MODULE-IN-ENGLISH-AND-AMERICAN-LITERATURE-PART-1-1.pdf

1 Preface Teacher-education students face an academic fallback caused by the ill-timed pandemic hitting the country and worldwide. It ignited irremediable damage which placed academic institutions at a drawback to the prospects of advancement in the academe. Their dwindling performance may c...

1 Preface Teacher-education students face an academic fallback caused by the ill-timed pandemic hitting the country and worldwide. It ignited irremediable damage which placed academic institutions at a drawback to the prospects of advancement in the academe. Their dwindling performance may create cataclysmic effects as their return to school after an extended learning break, accompanied by the barring of a face to face interactive classroom environment may further distress the deficiency in achieving the desired experiential competencies. Therefore, this self-instructional module is a generous effort to attend to students’ needs in learning the complexities of the course Eng 313 b on their own with the pandemic protocols at the backdrop. This is an alternative learning mode to the students’ appeal for printed lessons over online or blended learning. This module is divided into eight units in which each unit covers two literary selections lifted from its literary period. Unit 1 covers the literary period of the Anglo Saxon Heritage and the Medieval Age as unit 2 discusses The Elizabethan Age and the Renaissance Period. In addition, Unit 3 represents The Romantic Period while unit 4 covers the Age of Restoration and Victorian Age. The other half, begins with the Modern Period and the 20th Century in British Literature entitled as Unit 5. Unit 6 discusses the National Beginnings in American Literature while Unit 7 covers the Romanticism and Realism literary period. Lastly, Unit 8 finishes off with the Age of Reason, Modern Voices and Black Renaissance. This module is to provide reading materials, vocabulary lessons and comprehension exercises for the course Eng 313 b – Survey in English- America Literature that will make teaching and learning easier and enjoyable for learners. While the module may serve its purpose, the teacher remains to be the best person to determine which lessons to take and how, to best suit his or her class. The current dilemma of tertiary education is not a deterrent to why students cannot acquire skills that will help them face the challenges of the new order. Students may still be given avenues to better themselves despite the restrictions of today’s predicament. Nevertheless, through devotions, strong faith and great effort nothing can stop students from accomplishing the task necessary to complete the teacher-education course and accept the part they are to take as agents of change amid challenging situations. 2 TABLE OF CONTENTS Preface.................................................................................................................................................. 2 COURSE SYLLABUS.......................................................................... Error! Bookmark not defined. UNIT 1 The Anglo-Saxon Heritage and the Medieval Age...... Error! Bookmark not defined.8 LESSON 1 Lesson 1 “Beowulf” Lesslie Hall, Ph.D.................................................. 21 LESSON 2 The Canterbury Tales by Geoffrey Chaucer............ Error! Bookmark not defined.9 UNIT 2 The Elizabethan Age and the Renaissance Period.................................................. 37 LESSON 3 Sonnets 18, 29, 30, 73, 116 and 130 by William Shakespeare.... Error! Bookmark not defined.9 LESSON 4 Of Studies by Sir Francis Bacon............... Error! Bookmark not defined.2 UNIT 3 The Romantic Period......................................................................................................... 44 LESSON 5 I Wandered Lonely as a Cloud by William Wordsworth……..………45 LESSON 6 Ode to the Nightingale by John Keats………….……………………...48 UNIT 4 The Age of Restoration and Victorian Age…………………………………………..52 LESSON 7 Ulysses by Alfred Lord Tennyson………………………………………..55 LESSON 8 Sonnet 43 by Elizabeth Barret Browning……………………......……..58 UNIT 5 The Modern Period and the 20th Century in British Literature…………………...62 LESSON 9 The Boarding House by James Joyce……………...………….……….62 LESSON 10 Telephone Conversation by Wole Soyinka ………..……….....……..67 UNIT 6 National Beginnings in American Literature…..………………………………..…..70 LESSON 11 On the Freedom of the Press by Benjamin Franklin………………..71 LESSON 12 Rip Van Winkle by Washington Irving………...……………......……..74 UNIT 7 Romanticism and Realism…………………...……………………………………..…..83 LESSON 13 The Fall of the House of Usher by Edgar Allan Poe……….………..84 LESSON 14 A Rose for Emily by William Faulkner...……………………......……..94 UNIT 8 Age of Reason , Modern Voices and Black Rennaisance……………………….100 LESSON 15 The Love Song of J. Alfred Prufrock” by Thomas Stern Eliot …..101 LESSON 16 Everyday Use by Alice Walker……………………......……………………106 3  Republic of the Philippines Bulacan State University City of Malolos, Bulacan Tel/Fax (044) 791-0153 COURSE SYLLABUS Survey of English and American Literature First Semester, AY 2020-21 COLLEGE : College of Arts and Letters DEPARTMENT : Department of English COURSE CODE : EL 313b COURSE TITLE : Survey of English and American Literature FACULTY : Bonifacio T. Cunanan, Ph.D. CONSULTATION HOURS: To be arranged. COURSE DESCRIPTION: This three-unit under graduate course (English 313b – Survey of English and American literature) surveys the representative English and American writers and their works from the earliest to the most recent times with respect to representative genres/literary types, artistic movements, and themes: class struggle, gender sensitivity, and ethnicity. University Vision Bulacan State University is a progressive knowledge-generating institution, globally- recognized for excellent instruction, pioneering research, and responsive community engagements. University Mission Bulacan State University exists to produce highly competent, ethical, and service- oriented professionals that contribute to the sustainable socio-economic growth and development of the nation Core Values: SOAR BulSU! Service to God and Community Order and Peace Assurance of Quality and Accountability Respect and Responsibility The BulSU Ideal Graduates Attributes (BIG A) reflect the graduate’s capacity as: a. highly and globally competent, b. ethical and service-oriented citizen, c. analytical and critical thinker, and d. reflective life-long learner. Program Educational Objectives (PEO) 4  Program Educational Objectives University Mission (PEO) AIG-a AIG-b AIG-c AIG-d Equip students with extensive and intensive survey of the representative authors and pieces in English and American literature. Produce graduates who are imbued with the seal of excellence and service. Produce graduates who are catalysts for social transformation. Program Outcomes (PO) On completion of the course, the student is expected to be able to do the following: Program Educational Objectives PROGRAM OUTCOMES PEO1 PEO2 PEO3 Provide an academic environment that promotes higher order thinking skills that are tempered with humanistic perspectives. Promote an academic and liberal environment anchored on academic freedom and excellence. Course Outcomes and Relationship to Program Outcomes Course Outcomes Program Outcomes After completing this course, the student must be able to: Attributes of Ideal Upon completion of the course, the a b c Graduate (AIG) student is expected to be able to do the following: LO1. Highly 1. Develop extensive and intensive competent exposure to the representative writers, their milieu, and their works. 2. Have exposure to enriching experiences in analyzing and interpreting selected literary pieces within the established disciplines of form and style. 3. Develop finer and discriminating tastes in choosing literary selections. LO2. Ethical 4. Demonstrate fundamental professional understanding of the rich Anglo- American linguistic and literary heritage as embodied and reflected in their national literatures for a better cross- cultural understanding. 5  LO3. Service- 5. Discriminate literary gems from oriented pedestrian writings for an in-depth appreciation of the human condition. LO4. Contribute to 6. Fine-tune aesthetic sensibility and country’s sensitivity in empathizing with the sustainable gamut of human experiences as growth and embodied in the literary achievements development of the representative writers and their artistic background. Note: (I) Introductory Course to an Outcome (E) Enabling Course to an Outcome (D) Demonstrative Course to an Outcome LEARNING EPISODES: The literary selections are representative works chosen to help the students acquire and hone their competencies in literature. These selections shall also be used as springboard to relevant and contextualized and academic use of English. The students are required to secure their copies of the listed literary works for critical reading. Learning Topics Week Learning Outcomes Activities 1. Enumerate the Unit 1 The Anglo-Saxon Heritage and the Medieval socio-cultural Age backdrop of the Lesson 1 “Beowulf” Lesslie  Virtual Lecture - selections. Hall, Ph.D. Online Google Lesson 2 “The Canterbury Meet 2. Draw parallelism Tales” by Geoffrey  Completion of between the texts Chaucer Modular and related world Learning Tasks events.  Online 3. Identify the Submission of influential figures Accomplished of the literary Worksheets periods. Unit 2 The Elizabethan Age and The Renaissance Period 4. Enumerate the Lesson 3 Sonnets 18, 29,  Virtual Lecture - merits of Beowulf 30, 73, 116, and 130 Online Google as an epic. of William Meet 5. Justify why Shakespeare  Completion of Chaucer is a Lesson 4 “Of Studies” by Modular major English Sir Francis Bacon Learning Tasks writer.  Online 6. Enumerate why Submission of Accomplished Shakespeare is Worksheets the icon of the Unit 3 The Romantic Period English language. Lesson 5 “I Wandered  Virtual Lecture - 7. Compare the Lonely as a Cloud” Online Google different periods by William Meet in English Wordsworth  Completion of literature. Modular Learning Tasks 6 8. Trace the Lesson 6 “Ode to the  Online influences of the Nightingale” by John Submission of English writers in Keats Accomplished world literature. Worksheets Unit 4 The Age of Restoration and The Victorian Age 9. Explain the Lesson 7 “Ulysses” by  Virtual Lecture - inclusion of the Alfred Lord Online Google marginalized Tennyson Meet writers in English Lesson 8 Sonnet 43 of  Completion of literature. Elizabeth Barrette Modular 10. Discuss the Browning Learning Tasks shifting patterns  Online and trends in Submission of Accomplished English literary Worksheets traditions. Unit 5 The Modern Period and The Twentieth Century in British Literature Lesson 9 “The Boarding  Virtual Lecture - House” by James Online Google Joyce Meet Lesson 10. “Telephone  Completion of Conversation” by Modular Wole Soyinka Learning Tasks  Online Submission of Accomplished Worksheets 1. Explain the Unit 6 National Beginnings in American Literature influences of Lesson 11 On the Freedom  Virtual Lecture - English literature of the Press by Online Google in early American Benjamin Franklin Meet Lesson 12 “Rip Van Winkle”  Completion of writings. by Washington Modular 2. Discuss the Irving Learning Tasks pragmatic and  Online democratic spirits Submission of in American Accomplished writings. Worksheets 3. Enumerate the Unit 7 Romanticism and Realism traces of Lesson 13 “The Fall of the  Virtual Lecture - Puritanism in House of Usher” by Online Google early American Edgar Allan Poe Meet Lesson 14 “A Rose for  Completion of writings. Emily” by William Modular 4. Trace the growth Faulkner Learning Tasks of feminism in the  Online works of women Submission of writers like Emily Accomplished Dickinson. Worksheets Unit 8 The Age of Reason, Modern Voices, and The Black Renaissance 7  5. Discuss the social Lesson 15 “The Love Song  Virtual Lecture - criticism in the of J. Alfred Prufrock” Online Google works of William by Thomas Stern Meet Faulkner. Eliot  Completion of Lesson 16“Everyday Use” Modular 6. Describe the by Alice Walker Learning Tasks impact of Eliot’s in  Online American Submission of stylistics. Accomplished 7. Compare the Worksheets stylistics of representative works in different epochs. 8. Recognize the contributions of the Black American writers. 9. Trace the impact of journalistic style in contemporary American writings. 10. Explain the differences among varieties of English as manifested in the selected literary pieces. References _____ (1989). English Literature. New York: McDougal, Littell and Co. _____ (1988). Highlights in American Literature. Wash DC: USIS. Knickerbocker, K.L., et al. (1985). Interpreting Literature, 7th ed. New York: Holt, Rinehart, and Winston. Tiempo, E. et al. (1977). Introduction to Literature. Quezon City: R.P. Garcia Pub. Co. Shaw, H. (1979). Complete Course in Freshman English, 5th ed. New York: Harper & Row. FINAL COURSE OUTPUT: Submission of a five-page literary analysis of any significant, relevant literary work underscoring the style of the author and the literary period being represented. RUBRIC FOR ASSESSMENT: BASIC RUBRIC FOR ASSESSMENT OF ESSAYS ABOUT LITERATURE /LITERARY ANALYSIS BEGINNING (1) DEVELOPING ACCOMPLISHED EXCELLENT (4) (2) (3) 8 A. CONTENT & ORGANIZATION 1. Focus & Unity Includes a No clear thesis. Thesis Clear thesis Exceptional thesis developed attempted but supported by in good academic introduction with not covering evidence. style. thesis statement. same ground as essay. Paragraphs are all Paragraphs Paragraphs Most paragraphs Paragraphs all related to topic. seem unrelated. relevant to topic clearly relevant, clearly related to but connections supporting and central focus of are unclear. explaining thesis. essay. Follows any Fails to follow Attempts to Follows almost all Follows all specific directions directions for follow directions specific directions directions precisely. for the focus, length, but sometimes provided. assignment. etc. fails. 2. Organization Paragraphs follow Unclear principle Some Essay reads Paragraphs a coherent, of organization. paragraphs coherently, and all exceptionally well defined pattern. should be re- points are made ordered to provide ordered. according to a strong flow and defined pattern. synthesis of individual points. Each paragraph is Many Some Points are well Points are unified. paragraphs too paragraphs developed in each developed with underdeveloped. underdeveloped. paragraph. originality and great Arguments of the clarity. essay are supported with sufficient detail from sources. 3. Development Points are Many Some Points are well Points are thoroughly paragraphs too paragraphs developed in each developed with developed. underdeveloped. underdeveloped. paragraph. originality and great Arguments of the clarity. essay are supported with sufficient detail from sources. Includes specific Few details to Includes enough Includes specific Includes striking details, examples, support detail to indicate details throughout examples, insightful reasons, etc. statements. familiarity with essay. reasons, etc. text. 4. Comprehension of Literary Text Accurately Contains several Contains Shows Shows outstanding describes plot, factual errors. occasional understanding of comprehension and characters, errors. the literary text by perception. structure, and using appropriate other basic examples to support elements. thesis. Includes all textual Includes little Includes Uses extensive Includes all evidence relevant evidence incomplete evidence closely evidence relevant to to topic showing evidence from related to points points being made. familiarity with text to support being made. text statements. Includes. 5. Thoughtful Analysis Explains/interprets Mostly Summarizes Interprets text Analyses text vs. summarizing. summarizing, accurately but analytically, perceptively, using with some little evidence of understanding the summarizing only errors. analysis. intent of the literary as needed. text and supporting theses with appropriate detail, with some 9  unnecessary use of summary. Uses relevant Shows little Uses some Uses relevant Incorporates literary literary familiarity with relevant literary terminology terminology terminology relevant terms. terminology, but accurately. smoothly into style. correctly. not always correctly. Integrates Fails to discuss Makes some Includes most Integrates form and discussion of form form and attempt to significant elements content and content, techniques. include form as of form and content. perceptively. techniques, and well as content. themes. Includes writer’s Cannot explain Comprehends Expands on Integrates own insights points made in classroom classroom analysis classroom analysis beyond what was class. analysis but with occasional smoothly with said in class. adds no original insights original insights. personal illustrating critical insights. thinking. B. COMPOSITION SKILLS 1. Style Employs varied Mostly short Many short Varying sentence Varied and sentence simple choppy forms. sophisticated structure. sentences, sentences in sentence forms. fragments, and need of run-ons. transition. Uses precise and Uses limited Sometimes uses Uses precise Varied and appropriate vocabulary. imprecise vocabulary. sophisticated vocabulary. language. sentence forms. Incorporates Uses slang, Uses standard Uses standard Uses standard suitable formality contractions, English but formal English with formal English in (3rd person except first and second some occasional lapses 3rd person except for personal person contractions and for personal example, no slang pronouns, etc. inconsistent use examples. or contractions) of pronouns. 2. Grammar & Mechanics Uses standard Includes more Includes five or Includes less than Includes no errors. grammar. than six errors. more errors. three errors. Punctuates and Includes more Includes five or Includes less than Includes no errors. spells correctly. than six errors. more errors. three errors. C. RESEARCH SKILLS 1. Selecting and documenting sources Selects Cites mostly Cites some Cites reliable and Complete use of professional/ public internet academic appropriate sources professional/acade academic sources. material or other sources, but and shows mic sources. factual sources. some factual or predominate use of unreliable. professional/ academic sources. Follows MLA Citations Citations Citations correctly Citations written format correctly. missing. present but written with correctly incomplete. occasional small throughout. errors. Parenthetical More than six Between three Less than three All parenthetical citations and finalsources and six sources missing sources in and final citations citations mentioned not not listed in Works Cited. correspond. correspond. listed in Works Works Cited. Cited. 2. Incorporating sources correctly Clearly Misinterprets Confused about Mostly shows Clearly understands understands sources some sources. evidence of any cited material. material borrowed frequently. comprehension of from sources. sources. Avoids citing or Most sources Sometimes Cites appropriate Cites appropriate copying accepted are common quotes and/or sources, explaining sources and information. knowledge. cites factual common knowledge integrates common material. in own words. 10  knowledge smoothly. Competently Constantly Rarely Incorporates source Incorporates source incorporates quotes and summarizes or material that material with source material sometimes fails paraphrases but genuinely supports exceptionally into the essay. to use quotation cites quotations own ideas, with smooth clear marks. correctly. some variety in transitions. transitions. Source: http://www.neumann.edu/faculty-staff/resources/rubric-literature-essays.pdf OTHER REQUIREMENTS AND ASSESSMENTS: Occasional papers may be required as additional assessment/evaluation procedures in addition to active class participation and discussion. GRADING SYSTEM: Term Examinations 30% Quizzes/Activities 20% Project 30% Participation/Recitation 10% Attendance/ Promptness 10% TOTAL 100% Final Grade = Midterm Grade + Tentative Final Grade Period 2 Range Grade 97-100 1.00 94 – 96 1.25 91 – 93 1.50 88 – 90 1.75 85 – 87 2.00 82 – 84 2.25 79 – 81 2.50 76 – 78 2.75 75 3.00 74 and below 5.00 References: _____ (1989). English Literature. New York: McDougal, Littell and Co. _____ (1988). Highlights in American Literature. Wash DC: USIS. Related Readings Knickerbocker, K.L., et al. (1985). Interpreting Literature, 7th ed.New York: Holt, Rinehart and Winston. Tiempo, E. et al. (1977). Introduction to Literature. Quezon City: R.P. Garcia Pub. Co. Shaw, H. (1979). Complete Course in Freshman English, 5th ed. New York: Harper & Row. Online Resources: (See Literary Selections) 11 Class Policies: 1. Students should read in advance the assigned text/s. 2. Students who incur absences more than 20% of the total number of class hour shall be considered dropped. 3. Students are encouraged to use resources other than those available in the University. 4. Schedules of oral presentations shall be followed as scheduled. 5. Course requirements should be free from any form of plagiarism. 6. Course requirements shall be submitted as scheduled. 7. Queries about grades shall be attended immediately upon posting on the University portal. 8. Incomplete grades must be attended to as prescribed in the Student Handbook. Note: The subject teacher who prepared this syllabus reserves the right on the content of this material. The Office of the Dean of Instruction can exercise possession of the hardcopy of this syllabus only for administrative purposes. Prepared: BONIFACIO T. CUNANAN, Ph.D. Professor 6 Edited: ALLEN S. VALERA, MAE Assistant Professor 3 (The editing made is the narrowing down of the number of lessons from 20 lessons to 16 lessons, based on the perceived time frame of completion, other than that there were no further changes made in the content of the syllabus) Evaluated: ANALIZA VILLACORTE, Ph.D. Program/Area Chair Approved: MARIA BULAONG Dean 12 Declaration I have read and understood the above syllabus in full and in participating in this course I agree to the above rules. I have a clear understanding of the policies and my responsibilities, and I have discussed everything unclear to me with the instructor. I will adhere to the academic integrity and policy and I will treat my fellow students and my teacher with due respect. I understand that this syllabus can be modified or overruled by announcements of the instructor in class or on any social media site at any time ______________________________________ ____________________ _______________ Student’s Printed name Signature Date ______________________________________ ____________________ _______________ Parent’s Printed name Signature Date Student’s Copy -------------------------------------------------------Cut here------------------------------------------------------ ---- Declaration I have read and understood the above syllabus in full and in participating in this course I agree to the above rules. I have a clear understanding of the policies and my responsibilities, and I have discussed everything unclear to me with the instructor. I will adhere to the academic integrity and policy and I will treat my fellow students and my teacher with due respect. I understand that this syllabus can be modified or overruled by announcements of the instructor in class or on any social media site at any time ______________________________________ ____________________ _______________ Student’s Printed name Signature Date ______________________________________ ____________________ _______________ Parent’s Printed name Signature Date Instructor's Copy 13 Unit Title The unit title will cover the lessons under it; short, catchy, and original. It must be congruent with the course syllabus and descriptions. Title of the Lesson The title of each lesson should be clear, concise, and reflective of its content. (At least 4 lessons per unit is advised) Duration Pertain to the number of hours to finish the task of the lesson. Introduction What is the module about, and why is it relevant to the learners? Suitable techniques and procedures may also be stated in this part Written in 1-3 paragraphs without citation. Objectives/Competencies Are taken from the syllabus and/or curriculum guide. Consider SMART ( Specific, Measurable, Achievable, Relevant and Time- Bounded) in writing the objectives Shows the learning competency (ies) broken down into specific learning objectives based on the curriculum guide/ syllabus. Most Essential Learning Competencies (MELCS) must be included to align the module in the Pandemic situation of the country. Objectives must be per lesson and enumerated hierarchically. It must be congruent with the course syllabus and descriptions. Pretest Designed to assess the learner’s entry level knowledge of the topic by giving reflective questions that are based on the objectives/competencies of the lessons. (These can be in the form of questions of what they know about the topic/s, or sentence completion/writing prompts). These can also later serve as post-test to find out if the students and teachers were able to meet the objectives. Writers can opt to also include a Self-Rating Competency Checklist. Pre-test can be found in a certain unit that consist of many lessons Lesson Proper/Course Methodology Course methodology refers to how the teacher approaches student learning. This part is divided into four subparts following Kolb’s Experiential Learning Cycle/ 4As Model: ACTIVITY The activity begins with a concrete experience on doing something in which the individual, team, or organization is assigned a task. The key to learning, therefore, is active involvement of students to one another. In Kolb's model, one cannot learn by simply watching or reading about it, to effectively learn the individual, team or organization must actually do. Example activities to help are ice breakers & energizer, team game, problem-solving, statement/point for discussion, practical exercises, e.g. 14  making a presentation, debates. This serves as the motivation part of the module. ANALYSIS A more in-depth understanding of the lesson, it is another phase where the students will process and classify what is valid and not. The teacher on this part will provide lectures, sharing facts and ideas then formulate questions for the students for a wider view of the lesson; at the same time draws closer to the main topic. Activities could also be of great help to the students such as: ask for observation, write a short report on what took place, give feedback to other participants, quiet thinking time, tea & coffee breaks, completing learning logs or diaries. ABSTRACTION The abstraction is the process of making sense of what has learned from the lecture and involves interpreting the events and understanding the relationships between them. At this stage the learner makes comparisons from what they have done, reflect upon, and what they already know. They may draw upon theory from textbooks for framing and explaining events, models they are familiar with, ideas from colleagues, previous observations, or any other knowledge that they have developed. Example are presentation of models, theories and facts. APPLICATION when the learner considers how they are going to put what they have learned into practice. Planning enables taking a new understanding and translates it into predictions as to what will happen next or what actions should be taken to refine or revise the way a task is to be handled. For learning to be useful most people need to place it in a context that is relevant to them. If one cannot see how the learning is useful to one's life then it is likely to be forgotten very quickly. Example activities to help are: give learners time to plan, use case studies, use role-play, ask learners to use real problems. Teachers may consider Authentic Assessment in Goal, Role, Audience, Situation, Product, and Standard (GRASPS) Format in giving activities. Reflection/Learning Insights An opportunity for the students to reflect on and assess skills, knowledge and comprehension. This may be written in paragraphs. This can be done also in the form of chat and forum for each module that would assess the depth and substance of students’ learning. Post-test ASSESS WHAT YOU HAVE LEARNED 15  congruent to the lessons/competencies. determine whether learning objectives were met prepare a parallel test to determine the learnings gained this could be the same pre-test content but dissimilar in type of test. One post-test for every unit is advised. Final Requirement Revalida or Participant (Students)Verification Process A required interview or (can be in the form of short essay given the writing prompt) to: validate if course submissions are really done by the learners themselves; and determine their course significant learning insights Other Parts SUGGESTED READINGS AND WEBSITES GLOSSARY ANSWER KEY REFERENCES General Guidelines: 1. Faculty members recommended by the Deans of the different colleges shall be clustered according to areas to collaborate on the development of modules. 2. Clear, achievable goals or outcomes must be clearly stated at the beginning of each module. 3. The module must ensure to enable learners to achieve a level of competence prescribed by the course. 4. The module must be well designed that will ensure learners can go through the material at their own pace and at their own time. 5. The syllabus must be included in the first part of the module. 6. The following parts should be included in the Module per unit; at least 4 lessons per unit is advised. 7. Stay consistent with the provided elements. 8. Illustration/Tables/Graphs must be complemented to the content. Use icons that are clear and unique to the information you are presenting. Tables and graphs must be properly labelled. 9. Use Arial font, 12, custom margin (left-1.5”; top, bottom & right - 0.5”), justified alignment, and use an A4 size paper, portrait orientation. 10. There should be a common page cover and style of the content of the module highlighting the required elements to indicate BulSU Brand. (See Attached) 11. All modules must be saved in PDF format. 12. It must be readily available via online and remote printed learning material. 13. Refrain from direct copying text in the World Wide Web or any printed materials. Use citation and include your sources in the references ( APA format) 16 14. The content of the module must be readily available not later than August 30, 2020. 15. The module writers’ team may receive an honorarium amounting to _________________________________, subject to usual auditing and accounting rules and regulations by the government. 16. The developed learning modules will become property of the university and the authors. 17. The developed learning modules can be used by all of the faculty members of the university (main and satellite campuses) free of charge. 18. BulSU administration is responsible for the security of the developed learning modules against copyright. 17  THE ANGLO-SAXON HERITAGE AND THE MEDIEVAL AGE III. Duration: 1.5 hours IV. Introduction: Centuries of Invasion The Dark Ages, as the Anglo-Saxon period is often called, was a time of bloody conflicts, ignorance, violence, and barbarism. Life was difficult, and the literature of the period reflects that reality. Little imagery of the brief English summers appears in this literature; winter prevails, and spring comes slowly, if at all. The people were serious minded, and the reader finds scarce humour in their literature. Indeed, many of the stories and poems present heroic struggles in which only the strong survive. And no wonder. Early Britain The first person ever to write about England may have been the Roman general Julius Caesar, who in 55 BC attempted to conquer the British Isles. Put off by fierce Celtic warriors, Caesar hastily claimed victory for Rome and returned to Europe, leaving the Britons (as the people were known) and their neighbours to the north and west, the Picts and Gaels, in peace. Anglo-saxons- The Angles and Saxons, along with other Germanic tribes, began arriving from northern Europe around AD 449. The Britons— perhaps led by a Celtic chieftain named Arthur (likely the genesis of the legendary King Arthur of myth and folklore)—fought a series of battles against the invaders. Eventually, however, the Britons were driven to the west (Cornwall and Wales), the north (Scotland), and across the English Channel to an area of France that became known as Brittany. Settled by the Anglo-Saxons, the main part of Britain took on a new name: Angle-land, or England. Anglo-Saxon culture became the basis for English culture, and their gutteral, vigorous language became the spoken language of the people, the language now known as Old English. Literature of the Times Anglo-Saxon literature often focused on great heroes such as Beowulf, though sometimes it addressed everyday concerns. The Epic Tradition The early literature of the Anglo-Saxon period mostly took the form of lengthy epic poems praising the deeds of heroic warriors. These poems reflected the reality of life at this time, which was often brutal. However, the context in which these poems were delivered was certainly not grim. In the great mead halls of kings and nobles, Anglo-Saxons would gather on special occasions to celebrate in style. They feasted on pies and roasted meats heaped high on platters, warmed themselves before a roaring fire, and listened to scoops—professional poets—bring the epic poems to life. Strumming a harp, the scope would chant in a clear voice that carried over the shouts and laughter of the crowd, captivating them for hours on end with tales of courage, high drama, and tragedy. To the Anglo-Saxons, these epic poems were far more than simple entertainment. The scop’s performance was a history lesson, moral sermon, and pep talk rolled into one, instilling cultural pride and teaching how a true hero should behave. At the same time, in true Anglo-Saxon fashion, the scop reminded his listeners that they were helpless in the hands of fate and that all human ambition would end in death. With no hope for an afterlife, only an epic poem could provide a measure of immortality. MEDIEVAL AGE Medieval Literature - The Dark Ages and the Bards English Medieval literature had, so far as we know, no existence until Christian times of the Dark Ages when Latin was the language of English literature. English Medieval literature was not written. It is was passed by word of mouth from one generation to another by English, Welsh and Irish bards. The origins of the stories about King Arthur and the Arthurian Legend are found in many Welsh legends and Celtic Myths which were told by the Bards who therefore contributed to medieval literature. Medieval Literature - The Romantic Arthurian Legend Tales told by the Bards were transferred into book form and the romantic stories of the Arthurian legend and the ideals of courtly love became part of medieval literature. The main source of information about King Arthur and the Arthurian Legend was written by a Welsh cleric and author called Geoffrey of Monmouth who wrote a fictional book called Historia Regum Britanniae - the History of the Kings of Britain in 1136. Other stories about King Arthur and the Arthurian Legend were written in 18 the Welsh ‘Black Book of Caernarvon' in 1250. Other books called Historia Brittonum by Nennius, the Annales Cambriae, the Chronicon Anglicanum and the Welsh Mabinogion also make references to the Arthurian Legend and King Arthur. Medieval Literature - The Language The French language came over to England with William the Conqueror. During the whole of the 12th century it shared with Latin the distinction of being the literary language of England, and it was in use at the court until the 14th century. It was not until the reign of King Henry IV that English became the native tongue of the kings of England. English Medieval Literature - The Epic poems - Narrative Literature The French epic poem came over to England at an early date. We know that the Chanson de Roland was sung at the battle of Hastings and such poetry was recited and sung in the 11th and 12 centuries by Troubadours, Trouveres and Minstrels who were the poets and musicians who influenced Medieval Literature. The troubadours and minstrels sang songs of courtly love and romance and were expected to learn and recite epic poems by heart. The aristocratic troubadours were poets who originated in the south of France and the elite troubadours of the north of France wrote in French and were called called trouveres. Medieval poetry of the troubadours was invariably linked with music. The tales of King Arthur and the Knights of the Round Table, originating with music and the poems of the English and Welsh Bards, were themes which were included in the lyrics of the Troubadour and minstrels’ songs. Medieval Literature - The Poets and Authors Medieval literature was written by a variety of authors and poets, many of which are included in the list: 1. Caedmon (657–680) was the first English poet of whom we have any knowledge and credited with the authorship of "The Dream of the Holy Rood" 2. Venerable Bede (673-735) who wrote the Ecclesiastical History of England and the scientific treatise, De Natura Rerum 3. Geoffrey Chaucer (1343-1400) Famous Medieval author of the Canterbury Tales 4. Margery Kempe (1373 - c1438) Famous as the author of the first autobiography in English 5. John Gower (1325 - 1408) was famous as a Medieval Poet and friend of Geoffrey Chaucer 6. Francesco Petrarch (1304 - 1374) was famous as an Italian poet, and humanist and for his poems which were addressed to Laura 7. Dante (1265 – 1321) famous as a Medieval Poet and Politician 8. Christine de Pizan (1364 -1430) famous as a Medieval author and feminist 9. William Longland (c1332 - c1386) who was famous as an English Poet who wrote the Vision of Piers Plowman 10. Boccaccio (1313 - 1375) an Italian writer who was famous for writing the Decameron 11. Raphael Holinshed (c1529 - 1580) Famous as the Medieval Author of Holinshed's Chronicles of England, Scotland, and Ireland Medieval Literature - The Clerics - Famous Theologians and Religious Authors The writers of the late Dark Ages and early Medieval period were the clerics and theologians so much of the early Medieval literature was of a religious nature. Countless hymns survive from this time period. Religious scholars such as Thomas Aquinas, and Pierre Abelard wrote lengthy theological and philosophical treatises. Many of the Theologians and Religious Authors who contributed Medieval literature are as follows: 1. John Wycliffe (1324 - 1384) who was famous as a Medieval religious reformer and the first person to translate the Bible into English 2. William of Ockham (1288 – 1348) was famous as a philosopher and the author of many books 3. Martin Luther (1483 - 1546) wrote a scholastic objection protesting against the church practice of indulgencies known as the 95 Theses 4. Thomas Aquinas (c1227-1274) Though Aquinas died at an early age, he left behind him no less than eighteen folio volumes. His Summa Theologiae ("Compendium of Theology"), as the name indicates, gathered up all that the Middle Ages believed of the relations between God and man. 19  5. Peter Abelard (1079 - 1142) - The story of his life and love of Heloise was chronicled in Abelard's autobiographical writing and the lover’s letters Medieval Life: Medieval Literature The Medieval Times website provides interesting facts, history and information about the life of people who lived during the Middle Ages which scatter the Medieval History books including the subject of Medieval Literature. The Medieval Times Sitemap provides full details of all of the information and facts about the fascinating subject of the lives of the people who lived during this historical period. The content of this article on Medieval Literature provides free educational details, facts and information for reference and research for schools, colleges and homework for history courses and history coursework. Reference: Retrieved from http://www.medieval-life-and-times.info/medieval-life/medieval-literature.htm V. Objectives: During the lesson, you are expected to: 1. Develop extensive and intensive exposure to the representative writers, their milieu, and their works. 2. Have exposure to enriching experiences in analysing and interpreting selected literary pieces within the established disciplines of form and style. 3. Develop finer and discriminating tastes in choosing literary selections. VI. LESSON PROPER Pre-reading Activity: One of the earliest forms of literature is the epic. In your previous level, you learned that an epic is a long narrative poem that recounts the adventures of a legendary hero in pursuit of a goal of national importance. The hero’s accomplishments reflect the values of his culture and usually figure prominently in the history or mythology of his people. What details show the importance of Christian beliefs in the epic? What details reveal the importance of pagan warrior values, such as a belief in fate, a taste for boasting, a pride in loyalty, and a desire for fame? Frustrated pride may lead to spite, just as a loyalty may lead to vengeance, and eagerness for glory may turn into greed. In this module, you will discover the representation of different creatures as extreme and dangerous forms of warrior values and behavior through the dauntless world of Beowulf. But before you explore the world of warrior literature, take the pretest on below. PRETEST: Encircle the letter of the correct answer. 1. Who are considered the early conquerors ofBritain? a. Anglo-Saxons c. British b. Americans d. Greeks 2. When did the English literature begin? a. during the Renaissance period b. during the Heroic age ofRomans c. during the Heroic age ofAnglo-Saxons d. during the Contemporaryperiod 3. What were the responsibilities of the scops during the Heroic Age of Anglo- Saxons? a. celebrated the deeds of the heroes and perpetuated their names b. worshiped and praised the deeds of the heroes c. perpetuated the names of the kings d. composed songs that will praise gods 4. What was the only full-length heroic epic which survived in English literature? 20  a. ANGLO-SAXON c. RAMAYANA b. KING ARTHUR d. BEOWULF 5. Which of the following is not a description of the epic BEOWULF? a. It is composed of three hundred lines b. It is England’s oldestepic c. It is composed in largepart d. It has Christian touches but it has more of pagan beliefs. 6. Which of the following is NOT typically a characteristic of an EPIC HERO? a. he is brave b. he does most of heroic deeds in his homeland c. he is exemplary of hisculture/society d. he has or he confronts supernatural powers 7. What is a scop? a. a mouthwash c. a warrior b. a traveling singer/poet d. a king 8. The author of Beowulf is: a. Ecgetheow c. Homer b. Hygelac d. none of the above 9. The Beowulf manuscript was written in: a. 750 B.C. c. 450 A.D. b. 450 B.C. d. 750 A.D. 10. The Beowulf manuscript was written in this language: a. German c. English b. Greek d. Anglo-Saxon FROM BEOWULF translated by Burton Raffel The Monster Grendel 1 A powerful monster, living down In the darkness, growled in pain, impatient As day after day the music rang Loud in that hall, the harp’s rejoicing 5 Call and poet’s clear songs,sung Of the ancient beginnings of us all recalling The Almighty making the earth, shaping These beautiful plains marked off by oceans, Then proudly setting the sun and moon 10 To glow across the land and lightit; The corners of the earth were made lovely with trees And leaves, made quick with life, with each Of the nations who now move on its face. And then As now warriors sang of their pleasure: 21 15 So Hrothgar’s men lived happy in hishall Till the monster stirred, that demon, that fiend, Grendel, who haunted the moors, the wild Marshes, and made his home in a hell Not hell but earth. He was spawned in that slime, 20 Conceived by a pair of those monsters born Of Cain, murderous creatures banished By God, punished forever for the crime Of Abel’s death. The Almighty drove Those demons out, and their exile was bitter, 25 Shut away from men; they split Into a thousand forms of evil-spirits And fiends, goblins, monsters, giants, A brood forever opposing the Lord’s Will, and again and again defeated. 30 Then, when darkness had dropped, Grendel Went up to Herot, wondering what the warriors Would do in that hall when their drinking was done. He found them sprawled in sleep, suspecting Nothing, their dreams undisturbed. The monster’s 35 Thoughts were as quick as his greed or his claws: He slipped through the door and there in the silence Snatched up thirty men, smashed them Unknowing in their beds and ran out with their bodies, The blood dripping behind him, back 40 To his lair, delighted with his night’sslaughter. At daybreak, with the sun’s first light, they saw 50 Grendel came again, so set On murder that no crime could ever be enough, No savage assault quench his lust For evil. Then each warrior tried To escape him, searched for rest in different 55 Beds, as far from Herot as they could find. Seeing how Grendel hunted when they slept. Distance was safety; the only survivors Were those who fled him. Hate had triumphed. So Grendel ruled, fought with the righteous, 60 One against many, and won; so Herot Stood empty, and stayed deserted for years, Twelve winters of grief for Hrothgar, king Of the Danes, sorrow heaped at his door By hell-forged hands, His miseryleaped So the living sorrow of Healfdane’s son 105 Simmered, bitter and fresh, and no wisdom Or strength could break it: that agony hung On king and people alike, harsh And unending, violent and cruel, and evil. In his far-off home Beowulf, Higlac’s 110 Follower and the strongest of the Geats--greater And stronger than anyone anywhere in this world— Heard how Grendel filled nights with horror And quickly commanded a boat fitted out, Proclaiming that he’d go to that famous king, 115 Would sail across the sea to Hrothgar, Now when help was needed. None Of the wise ones regretted his going, much As he was loved by the Geats: the omens were good, And they urged the adventure on. So Beowulf 120 Chose the mightiest men he could find, The bravest and best of the Geats, fourteen In all, and led them down to their boat; 22  He knew the sea, would point the prow Straight to that distant Danish shore. Beowulf, arose with his men 135 Around him, ordering a few to remain With their weapons, leading the others quickly Along under Herot’s steep roof into Hrothgar’s Presence. Standing on that prince’s own hearth, Helmeted, the silvery metal of his mail shirt 140 Gleaming with a smith’s high art, he greeted The Danes’ great lord: “Hail, Hrothgar! Higlac is my cousin and my king; the days Of my youth have been filled with glory. Now Grendel’s Name has echoed in our lands: sailors 145 Have bought us stories of Herot, thebest Of all mead-halls, deserted and useless when the moon Hangs in skies the sun had lit, Light and life fleeing together. My people have said, the wisest, most knowing 150 And best of them, that my duty was to go to the Danes’ Great King. They have seen my strength for themselves, Have watched me rise from the darkness of war, Dripping with my enemies blood. Idrove Five great giants into chains, chased 155 All of that race from the earth. I swam In the blackness of night, hunting monsters Out of the ocean, and killing themone By one; death was my errand and the fate They had earned. Now Grendel and I are called 160 Together, and I’ve come. Grant me, then, Lord and protector of this noble place, A single request! I have come so far, Or sheltered of warriors and your people’s loved friend, That this one favor you should not refuse me-- 165 That I, alone and with the help of my men, May purge all evil from this hall. I have heard, Too, that the monster’s scorn of men Is so great, that he needs no weapons and fears none. The Battle with Grendel Out from the marsh, from the foot of misty Hills and bogs, bearing God’s hatred, Grendel came, hoping to kill 395 Anyone he could trap on this trip to high Herot. He moved quickly through the cloudy night, Up from his swampland, sliding silently Toward that gold-shining hall. He had visited Hrothgar’s Home before, knew the way--- 400 But never, before nor after thatnight, Found Herot defended so firmly, his reception So harsh. He journeyed, forever joyless, Straight to the door, then snapped it open, Tore its iron fasteners with atouch 405 And rushed angrily over the threshold. He strode quickly across the inlaid Floor, snarling and fierce: hiseyes Gleamed in the darkness, burned with a gruesome Light. Then he stopped, seeing the hall 410 Crowded with sleeping warriors, stuffed With rows 23  of young soldiers resting together. And his heart laughed, he relished the sight, Intended to tear the life from those bodies By morning; the monster’s mind was hot 415 With the thought of food and the feasting his belly. Would soon know. But fate, that night, intended Grendel to gnaw the brokenbones Of his last human supper. Human Eyes were watching his evil steps, 420 Waiting to see his swift hard claws. Grendel snatched at the first Geat He came to, ripped him apart, cut His body to bits with powerful jaws, Drank the blood from his veins and bolted 425 Him down, hands and feet;death And Grendel’s great teeth came together, Snapping life shut. Then he stepped to another Still body, clutched at Beowulf’s with his claws, Grasped at a strong-hearted wakeful sleeper 430 --And was instantly seized himself, claws Bent back as Beowulf leaned up on one arm. That shepherd of evil, guardian of crime, Knew at once that nowhere on earth Had he met a man whose hands were harder; 435 His mind was flooded with fear--but nothing Could take his talons and himself from that tight Hard grip. Grendel’s one thought was to run From Beowulf, flee back to his marsh and hide there: This was a different Herot than the hall he had emptied. 485 That blunted every mortal man’s blade. And yet his time had come, his days Were over, his death near; down To hell he would go, swept groaning and helpless To the waiting hands of still worse fiends. 490 Now he discovered--once theafflictor Of men, tormentor of their days--what it meant To feud with Almighty God: Grendel Saw that his strength was deserting him, his claws Bound fast, Higlac’s brave follower tearing at 495 His hands. The monster’s hatred rose higher. But his power had gone. He twisted in pain, And the bleeding sinews deep in his shoulder Snapped, muscle and bone split And broke. The battle was over, Beowulf 500 Had been granted new glory: Grendel escaped. But wounded as he was could flee to his den, His miserable hole at the bottom of the marsh, Only to die to wait for the end Of all his days. And after that bloody 505 Combat the Danes laughed withdelight. He who had come to them from across the sea, Bold and strong- minded, had driven affliction Off, purged Herot clean. He was happy, Now, with that night’s fierce work; the Danes Had been served as he’d boasted he’d served them: 510 Beowulf A prince of the Geats, had killed Grendel, Ended the grief, the sorrow, the suffering Forced on Hrothgar’s helpless people By a bloodthirsty fiend. 24  Grendel’s mother, in grief for her son, next attacks. 545 “They live in secret places, windy Cliffs, wolf-dens where water pours From the rocks, then runs underground, where mist Steams like black clouds, and the groves of trees Growing out over their lake are all covered 550 With frozen spray, and wind down snakelike Roots that reach as far as the water And help keep it dark. At night that lake Burns like a torch. No one knows its bottom, No wisdom reaches such depths. 615 She fell, Grendel’s fierce mother, and the Geats’ Proud prince was ready to leap on her. But she rose At once and repaid him with her clutching claws, Wildly tearing at him. He was weary, thatbest And strongest of soldiers; his feet stumbled 620 And in an instant she had him down, held helpless. Squatting with her weight on his stomach, she drew A dagger, brown with dried blood, and prepared To avenge her only son. But he wasstretched 625 By the woven mail shirt he wore on his chest. Then he saw, hanging on the wall, a heavy Sword, hammered by giant, strong 635 And blessed with their magic, the best of all weapons But so massive that no ordinary man couldlift Its carved and decorated length. He drew it From its scabbard, broke the chain on its hilt, And then, savage, now, angry 640 And desperate, lifted it high over his head And struck with all the strength he had left, Caught her in the neck and cut it through. Broke bones and all, Her body fell To the floor, lifeless, the sword was wet 645 With her blood, and Beowulf rejoiced at the sight. The brilliant light shone, suddenly, As though burning in that hall, and as bright as Heaven’s Own candle, lit in the sky. THE FINAL BATTLE Then he said farewell to his followers. Each in his turn, for the last time: “I’duse no sword, no weapon, if this beast Could be killed without it, crushed to death 670 Like Grendel, gripped in my hands and torn Limb from limb. But his breath will be burning Hot, poison will pour from his tongue. I feel no shame, with shield and sword And armor, against this monster; when he comes to me 675 I mean to stand, not run from his shooting Flames, stand till fatedecides Which of us wins. My heart is firm, My hands calm: I need no hot Words. Wait for me close by, my friends. 710 In front of him, facing the entrance. The dragon Coiled and uncoiled, its heart urging it 25  Into battle. Beowulf’s ancient sword Was waiting, unsheathed, his sharp and gleaming Blade. The beast came closer; both of them Unwilling to leave this world, to exchange it For a dwelling in some distant place--a journey 740 Into darkness that all men must make, as death Ends their few brief hours on earth. Quickly, the dragon came at him, encouraged As Beowulf fell back; its breath flared, And he suffered, wrapped around in swirling 745 Flames--a king, before, butnow A beaten warrior. None of his comrades Came to him, helped him, his brave and noble Followers; they ran for their lives,fled Deep in a wood. And only one of them 750 Remained, stood there, miserable, remembering, As good man must, what kinship should mean. 15 His name was Wiglaf, he was Wextan’s son And a good soldier, his family had been Swedish, Once. Watching Beowulf, he could see 755 How his king was suffering, burning. Remembering Everything his lord and cousin had given him, Armor and gold and the great estates Wextan’s family enjoyed, Wiglaf’s Mind was made up; he raised his yellow 760 Shields and drew his sword…. BEOWULF’S DEATH “For this, this gold, these jewels, I thank Our Father in Heaven, Ruler of the Earth For all of this, that His grace has given me, 805 Allowed me to bring to my people while breath Still came to my lips. I sold my life For this treasure, and I sold it well. Take What I leave, Wiglaf, lead my people, Help them: my time is gone. Have 810 The brave Geats build me a tomb, When the funeral flames have burned me, and build it Here, at the water’s edge, high On this spit of land, so sailors can see This tower, and remember my name, and call it 815 Beowulf’s tower, and boats in the darkness And mist, crossing the sea, will know it.” Then that brave king gave the golden Necklacefrom aroundhisthroat to Wiglaf, Give him his gold-covered helmet, and his rings, 820 And his mail shirt, and ordered him to use them well; “You’re the last of all our far-flung family. Fate has swept our race away. Taken warriors in their strength and led them To the death that was waiting. And now I follow them,” 825 The old man’s mouth was silent, spoke No more, had said as much as it could; He would sleep in the fire, soon. His soul Left his flesh, flew toglory 26  Adapted from “Making Meaning with Anglo-- American Literature by Joyce M. Mendez and Glenda G. Nolasco” (Reference: http://www.pbs.org/mythsandheroes/tguide_arthur.html) VII. GAINING INSIGHTS: Answer the following: 1. At the opening of the poem, what annoy Grendel and leads to his attacks? 2. Which episode in the epic did you find most thrilling? Why? 3. Identify an example from the epic in which the memory of Beowulf’s deeds inspires someone. 4. Explain how the poem, by keeping Beowulf’s memory alive, keeps the cultures values alive. VIII. VOCABULARY BUILDING WORD POWER reparation (n.) something making up for a wrong or an injury solace (n.) comfort; relief purge (v.) purify; cleanse writhing (adj.) making twisting or turning motions massive (adj.) big and solid; bulky loathsome (adj.) disgusting The Epic’s Cast of Characters and Setting 27 Post-reading Activity: Answer the following items. Circle the letter of your choice you deem appropriate to answer the question item. 1. What universal conflict lies behind his war with the Danes? 2. Why does Beowulf travel to Herot? 3. How does the contrast between Grendel and Beowulf turn their conflict into a fight between good and evil? 4. Beowulf’s defeat of Grendel might be described as the defeat of the “dark side” of the warrior’s life. Explain. 5. Explain how the poem, by keeping Beowulf’s memory alive, keeps the cultures values alive. IX. REFLECTION / ANALYSIS:  Do you think Beowulf’s deeds make him a good role model? Explain.  Why did the author tell this story? X. QUIZ Directions: On the blank write True or False to the given statement. ___1. To ensure success, Beowulf brought with him a large fleet of warriors. ___2. Grendel was a very greedy monster. ___3. He was considered an offensive, disgusting enemy of god. ___4. The soldiers were quick and alert when Grendel arrived. ___5. The story happened in the early 8th century. ___6. Beowulf is a Geat. ___7. Hrothgar was the king of Denmark. ___8. The weapons of the warriors could easily kill the beast. ___9. Before getting Beowulf, Grendel has already killed several warriors. ___10. Both Grendel and Beowulf had great strength. ___11. Grendel was afraid of Hrothgar. ___12. Grendel ate his victims. ___13. Grendel managed to escape from Beowulf's hand to flee. ___14. Beowulf hung Grendel's head in the hall. ___15. Beowulf was hailed as the hero of Herot. 28 II. Duration: 1.5 hours III. Objectives: 1. Develop extensive and intensive exposure to the representative writers, their milieu, and their works. 2. Have exposure to enriching experiences in analyzing and interpreting selected literary pieces within the established disciplines of form and style. 3. Develop finer and discriminating tastes in choosing literary selections. IV. LESSON PROPER Pre-reading Activity: 1. Have you had any previous experience reading Geoffrey Chaucer? If so, explain why you liked or disliked it. If you have not read anything by Chaucer list at least one reason why you are looking forward to doing so. 2. Explain your level of interest pertaining to reading Chaucer? 3. What is your prediction on why Chaucer wrote a general prologue to The Canterbury Tales? The Pardoner’s Tale from The Canterbury Tales by Geoffrey Chaucer (trans. by Nevill Coghill) The Prologue “But let me briefly make my purpose plain; I preach for nothing but for greed of gain And use the same old text, as bold as brass, Radix malorum est cupiditas. 5 And thus I preach against the very vice I make my living out of—avarice. And yet however guilty of that sin Myself, with others I have power to win Them from it, I can bring them to repent; 10 But that is not my principal intent. Covetousness is both the root and stuff Of all I preach. That ought to be enough. “Well, then I give examples thick and fast From bygone times, old stories from the past. 15 A yokel mind loves stories from of old, Being the kind, it can repeat and hold. What! Do you think, as long as I can preach And get their silver for the things I teach, That I will live in poverty, from choice? 20 That’s not the counsel of my inner voice! No! Let me preach and beg from kirk to kirk And never do an honest job of work, No, nor make baskets, like St. Paul, to gain A livelihood. I do not preach in vain. 25 There’s no apostle I would counterfeit; I mean to have money, wool and cheese and wheat Though it were given me by the poorest lad Or poorest village widow, though she had A string of starving children, all agape. 30 No, let me drink the liquor of the grape And keep a jolly wench in every town! 29  “But listen, gentlemen; to bring things down To a conclusion, would you like a tale? Now as I’ve drunk a draft of corn-ripe ale, 35 By God it stands to reason I can strike On some good story that you all will like. For though I am a wholly vicious man Don’t think I can’t tell moral tales. I can! Here’s one I often preach when out for winning; 40 Now please be quiet. Here is the beginning.” The Tale In Flanders once there was a company Of youngsters haunting vice and ribaldry, Riot and gambling, stews, and public-houses Where each with harp, guitar, or lute carouses, 45 Dancing and dicing day and night, and bold To eat and drink far more than they can hold, Doing thereby the devil sacrifice Within that devil’s temple of cursed vice, Abominable in superfluity, 50 With oaths so damnable in blasphemy That it’s a grisly thing to hear them swear. Our dear Lord’s body they will rend and tear.... It’s of three rioters I have to tell Who, long before the morning service bell, 55 Were sitting in a tavern for a drink. And as they sat, they heard the hand-bell clink Before a coffin going to the grave; One of them called the little tavern-knave And said “Go and find out at once—look spry! — 60 Whose corpse is in that coffin passing by; And see you get the name correctly too.” “Sir,” said the boy, “no need, I promise you; Two hours before you came here, I was told. He was a friend of yours in days of old, 65 And suddenly, last night, the man was slain, Upon his bench, face up, dead drunk again. There came a privy thief, they call him Death, Who kills us all round here, and in a breath He speared him through the heart, he never stirred. 70 And then Death went his way without a word. He’s killed a thousand in the present plague, And, sir, it doesn’t do to be too vague If you should meet him; you had best be wary. Be on your guard with such an adversary, 75 Be primed to meet him everywhere you go, That’s what my mother said. It’s all I know.” The publican joined in with, “By St. Mary, What the child says is right; you’d best be wary, This very year he killed, in a large village 80 A mile away, man, woman, serf at tillage, Page in the household, children—all there were. Yes, I imagine that he lives round there. It’s well to be prepared in these alarms, He might do you dishonor.” “Huh, God’s arms!” 30 85 The rioter said, “Is he so fierce to meet? I’ll search for him, by Jesus, street by street. God’s blessed bones! I’ll register a vow! Here, chaps! The three of us together now, Hold up your hands, like me, and we’ll be brothers 90 In this affair, and each defend the others, And we will kill this traitor Death, I say! Away with him as he has made away With all our friends. God’s dignity! Tonight!” They made their bargain, swore with appetite, 95 These three, to live and die for one another As brother-born might swear to his born brother. And up they started in their drunken rage And made towards this village which the page And publican had spoken of before. 100 Many and grisly were the oaths they swore, Tearing Christ’s blessed body to a shred; “If we can only catch him, Death is dead!” When they had gone not fully half a mile, Just as they were about to cross a stile, 105 They came upon a very poor old man Who humbly greeted them and thus began, “God look to you, my lords, and give you quiet!” To which the proudest of these men of riot Gave back the answer, “What, old fool? Give place! 110 Why are you all wrapped up except your face? Why live so long? Isn’t it time to die?” The old, old fellow looked him in the eye And said, “Because I never yet have found, Though I have walked to India, searching round 115 Village and city on my pilgrimage, One who would change his youth to have my age. And so my age is mine and must be still Upon me, for such time as God may will. “Not even Death, alas, will take my life; 120 So, like a wretched prisoner at strife Within himself, I walk alone and wait About the earth, which is my mother’s gate, Knock-knocking with my staff from night to noon And crying, ‘Mother, open to me soon! 125 Look at me, mother, won’t you let me in? See how I wither, flesh and blood and skin! Alas! When will these bones be laid to rest? Mother, I would exchange—for that were best— The wardrobe in my chamber, standing there 130 So long, for yours! Aye, for a shirt of hair To wrap me in!’ She has refused her grace, Whence comes the pallor of my withered face. “But it dishonored you when you began To speak so roughly, sir, to an old man, 135 Unless he had injured you in word or deed. It says in holy writ, as you may read, ‘Thou shalt rise up before the hoary head And honor it.’ And therefore, be it said, ‘Do no more harm to an old man than you, 140 Being now young, would have another do When you are old’—if you should live till then. 31  And so may God be with you, gentlemen, For I must go whither I have to go.” “By God,” the gambler said, “you shan’t do so, 145 You don’t get off so easy, by St. John! I heard you mention, just a moment gone, A certain traitor Death who singles out And kills the fine young fellows hereabout. And you’re his spy, by God! You wait a bit. 150 Say where he is or you shall pay for it, By God and by the Holy Sacrament! I say you’ve joined together by consent To kill us younger folk, you thieving swine!” “Well, sirs,” he said, “if it be your design 155 To find out Death, turn up this crooked way Towards that grove, I left him there today Under a tree, and there you’ll find him waiting. He isn’t one to hide for all your prating. You see that oak? He won’t be far to find. 160 And God protect you that redeemed mankind, Aye, and amend you!” Thus, that ancient man. At once the three young rioters began To run, and reached the tree, and there they found A pile of golden florins on the ground, 165 New-coined, eight bushels of them as they thought. No longer was it Death those fellows sought, For they were all so thrilled to see the sight, The florins were so beautiful and bright, That down they sat beside the precious pile. 170 The wickedest spoke first after a while. “Brothers,” he said, “you listen to what I say. I’m pretty sharp although I joke away. It’s clear that Fortune has bestowed this treasure To let us live in jollity and pleasure. 175 Light come, light go! We’ll spend it as we ought. God’s precious dignity! Who would have thought This morning was to be our lucky day? “If one could only get the gold away, Back to my house, or else to yours, perhaps— 180 For as you know, the gold is ours, chaps— We’d all be at the top of fortune, hey? But certainly, it can’t be done by day. People would call us robbers—a strong gang, So, our own property would make us hang. 185 No, we must bring this treasure back by night Some prudent way and keep it out of sight. And so, as a solution I propose We draw for lots and see the way it goes. The one who draws the longest, lucky man, 190 Shall run to town as quickly as he can To fetch us bread and wine—but keep things dark— While two remain in hiding here to mark Our heap of treasure. If there’s no delay, When night comes down, we’ll carry it away, 195 All three of us, wherever we have planned.” He gathered lots and hid them in his hand Bidding them draw for where the luck should fall. It fell upon the youngest of them all, 32  And off he ran at once towards the town. 200 As soon as he had gone the first sat down And thus began a parley with the other: “You know that you can trust me as a brother; Now let me tell you where your profit lies; You know our friend has gone to get supplies 205 And here’s a lot of gold that is to be Divided equally among us three. Nevertheless, if I could shape things thus So that we shared it out—the two of us— Wouldn’t you take it as a friendly act?” 210 “But how?” the other said. “He knows the fact That all the gold was left with me and you; What can we tell him? What are we to do?” “Is it a bargain,” said the first, “or no? For I can tell you in a word or so 215 What’s to be done to bring the thing about.” “Trust me,” the other said, “you needn’t doubt My word. I won’t betray you, I’ll be true.” “Well,” said his friend, “you see that we are two, And two are twice as powerful as one. 220 Now look; when he comes back, get up in fun To have a wrestle; then, as you attack, I’ll up and put my dagger through his back While you and he are struggling, as in game; Then draw your dagger too and do the same. 225 Then all this money will be ours to spend, Divided equally of course, dear friend. Then we can gratify our lusts and fill The day with dicing at our own sweet will.” Thus these two miscreants agreed to slay 230 The third and youngest, as you heard me say. The youngest, as he ran towards the town, Kept turning over, rolling up and down Within his heart the beauty of those bright New florins, saying, “Lord, to think I might 235 Have all that treasure to myself alone! Could there be anyone beneath the throne Of God so happy as I then should be?” And so the Fiend, our common enemy, Was given power to put it in his thought 240 That there was always poison to be bought, And that with poison he could kill his friends. To men in such a state the Devil sends Thoughts of this kind, and has a full permission To lure them on to sorrow and perdition; 245 For this young man was utterly content To kill them both and never to repent. And on he ran, he had no thought to tarry, Came to the town, found an apothecary And said, “Sell me some poison if you will, 250 I have a lot of rats I want to kill And there’s a polecat too about my yard That takes my chickens and it hits me hard; But I’ll get even, as is only right, With vermin that destroy a man by night.” 255 The chemist answered, “I’ve a preparation 33  Which you shall have, and by my soul’s salvation If any living creature eat or drink A mouthful, ere he has the time to think, Though he took less than makes a grain of wheat, 260 You’ll see him fall down dying at your feet; Yes, die he must, and in so short a while You’d hardly have the time to walk a mile, The poison is so strong, you understand.” This cursed fellow grabbed into his hand 265 The box of poison and away he ran Into a neighboring street, and found a man Who lent him three large bottles. He withdrew And deftly poured the poison into two. He kept the third one clean, as well he might, 270 For his own drink, meaning to work all night Stacking the gold and carrying it away. And when this rioter, this devil’s clay, Had filled his bottles up with wine, all three, Back to rejoin his comrades sauntered he. 275 Why make a sermon of it? Why waste breath? Exactly in the way they’d planned his death They fell on him and slew him, two to one. Then said the first of them when this was done, “Now for a drink. Sit down and let’s be merry, 280 For later on there’ll be the corpse to bury.” And, as it happened, reaching for a sup, He took a bottle full of poison up And drank; and his companion, nothing loth, Drank from it also, and they perished both. 285 There is, in Avicenna’s long relation Concerning poison and its operation, Trust me, no ghastlier section to transcend What these two wretches suffered at their end. Thus, these two murderers received their due, 290 So did the treacherous young poisoner too.... “One thing I should have mentioned in my tale, Dear people. I’ve some relics in my bale And pardons too, as full and fine, I hope, As any in England, given me by the Pope. 295 If there be one among you that is willing To have my absolution for a shilling Devoutly given, come! and do not harden Your hearts but kneel in humbleness for pardon; Or else, receive my pardon as we go. 300 You can renew it every town or so Always provided that you still renew Each time, and in good money, what is due. It is an honor to you to have found A pardoner with his credentials sound 305 Who can absolve you as you ply the spur In any accident that may occur. For instance—we are all at Fortune’s beck— Your horse may throw you down and break your neck. What a security it is to all 310 To have me here among you and at call With pardon for the lowly and the great When soul leaves body for the future state! 34  And I advise our Host here to begin, The most enveloped of you all in sin. 315 Come forward, Host, you shall be the first to pay, And kiss my holy relics right away. Only a groat. Come on, unbuckle your purse!” “No, no,” said he, “not I, and may the curse Of Christ descend upon me if I do!...” 320 The Pardoner said nothing, not a word; He was so angry that he couldn’t speak. “Well,” said our Host, “if you’re for showing pique, I’ll joke no more, not with an angry man.” The worthy Knight immediately began, 325 Seeing the fun was getting rather rough, And said, “No more, we’ve all had quite enough. Now, Master Pardoner, perk up, look cheerly! And you, Sir Host, whom I esteem so dearly, I beg of you to kiss the Pardoner. 330 “Come, Pardoner, draw nearer, my dear sir. Let’s laugh again and keep the ball in play.” They kissed, and we continued on our way. (Source: https://www.mtsd.k12.nj.us/cms/lib5/NJ01000127/Centricity/Domain/1108/Canterbury%20Tales%20-%20The%20Pardoners%20Tale.pdf) VII. GAINING INSIGHTS: Answer the following questions. 1. What is the purpose of Chaucer going into detail about each pilgrim? 2. Why does Chaucer apologize for the crude language that will be used in the telling of them tales? 3. Do you think there is a significance as to the arraignment of the description of each pilgrim? VIII. VOCABULARY BUILDING WORD POWER Use your text’s notes to define and comprehend the listed vocabulary: Absolution Pallor Sauntered Superfluity Carouses Abominable Avarice Covetousness Perdition Beck Post-reading Activity: Provide accurate/supported answers to the following questions: 1. The Pardoner always preaches against _____________________________________. 2. The Pardoner admits to the sin of _______________________. 3. The three rioters are looking for _____________ because _____________________________________. 4. At the grove of trees, the three men find ____________________________________. 5. At the end of the story the three men (explain plans and results) ________________________________. IX. REFLECTION / ANALYSIS: 35  1. Identify and/or describe the author’s intended purpose of text. 2. Make inferences and/or draw conclusions based on information from text. X. QUIZ Answer the following questions concerning figurative elements. 1. What is ironic about the attitudes of the old man and the rioters concerning death? 2. In lines 120 – 133, what personification of Death does the Old Man offer? What does this image convey? 3. In lines 248 – 254, what is ironic about the young rioter’s reason for buying poison? 4. Review line 272 “devil’s clay”, although this is direct characterization it still needs to be interpreted. Explain this reference (metaphor). 5. Identify and explain a type of dramatic irony used in the story. 6. Identify and explain a type of situational irony used in the story. 7. What do you think Chaucer is satirizing in the Pardoner’s Tale? Is this a lesson that still needs to be learned in today’s society? Explain. 36  THE ELIZABETHAN AGE AND THE RENAISSANCE PERIOD III. Duration: 1.5 hours IV. Introduction Technically, the Renaissance period began in the 14th century of Italy. For organizational purposes, we begin the Renaissance era of period dramas at the turn of the century. It should also be noted that there will be a crossover between this period and Medieval Times.