabulary: Word Roots, Prefixes, and Suffixes
Countless words in the English language come from Greek, Latin, or Old English
word parts. Often, if you break a word down, you can discover the word parts that
reveal its meaning. For example, the word cyclops can be broken into two Greek
roots: cyc, meaning “circle,” and ops, meaning “eye.”
1. Write down as many English words that include the word root cyc, meaning “circle,”
as you can. ______________________________________________________________________
2. Write down as many English words that include the root op,
meaning “eye,” as you can. __________________________________________________________
Following is a short list of common prefixes, suffixes, and word roots, plus their meanings.
-able
be-ent
in-/il-/im-/irprore-vil-
to be able to be (Latin)
make or cause to be; to affect or treat in a certain way (Old English)
person or agent who (Latin)
not; also: in or within (Latin)
forward; before; in advance; for (Latin and Greek)
again; back (Latin)
cheap; low (Latin)
Identify at least one common prefix, suffix, or root from the list above in each of the
following vocabulary words. Give a definition of the word using the meaning of its part or
parts. Check your answer by looking in a dictionary. Finally, list two or three other words
that contain the same word part or parts and explain how all are similar in meaning.
Vocabulary Word
Word Part(s)
Definition
Other Words with
Same Part(s)
How These Words
Are Similar
3. beguiling, page 744
Before READING
4. implacable, page 747
5. insolent, page 748
6. provision, page 756
7. insidious, page 756
8. restitution, page 758
9. vile, page 744
10. promontory, page 750
44
level iv, unit 5
6/22/09 9:02:18 AM
Name: ____________________________________________________ Date: ___________________
Analyze Literature: Conflict and Complications
The central conflict of The Odyssey is the struggle of Odysseus and his men to
journey safely home. The safety of the group is constantly threatened as it encounters
complications, or obstacles, along the way. As you read Part Two of The Odyssey,
use the following chart to note the different complications Odysseus and his crew
struggle against and how Odysseus handles each problem.
Conflict or Complication
Conflict and Complication Chart
How Odysseus Handles the Problem
During READING
Essay
On your own paper, write an essay evaluating Odysseus as a leader. How would you
rate him, and why? Can he be blamed for the terrible things that happen to his men?
Give examples from Part Two that show his good or bad leadership or decision-making
abilities. Use the notes from your chart to help you write the essay.
level iv, unit 5
45
6/22/09 9:02:19 AM
Name: ____________________________________________________ Date: ___________________
Selection Quiz
Matching
Write the letter of the correct description on the line next to the matching person,
place, or thing.
A.
B.
C.
D.
E.
F.
G.
_____ 1. Scylla
_____ 2. Circe
_____ 3. Charybdis
_____ 4. Sirens
a dangerous whirlpool
the sun god
one of Odysseus’s crew
a blind prophet
a monster
creatures that seduce with a song
an enchantress or witch
_____ 5. Helios
_____ 6. Teiresias
_____ 7. Eurylochus
Fill in the Blank
Fill in the blank with the vocabulary word from the box that best completes each
sentence. You will not use every word.
beguiling
rancor
stealth
insolent
assuage
tumult
implacable
restitution
afTer READING
8. The men ran away squealing in a(n) _____________________________________ after they were
turned into pigs.
9. Odysseus and his men used great _______________________________________ when trying to
sneak past Scylla.
10. No _________________________________________________ was ever paid to Odysseus for all
the suffering he endured.
11. Helios thought it was very _______________________________________________ of the men to
kill one of his cows.
12. Nothing could ___________________________________________ Odysseus’s grief after his men
were killed by the monster.
46
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6/22/09 9:02:20 AM
Name: ____________________________________________________ Date: ___________________
from The Odyssey (Part III), page 764
This is a game that can be played to test your knowledge of the vocabulary words in
all three parts of The Odyssey. Be sure you have carefully reviewed the list of words
below before you play the game.
To play, first divide the class into groups with four, six, or eight students each.
Each group should then divide into two teams. Write the vocabulary words listed
below onto individual slips of paper and put them into a dish. You will also need a
timer or watch to keep time.
Decide which team will begin and who will go first. The first player on the first
team will then have one minute to draw words, one at a time, from the dish, and
try to get his or her teammates to guess the words by describing their meaning.
Nothing may be drawn or written on paper, and someone from the other team will
need to look over the player’s shoulder to make sure he or she does not say the word
or part of the word out loud. Only that player’s teammates may guess! The other
team must be completely silent until it is their turn.
At the end of one minute, the other team has a turn. Keep track of how many
words each team is able to guess in the time given. The game ends when there are
no more words to guess. At the end of the game, the team that guessed the most
words is the winner!
valor, 714
mandate, 717
exile, 717
versatile, 717
adversity, 718
ponderous, 724
cordial, 726
sage, 728
adversary, 730
beguiling, 744
stealth, 744
assuage, 746
implacable, 747
rancor, 747
insolent, 748
tumult, 752
provision, 756
insidious, 756
restitution, 758
candor, 767
lithe, 768
omen, 775
revelry, 777
glower, 778
lavish, 780
aloof, 782
pliant, 783
imposter, 783
abyss, 784
level iv, unit 5
Before READING
plunder, 713
47
6/22/09 9:02:20 AM
Name: ____________________________________________________ Date: ___________________
Use Reading Strategies: Make Predictions
In Part Three of The Odyssey, Odysseus finally returns home to Ithaca. This part of
the epic is filled with suspense. As you read, make predictions about what will happen
and how. You should make at least five predictions. Record them in the following
chart, along with an explanation of why you made each prediction. When you finish
reading, go back and note which of your predictions came true. If a prediction did not
come true, what really happened?
What Really Happened
During READING
Prediction
Prediction Chart
Evidence
48
level iv, unit 5
6/22/09 9:02:21 AM
Name: ____________________________________________________ Date: ___________________
Selection Quiz
Short Answer
1. Describe the situation Penelope faces at home in Odysseus’s absence.
2. Give a definition of dramatic irony.
3. Explain the dramatic irony that is created when Odysseus shows up at a banquet at his home.
Multiple Choice
Write the letter of the correct answer on the line.
_____ 6. Who is Telemachus?
A. Odysseus’s faithful swineherd,
who helps him fight the suitors.
B. Odysseus and Penelope’s son.
C. The blind seer who predicted all
that would befall Odysseus.
D. Penelope’s most powerful and
handsome suitor.
_____ 5. What test does Penelope devise for
her suitors?
A. She will marry the one who is able
to call Odysseus’s faithful dog,
Argos, to his side.
B. They each must bring her a gift,
and she will marry the one who has
brought the most precious gift of all.
C. She will marry the man who can
string Odysseus’s bow.
D. She will marry the man who can
heft Odysseus’s mighty sword.
_____ 7. Penelope is not sure Odysseus is
really her husband until ___________.
A. he describes to her how they
first met
B. he points out the hiding place
where she keeps her secret treasures
C. he describes how he built their
marriage bed
D. his dog, Argos, recognizes Odysseus
level iv, unit 5
afTer READING
_____ 4. Why doesn’t Penelope recognize
Odysseus when he returns
home?
A. He is in disguise.
B. He looks very different after
10 years away.
C. She has gone blind.
D. Athena has put a spell on her.
49
6/22/09 9:02:22 AM
Name: ____________________________________________________ Date: ___________________
Perseus, page 792
Practice Vocabulary
Complete the crossword puzzle with words from “Perseus.” If you need help, look
for word on the page in parentheses or use a dictionary.
Across
Down
1. embarrassed, like Perseus at the king’s
wedding (page 794)
5. subservient, like the King’s courtiers
(page 797)
6. a shield, like that of Zeus bearing Medusa’s
head (page 797)
8. minor goddesses, like those of the North
(page 794)
9. individual of distinction, like Hermes
(page 794)
11. those who attend a king, like Polydectes
(page 797)
2. foolish act, like Perseus’s boast of killing
Medusa (page 794)
3. god or goddess, like Pallas Athena (page 795)
4. a person through whom a deity speaks, such
as the one who said Andromeda must be
sacrificed (page 796)
6. overbearing claim of superiority, like the
boast of Andromeda’s mother (page 796)
7. family members, like the King and Danaë
(page 792)
10. stringed instrument, like that played by the
Hyperboreans (page 795)
1
2
3
4
5
6
Before READING
7
8
9
10
11
50
level iv, unit 5
6/22/09 9:02:23 AM
Name: ____________________________________________________ Date: ___________________
Perseus, page 792
Complete the chart on “Perseus” by filling in each cause or effect that is missing.
Then summarize two additional causes and effects from the selection.
Cause
Acrisius learns that Danaë will have a
son who will kill him.
Effect
Summary Statement
Perseus declares that he will kill
Medusa.
Perseus goes to see the Gray Women.
Andromeda’s mother boasts that she
is more beautiful than the daughters
of Nereus.
King Polydectes and his courtiers are
turned into stone.
During or afTer READING
level iv, unit 5
51
6/22/09 9:02:24 AM
Name: ____________________________________________________ Date: ___________________
Perseus, page 792
Draw Conclusions
Complete the drawing conclusions chart for “Perseus.” Make one conclusion about a
character, one conclusion about a theme, and one conclusion about a motif found in
the myth.
Key Idea (theme)
Key Idea (motif)
Supporting Details
Supporting Details
Supporting Details
Overall Conclusion
Overall Conclusion
Overall Conclusion
afTer READING
Key Idea (character)
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level iv, unit 5
6/22/09 9:02:24 AM
Name: ____________________________________________________ Date: ___________________
Perseus, page 792
Use the chart to classify the characters in “Perseus.” Put each character or group
of characters in the correct column. Add a brief description to explain the role the
character plays in the myth.
Group 1: Ordinary Humans
Group 2: Supernatural Humans
Group 3: Gods and Goddesses
afTer READING
level iv, unit 5
53
6/22/09 9:02:25 AM
Name: ____________________________________________________ Date: ___________________
Perseus, page 792
Describe the selection “Perseus.” Write the information to fill in these charts.
title
Author
type of Folk literature
Setting
Main Characters
Conflict/Problem
Main Events in Plot
1.
2.
3.
4.
afTer READING
5.
6.
7.
8.
theme
54
level iv, unit 5
6/22/09 9:02:26 AM
Critique, or review and evaluate, the selection “Perseus.” Answer these questions.
Think about the form of the selection. Did the author use this form of folk literature effectively? Explain.
What elements of folk literature, such as archetypes, symbols, and motifs, are especially effective in the selection? Explain.
What is your opinion of the selection? (What do you like about it? Why? What do you dislike about it? Why?)
Give reasons for your opinion. Support them with examples and details from the selection.
Would you recommend the selection to others? Why or why not?
after READING
level iV, unit 5
55
6/22/09 9:02:26 AM
Name: ____________________________________________________ Date: ___________________
Iya, the Camp-Eater, page 798
Practice Vocabulary
Complete each sentence below with a word from the box. All the words are words related
to the Native American culture from “Iya, the Camp Eater.” Then answer the question.
buckskin
huntsmen
camp
teepees
chieftain
tribe
deerskins
warriors
drummers
wigwams
1. The people lived in a group called a ____________________________________________________.
2. The group lived in a large ____________________________________, or village, in the woodlands.
3. Adults and children alike wore clothing made of ____________________________ for celebrations.
4. Some of the men of the group served as _________________________, going out for food each day.
5. Other men served as___________________________________________and protected the village.
6. The leader of the community was the___________________________________________________.
7. Two names for the people’s tent-like dwellings are ________________________________________
and _____________________________________________________________________________.
8. Soft brown material that could be used for everything from a baby’s
blanket to a dwelling was ____________________________________________________________.
9. During a feast, singers were accompanied by _____________________________________________.
Before READING
What effect does the use of many words from the Native American culture have on
the mood and themes of the legend?
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level iv, unit 5
6/22/09 9:02:26 AM
Name: ____________________________________________________ Date: ___________________
Complete the chart to analyze elements found in the legend “Iya, the Camp-Eater.”
Describe each element and tell its effect on the story.
Description
Effect on Story
Mythic Qualities
traits of legends
Archetypal Characters
Archetypal themes
trickster
level iv, unit 5
57
6/22/09 9:02:27 AM
Name: ____________________________________________________ Date: ___________________
Complete the concept web below by quoting details that help create the setting and
mood of “Iya, the Camp-Eater.” Identify the sense to which each detail appeals.
Then identify the mood in the center circle.
Setting Detail
Setting Detail
Mood
Setting Detail
Setting Detail
afTer READING
Setting Detail
58
level iv, unit 5
6/22/09 9:02:28 AM
Name: ____________________________________________________ Date: ___________________
“Iya, the Camp-Eater” and “The Mosquito” are legends from different cultures.
Complete the chart to compare and contrast the two legends.
“Iya, the Camp-Eater”
“The Mosquito”
Setting
Main Characters
Motifs
themes
In what ways are the two legends most alike? In what ways do they most differ?
afTer READING
level iv, unit 5
59
6/22/09 9:02:28 AM
Name: ____________________________________________________ Date: ___________________
Describe the selection “Iya, the Camp-Eater.” Write the information to fill in these charts.
title
Author
Setting
Main Characters
Conflict/Problem
Main Events in Plot
1.
2.
3.
4.
afTer READING
5.
6.
7.
8.
theme
60
level iv, unit 5
6/22/09 9:02:29 AM
Critique, or review and evaluate, the selection “Iya, the Camp-Eater.” Answer these
questions.
after READING
level iV, unit 5
61
6/22/09 9:02:29 AM
Name: ____________________________________________________ Date: ___________________
The Mosquito, page 802
Practice Vocabulary
Each boldfaced word from “The Mosquito” originated in a different language. Use a
dictionary to find the language of origin and original meaning of each word. Then
use the word in a sentence of your own.
1. But Nhan Diep was a coquette at heart.
Original word, language, and meanings:
Sentence:
2. One day, after having sold his possessions, he embarked in a sampan with the
coffin and sailed away.
Sentence:
3. By this last trait, Ngoc Tam recognized the genie of medicine, who traveled
throughout the world on his mountain.
Sentence:
Before READING
4. “Why do you cling to this world of bitterness and gall?”
Sentence:
5. Even so, the lighthearted frivolous woman could not resign herself to leave this
world forever.
Sentence:
62
level iv, unit 5
6/22/09 9:02:30 AM
Name: ____________________________________________________ Date: ___________________
Fill in the chart to analyze the main characters of “The Mosquito.” For each
character, give two events, tell what the character says or does, and what is revealed.
Character
Event
What Character
Says
What Character
Does
What Is Revealed
Ngoc Tam
Nhan Diep
The genie
level iv, unit 5
63
6/22/09 9:02:30 AM
Name: ____________________________________________________ Date: ___________________
Use the chart to describe symbols, motifs, and other elements in “The Mosquito”
that you have encountered in other stories, movies, and so on. Two are identified for
you. Complete the chart for them and then find three more symbols or elements on
your own.
Symbol or Element
Dissatisfied wife
Similar to . . .
Meaning or Importance
afTer READING
“A thousand rare flowers and orchards
of trees laden with the most varied
kinds of fruit.”
64
level iv, unit 5
6/22/09 9:02:31 AM
Name: ____________________________________________________ Date: ___________________
Write about the events that occur in each part of the plot of “The Mosquito.” Use the
plot diagram to help you remember the function of each part.
The Mosquito
Climax
Rising Action
exposition
Falling Action
Resolution
1. Exposition: _____________________________________________________________________
2. Rising Action: ___________________________________________________________________
3. Climax: ________________________________________________________________________
5. Falling Action: __________________________________________________________________
level iv, unit 5
afTer READING
4. Falling Action: __________________________________________________________________
65
6/22/09 9:02:32 AM
Name: ____________________________________________________ Date: ___________________
Describe the selection “The Mosquito.” Write the information to fill in these charts.
title
Author
Setting
Main Characters
Conflict/Problem
Main Events in Plot
1.
2.
3.
4.
afTer READING
5.
6.
7.
8.
theme
66
level iv, unit 5
6/22/09 9:02:32 AM
Critique, or review and evaluate, the selection “The Mosquito.” Answer these
questions.
after READING
level iV, unit 5
67
6/22/09 9:02:32 AM
Name: ____________________________________________________ Date: ___________________
The Princess and the Tin Box, page 805
Practice Vocabulary
Write the meaning of each boldfaced word in your own words using the context
clues in the sentence provided from “The Princess and the Tin Box.” Then use the
word in a sentence of your own.
1. He came plodding up to the palace of the princess on a plow horse and he
brought her a small tin box filled with mica and feldspar and hornblende
which he had picked up on the way.
2. The other princes roared with disdainful laughter when they saw the tawdry
gift the fifth prince had brought to the princess.
3. The other princes roared with disdainful laughter when they saw the tawdry
gift the fifth prince had brought to the princess.
Before READING
4. But she examined it with great interest and squealed with delight, for all her
life she had been glutted with precious stones and priceless metals, but she had
never seen tin before or mica or feldspar or hornblende.
5. The princess married the third prince that very day in the midst of great
merriment and high revelry.
68
level iv, unit 5
6/22/09 9:02:33 AM
Name: ____________________________________________________ Date: ___________________
Complete the chart by summarizing the events in “The Princess and the Tin Box.”
Make a sketch of a visualization you have about each stage and summarize the stage
briefly.
level iv, unit 5
69
6/22/09 9:02:34 AM
Name: ____________________________________________________ Date: ___________________
Make Connections
Read the connections and choose two that you connect with. Write your responses
in the space provided.
Text-to-Self
Are you envious toward people like the princess who have every material thing they desire? If not, why not? In what ways
does popular culture affect your desires for things that money can buy?
afTer READING
Text-to-Text
Compare and contrast the fable “The Princess and the Tin Box” to the fairy tale “The White Snake.” Consider the use of
archetypes, symbols, and motifs in each selection. Also consider the plot, character, style, and tone of each selection.
Text-to-World
The author gives detailed descriptions of many material possessions that the fable’s characters value. What material
things might be featured in a contemporary story about the connection between love and material possessions? Does
the fable ring true today? If not, how have people changed in their attitudes toward seeking a boyfriend/girlfriend or
spouse based on material wealth?
70
level iv, unit 5
6/22/09 9:02:34 AM
Name: ____________________________________________________ Date: ___________________
Writing Assignment
The Writing Option on page 807 says, “Just what is it about “The Princess and the
Tin Box” that makes the tale so amusing? . . . Write a brief two-paragraph analysis
of the techniques Thurber uses in making the reader laugh.” Fill in the chart and
answer the questions below as prewriting for this assignment.
Element
Beginning of story
Description or Examples
Effect
Figures of speech
Plot
Princess’s speech
Exaggeration
Which of the fable’s elements are typical of an old folk tale or fable? Which are not typical?
afTer READING
What is the effect of the contrast between the typical and atypical elements used in
the fable? Explain.
level iv, unit 5
71
6/22/09 9:02:35 AM
Name: ____________________________________________________ Date: ___________________
Describe the selection “The Princess and the Tin Box.” Write the information to fill in these charts.
title
Author
Setting
Main Characters
Conflict/Problem
Main Events in Plot
1.
2.
3.
4.
afTer READING
5.
6.
7.
8.
theme
72
level iv, unit 5
6/22/09 9:02:36 AM
Critique, or review and evaluate, the selection “The Princess and the Tin Box.”
Answer these questions.
after READING
level iV, unit 5
73
6/22/09 9:02:36 AM
Name: ____________________________________________________ Date: ___________________
The Appointment in Samarra, page 808
Practice Vocabulary
Match each word with its meaning as it is used in “The Appointment in Samarra.”
Write the letter of the meaning on the line.
_____ 1. astonished
_____ 2. flanks
_____ 3. gesture
_____ 4. jostled
_____ 5. provisions
_____ 6. spurs
A. food supplies
B. movement made to show
feeling or express an idea
C. implying harm
D. surprised
E. sudden movement
F. pushed
G. metal spiked wheels worn
on riding boots
H. sides of an animal
_____ 7. start
_____ 8. threatening
Use the Vocabulary Words to complete these sentences that show the sequence of the story.
9. A merchant sends his servant to the market-place to get ___________________________________.
10. The servant is ___________________________________________ by Death at the market-place.
11. The servant returns and tells the merchant that Death made a(n) ____________________________
that threatened him.
12. The servant borrows the master’s horse and uses his ______________________________________
on its _______________________________________ to make it run faster on the way to Samarra.
13. The merchant goes to the market and asks why Death was _________________________________
_____________________________________________________________________ the servant.
14. Death explained that it was not a threat, but a(n) _________________________________________.
15. Death was _______________________________________________ to see the servant in Bagdad
when he expected the servant to be in Samarra.
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Name: ____________________________________________________ Date: ___________________
Selection Quiz
Write the letter of the correct answer on the line.
_____ 1. The point of view of “The
Appointment in Samarra” is
A. first person.
B. second person.
C. third person limited.
D. third person omniscient.
_____ 4. The form of the story is a
A. legend.
B. fable.
C. fairy tale.
D. myth.
_____ 2. The setting of the story is
A. Iran.
B. France.
C. Iraq.
D. an imaginary place.
_____ 5. One trait of this form that is found in
the story is
A. it has animal characters.
B. it is brief.
C. it has a medieval setting.
D. it is lighthearted.
_____ 3. The protagonist of the story is
A. a merchant.
B. a servant.
C. a woman in a market.
D. the personification of death.
_____ 6. The main topic of the story is
A. fate.
B. work.
C. murder.
D. materialism.
Describe the character traits of the merchant in the story.
afTer READING
State the main theme of the story.
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Name: ____________________________________________________ Date: ___________________
Complete the Venn diagram to show how “The Appointment in Samarra” and “The
Princess and the Tin Box” are alike and different. The questions below the diagram
will help you brainstorm ideas for the diagram.
Appointment
Princess
Both
What form of folk literature is each selection?
Which typical elements of this form of folk literature does each selection use?
Which does each not use?
afTer READING
What are the tone and mood of each selection?
What is the theme of each selection?
What is the point of view of each selection?
Is irony used in each selection? If so, what is its purpose?
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Name: ____________________________________________________ Date: ___________________
Irony is the difference between appearance and reality. Different types of irony
include the following:
dramatic irony: something is known by the reader or audience but unknown to the
characters
verbal irony: a character says one thing but means another
irony of situation: an event occurs that violates the expectations of the characters,
the reader, or the audience
1. What type of irony is used in “The Appointment in Samarra”?
2. Describe the irony.
3. What is the effect of the irony?
4. Think of another work of folk literature, poetry, or fiction that used irony effectively.
Compare and contrast it with the irony in “The Appointment in Samarra.”
afTer READING
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Name: ____________________________________________________ Date: ___________________
Describe the selection “The Appointment in Samarra.” Write the information to fill
in these charts.
title
Author
Setting
Main Characters
Conflict/Problem
Main Events in Plot
1.
2.
3.
afTer READING
4.
5.
6.
7.
8.
theme
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Critique, or review and evaluate, the selection “The Appointment in Samarra.”
Answer these questions.
after READING
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ANSWER KEY
Introduction to Folk Literature
What is folk literature? Folk literature is the traditional knowledge and beliefs of cultures that
are transmitted by word of mouth.
What makes up a country’s oral tradition? the passing of stories, poems, and songs transmitted
verbally from one generation to the next
What is the difference between myths and legends? A myth deals with gods and goddesses while
a legend may be based on real events or characters from long ago and may have a historical basis.
What is an epic? a long story, usually told in verse, involving heroes and gods
Why do you think the authors of epics are often anonymous? because the stories have been
passed down orally
How do folk tales, tall tales, and fairy tales differ? Folk tales are brief stories passed by word of mouth
from generation to generation; tall tales are lighthearted folk tales that contain highly exaggerated
elements; fairy tales are stories with mischievous spirits and other supernatural occurrences.
Give an example of a folk tale, a tall tale, and a fairy tale. Possible answers: Folk tale—“The
Golden Lamb”; tall tale—“Paul Bunyan and Babe the Blue Ox”; fairy tale—“Cinderella”
Complete the chart to describe other types of folk literature.
Parables very brief stories told to teach moral lessons; “The Prodigal Son”
Fables brief stories, often with animal characters, told to express morals; “Br’er Rabbit”
Folk Songs traditional or composed songs usually made up of stanzas, a refrain, and a simple
melody that express commonly shared ideas or feelings; “John Henry”
Proverbs traditional sayings; “All’s well that ends well.”
Understanding Myths and Legends
Describe three examples of names from ancient myths that are still used today. Students may
choose three of the following: Cereal, Mars, Cupid, Thursday, May, June
Explain how the uses of myths and legends have changed since they originated. They were
originally used to explain the cause of natural phenomena. Now they are told to entertain.
Complete the chart to describe elements of myths and legends.
Myth a traditional story from a particular culture that deals with gods and other supernatural
beings as well as human heroes; “Echo and Narcissus”
Legend a story with mythic qualities that may serve as a morality tale; may be based on real
historical figures; embellished with fantastic aspects; “King Arthur”
Archetype a story, character, motif, or theme that represents a familiar pattern repeated
throughout literature and across cultures; “Star Wars”
Trickster an animal or shape-shifter that brings important gifts to humanity or may bring
problems; Coyote, Anansi
Explain the origin and definition of each word below. Then use it in a sentence of your own.
Students’ sentences will vary.
narcissism from the story of Narcissus, who fell in love with his reflection; means “to love
oneself ”
nemesis from the name of the goddess of vengeance: means “someone who wants to bring about
vengeance”
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meander from the ancient Greek river Maiandros or Maeander, a winding river; means “to
wander aimlessly”
stoical from a school of Greek philosophy that believed people seeking wisdom should be free of
joy, grief, and passions; means “not showing emotion or pain”
Applying Elements of Myths and Legends to the Selections
What two natural phenomena does the myth “Echo and Narcissus” describe? Explain.
Echoes started because a nymph named Echo could only repeat what she heard; she chased
Narcissus until he rejected her; then she hid herself in caves and wasted away so only her voice
could be heard. The flower narcissus appeared after Narcissus was cursed and fated to fall into
an unrequited love; he fell in love with his own reflection in a pond. He wasted away due to
unrequited love and the flower appeared on the pond.
What archetypal elements do you find in “The Silver Pool”? Explain.
Possible answers: Themes and characters include the mentor and his protégé; motifs include the
magic sword and the supernatural fish; plot elements include the confusion over names.
What elements of myths and legends do you find in the Cyclopes episode in Part One of
The Odyssey? Explain.
A Cyclops is a supernatural being from traditional stories; like a legendary element, it could be
based on real prehistoric animals whose skulls looked as if they had one eye.
In what ways is Odysseus a trickster figure in Part Three of The Odyssey? Explain.
He is a “shape-shifter”: Athena transforms him into a shriveled beggar. Yet he brings the gift of
himself to his wife and son.
Do you think Penelope in The Odyssey is stoical? Explain.
Possible answer: Penelope may be described as stoical in the modern sense: she has not shown
much emotion or pain during the twenty years her husband has been gone but has put up with
the suitors who have taken over her home. However, when Odysseus does return, Penelope
shows many mixed emotions.
Is the protagonist of “The White Snake” an archetypal character? Explain.
Yes, the young man who is poor but kind and must perform many tests in order to win the
princess is a familiar figure from fairy tales.
What traits of a legend are found in the folk tale “The Golden Lamb”? What traits of a legend
are not found in it?
Like a typical legend, it has the supernatural element of the golden lamb and serves as a morality
lesson. Unlike a legend, it does not appear to have a historical basis.
Understanding Folk Tales
What is a folk tale? a brief story passed by word of mouth from generation to generation
What is a fairy tale? a story dealing with mischievous spirits and other supernatural
occurrences, often in medieval settings
How did most folk tales probably originate? Workers passed them along to each other while
doing tedious tasks.
Who were the Brothers Grimm? Jacob and Wilhelm Grimm were well-educated, patriotic
Germans who published traditional tales to preserve their culture.
What is surprising about the original versions of folk tales and fairy tales collected by the
Brothers Grimm?
The stories were violent and sinister, not particularly appropriate for young children.
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Did the Brothers Grimm consider themselves authors of children’s literature? Explain.
No, they considered themselves folklorists and cultural researchers.
Explain how Hans Christian Andersen came to be a recorder of folklore. He tried to succeed
as an actor, a singer, and a dancer. He failed, but attracted wealthy patrons. He began to write,
influenced by the fantastic stories he had known as a child.
Why did symbolism become an important part of the folk tradition?
A well-chosen representation or image conveyed beliefs more easily than wordy explanations.
Identify four recurring symbols in folk tales.
beasts, woods, fruit, articles of clothing
Define motif.
any element that occurs in one or more works of literature or art
Identify three recurring motifs in folk tales.
transformation, abandonment by parents, incredible strength or size
Applying Elements of Folk Tales to the Selections
Identify and describe three traits of fairy tales found in “The White Snake.”
It has supernatural occurrences; it has typical symbols (apple); it appears to have a medieval setting.
Explain the symbolism of the apple in “The White Snake.”
It is from “the tree of life”; it seems to symbolize love, marriage, life, and happiness.
Explain how disguises serve as a motif in The Odyssey. Transformation is a standard motif;
Circe turns the crew into pigs; Odysseus is disguised as a beggar so that his son and his wife don’t
recognize him when he returns home.
Identify one symbol in The Odyssey. Explain how it helps communicate the themes of the
epic. Possible answer: The bed by which Penelope recognizes Odysseus symbolizes their love
and fidelity to each other.
Is “The White Snake” typical of the fairy tales retold by the Brothers Grimm? Explain.
Yes, the poverty and hard life of the protagonist are typical. However, the story does not have any
of the violent or sinister aspects of some of their tales.
What two traits of a fairy tale does “The Golden Lamb” have? It has supernatural occurrences;
it has a medieval setting.
What might the golden lamb symbolize in “The Golden Lamb”?
Possible answer: wealth, materialism
What motifs and other elements of a fairy tale does “Echo and Narcissus” have? Why do you
think this is characterized as a myth and not as a fairy tale?
It includes the motif of transformation and the symbolism of the woods as well as supernatural beings.
However, it also includes gods and goddesses and explains some natural phenomena, so it is a myth.
Understanding Epics and Homer’s Epics
What was the traditional subject of an epic? gods and heroes of days gone by
List five traits of an epic.
1.
2.
3.
4.
5.
narrative poem
grand in length and scope
provides portrait of a culture
serious and formal tone and style
subject is a battle or a great journey undertaken by a hero; gods or supernatural beings participate
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List three traits of an epic hero.
1. travels to diverse, exotic settings around the world or universe
2. is aided by gods or other supernatural beings
3. struggles against gods, monsters, or other antagonists that test his or her strength or wit;
must complete some hard tasks before returning home
For what is Odysseus’s voyage a metaphor or analogy? our journey through life with triumphs
and heartbreaks
What was the function of the poet-narrator? to chant or sing the tale to the tune of a lyre
1.
2.
3.
4.
D
A
C
B
Complete the chart to describe some well-known epics.
Gilgamesh
Culture of Origin ancient Mesopotamia
Plot Summary A king, in a quest for immortality, has a series of adventures. He battles monsters
and defends himself against the goddess Inanna.
Why It Is Famous oldest epic poem in the world
Mahabharata
Culture of Origin India
Plot Summary Two royal families feud; the god Krishna intervenes.
Why It Is Famous longest epic
The Odyssey
Culture of Origin ancient Greece
Plot Summary Odysseus struggles to get home to his wife after the Trojan war, battling monsters
and other supernatural beings.
Why It Is Famous most important and influential epic
List four reasons why The Iliad and The Odyssey are considered two of the greatest narrative
poems in the Western tradition.
1.
2.
3.
4.
give insight into the world of the ancient Greeks
exciting and suspenseful
told in memorable poetic language
explore themes at the core of human experience
What is the topic of The Iliad? the Trojan War
Use the sequence chart to identify the sequence of events of the Trojan War.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
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The Trojan prince Paris kidnapped Helen, the king of Sparta’s wife.
Menelaus declared war on Troy.
Menelaus recruited soldiers to help him fight.
Odysseus acted crazy to avoid fighting.
His sanity was revealed when he avoided hitting his son with the plow.
The Greeks laid siege to Troy for ten years but could not penetrate its walls.
Odysseus had his men erect a Trojan horse.
The Trojan horse was left outside the city.
The Greeks pretended to sail home.
The Trojans wheeled the horse inside the city and the soldiers came out.
The Greeks conquered the Trojans.
Odysseus set sail for Ithaca.
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Applying Elements of Epics to the Selections
Identify three beliefs, values, and/or ways of life of the ancient Greek culture that are
described in The Odyssey. Possible answers: The gods were to be taken seriously and obeyed;
marriage and families were key parts of life; hospitality was not to be abused or taken for
granted; people should behave with courage and integrity.
Describe three features of the following lines that illustrate a serious, formal style.
Formal sentence structure, with many clauses; formal diction, such as bearing and staff; addressing
people with epithets and other formal addresses—“Son of Laertes”; “O man of woe” (an epithet)
Describe two instances in which supernatural beings aid Odysseus in The Odyssey.
Accept any two of the following possible answers: Hermes tells Calypso to release Odysseus;
Athena saves Odysseus when he is caught in a storm at sea afterwards; Aeolus helps him by
putting unfavorable winds in a bag; Hermes protects him from Circe’s spells; Athena disguises
him when he goes home.
Describe three “formidable tasks” that Odysseus must complete before returning home.
1. He must defeat the Cyclopes.
2. He must resist the Sirens’ songs.
3. He must navigate around Scylla and Charybdis.
Identify each quote below from The Odyssey as an invocation, an epithet, or an epic simile.
1.
2.
3.
4.
epic simile
epithet (“the magical Calypso”)
invocation
epithet (“Greathearted Odysseus”)
Georgia-Based Practice Test
1.
2.
3.
4.
5.
6.
C
B
B
B
A
A
7.
8.
9.
10.
11.
12.
C
D
D
C
D
B
13.
14.
15.
16.
17.
18.
D
A
D
A
A
C
The Story of Dædalus and Icarus from Metamorphoses
Framework for Reading Folk Literature
Before Reading
❏From which culture does this epic poem come? Greek mythology
❏Who are the characters in this poem? Dædalus and his son Icarus; King Minos, Minerva,
and Perdix are also mentioned.
❏What do the characters do? Dædalus builds wings to escape by air from Crete. He sends
Icarus flying but the heat of the sun melts the wax holding the wings together and Icarus
plunges into the sea.
During Reading
❏Which supporting details describe the characters? Dædalus is compared to a bird
launching its nestlings on their first flight. Dædalus is jealous of his nephew and causes him
harm. Icarus likes to fool around and to like taking risks like flying.
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❏Where does the narrator or author seem to make judgments about the characters or
their actions? Icarus may begin by following the rules, but in the end his failure to heed his
father’s warning causes his downfall. Dædalus is punished for throwing his nephew off a
cliff by the death of his son.
❏What stock literary elements does the author use? Stock elements for epics include a
story involving heroes and gods, told in verse, and having a moral. The epic also provides a
portrait of the Greek culture, legends, beliefs, and customs.
❏What generalizations can you make based on the details? A generalization could be made
that not following instructions may lead to disaster or punishment.
After Reading
❏What is the final result of the epic? A partridge appears at the funeral of Icarus,
representing the boy that Dædalus had thrown off a cliff.
❏What conclusions can you draw about the story by synthesizing the evidence? The plight
of Icarus may be some form of perdition for what Dædalus had done to his nephew Perdix.
❏What seems to be the main message of the poem? The main message of the poem is that
what you do to others will come back to you in one way or another.
Apply the Model: Find the Main Idea
Responses will vary. Possible responses:
Detail: Dædalus builds wings and sends Icarus in flight.
Detail: Icarus ignores his fathers warning and flies too close to the sun.
Detail: Icarus plunges to his death.
Detail: Dædalus had thrown his nephew off a cliff.
Detail: Minerva turns Perdix into a partridge to save him.
Detail: The partridge appears at Icarus’s funeral.
Main Idea: What you do to others will come back to you.
Responses will vary.
Responses will vary.
Selection Quiz
Matching
1.
2.
3.
4.
5.
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Dædalus
Minos
Minos
Dædalus
Icarus
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6.
7.
8.
9.
10.
Dædalus
Minerva
Perdix
Icarus
Perdix
Sequence of Events
11.
12.
13.
14.
15.
E
C
B
D
A
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Echo & Narcissus
1. curtailed; antonym
Possible sentence: The athlete curtailed her training program to recover from her injury.
2. enigmatic; synonym
Possible sentence: The enigmatic smile on da Vinci’s portrait Mona Lisa has intrigued viewers for centuries.
3. disintegrate; synonym
Possible sentence: Support for the politician disintegrated after his corruption was revealed.
4. beguile; synonym
Possible sentence: The dancer’s skill beguiled even the harshest critics.
5. oblivious; antonym
Possible sentence: An unsuspecting hero is oblivious to the lies of the Trickster.
1. All the nymphs fall in love with Narcissus because of his great beauty.
2. Narcissus scorns them because he is so proud of his beauty.
3. Echo follows Narcissus secretly because she loves him and because if she appeared openly
he would ignore or reject her.
4. Hera appears among the nymphs to find her husband Zeus, who has been spending time with them.
5. Echo talks to Hera, which prevents her from catching Zeus. Hera responds by punishing
Echo by making her only repeat the words of others.
6. When Echo can’t tell Narcissus of her love, he rejects her. She goes to live in a cave, where
she wastes away, leaving only her voice.
7. A nymph asks the gods to punish Narcissus because he rejects her.
8. Narcissus is punished by Nemesis, who causes him to see himself in a lake. Narcissus falls in
love with the image of himself and wastes away.
9. Narcissus’s beauty attracts Echo but his scorn leads her to follow him secretly. Having
tricked Hera, however, she cannot speak of her love but only repeat the words of Narcissus.
When he rejects her, she hides herself and wastes away. When Narcissus rejects another
nymph, she asks the gods to punish him, which Nemesis does. In his punishment, Narcissus
wastes away, just like Echo.
Selection Quiz
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
F
T
F
Tiresias predicts that Narcissus will live long if he does not come to know himself.
Hera’s curse makes Echo repeat the words of others.
When Echo approaches Narcissus, he runs away.
Narcissus cannot leave the pond because he is entranced by his own reflection.
When the nymphs come to retrieve Narcissus’s body, they find a flower.
supernatural
naiads
narcissism
Hera
Nemesis
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The Silver Pool
Students should prepare six vocabulary cards, each with a new vocabulary word. Each card
should contain the word, an antonym (if possible), a definition, a context sentence, and a sketch.
Analyze Literature: Interpret and Create Kennings
Possible answers:
1. Heaven
2. soul; spirit
3. warrior skills; skill with weapons
4. young men who tend horses
5. knowledge of how to live in the wild
6.–9. Students’ original kennings will vary.
Selection Quiz
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Finnegas hopes to catch the Salmon of Knowledge.
Fionn says that Finnegas can teach him poetry and he can teach Finnegas wood-craft.
While fetching eggs, Fionn finds the sword.
Fionn accidentally tastes the salmon when a scale falls on his thumb, burning him, and he
puts the thumb in his mouth without thinking.
Since Fionn has already tasted the salmon, it tastes ordinary to Finnegas. He does not gain
any knowledge from it.
Fionn plans to avenge his father.
A
B
B
A
A
B
The White Snake
1. superintendence
2. anxiety
3. contrived
4. plume
5. abroad
6.–10.Students’ sentences will vary but should reflect the definition of the vocabulary word used.
Literary Analysis: Identifying Elements of Folk Tales
Responses will vary. Possible responses:
1. magic food; Eating the magical white snake allows the king—and later the servant—to
understand the speech of animals.
2. group of three; The servant meets and helps three different groups of animals, showing he
is a virtuous person. He also has to pass three tests to win the hand of the princess.
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3. test to win a prize; By passing the three tests, the servant shows he is worthy of marrying
the princess.
4. noble who is overly proud; Because the princess is overly proud, she keeps adding tests for
the servant to pass. Because he does, he shows he is worthy of her.
5. talking animals; By understanding the speech of animals, the servant shows he is intelligent.
6. assistance from animals; The servant wins the help of the animals by being kind; when they
help him, he escapes a trap likely to end in his death.
7. granted wishes; The servant asks not for riches but for a chance to explore the world, which
leads to him proving his worth and gaining even more than he would have been granted.
8. curiosity; The servant’s curiosity leads to greater understanding and abilities.
Selection Quiz
1.
2.
3.
4.
5.
6.
7.
B
C
A
D
A
By eating the white snake, the servant gains the ability to understand animals.
The servant wants a horse and money to travel as a reward because he wants to learn more
about the world.
8. He puts the fishes back in the water.
9. The ant-king says that they will remember the servant and reward him.
10. The young man and the princess shared the apple, which filled their hearts with love.
The Golden Lamb
1
D
2
I
3
A
S
T
O
N
I
S
H
P
4
Q
U
F
E
D
R
A
R
R
E
L
O
T
E
C
5
V
I
Z
I
E
R
O
U
6
H
A
S
7
T
E
A
W
N
Y
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Use Reading Skills: Identify Sequence of Events
A.
B.
C.
D.
3
12
7
6
E.
F.
G.
H.
1
4
10
5
I.
J.
K.
L.
9
2
11
8
Selection Quiz
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
T
F
F
F
At the beginning of the story, the three young men want to travel far and make their
fortune.
The caliph says that the young man who tells the most interesting story will receive the
golden lamb.
In all three stories, the hero of the story does something good and wins fame.
The people in the caliph’s court like each of the stories.
C
D
A
B
1.
2.
3.
4.
5.
a long and adventurous voyage
a long, formal poem
gods and goddesses
An invocation is a prayer. Students may note the apposition clue.
A nymph is an immortal and beautiful maiden (a minor deity). Students may say they
guessed because the description was provided in apposition.
6. A cormorant is a type of bird. Students may note this is an examples clue.
7. A mandate is a command. Students may point to the words “message [from Zeus] that she
must release Odysseus” as a restatement that helped them make the guess.
8. A squall is a violent wind. Students should note the restatement of “a storm” earlier in the
excerpt and the comparison to night falling over the land and sea.
Reading Strategy: Visualize
Make an Odyssey Storyboard
Students should complete sketches of key scenes from the episode of their choice—“The Sweet
Nymph Calypso,” “The Lotus Eaters,” or “The Land of the Cyclopes.” These should then be
developed into a full storyboard. The final product may be displayed in the classroom. Grade
students on their faithfulness to the details provided in the story, their accurate portrayal of
sequence of events, and their effort in drawing to the best of their ability. If time is limited, you
may limit the number of cells students are asked to draw.
Selection Quiz
Short Answer
1. Odysseus is coming from battle in Troy and going home to Ithaca.
2. Calypso is a beautiful, immortal nymph who holds Odysseus on her island.
3. The men forget their homeland.
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4. A Cyclops is a one-eyed giant.
5. Odysseus tells the Cyclops his name is Nohbdy so that later, when the other Cyclopes ask
who harmed him, he will say it was “Nobody,” and Odysseus will be able to escape freely.
Fill in the Blank
6.
7.
8.
9.
10.
Point of view
in medias res; flashback
invocation
epic
first-person
Build Vocabulary: Word Roots, Prefixes, and Suffixes
Responses will vary. Possible responses are given.
1. bicycle, tricycle, motorcycle, cyclone
2. optical, optician, optics, optometrist
Vocabulary Word
3. beguiling, p. 744
Word Part(s)
Other Words with
Same Parts
How These Words Are
Similar
describes someone or
something that treats
a person with guile, or
deception
bedevil, belittle,
befriend, beribbon
All are verbs describing how
someone or something is
treated or affected.
4. implacable, p. 747 im-; -able
not able to be placated
or calmed
indomitable, illegible,
irresponsible
All are adjectives describing
something that is not able to
be a certain way.
5. insolent, p. 748
in-; -ent
a person who is not
respectful
irreverent, indolent,
impotent
All are adjectives describing
a person or agent who is not
a certain way.
6. provision, p. 756
pro-
supplies that are
prepared in advance
provide, procrastinate,
promote
All have to do the idea of
going or looking forward.
7. insidious, p. 756
in-, meaning “in
or within”
describes something that inside, insulate, interior
sits in wait with evil plans
to trap or harm
All have to do with the
idea of being in or within
something.
8. restitution, p. 758
re-
something that is given
back to someone as
repayment
repay, refund,
reimburse
All have to do with the idea
of giving something back.
9. vile, p. 744
-vil-
describes something or
someone that is cheap,
low, or worthless
revile, vilify
All have to do with
something cheap, low, or
worthless.
10.promontory,
p. 750
pro-
the part of a mountain
or cliff that juts out or
forward
project, profile, progress All have to do with the
idea of jutting out or going
forward.
be-
Definition
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Analyze Literature: Conflict and Complications
Conflict and Complication Chart
Responses will vary. Possible responses are given.
Conflict or Complication
How Odysseus Handles the Problem
Odysseus’s men are turned into pigs by Circe.
Odysseus goes to talk to Circe and convinces her to restore the
crew to their human form.
Circe warns Odysseus he will never get home safely if he does not Odysseus obeys Circe and goes to the Land of the Dead to hear
visit the Land of the Dead for advice.
Teiresias’s advice.
The ship will pass by the seductive Sirens, who lure men to their
deaths with their beautiful song.
Following Circe’s suggestion, Odysseus makes the men stuff
cotton in their own ears and tie him to the mast so he can hear
the Sirens’ call without being lured to his death.
The ship will pass between Scylla and Charybdis, a terrifying
monster and a deadly whirlpool. Odysseus must choose which
one to risk.
Odysseus chooses to pass by Scylla, knowing that a few of
his men will be killed, rather than risk losing the entire ship to
Charybdis. He doesn’t tell the men what he knows about Scylla,
but instead speaks encouragingly to them, trying to lift their
spirits. Six men are eaten by the monster.
The ship nears the Island of the Sun God, where Teiresias had
predicted they would have trouble.
Odysseus tells the men to continue on, but they insist on
staying because they are tired. He gives in to them, but warns
them not to eat any livestock they find there. However, the men
do kill a cow, and Helios destroys their ship in revenge. All but
Odysseus are killed.
Essay
Responses will vary, but students should do the following:
—Include a thesis that clearly states their opinion about Odysseus’s leadership
—Give examples of his leadership and decision-making to support their opinion
—In a conclusion, sum up their rating of Odysseus and why he can or cannot be blamed for the
terrible fate of his men.
Selection Quiz
Matching
1.
2.
3.
4.
E
G
A
F
5. B
6. D
7. C
Fill in the Blank
Fill in the blank with the vocabulary word from the box that best completes each sentence. You
will not use every word.
beguiling
stealth
8. tumult
9. stealth
10. restitution
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assuage
implacable
rancor
insolent
tumult
restitution
11. insolent
12. assuage
6/22/09 9:03:18 AM
Students will need to review the vocabulary from all three parts of The Odyssey thoroughly
before playing the game. The game may also be played using the names of people, places, and
things in The Odyssey, or with literary terms such as epic, dramatic irony, and so on.
Reading Strategies: Make Predictions
Students’ predictions will vary, but they should provide evidence for why they made each
prediction. You may prompt students to make predictions as they read, as suggested in the
Annotated Teacher’s Edition notes for the selection.
Selection Quiz
Short Answer
1. Penelope is being bombarded by suitors who hope to marry her and become the king of
Ithaca. She doesn’t want to marry any of them because she is waiting for her husband to
return, but she can’t hold out much longer and is at the point of choosing a suitor.
2. In dramatic irony, the reader (or audience) and some of the characters have information
that other characters do not.
3. Dramatic irony is created when Odysseus attends a banquet at his home because he is
disguised as a poor beggar and nobody knows his true identity. Penelope and her suitors
are shocked when this old beggar is able to string the hunting bow that only Odysseus can
string. However, readers know it is really Odysseus all along.
Multiple Choice
4.
5.
6.
7.
A
C
B
C
Perseus
Practice Vocabulary
Across 1. mortified 5. servile 6. aegis 8. nymphs 9. personage 11. courtiers
Down 2. folly 3. deity 4. oracle 6. arrogance 7. kindred 10. lyre
Cause
Effect
Summary Statement
Acrisius learns that Danaë will have a son who
will kill him.
Acrisius builds an underground house
and shuts Danaë up there.
He fears the gods and the gods’
prediction.
Perseus has no wedding gift for the King and knows
that he wants Medusa killed.
Perseus declares that he will kill
Medusa.
Perseus acts before thinking; he
wants to please others.
Hermes tells Perseus he must get what he needs to
kill the Medusa from the nymphs of the North; only
the Gray Women can tell him the way.
Perseus goes to see the Gray
Women.
Hermes is helpful; killing the
Medusa will be very complicated.
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Cause
Effect
Summary Statement
Andromeda’s mother boasts that she is more
beautiful than the daughters of Nereus.
The gods are offended, and
Andromeda is offered up to the
serpent as a sacrifice.
Perseus appears in the King’s palace and holds up
the Gorgon’s head.
King Polydectes and his courtiers are Perseus is brave; he is a hero.
turned into stone.
Possible answer:
Perseus sees Andromeda and falls in love with her.
Perseus cuts off the serpent’s head and Perseus is brave; he is a hero.
saves Andromeda.
Possible answer:
Perseus throws the discus and it falls into the crowd.
Acrisius is struck dead.
It is dangerous to offend the gods.
Apollo’s oracle is proven true despite
humans’ trying to avoid it.
Draw Conclusions
Possible answers:
Key Idea (character)
Perseus is a brave young man.
Supporting Details
Key Idea (theme)
Key Idea (motif)
King Acrisius goes to great lengths to avoid King Acrisius and Polydectes both wish
being killed as the gods foretell but is finally Perseus ill.
killed accidentally in the way they predicted.
Supporting Details
Supporting Details
He goes on a quest to kill Medusa; he
He locks his daughter up underground; he Acrisius sends Perseus off to sea in a
saves Andromeda; he sees that Polydectes sends his daughter and grandson to sea
chest; Polydectes, his would-be stepfather,
devises a plan to get rid off him.
and his courtiers are turned to stone.
in a chest.
Overall Conclusion
Hermes and Athena help Perseus
accomplish good; the gods want Perseus
to be a hero.
Overall Conclusion
Overall Conclusion
The ancient Greeks thought it was
impossible for humans to avoid their fate.
Parents who do not nurture their children
is a motif of myths and legends.
Group 2: Supernatural Humans
Group 3: Gods and Goddesses
Group 1: Ordinary Humans
King Acrisius, king of Argo and father of
Danaë
Gorgons, fearsome monsters who live on
an island
Zeus, becomes father of Perseus
Danaë, mother of Perseus
Medusa, one of the Gorgons
Hermes, guides Perseus to kill Medusa
Perseus
Talking oaks, declare Zeus’s will
Athena, helps guide Perseus to Medusa
Dictys, a fisherman who cares for Danaë
and Perseus
Nymphs of the North, have the winged
sandals, magic wallet, and cap of
invisibility necessary for killing Medusa
Nereus, the Sea-god, whom Andromeda’s
mother insults
Polydectes, the ruler of the island where
Danaë and Perseus end up
Gray Women, share one eye; known
where the Nymphs of the North are
Andromeda, a beautiful young woman to
be sacrificed to a sea serpent
Andromeda’s mother, a vain, boastful
woman
King of Larissa, holds an athletic contest
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Title
Perseus
Author
Edith Hamilton
Type of Folk Literature
Myth
Setting
Greece, many ages ago
Main CharactersPerseus; his mother, Danaë; King Acrisius, his grandfather;
Polydectes, a king who wishes Perseus ill; Andromeda, with
whom Perseus falls in love; Medusa, a supernatural being that
Perseus kills; Hermes and Athena, gods who help Perseus
Conflict/ProblemThe oracle tells a king that his only daughter will have a son
who will kill him.
Main EventsThe oracle tells Acrisius that his only daughter, Danaë, will
have a son who will kill him. Acrisius locks her up, but she
is impregnated by Zeus and has a son, Perseus. Acrisius
sends the mother and her son to sea in a chest. They land
on an island and are cared for by a fisherman. The island’s
king, Polydectes, desires Danaë and wants to get rid of
Perseus. He impels Perseus to go off to kill the Medusa, a
terrible monster. After a difficult quest, aided by Hermes
and Athena, Perseus kills Medusa. He saves a lovely woman,
Andromeda, whom he marries. He returns to Polydectes’s
palace and kills him and his courtiers by showing them
the head of Medusa. Perseus enters an athletic contest and
throws the discus. It falls among the spectators and kills
Acrisius. Perseus and Andromeda live happily.
Theme:
One cannot escape his or her fate.
Critique, or review and evaluate, the selection “Perseus.”
Students’ answers will vary.
Iya, the Camp-Eater
Practice Vocabulary
1. tribe
2. camp
3. deerskins
4. huntsmen
5. warriors
6. chieftain
7. teepees, wigwams
8. buckskin
9. drummers
What effect does the use of many words from the Native American culture have on the mood
and themes of the legend?
It creates a sense of realism.
Possible answers:
Mythic Qualities
Description deals with a supernatural being; explains values and historical attitudes
Effect on Story connects it with other great myths of the world such as those from ancient Greece
Traits of Legends
Description tells of cultural customs; embellished with a superhuman aspect
Effect on Story emphasizes unique aspects of Native American culture
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Archetypal Characters
Description wise chieftain; baby who offers new hope; evil trickster
Effect on Story connects it with other great myths and legends of the world
Archetypal Themes
Description Evil can take many forms; people shouldn’t accept good fortune at face value.
Effect on Story connects it with other great myths and legends of the world
Trickster
Description The camp-eater takes the form of a baby to trick the people.
Effect on Story helps explain some of the tragedy suffered by Native American peoples;
connects it with other great myths and legends of the world
Possible answers:
Setting Detail
“among the cone-shaped teepees”—sight
“a temporary shade-house of green leaves”—sight
“the beat of the drum grew louder and faster”—sound
“a deep quiet stole over the camp ground”—sound
“the singing of men and women, the beating of the drum, the rattling of deer-hoofs strung like
bells on a string”—sound
Mood: mysterious, ghostly
Possible answers:
“Iya, the Camp-Eater”
Setting a Native American camp
Main Characters Native American chieftain, his daughter, huntsmen, warriors, and a trickster
who changes form
Motifs baby, parenthood, transformation
Themes Evil takes many forms; a community can defeat evil.
“The Mosquito”
Setting the rice paddies of Vietnam
Main Characters a farmer, his wife, a wealthy merchant, and a genie
Motifs unfaithful spouse, transformation
Themes Evil can take different forms; someone you love may have harmful intentions.
In what ways are the two legends most alike? In what ways do they most differ?
They are most alike in that they both include a central supernatural figure. They both deal
with essential human relationships: parenthood and marriage. They both include motifs of
transformation and explain a natural or cultural phenomenon. Their themes are somewhat
similar, dealing with evil or dishonesty that is disguised. However, they have different settings
and characters, and purposes: the Native American legend explains history and culture while the
Vietnamese legend explains an aspect of nature.
Title
Author
Type of Folk Literature
Setting
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Iya, the Camp-Eater
Zitkala-Sa
Legend
a Native American camp
6/22/09 9:03:19 AM
Main Charactersa Native American chieftain, his daughter, and an evil giant who
takes the form of a baby
Conflict/Problem
A baby found in the grass is actually an evil giant.
Main EventsHuntsmen find a baby hidden in the grass. The chieftain says he will
give it to his daughter to raise. The tribe holds a feast to celebrate. As
the daughter holds the baby later, she hears many far-off voices. She
calls her father, who realizes that Iya, the camp-eater, has come in
the form of a baby. He is planning to jump out and devour the camp.
The chieftain and his family quietly awaken the camp, and everyone
leaves. Iya awakens, finds everyone gone, and throws off his baby
form. He tries to reach the tribe, but they kill him. An entire Indian
tribe arises from the dead camp-eater.
Theme:
Evil takes many forms; good things can come from evil.
Critique, or review and evaluate, the selection “Iya, the Camp-Eater.”
The Mosquito
Practice Vocabulary
1.
2.
3.
4.
5.
French: coquette; a woman who without affection tries to get the admiration of men
Chinese: sàam-báan, three + plank; a flat-bottomed Chinese skiff
Arabic jinni; a magic spirit believed to take human form and serve the person who calls it
Greek cholos; gall, wrath
Latin frivolus: of little weight or importance
Possible answers:
Character
Ngoc Tam
Event
Nhan Diep dies
The genie
What Is Revealed
He deeply loved his
wife.
feels his love vanish
He is realistic.
marries Ngoc Tam
hides her desires and
ambitions from her
husband
She is dishonest.
comes alive again
thanks to her husband
leaves Ngoc Tam
She is superficial and
ungrateful.
stops his mountain for
Ngoc Tam
invites Ngoc Tam to be
a disciple
He is generous.
brings Nhan Diep back
to life
He is kind; he lets
people make their own
mistakes.
Ngoc Tam asks him to
bring his wife back to
life.
What Character Does
so grief-stricken that he
won’t let her body be
buried
finds that Nhan Diep
has left him
Nhan Diep
What Character Says
“Only return to me the
three drops of blood . . .
I do not want to leave
the least trace of myself
in you.”
“How foolish you
were to entrust your
destiny to a weak and
inconstant being!”
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Students’ answers will vary. Possible answers:
Symbol or Element
Similar to . . . 
Meaning or Importance
Dissatisfied wife
Mme. Loisel in “The Necklace” by Guy de
Maupassant
It leads to a moral such as how foolish
a person can be when he or she falls in
love, or how desiring material things is
superficial.
“A thousand rare flowers and orchards
of trees laden with the most varied
kinds of fruit.”
the magical kingdom in fairy tales or
“Never-Never Land” in Peter Pan
It is a sort of Eden where people have their
dreams realized.
genie
genie in fairy tales such as “Aladdin’s Lamp” The genie is a magical being who makes
people’s dreams come true; he allows
people to discover the folly of what they
think they truly desire.
three drops of blood
drop of blood the protagonist gets from a
spindle in the fairy tale “Sleeping Beauty”
Blood symbolizes life.
mosquito
tiger in fables like “How the Tiger Got Its
Stripes”
It symbolizes nature, which sometimes
bothers people and often bewilders people.
1
2
3
4
5
Ngoc Tam marries Nhan Diep; Nhan Diep is a coquette and craves material wealth.
Nhan Diep dies and Ngoc Tam is grief-stricken.
The genie brings Nhan Diep back to life.
Ngoc Tam frees Nhan Diep but asks for his blood back.
Nhan Diep returns as a mosquito.
Title
The Mosquito
Author
Retold by George F. Schultz
Type of Folk Literature Legend
Setting
rural Vietnam
Main Characters
Ngoc Tam, a farmer; Nhan Diep, his wife; a genie
Conflict/ProblemNgoc Tam grieves for his dead wife, who was frivolous and superficial.
Main EventsA simple farmer is married to a woman who secretly wants to be
admired and have a life of luxury. She dies suddenly, and he is griefstricken. He sails away with her coffin and encounters a kind genie.
The genie agrees to bring the farmer’s wife back to life despite his
doubts about her character. She is brought back to life after the
farmer cuts his finger and drops three drops of blood. She and her
husband start home. In a port, she meets a wealthy merchant and
sails away with him. When the farmer finds his wife, he frees her and
demands his blood back. She cuts her finger to return the blood but
dies immediately. She returns as a mosquito to reclaim the blood that
would restore her life.
Theme:A person will continue haunting those who love him or her even after
death.
Critique, or review and evaluate, the selection “The Mosquito.”
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Practice Vocabulary
1.
2.
3.
4.
5.
going slowly
scornful
cheap and gaudy
flooded; oversupplied
noisy partying or merrymaking
Possible answers:
A princess who grew up having many valuable things turned eighteen, and her father announced
that she would marry the prince who brought her the gift she liked most.
The first prince brought a gold apple.
The second prince brought a diamond nightingale.
The third prince brought a jewel box made of platinum and sapphires.
The fourth prince brought a ruby heart with an emerald arrow.
The fifth prince, the strongest and handsomest, brought a tin box filled with common rocks.
The princess looked at the box with delight.
The princess chose the prince who brought the platinum and sapphire box.
The princess married him that day.
Make Connections
Text-to-Self
Text-to-Text
Possible answer: Both are fairy tales, but the tone of “The White Snake” is serious and
straightforward while that of “The Princess and the Tin Box” is amusing and ironic. Both
have a similar plot and characters: a king sets up a test for young men who want to marry
his daughter. Both have similar fairy tale motifs such as a golden apple. However, in “The
White Snake,” the poor young man, because of his previous kindness and generosity, wins
the princess. In “The Princess and the Tin Box,” the author turns the expected ending on
its head; the poor, deserving young man does not win the princess. Instead, she marries the
richest young man.
Text-to-World
Writing Assignment
Possible answers:
Beginning of story “Once upon a time . . . ”; Standard fairy tale opening creates expectations of
a standard fairy tale.
Figures of speech Exaggerated similes: “her eyes were like the cornflower”; Also like standard
fairy tale descriptions.
Plot Princes are tested for the hand of the beautiful princess. Standard fairy tale plot, similar to
“The White Snake” and others
Princess’s speech Slangy (“The way I figure it”); expresses her materialism; Surprises readers:
not standard fairy tale fare
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Exaggeration The princess has toys made of gold, platinum, and diamonds; her clothing and
room are made of precious jewels. Amusing; exaggerates details of standard fairy tale
Which of the fable’s elements are typical of an old folk tale or fable? Which are not typical?
The language, figures of speech, characters, and plot are typical of a folk tale or fairy tale. The
princess’s behavior and the resolution make fun of typical fairy tales.
What is the effect of the contrast between the typical and atypical elements used in the fable?
Explain.
The mixture of typical and atypical and the contrast between the two create humor.
Title
Author
James Thurber
Type of Folk Literature Fable
Setting
“a far country” long ago
Main Charactersa princess; her father, the king; four wealthy princes; and a poor but
handsome fifth prince
Conflict/ProblemThe prince who brings the gift the princess likes best will get to
marry the princess.
Main EventsA princess who grew up very wealthy and spoiled turns eighteen. Her
father announces that she will marry the prince who brings her the
gift she likes most. The first four princes bring her gifts made of gold
and precious jewels. The fifth prince brings a tin box with common
rocks. The princess chooses the prince who brought her a platinum
and sapphire box so she can fill it with gems from future admirers.
The princess marries him that day.
Theme:Everyone is materialistic; expecting others to be idealistic instead is
unrealistic.
Critique, or review and evaluate, the selection “The Princess and the Tin Box.”
Practice Vocabulary
1.
2.
3.
4.
D
H
B
F
Possible answers:
9. provisions
10. jostled
11. gesture
12. spurs, flanks
5.
6.
7.
8.
A
G
E
C
13. threatening
14. start
15. astonished
Selection Quiz
1. A
2. C
3. B
100
4. B
5. B
6. A
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Describe the character traits of the merchant in the story.
Possible answer: He is kind and generous: he lends the servant his horse and asks Death why she
threatened him.
State the main theme of the story.
Possible answer: A person cannot avoid his or her fate.
“The Appointment in Samarra”
serious tone
foreboding mood
theme about avoiding fate
first-person point of view
irony used to make a point and shock audience
“The Princess and the Tin Box”
satirical tone
lighthearted mood
theme about love and materialism
third-person point of view
irony used to entertain as well as to make a point
Both
fable
brief
teaches a moral
isn’t about animals
uses irony
1.
2.
3.
4.
irony of situation
In going to great lengths to avoid his fate, a person unknowingly prepares for his fate.
Possible answer: The effect is shocking and thought-provoking.
Students’ answers will vary. Possible answer: The story “The Gift of the Magi” by O. Henry
also uses irony of situation, with an ironic twist at the end of the story. The irony itself
communicates the theme and makes readers think. However, it is a heartwarming theme
instead of a frightening one.
Title
Author
W. Somerset Maugham
Type of Folk Literature Fable
Setting
Bagdad and Samarra, Iraq
Main Characters
a merchant, his servant, Death
Conflict/ProblemA man runs into Death, who makes a threatening gesture to him,
foretelling his fate.
Main Events
A merchant sends his servant to the market to get supplies. The servant
returns and says he was jostled and threatened by Death at the market.
He asks to borrow the merchant’s horse to go away and escape his
fate. The merchant lends the servant his horse, and the servant rides
away. The merchant goes to the marketplace and asks Death why she
threatened his servant. Death says she only gestured surprise because
she had an appointment with the servant in Samarra that night.
Theme:
A person cannot escape his or her fate.
Critique, or review and evaluate, the selection “The Appointment in Samarra.”
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answer key - EMC Publishing

Transcription

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