
- •Contents
- •Before the Anglo-Saxons
- •Anglo-Saxon England
- •Early Anglo-Saxon Life
- •Cultural Influences key idea Early Anglo-Saxon literature reflected a fatalistic worldview, while later works were influenced by rapidly spreading Christianity. The Spread of Christianity
- •The Development of English: Old English (450-1150)
- •Unit 2. The medieval period
- •Historical Context key idea With the Norman Conquest, England entered the medieval period, a time of innovation in the midst of war.
- •The Monarchy
- •Conflict and Plague
- •The Development of English: Middle English (1150-1500)
- •Indulgences
- •Royalty and the People
- •Ideas of the Age key ideas This period became known as the Age of Reason, because people used reason, not faith, to make sense of the world. The Age of Reason
- •A Changing Language: Restoration English
- •War with France
- •A Changing Language: Late Modern English
- •Monarchy in the Modern Style
- •Progress, Problems, and Reform
- •Cultural Influences key ideas Writers clashed over Britain’s expanding imperialism. British Imperialism
- •A Changing Language: The Birth of Standard English
- •Old English Poetry
- •Early Authors: Histories and Sermons
- •Literature Focus II. The Epic and the Epic Hero
- •French Romance
- •Reading Check
- •The Age of Chaucer
- •The Beginnings of Drama
- •Literature Focus II. The Ballad Tradition
- •Literature Focus III. Miracle and Morality Plays
- •Renaissance Drama
- •The Rise of Humanism
- •Spiritual and Devotional Writings
- •Metaphysical and Cavalier Poetry
- •Literature Focus II. The Sonnet
- •Literature Focus III. Shakespearean Drama Shakespeare’s Influence
- •Shakespeare’s Theater
- •Shakespearean Tragedy
- •Literature Focus IV. The Metaphysical Poets
- •Literature Focus V. The Cavalier Poets
- •I could not force an artificial dew [tears]
- •If it prove fair weather.”
- •The Age of Johnson
- •Literature Focus II. Nonfiction of the 18th Century
- •Other Forms of Nonfiction
- •Literature Focus III. Satire a History of Mockery
- •Characteristics of Satire
- •I sing— . . .
- •Romanticism Evolves
- •The Late Romantics
- •Literature Focus II. Romantic Poetry
- •Romantic Poetry’s Defining Features
- •Literature Focus III. Form and Meaning in Poetry
- •Literature Focus IV. The Byronic Hero
- •Characteristics of the Byronic Hero
- •The Legacy of the Byronic Hero
- •Realism in Fiction
- •Victorian Viewpoints
- •Victorian Viewpoints
- •Literature Focus II. The Growth and the Development of Fiction
- •The Novel Comes of Age
- •New Forms Emerge
- •Reading comprehension Reading Assessment I. Anglo-Saxon and Medieval Poetry
- •Comprehension
- •Written response
- •Comprehension
- •Written response
- •Reading Assessment II. Anglo-Saxon Prose
- •Comprehension
- •Reading Assessment III. Renaissance poetry
- •Sonnet 97 by William Shakespeare
- •Comprehension
- •Written response
- •Reading Assessment IV. Renaissance prose
- •From “Of Cunning” by Sir Francis Bacon
- •Comprehension
- •Reading Assessment V. Restoration prose
- •From “The Battle of the Books” by Jonathan Swift
- •Comprehension
- •From “The Poor and Their Betters” by Henry Fielding
- •Comprehension
- •Written response
- •Reading Assessment VI. Romantic literature
- •From “a Vindication of the Rights of Woman” by Mary Wollstonecraft
- •Comprehension
- •From “The Prelude, Book VI” by William Wordsworth
- •From “Hymn to Intellectual1 Beauty” by Percy Bysshe Shelley
- •Comprehension
- •Written response
- •Reading Assessment VII. Victorian literature
- •From “The New Railway” from “Dombey and Son” by Charles Dickens
- •Comprehension
- •Neutral Tones by Thomas Hardy
- •From “Adam Bede” by George Eliot
- •Comprehension
- •Written response
Comprehension
Directions Answer these questions about the excerpt from Beowulf.
1. Reread lines 1–3. Which lofty ideal do Beowulf’s people expect him to uphold?
A. honesty in all situations
B. mercy toward his enemies
C. charity for the less fortunate
D. responsibility toward those in need
2. Which phrase is a kenning for the word sea?
A. “blackness of night” (line 8)
B. “this noble place” (line 13)
C. “hammered / Mail” (lines 38–39)
D. “curving waves” (line 49)
3. Beowulf’s boasting in lines 5–11 focuses on his legendary
A. fear and need to overcome it
B pride and tendency to exaggerate
C. kindness and desire to do good deeds
D. hunting skills and belief in fate
4. In lines 11–18, Beowulf identifies the battle with Grendel as one between
A. humans and monsters
B. intellect and emotion
C. life and death
D. good and evil
5. What is ironic about Beowulf’s statement in lines 36–37?
A. The Danes will not mourn Beowulf.
B. Beowulf and his men will survive.
C. There will be no corpses if Grendel wins.
D. Beowulf does not trust the Danes.
6. In line 45, the alliteration in “begun a bitter feud” helps to
A. clarify the meaning of words
B. create rhythm and unify ideas
C. convey a sensory experience
D. explain metaphors and similes
Written response
Short Response Write three or four sentences to answer this question.
7. In line 41, Beowulf exclaims, “Fate will unwind as it must!” What can you infer about his beliefs from this statement?
Extended Response Write two or three paragraphs to answer this question.
8. In lines 19–27, Beowulf says that he, like Grendel, needs no weapons to fight. What can you infer about Beowulf’s character from these lines?
DIRECTIONS Read this excerpt from “The Prologue” of The Canterbury Tales and answer the questions that follow.
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from The Canterbury Tales by Geoffrey Chaucer He had his son with him, a fine young Squire, A lover and cadet, a lad of fire With locks as curly as if they had been pressed. He was some twenty years of age, I guessed. In stature he was of a moderate length, With wonderful agility and strength. He’d seen some service with the cavalry In Flanders and Artois and Picardy And had done valiantly in little space Of time, in hope to win his lady’s grace. He was embroidered like a meadow bright And full of freshest flowers, red and white. Singing he was, or fluting all the day; He was as fresh as is the month of May. Short was his gown, the sleeves were long and wide; He knew the way to sit a horse and ride. He could make songs and poems and recite, Knew how to joust and dance, to draw and write. He loved so hotly that till dawn grew pale He slept as little as a nightingale. Courteous he was, lowly and serviceable, And carved to serve his father at the table. |