SAMPLE. A Publication of Complete Curriculum. Gibraltar, MI Complete Curriculum

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2 TM A Publication of Complete Curriculum Gibraltar, MI 2015 Complete Curriculum All rights reserved; No part of this publication may be reproduced or transmitted in any form or by any means without prior permission from the Publisher or Authorized Agent. Yearly memberships to access over 8,000 lessons, available at Published in electronic format in the U.S.A.

3 Acknowledgments Complete Curriculum s K-12 curriculum has been team-developed by a consortium of teachers, administrators, educational and subject matter specialists, graphic artists and editors. In a collaborative environment, each professional participant contributed to ensuring the quality, integrity and effectiveness of each Compete Curriculum resource was commensurate with the required educational benchmarks and contemporary standards Complete Curriculum had set forth at the onset of this publishing program.

4 Higher Altitudes in 11th Grade Language Arts Manual Lessons Module 1: Transformation in Language and Life Unit 1: Lessons 1-20 Beowulf: A Prototypical Hero Unit 2: Lessons Reading and Understanding Middle English Tales by Chaucer Module 2 : Reading and Understanding Middle English Tales by Chaucer Unit 1: Lessons The Dynamics of the Literary Point of View Module 3: Literature and Thought in Transition Unit 1: Lessons Sonnets of the Renaissance Unit 2: Lessons Shakespeare s Sonnets Unit 3: Lessons Intermission Unit 4: Lessons Hamlet Unit 5: Lessons Further Exploration of Hamlet Unit 6: Lessons Hamlet Unit 7: Lessons Hamlet Unit 8: Lessons Hamlet Module 4: Literature and Technology Unit 1: Lessons Frankenstein Part I Unit 2: Lessons Frankenstein Part 2 Unit 3: Lessons Frankenstein Part 3 Unit 4: Lessons Frankenstein Part 4 Unit 5: Lessons Frankenstein Part 5 Unit 6: Lessons Frankenstein Part 6 Unit 7: Lessons Frankenstein Part 7 Unit 8: Lessons Frankenstein Part 8 Unit 9: Lessons I-Search Published by:

5 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 1 Table of Contents Higher Altitudes in 11th Grade Language Arts Module 1: Transformations in Language and Life Unit 1: Beowulf : A Prototypical Hero Lesson 1 Heroes: Seeing the Present through the Past Objectives: The student will reinforce previous understanding of the high and publishing. The student will begin to use this process to develop an essay about heroes in literature. Lesson 2 Writing about Heroes Objective: The student will demonstrate ability to use the writing process to write a rough draft about the value of studying the past. The essay should be complete with logical reasoning, supporting arguments, and counterarguments. Lesson 3 Seeing the Present and Future through the Past Objective: The student will practice using the peer editing process to edit ask questions about the rough draft in an effort to clarify, and improve the style and readability of the essay. Lesson 4 Lesson 5 Lesson 6 Transformation: Looking at Change from a Different Perspective Metamorphoses: The Chrysalis Objectives: The student will read, understand, and respond to an article about the transformation of a Chrysalis. The student will then compare the transformation described in the article to transformations that occur in individual s lives. Changing Yourself with Creativity Using Creativity to Transform Your Life Objectives: The student will practice understanding and interpreting an informational text and analyzing the process of transformational thinking. Creating New Understanding Objective: The student will gain the ability to apply the CREATE model to a movie clip and relate it to an informational text.

6 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 2 Lesson 7 Lesson 8 Lesson 9 Lesson 10 The English Language: Where it All Began The Anglo-Saxons Objectives: The student will read a short article about living in medieval Great Britain and complete a guided reading chart while building background information on the subject. The student will then complete a Quick Write demonstrating understanding of the article. Beowulf: Anglo-Saxon Poetry Transformation and Qualities of the English Language Objectives: The student will reinforce the ability to read and understand an informative text, build background information on a subject, and extend understanding of the concept of transformation to the development of the English language. Introduction to Beowulf Objectives: The student will practice performing a close contextual reading of a classic text. The student will also learn to identify subject and predicate within a sentence. The Epic Hero: Beowulf From Beowulf: Excerpt 1 Part 1 Objectives: The student will reinforce the ability to perform a close contextual reading of a classic text. The student will also complete a creative writing exercise mimicking the writing style of Beowulf. Lesson 11 Reading Beowulf Beowulf: Excerpt 1 Part 2 Objective: Beowulf. Lesson 12 Vocabulary Stop! Words to Own Beowulf, Part 1 How to Own a Word Objective: The student will read and understand an article that explains Objective: The student will write about the theme of a story based on prior knowledge and perform a close contextual reading of a classic text.

7 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 3 Lesson 14 Lesson 15 The Epic Hero: Beowulf The Monster s Mother: Beowulf, Excerpt 2 Objective: The student will practice or learn to identify the elements of an epic story and demonstrate understanding of the text Beowulf. The Epic Hero: Beowulf, continued Objective: important Vocabulary words found in an excerpt from Beowulf. Lesson 16 Vocabulary Stop! Words to Own Beowulf, Part 2 Lesson 17 Objective: The student will demonstrate understanding of a story by answering discussion questions. The Epic Hero Review Objective: The student will learn to apply knowledge about epic heroes to create an original, modern hero relevant to today s society. Lesson 18 Modern Day Hero: Create Your Own Comic Strip, Part 1 Objective: The student will learn to apply knowledge about epic heroes to create an original, modern hero relevant to today s society. Lesson 19 Modern Day Hero: Create Your Own Comic Strip, Part 2 Objective: The student will create a modern hero story relevant to today s society and visually represent an original text. Lesson 20 Beowulf : Unit 1 Assessment Objective: The student will demonstrate understanding of a classic text by completing a formal Assessment on the poem, Beowulf. Unit 2: Reading and Understanding Middle English Tales by Chaucer Lesson 21 The Canterbury Tales: The Man Behind the Stories Objectives: The student will read and understand an expository text. The student will take organized notes to classify and understand meaning.

8 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 4 Lesson 22 Lesson 23 Lesson 24 Chaucer s English: Decoding Middle English A Guide to Chaucer s English: Middle English Objectives: The student will read and understand an expository text. The student will use a Venn Diagram to compare and contrast Old and Middle English. The student will also begin to decipher the meaning of Middle English phrases. The Canterbury Tales: The Prologue Objectives: The student will read The Canterbury Tales: The Prologue, by Geoffrey Chaucer for meaning. The student will use a Character Chart to identify character s and author s opinion. The Canterbury Tales: The Prologue, continued Objectives: The student will read The Canterbury Tales: The Prologue, by Geoffrey Chaucer for meaning. The student will use a Character Chart to identify character s and author s opinion. Lesson 25 The Canterbury Tales: The Prologue, Day 3 Objectives: The student will read The Canterbury Tales: The Prologue, by Geoffrey Chaucer for meaning. The student will use a Character Chart to identify character s and author s opinion. Lesson 26 Lesson 27 Grammar Stop! Progressive Verb Forms Objectives: The student will learn the meaning and function of progressive verb forms. The student will demonstrate understanding of the Lesson by completing a Worksheet based on the information presented. The Canterbury Tales: The Pardoner s Tale Objectives: The student will read and understand The Pardoner s Tale from The Canterbury Tales and resolution. The student will become able to verbally summarize this literary work. Lesson 28 The Canterbury Tales: The Pardoner s Tale, continued Objectives: The student will continue to read and understand The Pardoner s Tale from The Canterbury Tales by identifying setting, summarize this literary work. Lesson 29 The Pardoner s Tale Assessment Objective: The student will demonstrate understanding of The Pardoner s Tale through completion of a comprehensive Assessment.

9 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 5 Lesson 30 The Canterbury Tales: The Knight s Tale Objectives: The student will read and understand The Canterbury Tales: The Knight s Tale and resolution. The student will analyze literary symbols and use the English language effectively in a variety of contexts and settings. Lesson 31 The Canterbury Tales: The Knight s Tale Objectives: The student will continue to read and understand The Canterbury Tales: The Knight s Tale and identify setting, characters, use the English language effectively in a variety of contexts and settings. Lesson 32 The Canterbury Tales: The Knight s Tale Objectives: The student will continue to read and understand The Canterbury Tales: The Knight s Tale and identify setting, characters, use the English language effectively in a variety of contexts and settings. Module 2: Unit 3: The Dynamics of the Literary Point of View Lesson 33 Critiquing Human Behavior Objective: uses The Canterbury Tales to critique human behavior. Lesson 34 Critiquing Human Behavior: Peer Editing Objective: The student will use the peer editing process to edit a rough Lesson 35 Creating your Own Pilgrimage: A DigiTale Experience, Part 1 Objective: The student will create a DigiTale storyboard for an original modern pilgrimage similar to those in The Canterbury Tales. Lesson 36 Creating your Own Pilgrimage: A DigiTale Experience, Part 2 Objective: The student will continue to create a DigiTale storyboard for an original modern pilgrimage similar to those in The Canterbury Tales. Lesson 37 Creating your Own Pilgrimage: A DigiTale Experience, Part 3 Objective: The student will create an original, modern character for a DigiTale based on The Canterbury Tales.

10 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 6 Lesson 38 Creating your Own Pilgrimage: A DigiTale Experience, Part 4 Objective: The student will continue to create a digital presentation of an original, modern character based on The Canterbury Tales. Lesson 39 Creating your Own Pilgrimage: A DigiTale Experience, Part 5 Objective: The student will complete and give a digital presentation of an original, modern character based on The Canterbury Tales. Module 3: Literature and Thought in Transition Unit 1: Sonnets of the Renaissance Lesson 40 Lesson 41 Lesson 42 Lesson 43 The Middle Ages: A New Way of Thinking From Medieval to Renaissance Objective: The student will read and understand an article on the transition from the Middle Ages to the Renaissance. The student will demonstrate understanding of the topic by responding to a writing prompt about the article. Poetry of the Renaissance Sonnets 30 and 75 by Edmund Spenser Objective: The student will discover the traits of traditional sonnets by analyzing the work of Edmund Spenser. Poetry of the Renaissance Spenserian Sonnets Assessment Objective: The student will demonstrate understanding of the form sonnets by writing an original sonnet in Spenserian form. Spenser s Sonnets: The Assessment Spenserian Sonnets Assessment Objective: The student will demonstrate understanding of the form and elements of sonnets by completing the Spenserian Sonnets Assessment. Unit 2: Shakespeare s Sonnets Lesson 44 Wherefore Art Thou, Shakespearian Sonnet? Shakespeare s Sonnets 29, 116, and 130 Objective: The student will discover the elements and forms of Shakespearian sonnets by reading by analyzing his work.

11 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 7 Lesson 45 Wherefore Art Thou, Shakespearian Sonnet? Continued Objective: The student will demonstrate understanding of Shakespeare s writing by composing an original sonnet in Shakespearian style. Lesson 46 Wherefore Art Thou, Shakespearian Sonnet? Day 3 Objective: The student will continue to develop and demonstrate understanding of Shakespearian sonnets by editing an original sonnet written in the previous Lesson. Lesson 47 Lesson 48 Grammar Stop! Participle and Participial Phrases Grammar Stop! Participle and Participial Phrases Objective: The student will understand the meaning and proper use of participles and participial phrases. Shakespeare s Sonnets: Unit Assessment Objective: The student will demonstrate understanding of Shakespearian Sonnets by completing the Shakespeare s Sonnets Assessment. Unit 3: Intermission Lesson 49 Changes and Decisions that Shape Peoples Lives Objectives: The student will examine techniques for decision making and respond to a writing prompt about those techniques. Lesson 50 Changes and Decisions that Shape Peoples Lives Continued Objective: The student will use the peer editing process to revise a rough Lesson 51 Lesson 52 Lesson 53 Decisions, Decisions, Decisions! Objective: The student will develop understanding of decision making by writing about an important decisions being made in the surrounding world. Good Grief! Objective: The student will examine the concept of grief and how it affects an individual in order to create a personal connection to a major theme of the play Hamlet. The Shape of a Tragedy Objective: The student will understand the elements of a literary tragedy in preparation for reading Hamlet.

12 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 8 Unit 4: Hamlet Lesson 54 Vocabulary Stop! Words to Own: Hamlet Act I Objective: Hamlet. Lesson 55 Lesson 56 Lesson 57 Lesson 58 Lesson 59 Lesson 60 Lesson 61 A Ghost Among Us Hamlet, continued Objective: The student will read and interpret an excerpt from Hamlet and then demonstrate understanding of the text by answering Reading Comprehension Questions. Do I Call You Uncle or Dad? Hamlet, continued Objective: The student will read and interpret an excerpt from Hamlet, and answer Comprehension Questions about the text. If I want your advice, I ll ask for it! Hamlet, continued Objective: The student will read and interpret a portion of Hamlet, and develop understanding of the text by imitating Hamlet s speech. Something is Rotten in the State of Denmark Hamlet, continued Objective: The student will critically examine an excerpt from Hamlet for plot details and elements of tragedy. Why is this MY problem? Hamlet, continued Objective: The student will read and interpret an excerpt from Hamlet, answer Comprehension Questions, and complete a Quick-Write about the reading. Who is this Hamlet Guy? Objective: The student will review and analyze the events in Act I of Hamlet. What Do You Know? Thine Own Act I Assessment Hamlet Act 1 Assessment Objective: The student will demonstrate knowledge of characters, events, and relationships in Hamlet by completing the Hamlet Act I Assessment.

13 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 9 Lesson 62 Do all Heroes Live Happily Ever After? Attributes of a Tragic Hero Objective: The student will understand the concept of a tragic hero in literature and in real life. Unit 5: Further Exploration of Hamlet Lesson 63 Vocabulary Stop! Words to Own: Hamlet, Act II Objective: Vocabulary words from the second act of Hamlet. Objective: as antecedents. Lesson 65 Lesson 66 Lesson 67 Lesson 68 Lesson 69 What Happened to my Boyfriend? Hamlet, continued Objective: The student will read and understand Act II, scene I of Hamlet, and answer Comprehension Questions related to the text. Hamlet: On the Edge of Reason! Hamlet, continued Objective: The student will read and understand a portion of the text Hamlet, and complete Reading Comprehension Questions about the text. Hamlet: On the Edge of Reason! Part Two Objective: The student will read and understand a portion of the text Hamlet, and complete Reading Comprehension Questions about the text. The Plot Thickens: A Review of Act II Objective: The student will review the characters, themes, and events in Act II of Hamlet. What Do You Know? Thine Own Act II Assessment Objective: The student will demonstrate understanding of the characters and events in Hamlet Act II by completing an Assessment.

14 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 10 Unit 6: Hamlet Act III Lesson 70 Vocabulary Stop! Words to Own: Hamlet, Act III Objective: words from the third act of Hamlet. Lesson 71 Lesson 72 To be or not to be That Really is the Question! Hamlet Act III Objective: The student will read and interpret Hamlet and demonstrate understanding of the text by completing Comprehension Questions. To be or not to be That Really is the Question! Part Two Objective: The student will read and interpret an excerpt from Hamlet and then imitate that portion of text in writing. Lesson 73 The Play s the Thing! Hamlet Act III continued Objective: The student will read and interpret an excerpt from Hamlet, and demonstrate understanding of the text by answering Reading Comprehension Questions. Lesson 74 Hamlet, Those are Some Mean Mood Swings! Objective: The student will develop understanding of Hamlet by completing a character analysis of Hamlet. Lesson 75 Sins, Sadness, and Sanity Hamlet Act III continued Objective: The student will read and interpret an excerpt from Hamlet, and demonstrate understanding of the text by answering Reading Comprehension Questions. Lesson 76 Claudius: King or Criminal? Objective: The student will develop knowledge of Hamlet and write a new scene based on the play.

15 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 11 Lesson 77 Lesson 78 Lesson 79 It s all Mom s fault Hamlet Act III continued Objective: The student will read and interpret an excerpt from Hamlet and demonstrate understanding of the text by answering Reading Comprehension Questions. Seeing your own vision Imagery in Hamlet Objective: The student will explore and understand the imagery in the play Hamlet, and create a poem based on images from the play. What Do You Know? Hamlet Acts I-III Assessment Objective: The student will demonstrate knowledge of characters and events of Hamlet by completing an Assessment over Act III of the play. Unit 7: Hamlet Act IV Lesson 80 Lesson 81 Lesson 82 Lesson 83 Vocabulary Stop! Words to Own: Hamlet, Act IV Objective: from Act IV of Hamlet. Death of a Hero Hamlet Act IV Objective: The student will read and interpret an excerpt from Hamlet, and answer Reading Comprehension Questions about the text. A Journey into Insanity Hamlet Act IV continued Objective: The student will read and interpret an excerpt from Hamlet and answer Reading Comprehension Questions about the text. Vengeance will be mine! But when is it worth it? Hamlet Act IV continued Objective: The student will read and interpret a soliloquy from the text of Hamlet, and relate the themes of that soliloquy to modern society. Lesson 84 Vengeance will be mine! But when is it worth it? Continued Objective: The student will apply a theme learned from the text Hamlet to

16 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 12 Lesson 85 Lesson 86 Lesson 87 Sing me a song, Ophelia! Hamlet Act IV continued Objective: The student will read and interpret an excerpt from Hamlet, and demonstrate understanding of the text by completing Reading Comprehension Questions. A Surprise Party for Hamlet Hamlet Act IV continued Objective: The student will read and interpret an excerpt from Hamlet and demonstrate understanding of the text by answering Comprehension Questions. What Do You Know? Thine Own Act IV Assessment Objective: The student will demonstrate understanding of Act IV of Hamlet by completing the Hamlet Act IV Assessment. Unit 8: Hamlet Act V Lesson 88 Vocabulary Stop! Words to Own: Hamlet, Act V Objective: Hamlet. Lesson 89 Lesson 90 Lesson 91 Just like in the movies? Hamlet Act V Objective: The student will read and interpret an excerpt from Hamlet, and demonstrate understanding of the text by answering Reading Comprehension Questions. As the Curtain Closes Hamlet Act V Objective: The student will read and interpret an excerpt from Hamlet, and demonstrate understanding of the text by answering Reading Comprehension Questions. What Do You Know? Thine Own Act V Assessment Objective: The student will demonstrate understanding of Hamlet Act V by completing the Act V Assessment.

17 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 13 Module 4: Literature and Technology Unit 1: Frankenstein Part I Lesson 92 Don t Judge a Book by its Cover! Part 1 Objectives: The student will examine the theme of appearance versus reality in the play, Hamlet and will create an abridged comic strip version of the play that points to main ideas and themes from the work. Lesson 93 Don t Judge a Book by its Cover! Part 2 Objectives: The student will examine the theme of appearance versus reality in the play, Hamlet and will create an abridged comic strip version of the play that points to main ideas and themes from the work. Lesson 94 Don t Judge a Book by its Cover! Part 3 Objectives: The student will examine the theme of appearance versus reality in the play, Hamlet and will create an abridged comic strip version of the play that points to main ideas and themes from the work. Lesson 95 Technology Monster or Friend? Objectives: The student will examine a theme, brainstorm about a prompt related to that theme, and create an essay relating to the topic. Lesson 96 Technology in our Lives Part 1 Objectives: The student will examine a theme, brainstorm about a prompt related to that theme, and write an essay relating to the topic. Lesson 97 Technology in our Lives Part 2 Objective: The student will use the peer editing process to edit a rough Lesson 98 Lesson 99 Isn t it Romantic? An exploration of the age of Romanticism Objective: The student will learn about the characteristics of the Age of Romanticism in preparation for reading a novel from the Age of Romanticism. Isn t it Romantic? An exploration of the age of Romanticism, Continued Objective: The student will continue to explore characteristics of the Romantic Movement in preparation for reading Frankenstein. Lesson 100 Vocabulary Stop! Words to Own: Frankenstein, Letters I-IV Objectives: important Vocabulary words from Frankenstein, Letters I-IV.

18 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 14 Lesson 101 Into the Unknown: Frankenstein, Letters I-IV Frankenstein, Letters I-IV Objectives: The student will read and understand Frankenstein, Letters I-IV and then demonstrate understanding of the text by answering Reading Comprehension Questions. Lesson 102 Letters from Abroad Objectives: The student will read and understand Frankenstein, Letters I-IV and then demonstrate understanding of the text by answering Reading Comprehension Questions. Lesson 103 Crime and Confession: The Rime of the Ancient Mariner The Rime of the Ancient Mariner by Samuel Taylor Coleridge Objective: The student will read The Rime of the Ancient Mariner to understand the connection between the poem and Frankenstein. Lesson 104 Crime and Confession: The Rime of the Ancient Mariner, Continued Objective: The student will continue reading The Rime of the Ancient Mariner to further understanding of the connection between the poem and the novel Frankenstein. Lesson 105 Grammar Stop! Essential and Nonessential Adjective Clauses Objective: The student will understand and use essential and nonessential adjective clauses. Lesson 106 You be the Literary Expert! Reader s Sketchbook Letters I-IV Objective: The student will begin a Reader s Sketchbook based on information learned in Letters I-IV of Frankenstein. Lesson 107 Vocabulary Stop! Words to Own: Frankenstein, Chapters 1-4 Objectives: Vocabulary words from Frankenstein, Chapters 1-4. Lesson 108 Once Upon a Time The Stranger s Story Frankenstein Chapters 1-2 Objectives: The student will read and interpret a portion of the text Frankenstein. Lesson 109 You be the Literary Expert! Reader s Sketchbook Chapters 1-2 Objective: chapters of Frankenstein by completing the Reader s Sketchbook entry for those chapters.

19 Frankenstein Frankenstein Frankenstein Frankenstein Frankenstein Frankenstein Frankenstein Frankenstein Frankenstein Frankenstein Frankenstein Frankenstein

20 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 16 Lesson 119 It s a boy! Objective: The student will use words and phrases from Chapter 5 of Frankenstein to create a poem about Frankenstein s monster. Lesson 120 Secrets, Secrets are no fun! Frankenstein, Continued Objectives: The student will read and interpret a portion of Frankenstein, and demonstrate understanding of the text by completing a Reader s Sketchbook entry about the reading. Lesson 121 Grammar Stop! Simple Past Tense Review Objective: The student will understand and use the simple past tense. Lesson 122 You be the Literary Expert! Reader s Sketchbook Chapters 6-7 Objective: chapters of Frankenstein by completing the Reader s Sketchbook for those chapters. Lesson 123 A Monster of an Assessment: Frankenstein Assessment, Chapters 3-7 Objective: The student will demonstrate understanding of Chapters 3-7 of Frankenstein by completing the Frankenstein Assessment II. Unit 3: Frankenstein Part III Lesson 124 Vocabulary Stop! Words to Own: Frankenstein, Chapters Objective: reading Frankenstein Chapters Lesson 125 Justice for Justine? Frankenstein Chapter 8 Objectives: The student will carefully read an excerpt from Frankenstein and demonstrate understanding of the text by completing a Quick-Write. Lesson 126 Dear Diary, I Don t Know What To Do Frankenstein Chapter 9 Objectives: The student will read the text of Frankenstein and demonstrate understanding of the text by completing the Chapter 9 Quick-Write. Lesson 127 You be the Literary Expert! Reader s Sketchbook Chapters 8 and 9 Objective: The student will demonstrate understanding of Frankenstein Chapters 8 and 9 by completing Reader s Sketchbook entries about both chapters.

21 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 17 Lesson 128 The Monster s Turn to Talk Frankenstein chapters 10 and 11 Objective: The student will demonstrate understanding of Frankenstein Chapters 8 and 9 by completing Reader s Sketchbook entries about both chapters. Lesson 129 You be the Literary Expert! Reader s Sketchbook Chapters 10 and 11 Objective: The student will interpret Frankenstein Chapters 10 and 11 by completing Reader s Sketchbook entries about both chapters. Lesson 130 A Monster of a Quiz: Frankenstein, Chapters 8-11 Frankenstein Assessment Chapters 8-11 Objective: The student will demonstrate understanding of Frankenstein Chapters 8-11 by completing the Frankenstein Assessment III. Unit 4: Frankenstein Part IV Lesson 131 Vocabulary Stop! Words to Own: Frankenstein, Chapters Objective: reading today. Lesson 132 Victor vs. The Monster: Are they really that different? Frankenstein Chapter 12 Objectives: The student will read a portion of Frankenstein, and develop understanding of the text by completing a Quick-Write. Lesson 133 Friend or Fiend? Frankenstein Chapter 13 Objectives: The student will read a portion of Frankenstein, and develop understanding by completing a Quick-Write. Lesson 134 You be the Literary Expert! Reader s Sketchbook Chapters Objective: The student will develop understanding of Chapters of Frankenstein by writing Reader s Sketchbook entries about each chapter. Lesson 135 It s all Relative! Frankenstein Chapter 14 Objective: The student will read and interpret a portion of Frankenstein and demonstrate understanding of the text by completing a Quick-Write about the reading.

22 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 18 Lesson 136 The Lonely Monster Frankenstein Chapter 15 Objective: The student will read and interpret a portion of Frankenstein and develop understanding of the text by completing a Quick-Write about the text. Lesson 137 You be the Literary Expert! Reader s Sketchbook Chapter 15 Objective: The student will develop understanding of Chapters of Frankenstein by completing Reader s Sketchbook entries about each chapter. Lesson 138 A Monster of an Assessment: Frankenstein, Chapters Frankenstein Assessment Chapters Objective: In this Lesson, the student will demonstrate understanding of Chapters of Frankenstein by completing the Frankenstein Chapters Assessment. Unit 5: Frankenstein Part V Lesson 139 Vocabulary Stop! Words to Own: Frankenstein, Chapters Objective: Chapters of Frankenstein. Lesson 140 From Rejection to Revenge Frankenstein Chapters Objectives: The student will read and interpret Chapters of Frankenstein and demonstrate understanding of the text by completing the Quick-Write. Lesson 141 You be the Literary Expert! Reader s Sketchbook Chapters Objective: The student will develop understanding of Chapters of Frankenstein by writing Reader s Sketchbook entries about each chapter. Lesson 142 Victor: Trapped by the Monster, or Trapped by Himself? Frankenstein Chapter 18 Objective: The student will read and interpret Chapter 18 of Frankenstein and develop understanding of the text by completing a Quick-Write. Lesson 143 You be the Literary Expert! Reader s Sketchbook Chapter 18 Objective: The student will develop understanding of Chapter 18 of Frankenstein by writing a Reader s Sketchbook entry about each chapter.

23 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 19 Lesson 144 A Monster of a Quiz Frankenstein Assessment Chapters Objective: In this Lesson, the student will demonstrate understanding of Chapters of Frankenstein by completing the Frankenstein Chapters Assessment. Lesson 145 Vocabulary Stop! Words to Own: Frankenstein, Chapters Objective: for reading Frankenstein Chapters Lesson 146 Victor: What a Wicked Web He Has Woven! Frankenstein Chapter 19 Objectives: The student will read and interpret Chapter 19 of Frankenstein and develop understanding of the text by completing a Quick-Write. Lesson 147 You be the Literary Expert! Reader s Sketchbook Chapter 19 Objectives: The student will develop understanding of Chapter 19 of Frankenstein by writing a Reader s Sketchbook entry about the chapter. Lesson 148 A Promise Broken Frankenstein Chapters Objective: The student will read Frankenstein Chapters and develop understanding of the text by completing a Quick-Write about the reading. Lesson 149 You be the Literary Expert! Reader s Sketchbook Chapters Objective: The student will develop understanding of Chapters of Frankenstein by writing Reader s Sketchbook entries about each chapter. Lesson 150 Matters of the Heart, or Matters of the Mind? Frankenstein Chapter 22 Objectives: The student will read and interpret Chapter 22 of Frankenstein and develop understanding of the text by completing a Quick-Write. Lesson 151 You be the Literary Expert! Reader s Sketchbook Chapter 22 Objective: The student will develop understanding of Chapter 22 of Frankenstein by writing a Reader s Sketchbook entry about each chapter. Lesson 152 A Monster of a Quiz: Frankenstein, Chapters Frankenstein Assessment Chapters Objective: The student will demonstrate understanding of Frankenstein Chapters by completing the Frankenstein Chapters Assessment.

24 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 20 Unit: 6 Frankenstein Part 6 Lesson 153 Vocabulary Stop! Words to Own: Frankenstein, Chapters Objective: The student will learn Vocabulary in preparation for reading Frankenstein Chapters Lesson 154 You be the Literary Expert! Reader s Sketchbook Chapter 23 Objective: The student will read and interpret Chapter 23 of Frankenstein and develop understanding of the text by completing a Reader s Sketchbook entry about the reading. Lesson 155 The Death of Evil? Frankenstein Chapter 24 Objectives: The student will read Frankenstein Chapter 23 and develop understanding of the text by completing a Quick-Write. Lesson 156 You be the Literary Expert! Reader s Sketchbook Chapter 24 Objective: The student will develop understanding of Chapter 24 of Frankenstein by writing a Reader s Sketchbook entry about the chapter. Lesson 157 You be the Literary Expert! Reader s Sketchbook The Final Letters Objective: Frankenstein and develop understanding of the text by completing Reader s Sketchbook entries about each letter. Lesson 158 A Monster of an Assessment: Frankenstein, Chapters & Final Letters Objective: The student will demonstrate understanding of Chapters 23 to the end of Frankenstein, by completing Frankenstein Assessment VII. Unit 7: Frankenstein Part 7 Lesson 159 Is Ignorance Really Bliss? Part 1 Objective: The student will begin writing an essay about the consequences of knowledge. Lesson 160 Is Ignorance Really Bliss? Part 2 Objective: The student will use the peer editing process to develop the Ignorance vs. Knowledge Brainstorm.

25 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 21 Lesson 161 Frankenstein on Trial Opening Statements of a Playwright Objective: The student will develop understanding of Frankenstein by beginning a dramatic continuation of the novel. Lesson 162 Frankenstein on Trial A Playwright s Trial Objectives: The student will develop understanding of the novel Frankenstein by writing a dramatic continuation of the novel. Lesson 163 Frankenstein on Trial A Playwright s Closing Argument. Objective: The student will apply creative understanding of the novel Frankenstein by completing the Victor s Mock Trial project. Lesson 164 A Monster of an Assessment: Frankenstein Frankenstein Final Assessment Objective: The student will demonstrate understanding of the novel Frankenstein by completing the Frankenstein Final Assessment. Unit 8: Frankenstein Part 8 Lesson 165 Writing your Own Monster of a Tale Part 1 Objective: The student will display knowledge of the genre of gothic Lesson 166 Writing your Own Monster of a Tale Part 2 Objective: The student will display knowledge of the genre of gothic Lesson 167 Writing your Own Monster of a Tale Part 3 Objective: continuing to create an original gothic story. Lesson 168 Writing your Own Monster of a Tale Part 4 Objective: The student will display knowledge of the genre of gothic

26 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 22 Unit 9: I-Search Lesson 169 I-Search Paper The It s All About Me Kind of Research Paper Objective: The student will research a topic of interest, and develop an I-Search project about that topic. Lesson 170 I-Search: Finding the Facts Objective: The student will develop a topic, research the topic, and write a report that is both analytical and informative. Lesson 171 I-Search: Finding the Facts Part 2 Objective: The student will continue to research for the I-Search Project. Lesson 172 I-Search: Preparing for the Interview Objective: The student will prepare for conducting an interview for the I-Search Project. Lesson 173 I-Search: Preparing for the Interview Part 2 Objective: The student will continue to prepare for conducting an interview for the I-Search Project. Lesson 174 I-Search: You re the Reporter! Objective: The student will conduct the interview for the I-Search Project. Lesson 175 I-Search: The Search is Over! Objective: The student will conduct research to begin developing the I-Search Project. Lesson 176 I-Search: What I Learned Objective: The student will begin to write the conclusion to the I-Search Project. Lesson 177 I-Search: Give Credit Where Credit is Due! Objective: The student will create a Works Cited Page for the I-Search Project. Lesson 178 The Clean-Up Crew: Revising Objective: The student will revise the I-Search project in preparation for

27 HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS TABLE OF CONTENTS 23 Lesson 179 A Look in the Writing Mirror: Portfolio Project Objective: The student will assess individual strengths, weaknesses, and improvements as a writer by creating a Writer s Portfolio of work conducted in these Lessons. Lesson 180 Show Yourself Off! Portfolio Presentation Objective: The student will write a letter of introduction to accompany the Writer s Portfolio created in Lesson 179 and continue to self-assess for inclusion in it.

28 Higher Altitudes in 11th Grade Language Arts Teacher Manual Module 4 Unit 9: Lessons Key Skills and Concepts: Writing: Quick-Writes; I-Search Project Published by Module 4: Literature and Technology Unit 9: I-Search

29 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 1-1 Lesson 1 Heroes: Seeing the Present through the Past In this Unit, you will be reading and writing about the importance of understanding and adapting to change. This Unit will be focused on the following theme: In the transformation from oral language to the written word, universal truths of human nature were formalized. In this Unit, you will be reading, viewing, and hearing about changes and decisions that shape people s lives and values. In the transformation from oral language to written word, universal truths of human nature were formalized. These truths or values help in making decisions that will support positive changes in a person s life. It is important to learn these values from heroes in literature, as well as history. One way to further understand these truths is to write an essay exploring them. In this Lesson, you will be writing an essay about heroes in literature. Before you are ready to write an essay, you need to go through the following steps of the writing process. Brainstorming Brainstorming is thinking and talking about the topic or theme of the writing and relating it to your own personal life. Brainstorming involves asking the following questions: Can the past affect the future? Which incident or situation could I write about? What did I learn? What interesting details can I choose to tell about the situation or incident? How should I organize my writing? in his own life that affected his decisions. What values or skills does the hero display in making good decisions? Write the hero s name on the top of the Hero Brainstorming sheet and then write notes about the hero s values and skills that demonstrate good decision making.

30 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 1-2 Drafting Drafting is getting ideas down on paper and trying to organize them. It involves asking the following questions: How will I start my writing to get my reader to want to read it? What details, examples, anecdotes, and/or explanations should I write to prove my point to my reader? How shall I end my writing? Revising Revising is the real work of writing and begins when the writer makes sure that the writing has everything it should have, that it will appeal to the reader, and tell or prove what it is supposed to. Revising involves asking the following questions: Will my reader know what my point is? Is my point or central idea clear and connected to the theme or topic? Have I given important and relevant details, examples, and/or anecdotes to support my point? Is my writing well organized with a beginning that makes my audience want to my audience? Have I used interesting words and a variety of sentence lengths and types to engage my reader? Proofreading and Editing Proofreading and editing include making sure that the audience can read and understand the words and the point. Proofreading and editing involve asking the following questions: Have I checked and corrected my spelling, punctuation, and capitalization to help my audience understand what I have written? Have I read my work to a friend or myself to make sure it sounds good? Have I looked my writing over to make sure that it s neat and invites my audience to read it? It is also very important to have someone else proofread and edit the material, to catch things that the writer may miss.

31 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 1-3 Publishing As you go through each step of the writing process, remember these steps and questions. They will make writing your essay much easier. Lesson Wrap-Up: What three tips should you remember about writing?

32 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 1-4 Hero Brainstorming Write the hero s name on the top of this sheet of paper and then write notes below

33 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 1-5 PRINT

34 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 2-1 Lesson 2 Writing about Heroes In the transformation from oral language to written word, universal truths of human nature were formalized. These truths or values help in making decisions that will support positive changes in each of our lives. We can learn these values from heroes in literature, as well as history. Many experts believe we need to learn from the mistakes of the past to improve our future. Others contend that we will continue to make the same mistakes, so we need to forge ahead. In your opinion, can studying the past lead to new opportunities for the future? In your essay, take a position on this question. You may write about either one of the two points of view given, or you may present a different point of view on this question. Remember to state your position clearly. Include and support the counterargument. Now, begin organizing your essay by completing the Hero s Essay Rough Draft. Homework Required: Complete the Heroes Essay Rough Draft for the next session. Lesson Wrap-Up: What super-power did you give your hero?

35 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 2-2 Use the space below to begin writing a rough draft on the following prompt. Many experts believe people should learn from the mistakes of the past to improve the future. Others contend that we will continue to make the same mistakes, so we need to forge ahead. What do you think?

36 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 2-3

37 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 2-4 PRINT

38 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 3-1 Lesson 3 Heroes: Seeing the Present and Future through the Past In this Lesson, you will have the opportunity to peer edit your rough draft with a partner. Each partner will read aloud his or her draft to the other, who will listen carefully while thinking about the following questions: Is the position clearly stated? Is the position or point supported by important and relevant details, examples, and/or anecdotes? Does the writing begin with an interesting and engaging lead, continue with a middle that supports and develops the point, and conclude with an ending that summarizes the point? Is the writing interesting with engaging words and different sentence lengths and types? Is the counter position stated, explained, and supported? What do I, as the listener, think is good about the writing? Do I have questions and/or suggestions for the writer? Now, you and your partner should switch places and repeat the process. Refer to the Homework Required: session. Lesson Wrap-Up: Name some of the questions you asked during the editing process.

39 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 3-2 Review of Writing: Publishing Final Copy Now you will be doing three things: revising your paper (which means to rethink your ideas); polishing your paper (which means to edit and proofread); and recopying your paper as neatly as possible. Use the following checklist as you revise and edit the writing that you have done. When copy to make sure that all of your revisions have been made. Checklist for Revision: 1. Do I have a clear central idea that connects to the topic? 2. Do I stay focused on my central idea? Is my writing organized and complete, with a clear beginning, middle, and end? 6. Do I use a variety of interesting words, phrases, and/or sentences? Checklist for Editing 7. Have I checked and corrected my spelling to help readers understand my writing? 8. Have I checked and corrected my punctuation and capitalization to help readers understand my writing? Checklist for Proofreading 9. Reread your writing. You should cross out or erase any errors you make. PRINT

40 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 4-1 Lesson 4 Transformation: Looking at Change from a Different Perspective Today s Lesson will focus on the idea of transformation. One way of noting transformation is to consider the effect of the past on the future. Take a moment to ponder the meaning of that statement. Then provide brief answers to the following questions: What evidence do I have that I am committed to learning? Reading: Now, you will be reading an article titled Metamorphosis: The Chrysalis. Before reading, review the three questions listed below to focus your reading of the article. Metamorphosis Quick Write. Lesson Wrap-Up: Describe an example of transformation from your own life.

41 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 4-2 Metamorphosis Quick Write Take a few minutes to respond to the following question: When does the transformation of the chrysalis begin and why do you think it occurs at this stage?

42 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 4-3 Metamorphosis: The Chrysalis The word chrysalis refers to the pupal stage of butterflies, specifically to the gold color contained in the pupae of the butterflies. It comes from the Greek word for gold, χρυσός (chrysós). Chrysalids are vibrant and are formed in the open making them the most familiar examples of pupae. Most chrysalids are joined to a surface by a sticky arrangement of a silken pad spun by the caterpillar and a set of hooks at the tip of abdomen of the pupae. In most types of pupae, the chrysalis stage involves very little movement. However, some butterfly pupae are capable of moving their abdominal segments for self defense. This kind of motion produces a sound that scares away predators. Within the chrysalis, growth and differentiation occur. The adult butterfly emerges and pumps haemolymph into the wing veins forcing the wings to expand. There is a rapid and sudden change from pupae to imago in a process called metamorphosis. A biological miracle occurs inside the caterpillar in which it releases enzymes that digest caterpillar tissue, converting it into a rich cultural medium. The caterpillar has several sets of little cells on its inside that are in different parts of the body. These sets of cells are called imaginal disks. Imaginal disks are groups of embryonic cells, and as soon as the metamorphosis gets going and as that chrysalid forms, the skin is shed off the larvae, and the larva turns into a chrysalid. These little cells grow at an incredible rate. One imaginal disk will become a wing (so there are at least 4 imaginal disks because there are 4 wings in the butterfly). There are also imaginal disks that form the legs, the antennae, and all the organs of the adult butterfly. Thus, during the first few days, the inside of the chrysalis is literally a bag of rich fluid on which the cells grow. The process of transformation is a miraculous phenomenon unique to insects. Nothing like this happens in vertebrates. The imaginal disks start developing very early in the caterpillar s life but they slow down and don t start growing again until the very end of the 5th instar which is the last stage of caterpillar development. Then, the imaginal disks start growing very quickly developing into different tissues, so that the entire internal contents of the caterpillar the muscles, the entire digestive system, even the heart and nervous system is totally rebuilt. The process is like taking an old car into the shop, leaving it for a week, and coming back to find a brand new Cadillac.

43 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 4-4 During the development of the adult, the chrysalid loses nearly half of its weight. This is evidence that the process of metamorphosis requires an enormous amount of energy. During the whole time it is a chrysalis, it is unable to excrete any kind of waste. When the adult emerges, it releases a reddish-colored liquid. This liquid is stored nitrogenous waste accumulated during the metamorphosis. PRINT

44 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 5-1 Lesson 5 Changing Yourself with Creativity To begin this Lesson, consider the concept of transformational learning. This process encourages you to absorb what you have learned or experienced in your life in a meaningful way to bring about a better change. The process involves questioning assumptions, beliefs, and values and considering multiple points of view, while always seeking to verify reasoning. Now, read the article Using Creativity to Transform Your Life. When you Transformational Learning Graphic Organizer. After completing the Graphic Organizer, introduce the student to the CREATE process which stands for connect, relate, explore, analyze, transform, and experience. Each part of the CREATE process is broken down for you below. Connect two or more seemingly different things or ideas such as the chrysalis to modern language. Relate those seemingly different things or ideas to things that are familiar and start to observe commonalities. Beowulf to Blogs. Explore these commonalities. Draw them, build models, role-play, and describe them. language? How did the change from the language in Beowulf to the language in the time oral language to printed language? A allowing it to meet the needs of change in communication or the situation. Printed dynamic in a time of rapid changes. Transform the drawing, model, or object you have made: discover or invent something new based on your connections, explorations, and analysis. Modern language is more Experience and apply your drawing, model, or invention in as many new contexts as possible: rap song, digital story, text messaging, blogs, etc. Lesson Wrap-Up: Do you remember what the acronym CREATE stands for?

45 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 5-2 Transformational Learning Graphic Organizer Topic: Main Ideas, Key words, Questions, Drawings What I ve Learned

46 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 5-3 Using Creativity to Transform Your Life Imagination is the beginning of creation, wrote novelist George Bernard Shaw. You imagine what you desire; you will what you imagine and at last you create what you will. The only barriers and limits to achieving our dreams are the barriers and limits that we create. Instead of using our creativity to limit ourselves, it s possible to harness our creativity to propel ourselves beyond our wildest dreams. This sounds quite good, but before anyone can harness their creativity toward productivity, that person must establish one very basic concept. What is creativity? There are all kinds of answers to this question, and the answers will be as unique as the individuals asked. Some people find the work of a classic artist like Michelangelo to be profoundly creative, while others might find the more progressive work of Salvador Dali to be the pinnacle of creativity. But what is creativity? Is it only limited to art? How about Bette Graham, an office worker who chose to correct typing mistakes with liquid paper, and proceeded to manufacture the product for worldwide office use? What about the entrepreneurial university student who attempted to recreate the entire social experience in the online medium? We all have potential for vast creativity, and we limit ourselves with our down-sized definition of the word. Are you downsizing creativity? Assess yourself. Write down your immediate thoughts to the next few questions: What does creativity mean to you? How can creativity improve the lives of yourself and others? Who are some individuals that you find particularly creative. How have these people used their creativity in ground-breaking ways? What are creative people like? How do they think? What do they do that other, less creative people don t do? Maybe they listen to the world differently, like the jazz composer and musician John Coltrane who once said, You can play a shoestring if your sincere. Maybe creative people look at the world differently trying to find new meanings, solutions, and purposes as the founder of Microsoft, Bill Gates, does. Whatever the difference is, we must establish how we measure creativity before we can truly understand the term. We must recognize and understand the source of creativity in the people we admire.

47 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 5-4 What symbols, stories, or mediums do you utilize in your creative process? Our world is full of symbols. It always has been. One look at the drawings in the caves of Lascaux or Altamira demonstrates our human gravitation towards symbolic expression. Symbolism is an ingrained part of our lifestyles. It is present in so many expressions of knowledge. Dr Seuss s library of wisdom expressed in the rhyming of invented words is a fine example. Film, music, visual art, and modern modes of poetry embody some of today s finest mediums for creative expression. The fact that symbolism is so inescapably present in our lives is not a curse, but a phenomenal tool for designing the world around us as we envision it. In fact, our greatest creative faculty may be that we are so rooted in symbolism and thus, able to communicate through symbols in unlimited contexts. There is no end in sight for the way our creativity through symbolism can change the world, as it changes the way we communicate on a day to day basis. Take one glance at the mass of information networked through the internet. We are able to instantly contact people on the other side of the world, a capability that would make us the envy of societies a hundred years ago. Yet, it is none other than our bold and ever-evolving creativity that makes it reality. Take a moment to consider how we demonstrate our creativity in our most advanced venues. In our most progressive science, children s museums, and learning organizations worldwide, we are continuing the evolutionary process of change to create even greater ways of reaching people and prompting discourse on ground-breaking topics. We live in a society comprised of unending possibilities, creative vehicles, and infinite contexts that allow people to utilize their imaginations to express ideas. Creative transformation is all about using the world, taking advantage of its mediums, and manipulating its structures to discover new things, improve existing ones, and communicate ideas in a better way. PRINT

48 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 6-1 Lesson 6 Creating New Understanding The Chronicles of Narnia. This The Chronicles of Narnia The Chronicles of Narnia Model for CREATE: Connecting two different ideas Chrysalis/The Chronicles of Narnia. Relate ideas between Cocoon/Narnia. Explore - How are the changes in the cocoon similar to the changes the characters undergo in Narnia? Analyze - Not all changes are physical. T transform into better people. Experience - Changes that occur from knowledge and experience. Lesson Wrap-Up:

49 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 6-2 Chronicles of Narnia: CREATE Questions the movie, answer these questions in the space provided. How is The Chronicles of Narnia PRINT

50 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 7-1 Lesson 7 The English Language: Where it All Began In the previous Lesson, you developed a clear understanding of transformational thinking. In the next Lesson, you will begin reading the story Beowulf. Beowulf is an epic poem that illustrates the beginnings of the English language, and the poem begins the journey of the transformation of language from Old English, to Middle English, to Modern English of today. Furthermore, the poem represents the transition from oral to written language. Today, you will read The Anglo-Saxons which provides background and historical information about the society in which Beowulf was written. As you read the text The Anglo-Saxons, complete the Guided Reading Chart of important facts and information from the reading. You will compile notes on the topics listed on the chart below. Daily LIfe Environment and Community Religion Important Beliefs and Traditions Should contain notes about what their daily lives were like. Notes about the physical environment, housing, and layout of communities. Important developments in religion. Beliefs and traditions that were important parts of life. Now, begin reading the text. Writing: Life in a small Anglo-Saxon community was obviously very different from life in the United It is easy to picture this scene, but imagining how the Anglo-Saxon s lived and what they Homework Required: Explore the ideas listed above by completing the Anglo-Saxon Quick Write. Lesson Wrap-Up: What did you learn about Anglo-Saxon society? Would you like to live in that society? Why or why not?

51 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 7-2 Guided Reading Chart: Anglo-Saxon Life As you read, complete this chart with important information and notes on each topic. Daily LIfe Environment and Community Religion Important Beliefs and Traditions

52 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 7-3 Anglo-Saxon Quick Write Picture the Anglo-Saxon setting you read about in the article. Think about what you have just learned about the Anglo-Saxon way of life and the structure of their society. Now imagine yourself as a young man or woman about to come of age. What do you think your life is like? What choices do you have? What limitations do you face? Take the role of this Anglo-Saxon youth and write a narrative describing your life and thoughts.

53 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 7-4 The Anglo-Saxons The lush, green island of Great Britain sits covered in mist and fog, removed from the continent of Europe. The country side was dotted with small cottages, quaint churches, and mysterious stone ruins; the setting was perfect for myths and stories of warriors, fairies, and dragons. This land of mystery has produced many great legends including Robin Hood, Beowulf, and the writings of Shakespeare. Great Britain has a long history of invasions and settlements by many groups of people. The Iberians, the Celts, the Romans, the Angles and Saxons, the Vikings, and the Normans all possessed parts of the island at one time or another. Each group of people left characteristics that over time have blended to form the English culture. The Anglo-Saxons Come to Great Britain In the middle of the fifth century, the Angles, Saxons, and Jutes attacked Great Britain from the north, what is today Germany and Denmark. They drove out the Britons and settled the majority of the island. The language of the Anglo-Saxons began to dominate the land. The land initially was made up of several independent territories, each with its own ruler. However, the Vikings threatened to cross the sea and plunder and destroy everything in England which was enough to unify the Anglo-Saxons.

54 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 7-5 King Alfred of Wessex, along with the reemergence of Christianity brought the Anglo-Saxon people a common faith and a common system of morality and conduct. The Anglo-Saxons fought to protect their culture, people, and church from the Vikings under the direction of Alfred the Great. The Anglo-Saxon Religion Christianity was gaining popularity in Great Britain, but the warrior gods of the old Anglo-Saxon mythology remained popular. The Anglo-Saxons brought the dark and fatalistic religion with them from Germany. Odin was the god of death, poetry, and magic. He was a very important god to Norse mythology. The Anglo- Saxons called this god Woden, which is where we get the word Wednesday (for Woden s day). It was Woden s job to assist humans in communication with spirits. Woden is often associated with trances and burial rites. Since poetry was a very important part of Anglo-Saxon culture, Woden was a very important god. The god named Thunor was the god of thunder and lightning. This god s symbol was the hammer and also possibly the bent cross that we call the swastika which is found on many Anglo-Saxon gravestones. It is from the name Thunor that we get the word Thursday (Thor s day). In addition to the gods, dragons also played a key role in Anglo-Saxon mythology. In the myths, dragons usually protected treasure. The fire-breathing dragon is also a personification of death. He is the guardian of the grave where the warrior s ashes and his treasure lay.

55 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 7-6 Hope for an Afterlife: The Scops Besides enjoying the warmth and shelter offered by the communal halls, the Anglo-Saxons attended meetings and enjoyed the entertainment of storytellers in the village centers. The storytellers of the village were also called bards or scops. The scops told stories of gods and heroes. The stories were often sung to the music of a harp. They were heroic tales that spoke to the people who were under the constant threat of war, disease, or the problems of old age. They told stories of brave kings, the truths of good and evil, and battles from long ago. The scops were an important part of Anglo-Saxon culture since the people valued creating poetry and stories just as much as fighting, hunting, or farming. Poetry was also valued because, for some of the non-christian Anglo-Saxons, the only form of afterlife was to achieve fame in poetry. If someone became a character of one of the bard s popular stories, they lived on through songs.

56 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 7-7 The Other Hope: Christianity In addition to the stories of the bards, Christianity also gained popularity with the Anglo-Saxons. The monasteries were centers for learning and they had just as much influence as older Anglo-Saxon religion. In addition to providing for the religious needs of the people, the monks in the monasteries maintained many of the stories of the villages and kingdoms by writing down the stories of the scops. They spent their days copying thousands of books by hand, since there was no printing press. The monks wrote the stories mostly in Old English, the language of the people, instead of Latin, the language of the church. The Anglo-Saxon stories were written in Old English, but Latin remained the language of study until the time of King Alfred. King Alfred ordered the writing of the Anglo-Saxon Chronicle, a very long history of England, and he wanted it written in Old English. As more and more texts were written in English, the language gained respect and many of the Old English stories and poems were recognized as great works of literature. PRINT

57 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 8-1 Lesson 8 Beowulf : Anglo-Saxon Poetry In this Unit, you have been thinking, talking, reading, and writing about transformation from oral language to the written word and how through this transformation, universal truths of human nature were formalized. Now, you will look at the transformation of the English language by reading the oldest surviving epic ever written in English, Beowulf. very different from the language that we speak today. Now, read Transformation and Qualities of the English Language. While you are Lesson Wrap-Up: What three phases did the English language go through that were mentioned in this Lesson?

58 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 8-2 My Learning Notes Graphic Organizer Topic: Main Ideas, Key words, Questions, Drawings What I ve Learned

59 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 8-3 Transformation and Qualities of the English Language The English language has transformed through three major time periods since its beginning. It started as Old English from It then progressed into Middle English from It finally developed into Modern English from 1500 to the present. Thus, though people think of Shakespeare s writing style as old, he actually wrote in the Modern English period. Meanwhile, Chaucer s The Cantebury Tales are a fine example of Middle English, while Beowulf is a good representation of Old English. It is important to note that the changes that occurred between each time period were progressive. Old English didn t suddenly become Middle English in 1100, and Middle English didn t abruptly turn into Modern English in The development of each period into the next took place slowly over large spansof time. Also, spelling and grammar from one English speaking location to the next were not entirely consistent. Standard language is a modern idea given the invention of the printing press, which not only made distributing the written word possible, but it also allowed for the standardization of language on a grand scale. Though the changes from each time period involved a process spanning hundreds of years, the dates 1100CE and 1500CE are quite significant. The Norman invasion of England in 1066 introduced French words into the language making the English of 1100 quite different from the English 100 years prior. Likewise, there was such a significant change in pronunciation of English around the year 1500, that it remains a useful date for signifying a new period of English. Poetics: Writers and translators will try, but no Modern English version of Beowulf will have all of the elements that encompass authentic Old English. Attempting to capture one element of the language implacably forfeits other crucial characteristics. For example, a version that tries to represent the authentic alliterative verse will have to do so at the expense of features like compounding and formula. Similarly, any version of Beowulf attempting to capture the phrasing of the story is forced to neglect alliteration.

60 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 8-4 Alliteration: Alliteration is the repetition of one consonant at the beginning of words over the course of a phrase. It serves a similar purpose to rhyme. Take for example, Peter Piper picked a pack of pickled peppers. Compounding: Compounding is the combining of two words to make one new word. A common example is feorhseoc, which literally means life-sick (feorh = life, seoc=sick). It is used to mean mortally-wounded. In the first line of Beowulf, the author uses the compounded word Gar- Dena, which literally means Spear-Danes (gar = spear, Dena = Danes). Compounding was often used to create alliteration. Kennings: Kenning is a form of compounding used to create metaphor. The kenning hronrad (hron + rad), literally means whale s road, and refers to the sea. Rodores candel, translates, sky s candle, and refers to the sun. Formulas: Formulas are common phrases used throughout poetry that fulfill the metrical needs of a line. They are like cliché s that happen to fit perfectly into a line of verse. They give the writing a very traditional quality, and often indicate that the poem was of the oral tradition, though scholars disagree on this point. One formula used in Beowulf is Gomban gyldan which translates, give tribute. It is a half-line formula that appears commonly throughout Old English poetry. Versification: Verification is the way in which a style of poetry is organized and universalized. All Old English poems utilize alliteration as a way of organizing a poetic line. Also, Old English uses accents for organization using four stressed beats in a given line. These stresses are often alliterative as the third stress alliterates with the first or second stressed syllable. Meanwhile, the fourth stress is not alliterative. Typically, Old English separates two half-lines by a caesura, which is an emphatic pause. Here is an example of alliterative verse present in Beowulf. metod for þy mane, mancynne fram. Notice that the first three stressed syllables are alliterative while the fourth is not. PRINT

61 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 9-1 Lesson 9 An Introduction: Beowulf To begin this Lesson, read the introduction to the story Beowulf reading, complete the Beowulf Introduction Quick Write based on the introduction. Grammar: Now, review the following rules of grammar before completing the Grammar Stop! Complete Subjects and Predicates Worksheet. The complete subject includes all the words that identify the person, place, thing, or idea the sentence is about. The gifted author of Beowulf is unknown to us. (complete subject) The complete predicate includes all the words that tell or ask something about the subject. He wrote powerful verses in Old English. (complete predicate) Each complete subject contains a simple subject, and each complete predicate contains a simple predicate (the verb). The gifted author of Beowulf is unknown to us. (simple subject) He wrote powerful verses in Old English. (simple predicate) Now, take what you have learned to complete the Grammar Stop! Complete Subjects and Predicates Worksheet. Lesson Wrap-Up: What are the traits of an epic hero? Do you think Beowulf is an epic hero?

62 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 9-2 Beowulf Introduction Quick Write television on the lines below. these questions: What sort of evil or oppression does he/she confront? Why does he/she do it? What s his/her motivation? For whom does he/she do it? What virtues doe he/she represent? Now, look at some of the other heroes you wrote down and discuss them with your instructor. Do they all seem to qualify as hero-types, or do some of them fall short in one way or another?

63 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 9-3 Grammar Stop! Complete Subjects and Predicates in order to draw on this document goto ->Tools in the Menu Bar - > Click Comments & Markup ->Click Show Comments & Markups Toolbar at the bottom of list Part 1: Identifying Complete Subjects: Underline the complete subject in each of the following sentences. Then circle the simple subject. 1. The hero of Beowulf lived in what is now Sweden. 2. His noble instincts to assist the Danes caused him to travel afar. 3. Loyalty to one s leader was prized by the Anglo-Saxons Part II: Identifying Complete Predicates: Underline the complete predicate in each of the following sentences. Then circle the simple predicate. 1. Epics like Beowulf tell of great deeds and adventures. 2. The poet uses formal language in the epic. 3. The fate of a nation may depend on the hero s success. 4. Beowulf is well received by the Danish king. 5.

64 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 9-4 Introduction to Beowulf The epic poem Beowulf is an extremely influential piece in English literature as it is one of the very first to be written in English instead of Latin. The epic lives on in a single manuscript created by two scribes at the end of the 10th century. It is the earliest piece of literature found that was written in Old English. The poem describes the life of Beowulf, a Swede, who travels to Denmark by sea to save King Hrothgar from Grendel, a great and terrible monster. As was the tradition, the story of Beowulf was passed down orally from generation to generation. It was altered and embellished as it was passed from one scop or minstrel to the next. Oral story-telling was an important aspect of Anglo-Saxon culture. The people would crowd into community halls at night and listen to the heroic stories of monsters and great men, much like people today crowd around a television night after night. The legends were about dreams, war, the great quests of heroes, and of communities threatened and saved from evil. Like many of the other epics, Beowulf is long by standards of a poem, but relatively short compared to most stories, as it is about 3,200 lines. It was first recorded around 750, though the culture and detail of Beowulf reads more like a story of the 500s. Since the story contains elements of Christianity, it is suspected that it was penned by a monk. There is one surviving manuscript of Beowulf from about 1000 which now resides in the British Museum in London. The manuscript miraculously survived King Henry VIIIs destruction of the monasteries. It was discovered in 1800, 200 years after King Henry VIII, but the manuscript is burned and stained from the destruction. Beowulf is the quintessential hero of ancient England. He was a rescuer in a time when a happy community was threatened by great evil in the form of a monster. Beowulf confronts terror, battle, and death for the sake of the community. Though the story takes place centuries ago, it resonates with people today making Beowulf a lasting hero. He carries many of the traits of an epic hero. He has unbelievable strength, unshakable ethics, and he is praised by those he saves. The glorification of Beowulf by the common people is a quality of the story that makes it relevant today. In many societies, regardless of time or place, the people have an impulse towards glorifying their heroes. The monuments in Washington D.C. are one example of this in America. Each society has its own way of finding hope in great individuals. The fact that the epic Beowulf embodies society s need for a hero gives Beowulf longevity, and makes it a literary classic. PRINT

65 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 10-1 Lesson 10 The Epic Hero: Beowulf Today you will begin reading the epic tale, Beowulf. As you read, take time to complete Beowulf Graphic Organizer. remember the characters and places in Beowulf. A Guide to the Characters and Places of the Epic Beowulf Beowulf : Brecca: Grendel: Herot: Hrothgar: Unferth: Welthow: Wiglaf: Writing: with letting the world know who they were, who their noble parents were, what great be academic, athletic, musical, social, artistic, etc. Now, complete talents. Lay aside your humility! Lesson Wrap-Up:

66 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 10-2 Boasting like Beowulf Write a boast about yourself. Your boast must show your understanding of Anglo- Saxon poetry by following the Anglo-Saxon poetic format. Four hard beats per line No end-rhyme A caesura in each mid-line Heavy alliteration in each line Also, include at least two examples of an original kenning.

67 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 10-3 Beowulf Graphic Organizer

68 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 10-4 From Beowulf Introduction: We meet the monster He sang who knew tales of the early time of man, how the Almighty made the earth, fairest fields enfolded by water, set, triumphant, sun and moon for a light to lighten the land-dwellers, and braided bright the breast of earth with limbs and leaves, made life for all of mortal beings that breathe and move. So lived the clansmen in cheer and revel a winsome life, till one began to fashion evils, that field of hell. Grendel this monster grim was called, march-riever mighty, in moorland living, in fen and fastness; fief of the giants the hapless wight a while had kept since the Creator his exile doomed. On kin of Cain was the killing avenged by sovran God for slaughtered Abel. Ill fared his feud, and far was he driven, for the slaughter s sake, from sight of men. Of Cain awoke all that woful breed, Etins and elves and evil-spirits, as well as the giants that warred with God weary while: but their wage was paid them!

69 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 10-5 The Monster Grendel 1...WENT he forth to find at fall of night that haughty house, and heed wherever the Ring-Danes, outrevelled, to rest had gone. Found within it the atheling band asleep after feasting and fearless of sorrow, of human hardship. Unhallowed wight, grim and greedy, he grasped betimes, wrathful, reckless, from resting-places, thirty of the thanes, and thence he rushed fain of his fell spoil, faring homeward, laden with slaughter, his lair to seek. Then at the dawning, as day was breaking, the might of Grendel to men was known; then after wassail was wail uplifted, loud moan in the morn. The mighty chief, atheling excellent, unblithe sat, labored in woe for the loss of his thanes, when once had been traced the trail of the fiend, spirit accurst: too cruel that sorrow, too long, too loathsome. Not late the respite; with night returning, anew began ruthless murder; he recked no whit, firm in his guilt, of the feud and crime. 2 They were easy to find who elsewhere sought in room remote their rest at night, bed in the bowers, when that bale was shown, was seen in sooth, with surest token, -- the hall-thane s hate. Such held themselves far and fast who the fiend outran! Thus ruled unrighteous and raged his fill one against all; until empty stood that lordly building, and long it bode so. Twelve years tide the trouble he bore, sovran of Scyldings, sorrows in plenty, boundless cares. There came unhidden tidings true to the tribes of men, in sorrowful songs, how ceaselessly Grendel harassed Hrothgar, what hate he bore him, what murder and massacre, many a year, feud unfading, -- refused consent to deal with any of Daneland s earls, make pact of peace, or compound for gold: still less did the wise men ween to get great fee for the feud from his fiendish hands. But the evil one ambushed old and young death-shadow dark, and dogged them still, lured, or lurked in the livelong night of misty moorlands: men may say not where the haunts of these Hell-Runes be. Such heaping of horrors the hater of men, lonely roamer, wrought unceasing, harassings heavy. O er Heorot he lorded, gold-bright hall, in gloomy nights; and ne er could the prince approach his throne, - twas judgment of God, -- or have joy in his hall. Sore was the sorrow to Scyldings -friend, heart-rending misery. Many nobles sat assembled, and searched out counsel how it were best for bold-hearted men against harassing terror to try their hand. Whiles they vowed in their heathen fanes altar-offerings, asked with words that the slayer-of-souls would succor give them for the pain of their people. Their practice this, their heathen hope; twas Hell they thought of in mood of their mind. Almighty they knew not, Doomsman of Deeds and dreadful Lord, nor Heaven s-helmet heeded they ever, Wielder-of-Wonder. -- Woe for that man who in harm and hatred hales his soul to fiery embraces; -- nor favor nor change awaits he ever. But well for him that after death-day may draw to his Lord, and friendship find in the Father s arms!

70 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS THUS seethed unceasing the son of Healfdene with the woe of these days; not wisest men assuaged his sorrow; too sore the anguish, loathly and long, that lay on his folk, most baneful of burdens and bales of the night. This heard in his home Hygelac s thane, great among Geats, of Grendel s doings. He was the mightiest man of valor in that same day of this our life, stalwart and stately. A stout wave-walker he bade make ready. Yon battle-king, said he, far o er the swan-road he fain would seek, the noble monarch who needed men! The prince s journey by prudent folk was little blamed, though they loved him dear; they whetted the hero, and hailed good omens. And now the bold one from bands of Geats comrades chose, the keenest of warriors e er he could find; with fourteen men the sea-wood he sought, and, sailor proved, led them on to the land s confines. Beowulf arrives in Denmark and is directed to Herot, the mead-hall of King Hrothgar. The king sends Wulfgar, one of his lords, to greet the visitors.

71 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS [To the door of the hall Wulfgar went] and the word declared: -- To you this message my master sends, East-Danes king, that your kin he knows, hardy heroes, and hails you all welcome hither o er waves of the sea! Ye may wend your way in war-attire, and under helmets Hrothgar greet; but let here the battle-shields bide your parley, and wooden war-shafts wait its end. Uprose the mighty one, ringed with his men, brave band of thanes: some bode without, battle-gear guarding, as bade the chief. Then hied that troop where the herald led them, under Heorot s roof: [the hero strode,] hardy neath helm, till the hearth he neared. Beowulf spake, -- his breastplate gleamed, war-net woven by wit of the smith: -- Thou Hrothgar, hail! Hygelac s I, kinsman and follower. Fame a plenty have I gained in youth! These Grendel-deeds I heard in my home-land heralded clear. Seafarers say how stands this hall, of buildings best, for your band of thanes empty and idle, when evening sun in the harbor of heaven is hidden away. So my vassals advised me well, -- brave and wise, the best of men, -- O sovran Hrothgar, to seek thee here, for my nerve and my might they knew full well. Themselves had seen me from slaughter come blood-flecked from foes, where five I bound, and that wild brood worsted. I the waves I slew nicors {6a} by night, in need and peril avenging the Weders, whose woe they sought, -- crushing the grim ones. Grendel now, monster cruel, be mine to quell in single battle! So, from thee, thou sovran of the Shining-Danes, Scyldings -bulwark, a boon I seek, -- and, Friend-of-the-folk, refuse it not, O Warriors -shield, now I ve wandered far, -- that I alone with my liegemen here, this hardy band, may Heorot purge! PRINT More I hear, that the monster dire, in his wanton mood, of weapons recks not; hence shall I scorn -- so Hygelac stay, king of my kindred, kind to me! -- brand or buckler to bear in the fight, gold-colored targe: but with gripe alone must I front the fiend and fight for life, foe against foe. Then faith be his in the doom of the Lord whom death shall take. Fain, I ween, if the fight he win, in this hall of gold my Geatish band will he fearless eat, -- as oft before, -- my noblest thanes. Nor need st thou then to hide my head; for his shall I be, dyed in gore, if death must take me; and my blood-covered body he ll bear as prey, ruthless devour it, the roamer-lonely, with my life-blood redden his lair in the fen: no further for me need st food prepare! To Hygelac send, if Hild should take me, best of war-weeds, warding my breast, armor excellent, heirloom of Hrethel and work of Wayland. Fares Wyrd as she must.

72 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 11-1 Lesson 11 Reading Beowulf Today, you are going to continue reading the epic story, Beowulf Beowulf Beowulf Comprehension Questions about today s reading. Writing: Does Beowulf remind you of any heroes from history, current events, books, television, or movies? Who? What similarities do you notice among them? Just as important, how are they different? Beowulf Comprehension Questions. Homework Required: Beowulf Comprehension Questions Lesson Wrap-Up:

73 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 11-2 Beowulf Comprehension Questions Answer the following questions based on what you know about the epic poem, Beowulf

74 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 11-3 Part II: Connecting with the Text Beowulf. Does

75 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 11-4 Beowulf (continued) 5 Unferth s Challenge 6 HROTHGAR spake, the Scyldings -helmet: -- For fight defensive, Friend my Beowulf, to succor and save, thou hast sought us here. Thy father s combat a feud enkindled when Heatholaf with hand he slew among the Wylfings; his Weder kin for horror of fighting feared to hold him. Fleeing, he sought our South-Dane folk, over surge of ocean the Honor-Scyldings, when first I was ruling the folk of Danes, wielded, youthful, this widespread realm, this hoard-hold of heroes. Heorogar was dead, my elder brother, had breathed his last, Healfdene s bairn: he was better than I! Straightway the feud with fee I settled, to the Wylfings sent, o er watery ridges, treasures olden: oaths he swore me. Sore is my soul to say to any of the race of man what ruth for me in Heorot Grendel with hate hath wrought, what sudden harryings. Hall-folk fail me, my warriors wane; for Wyrd hath swept them into Grendel s grasp. But God is able this deadly foe from his deeds to turn! Boasted full oft, as my beer they drank, earls o er the ale-cup, armed men, that they would bide in the beer-hall here, Grendel s attack with terror of blades. Then was this mead-house at morning tide dyed with gore, when the daylight broke, all the boards of the benches blood-besprinkled, gory the hall: I had heroes the less, doughty dear-ones that death had reft. -- But sit to the banquet, unbind thy words, hardy hero, as heart shall prompt thee. Gathered together, the Geatish men in the banquet-hall on bench assigned, sturdy-spirited, sat them down, hardy-hearted. A henchman attended, carried the carven cup in hand, served the clear mead. Oft minstrels sang blithe in Heorot. Heroes revelled, no dearth of warriors, Weder and Dane. UNFERTH spake, the son of Ecglaf, who sat at the feet of the Scyldings lord, unbound the battle-runes. -- Beowulf s quest, sturdy seafarer s, sorely galled him; ever he envied that other men should more achieve in middle-earth of fame under heaven than he himself. -- Art thou that Beowulf, Breca s rival, who emulous swam on the open sea, when for pride the pair of you proved the floods, and wantonly dared in waters deep to risk your lives? No living man, or lief or loath, from your labor dire could you dissuade, from swimming the main. Ocean-tides with your arms ye covered, with strenuous hands the sea-streets measured, swam o er the waters. Winter s storm rolled the rough waves. In realm of sea a sennight strove ye. In swimming he topped thee, had more of main! Him at morning-tide billows bore to the Battling Reamas, whence he hied to his home so dear beloved of his liegemen, to land of Brondings, fastness fair, where his folk he ruled, town and treasure. In triumph o er thee Beanstan s bairn his boast achieved. So ween I for thee a worse adventure -- though in buffet of battle thou brave hast been, in struggle grim, -- if Grendel s approach thou darst await through the watch of night! Beowulf spake, bairn of Ecgtheow: -- What a deal hast uttered, dear my Unferth, drunken with beer, of Breca now, told of his triumph! Truth I claim it, that I had more of might in the sea than any man else, more ocean-endurance. We twain had talked, in time of youth, and made our boast, -- we were merely boys, striplings still, -- to stake our lives far at sea: and so we performed it.

76 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 11-5 Naked swords, as we swam along, we held in hand, with hope to guard us against the whales. Not a whit from me could he float afar o er the flood of waves, haste o er the billows; nor him I abandoned. Together we twain on the tides abode five nights full till the flood divided us, churning waves and chillest weather, darkling night, and the northern wind ruthless rushed on us: rough was the surge. Now the wrath of the sea-fish rose apace; yet me gainst the monsters my mailed coat, hard and hand-linked, help afforded, -- battle-sark braided my breast to ward, garnished with gold. There grasped me firm and haled me to bottom the hated foe, with grimmest gripe. Twas granted me, though, to pierce the monster with point of sword, with blade of battle: huge beast of the sea was whelmed by the hurly through hand of mine. 7 ME thus often the evil monsters thronging threatened. With thrust of my sword, the darling, I dealt them due return! Nowise had they bliss from their booty then to devour their victim, vengeful creatures, seated to banquet at bottom of sea; but at break of day, by my brand sore hurt, on the edge of ocean up they lay, put to sleep by the sword. And since, by them on the fathomless sea-ways sailor-folk are never molested. -- Light from east, came bright God s beacon; the billows sank, so that I saw the sea-cliffs high, windy walls. For Wyrd oft saveth earl undoomed if he doughty be! And so it came that I killed with my sword nine of the nicors. Of night-fought battles ne er heard I a harder neath heaven s dome, nor adrift on the deep a more desolate man! Yet I came unharmed from that hostile clutch, though spent with swimming. The sea upbore me, flood of the tide, on Finnish land, the welling waters. No wise of thee have I heard men tell such terror of falchions, bitter battle. Breca ne er yet, not one of you pair, in the play of war such daring deed has done at all with bloody brand, -- I boast not of it! -- though thou wast the bane of thy brethren dear, thy closest kin, whence curse of hell awaits thee, well as thy wit may serve! For I say in sooth, thou son of Ecglaf, never had Grendel these grim deeds wrought, monster dire, on thy master dear, in Heorot such havoc, if heart of thine were as battle-bold as thy boast is loud! But he has found no feud will happen; from sword-clash dread of your Danish clan he vaunts him safe, from the Victor-Scyldings. He forces pledges, favors none of the land of Danes, but lustily murders, fights and feasts, nor feud he dreads from Spear-Dane men. But speedily now shall I prove him the prowess and pride of the Geats, shall bid him battle. Blithe to mead go he that listeth, when light of dawn this morrow morning o er men of earth, ether-robed sun from the south shall beam! Joyous then was the Jewel-giver, hoar-haired, war-brave; help awaited the Bright-Danes prince, from Beowulf hearing, folk s good shepherd, such firm resolve. Then was laughter of liegemen loud resounding with winsome words. Came Wealhtheow forth, queen of Hrothgar, heedful of courtesy, gold-decked, greeting the guests in hall; and the high-born lady handed the cup first to the East-Danes heir and warden, bade him be blithe at the beer-carouse, the land s beloved one. Lustily took he banquet and beaker, battle-famed king. Through the hall then went the Helmings Lady, to younger and older everywhere carried the cup, till come the moment when the ring-graced queen, the royal-hearted, to Beowulf bore the beaker of mead. She greeted the Geats lord, God she thanked, in wisdom s words, that her will was granted, that at last on a hero her hope could lean for comfort in terrors. The cup he took, hardy-in-war, from Wealhtheow s hand, and answer uttered the eager-for-combat.

77 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 11-6 Beowulf spake, bairn of Ecgtheow: -- This was my thought, when my thanes and I bent to the ocean and entered our boat, that I would work the will of your people fully, or fighting fall in death, in fiend s gripe fast. I am firm to do an earl s brave deed, or end the days of this life of mine in the mead-hall here. Well these words to the woman seemed, Beowulf s battle-boast. -- Bright with gold the stately dame by her spouse sat down. Again, as erst, began in hall warriors wassail and words of power, the proud-band s revel, till presently the son of Healfdene hastened to seek rest for the night; he knew there waited fight for the fiend in that festal hall, when the sheen of the sun they saw no more, and dusk of night sank darkling nigh, and shadowy shapes came striding on, wan under welkin. The warriors rose. Man to man, he made harangue, Hrothgar to Beowulf, bade him hail, let him wield the wine hall: a word he added: -- Never to any man erst I trusted, since I could heave up hand and shield, this noble Dane-Hall, till now to thee. Have now and hold this house unpeered; remember thy glory; thy might declare; watch for the foe! No wish shall fail thee if thou bidest the battle with bold-won life. The feast ends. Beowulf and his men take the place of Hrothgar s followers and lie down to sleep in Herot. Beowulf, however, is wakeful, eager to meet his enemy.

78 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 11-7 The Battle with Grendel 8 THEN from the moorland, by misty crags, with God s wrath laden, Grendel came. The monster was minded of mankind now sundry to seize in the stately house. Under welkin he walked, till the wine-palace there, gold-hall of men, he gladly discerned, flashing with fretwork. Not first time, this, that he the home of Hrothgar sought, -- yet ne er in his life-day, late or early, such hardy heroes, such hall-thanes, found! To the house the warrior walked apace, parted from peace; {11a} the portal opended, though with forged bolts fast, when his fists had struck it, and baleful he burst in his blatant rage, the house s mouth. All hastily, then, o er fair-paved floor the fiend trod on, ireful he strode; there streamed from his eyes fearful flashes, like flame to see. He spied in hall the hero-band, kin and clansmen clustered asleep, hardy liegemen. Then laughed his heart; for the monster was minded, ere morn should dawn, savage, to sever the soul of each, life from body, since lusty banquet waited his will! But Wyrd forbade him to seize any more of men on earth after that evening. Eagerly watched Hygelac s kinsman his cursed foe, how he would fare in fell attack. Not that the monster was minded to pause! Straightway he seized a sleeping warrior for the first, and tore him fiercely asunder, the bone-frame bit, drank blood in streams, swallowed him piecemeal: swiftly thus the lifeless corse was clear devoured, e en feet and hands. Then farther he hied; for the hardy hero with hand he grasped, felt for the foe with fiendish claw, for the hero reclining, -- who clutched it boldly, prompt to answer, propped on his arm. Soon then saw that shepherd-of-evils that never he met in this middle-world, in the ways of earth, another wight with heavier hand-gripe; at heart he feared, sorrowed in soul, -- none the sooner escaped! Fain would he flee, his fastness seek, the den of devils: no doings now such as oft he had done in days of old! Then bethought him the hardy Hygelac-thane of his boast at evening: up he bounded, grasped firm his foe, whose fingers cracked. The fiend made off, but the earl close followed. The monster meant -- if he might at all -- to fling himself free, and far away fly to the fens, -- knew his fingers power in the gripe of the grim one. Gruesome march to Heorot this monster of harm had made! Din filled the room; the Danes were bereft, castle-dwellers and clansmen all, earls, of their ale. Angry were both those savage hall-guards: the house resounded. Wonder it was the wine-hall firm in the strain of their struggle stood, to earth the fair house fell not; too fast it was within and without by its iron bands craftily clamped; though there crashed from sill many a mead-bench -- men have told me -- gay with gold, where the grim foes wrestled. So well had weened the wisest Scyldings that not ever at all might any man that bone-decked, brave house break asunder, crush by craft, -- unless clasp of fire in smoke engulfed it. -- Again uprose din redoubled. Danes of the North with fear and frenzy were filled, each one, who from the wall that wailing heard, God s foe sounding his grisly song, cry of the conquered, clamorous pain from captive of hell. Too closely held him he who of men in might was strongest in that same day of this our life.

79 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS NOT in any wise would the earls -defence {12a} suffer that slaughterous stranger to live, useless deeming his days and years to men on earth. Now many an earl of Beowulf brandished blade ancestral, fain the life of their lord to shield, their praised prince, if power were theirs; never they knew, -- as they neared the foe, hardy-hearted heroes of war, aiming their swords on every side the accursed to kill, -- no keenest blade, no farest of falchions fashioned on earth, could harm or hurt that hideous fiend! He was safe, by his spells, from sword of battle, from edge of iron. Yet his end and parting on that same day of this our life woful should be, and his wandering soul far off flit to the fiends domain. Soon he found, who in former days, harmful in heart and hated of God, on many a man such murder wrought, that the frame of his body failed him now. For him the keen-souled kinsman of Hygelac held in hand; hateful alive was each to other. The outlaw dire took mortal hurt; a mighty wound showed on his shoulder, and sinews cracked, and the bone-frame burst. To Beowulf now the glory was given, and Grendel thence death-sick his den in the dark moor sought, noisome abode: he knew too well that here was the last of life, an end of his days on earth. -- To all the Danes by that bloody battle the boon had come. From ravage had rescued the roving stranger Hrothgar s hall; the hardy and wise one had purged it anew. His night-work pleased him, his deed and its honor. To Eastern Danes had the valiant Geat his vaunt made good, all their sorrow and ills assuaged, their bale of battle borne so long, and all the dole they erst endured pain a-plenty. -- Twas proof of this, when the hardy-in-fight a hand laid down, arm and shoulder, -- all, indeed, of Grendel s gripe, -- neath the gabled roof. MANY at morning, as men have told me, warriors gathered the gift-hall round, folk-leaders faring from far and near, o er wide-stretched ways, the wonder to view, trace of the traitor. Not troublous seemed the enemy s end to any man who saw by the gait of the graceless foe how the weary-hearted, away from thence, baffled in battle and banned, his steps death-marked dragged to the devils mere. Bloody the billows were boiling there, turbid the tide of tumbling waves horribly seething, with sword-blood hot, by that doomed one dyed, who in den of the moor laid forlorn his life adown, his heathen soul, and hell received it. Home then rode the hoary clansmen from that merry journey, and many a youth, on horses white, the hardy warriors, back from the mere. Then Beowulf s glory eager they echoed, and all averred that from sea to sea, or south or north, there was no other in earth s domain, under vault of heaven, more valiant found, of warriors none more worthy to rule! Grendel s monstrous mother, in grief for her son, next attacks Herot, and in her dripping claws she carries off one man Hrothgar s closest friend. The monster also carries off Grendel s arm, which Beowulf had hung high from the rafters. Beowulf is awakened and called for again. In one of the most famous verses in the epic, the old king describes where Grendel and his mother live.

80 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS Untrod is their home; by wolf-cliffs haunt they and windy headlands, fenways fearful, where flows the stream from mountains gliding to gloom of the rocks, underground flood. Not far is it hence in measure of miles that the mere expands, and o er it the frost-bound forest hanging, sturdily rooted, shadows the wave. By night is a wonder weird to see, fire on the waters. So wise lived none of the sons of men, to search those depths! Nay, though the heath-rover, harried by dogs, the horn-proud hart, this holt should seek, long distance driven, his dear life first on the brink he yields ere he brave the plunge to hide his head: tis no happy place! Thence the welter of waters washes up wan to welkin when winds bestir evil storms, and air grows dusk, and the heavens weep. Now is help once more with thee alone! The land thou knowst not, place of fear, where thou findest out that sin-flecked being. Seek if thou dare! I will reward thee, for waging this fight, with ancient treasure, as erst I did, with winding gold, if thou winnest back. PRINT

81 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 12-1 Lesson 12 Vocabulary Stop! Words to Own Beowulf - Part 1 Today you are going to focus on the Vocabulary from Beowulf. First, read the text How to Own a Word. Then, review the list of Vocabulary words from the Lesson 11 excerpt from Beowulf (the words are bold in the text). Vocabulary Complete a Vocabulary square for each word by looking it up in the dictionary and completing the Vocabulary Stop! Worksheet. Below is a sample of how to complete the Worksheet. Word: Vocabulary word from reading Synonym: Write one or more words that mean the same thing as the Vocabulary word. Part of Speech: How is the word used? What part of speech is it? Antonym: Write a word that means the opposite of the Vocabulary word. Original Sentence: Write your own sentence using the word in proper context. Your sentence should show your understanding of the word. Lesson Wrap-Up: Name one new word that you learned from the text Beowulf. Try to use it in three different sentences.

82 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 12-2 Vocabulary Stop! Beowulf, Part 1 Complete the chart for each word highlighted from the Lesson 11 excerpt from Beowulf. You will need to use a dictionary. Word: Synonym: Part of Speech: Antonym: Original Sentence: Word: Synonym: Part of Speech: Antonym: Original Sentence: Word: Synonym: Part of Speech: Antonym: Original Sentence: Word: Synonym: Part of Speech: Antonym: Original Sentence: Word: Synonym: Part of Speech: Antonym: Original Sentence:

83 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 12-3 Word: Synonym: Part of Speech: Antonym: Original Sentence: Word: Synonym: Part of Speech: Antonym: Original Sentence: Word: Synonym: Part of Speech: Antonym: Original Sentence: Word: Synonym: Part of Speech: Antonym: Original Sentence: Word: Synonym: Part of Speech: Antonym: Original Sentence: Word: Synonym: Part of Speech: Antonym: Original Sentence:

84 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 12-4 Word: Synonym: Part of Speech: Antonym: Original Sentence: Word: Synonym: Part of Speech: Antonym: Original Sentence: Word: Synonym: Part of Speech: Antonym: Original Sentence: Word: Synonym: Part of Speech: Antonym: Original Sentence: Word: Synonym: Part of Speech: Antonym: Original Sentence: Word: Synonym: Part of Speech: Antonym: Original Sentence:

85 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 12-5 How to Own a Word It is both possible and advantageous to assess the meaning of a word by looking at its context. Context is the text that surrounds a word or sentence. It s likely that you already use context clues. Look at the ways of using context clues listed below. Restatement: Sometimes, the author of a text places a simplified explanation of a word right in the text. Restatements are often signaled by phrases like in other words, or, that is. Also, if you pay attention to commas and other punctuation, you can easily identify restatements. how ceaselessly Grendel harassed Hrothgar, what hate he bore him, what massacre, that is, murder. A massacre is the murder of many people. Readers can gather this definition from restatement of the word murder. Comparison: Often, writers use comparisons to help clarify meaning of a less familiar word. Look for the following comparison clues in a text like, as, similar to. Hrothgar was ruthless in battle like a lion showing no mercy to its prey. In this sentence, the word ruthless may be unclear to the reader. However, it is followed by the comparison, like a lion showing no mercy to its prey, which leads the reader to interpret ruthless to mean merciless or cruel. Contrast: In other cases, writers clarify the meaning of a word by presenting its opposite. Look for the following indicators of a contrast but, not, although, however, on the other hand. Look at the following example. Some critics think of Beowulf, not as a protagonist, but a villain. A protagonist is a literary hero. The phrase, but a villain, presents a contrast to protagonist. This contrast directs the reader to interpret protagonist to mean hero.

86 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 12-6 Synonym: It is also common to find a word nearby that has nearly the same meaning as the word in question. the monster kills as he pleases. He has no mercy, and gorges and feasts on flesh. The words feasts on give a similar meaning to gorges which is to eat or to swallow greedily. Example: Occasionally, a text gives an example to clarify the meaning of an uncommon word. Notice the following phrases that often signal an example such as, including, especially, namely. Scops, namely the professional storytellers who narrated the story of Beowulf, were important members of Anglo-Saxon society. Notice the words storytellers and Anglo-Saxon. Both of these words describe a scop, which is an Old English poet or bard. Application: Now, take the ideas from the reading and apply them to improve your reading skills. You may already use some of these forms of context clues. Continue to use the ones you know, and utilize the one s you ve learned to help determine the meaning of unfamiliar words in the first excerpt from Beowulf. Don t forget to use a dictionary to check your work as you complete the vocabulary squares in the Vocabulary Stop! Exercise. PRINT

87 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 13-1 Lesson 13, will give you an overview Lesson Wrap-Up:

88 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 13-2

89 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS Beowulf - Look at the following example: After reading a book, Gary took his dog for a walk. Consider this next example: After reading a book, the dog was taken for a walk. -or-

90 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 13-4

91 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS

92 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 13-6 PRINT

93 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 14-1 Lesson 14 The Epic Hero: Beowulf Before you begin reading more of Beowulf, consider what you have read thus far. Then, complete the Beowulf Quick Write. Keep the Quick Write prompt in mind as you read this Lesson s excerpt from Beowulf. Also, be sure to complete the Beowulf Graphic Organizer from the previous Lesson as you read. Comprehension: At the end of Part 14, Beowulf is beaten; he is suffering and abandoned by his men. As the section closes, Beowulf is left in his pain, remembering what kinship should mean and wondering why his loyal followers have abandoned him. to maintain our safety and happiness? How do our dragons compare to Beowulf s? Think about these questions and complete the assignment, Dragons: Beowulf s and Our Own. Lesson Wrap-Up: What do you think of the story Beowulf? Based on what you know of the story, how do you think it will end?

94 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 14-2 Beowulf Quick Write Part I: Consider the importance of group loyalty and how such loyalties some- what to do in situations that test one s loyalty to family, friends, self, country, city,

95 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 14-3 Dragons: Beowulf s and Our Own Visualizing the Monsters Create a drawing of Beowulf s dragon. Use details and imagery from the text to illustrate the monster. In a caption below the picture, use quotes from the story to support your representation. Next, create a visual representation of the monster that you have chosen for our the caption below, explain your monster and its elements.

96 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 14-4 Carrying the sword Hrunting, Beowulf goes to the lake where Grendel s mother has her underwater lair. Then, fully armed, he makes a heroic dive to the depths of this watery hell. The Monster s Mother 12...the ocean floods closed o er the hero. Long while of the day fled ere he felt the floor of the sea. Soon found the fiend who the flood-domain sword-hungry held these hundred winters, greedy and grim, that some guest from above, some man, was raiding her monster-realm. She grasped out for him with grisly claws, and the warrior seized; yet scathed she not his body hale; the breastplate hindered, as she strove to shatter the sark of war, the linked harness, with loathsome hand. Then bore this brine-wolf, when bottom she touched, the lord of rings to the lair she haunted whiles vainly he strove, though his valor held, weapon to wield against wondrous monsters that sore beset him; sea-beasts many tried with fierce tusks to tear his mail, and swarmed on the stranger. But soon he marked he was now in some hall, he knew not which, where water never could work him harm, nor through the roof could reach him ever fangs of the flood. Firelight he saw, beams of a blaze that brightly shone. Then the warrior was ware of that wolf-of-thedeep, mere-wife monstrous. For mighty stroke he swung his blade, and the blow withheld not. Then sang on her head that seemly blade its war-song wild. But the warrior found the light-of-battle was loath to bite, to harm the heart: its hard edge failed the noble at need, yet had known of old strife hand to hand, and had helmets cloven, doomed men s fighting-gear. First time, this, for the gleaming blade that its glory fell. Firm still stood, nor failed in valor, heedful of high deeds, Hygelac s kinsman; flung away fretted sword, featly jewelled, the angry earl; on earth it lay steel-edged and stiff. His strength he trusted, hand-gripe of might. So man shall do whenever in war he weens to earn him lasting fame, nor fears for his life! Seized then by shoulder, shrank not from combat, the Geatish war-prince Grendel s mother. Flung then the fierce one, filled with wrath, his deadly foe, that she fell to ground. Swift on her part she paid him back with grisly grasp, and grappled with him. Spent with struggle, stumbled the warrior, fiercest of fighting-men, fell adown. On the hall-guest she hurled herself, hent her short sword, broad and brown-edged, the bairn to avenge, the sole-born son. -- On his shoulder lay braided breast-mail, barring death, withstanding entrance of edge or blade. Life would have ended for Ecgtheow s son, under wide earth for that earl of Geats, had his armor of war not aided him, battle-net hard, and holy God wielded the victory, wisest Maker. The Lord of Heaven allowed his cause; and easily rose the earl erect.

97 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS MID the battle-gear saw he a blade triumphant, old-sword of Eotens, with edge of proof, warriors heirloom, weapon unmatched, -- save only twas more than other men to bandy-of-battle could bear at all -- as the giants had wrought it, ready and keen. Seized then its chain-hilt the Scyldings chieftain, bold and battle-grim, brandished the sword, reckless of life, and so wrathfully smote that it gripped her neck and grasped her hard, her bone-rings breaking: the blade pierced through that fated-one s flesh: to floor she sank. Bloody the blade: he was blithe of his deed. Then blazed forth light. Twas bright within as when from the sky there shines unclouded heaven s candle. The hall he scanned. By the wall then went he; his weapon raised high by its hilts the Hygelac-thane, angry and eager. That edge was not useless to the warrior now. He wished with speed Grendel to guerdon for grim raids many, for the war he waged on Western-Danes oftener far than an only time, when of Hrothgar s hearth-companions he slew in slumber, in sleep devoured, fifteen men of the folk of Danes, and as many others outward bore, his horrible prey. Well paid for that the wrathful prince! For now prone he saw Grendel stretched there, spent with war, spoiled of life, so scathed had left him Heorot s battle. The body sprang far when after death it endured the blow, sword-stroke savage, that severed its head.... Beowulf carries Grendel s head to King Hrothgar and then returns gift-laden to the land of the Geats, where he succeeds to the throne. After fifty winters pass, Beowulf, now an old man, faces his final task: He must fight a dragon who, angry because a thief had stolen a jeweled cup from the dragon s hoard of gold, is laying waste to the Geats land. Beowulf and eleven warriors are guided to the dragon s lair by the thief who stole the cup. For Beowulf, the price of this last victory will be great.

98 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 14-6 The Final Battle 14 Then hailed he the helmeted heroes all, for the last time greeting his liegemen dear, comrades of war: I should carry no weapon, no sword to the serpent, if sure I knew how, with such enemy, else my vows I could gain as I did in Grendel s day. But fire in this fight I must fear me now, and poisonous breath; so I bring with me breastplate and board. From the barrow s keeper no footbreadth flee I. One fight shall end our war by the wall, as Wyrd allots, all mankind s master. My mood is bold but forbears to boast o er this battling-flyer. -- Now abide by the barrow, ye breastplat ed, ye heroes in harness, which of us twain better from battle-rush bear his wounds. Wait ye the finish. The fight is not yours, nor meet for any but me alone to measure might with this monster here and play the hero. Hardily I shall win that wealth, or war shall seize, cruel killing, your king and lord! Up stood then with shield the sturdy champion, stayed by the strength of his single manhood, and hardy neath helmet his harness bore under cleft of the cliffs: no coward s path! Soon spied by the wall that warrior chief, survivor of many a victory-field where foemen fought with furious clashings, an arch of stone; and within, a stream that broke from the barrow. The brooklet s wave was hot with fire. The hoard that way he never could hope unharmed to near, or endure those deeps, for the dragon s flame. Then let from his breast, for he burst with rage, the Weder-Geat prince a word outgo; stormed the stark-heart; stern went ringing and clear his cry neath the cliff-rocks gray. The hoard-guard heard a human voice; his rage was enkindled. No respite now for pact of peace! The poison-breath of that foul worm first came forth from the cave, PRINT hot reek-of-fight: the rocks resounded. Stout by the stone-way his shield he raised, lord of the Geats, against the loathed-one; while with courage keen that coiled foe came seeking strife. The sturdy king had drawn his sword, not dull of edge, heirloom old; and each of the two felt fear of his foe, though fierce their mood. Stoutly stood with his shield high-raised the warrior king, as the worm now coiled together amain: the mailed-one waited. Now, spire by spire, fast sped and glided that blazing serpent. The shield protected, soul and body a shorter while for the hero-king than his heart desired, could his will have wielded the welcome respite but once in his life! But Wyrd denied it, and victory s honors. -- His arm he lifted lord of the Geats, the grim foe smote with atheling s heirloom. Its edge was turned brown blade, on the bone, and bit more feebly than its noble master had need of then in his baleful stress. -- Then the barrow s keeper waxed full wild for that weighty blow, cast deadly flames; wide drove and far those vicious fires. No victor s glory the Geats lord boasted; his brand had failed, naked in battle, as never it should, excellent iron! -- Twas no easy path that Ecgtheow s honored heir must tread over the plain to the place of the foe; for against his will he must win a home elsewhere far, as must all men, leaving this lapsing life! -- Not long it was ere those champions grimly closed again. The hoard-guard was heartened; high heaved his breast once more; and by peril was pressed again, enfolded in flames, the folk-commander! Nor yet about him his band of comrades, sons of athelings, armed stood with warlike front: to the woods they bent them, their lives to save. But the soul of one with care was cumbered. Kinship true can never be marred in a noble mind!

99 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 15-1 Lesson 15 The Epic Hero: Beowulf Begin this Lesson by reading the Beowulf excerpt contained in the Lesson. While you are reading, you should complete the Beowulf Graphic Organizer from Lesson 10. Reading Comprehension: Making Judgments: Is it an Epic? To make judgments about a text, readers need to consider the following: Create a set of criteria for evaluating a character or a piece of work. Examine the text for evidence based on the criteria. Compare the evidence to the criteria. Now, complete the Active Reading Worksheet to help you understand the traits of an epic story. Then, demonstrate your understanding of the text as a whole by completing the Reading Comprehension Review. Lesson Wrap-Up: What did you like the most about Beowulf. What did you like the least?

100 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 15-2 Active Reading Worksheet Part I: The chart below lists the elements of an epic. Fill out the chart based on what you know about Beowulf. Then, decide if Beowulf is an epic or not. Criteria for an Epic Poem Actions of the hero often set the fate of a nation or group of people. Evidence in Beowulf Although he is not a Dane, by killing Grendel, Beowulf saves Denmark. Hero performs courageous deeds. Plot has supernatural beings and events, and may involve a long, dangerous journey. The characters often give long, formal speeches. as courage and honor. The poem treats universal ideas such as good and evil, life and death. Part II: In your judgment, is Beowulf a typical epic? Explain your reasoning.

101 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 15-3 Beowulf Reading Comprehension Review Part I: poem in which ancestry is important, what does Grendel s ancestry suggest about his character? What sword does Beowulf take into battle? Who gave him the sword? What does the sword s failure in battle suggest about its owner? The literary term deus ex machina refers to the improbable and unexpected introduction Beowulf what are the consequences of seeking revenge? What other ways might problems be worked out?

102 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 15-4 reinforces the character traits he displays earlier in the poem. successor to Beowulf? Why is Beowulf s death a turning point for the Geats? that the treasure from the dragon s den is buried with Beowulf? How might you account for the enduring popularity of Beowulf? Would you recommend it to a friend? Why or why not?

103 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 15-5 Part II: Recognizing Allusions Allusions are references in a work of literature to a well-known person, place, event, written work, or work of art. Beowulf contains numerous biblical allusions. For example, allusion or any other allusion of your choice adds to the poem. Part III: Extending Your Response Discuss Beowulf s portrayal of women (including Grendel s mother). Based on the portrayal of women in the poem, describe the ideal Anglo-Saxon woman. How would she have behaved?

104 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS WIGLAF his name was, Weohstan s son, linden-thane loved, the lord of Scylfings, Aelfhere s kinsman. His king he now saw with heat under helmet hard oppressed. He minded the prizes his prince had given him, wealthy seat of the Waegmunding line, and folk-rights that his father owned Not long he lingered. The linden yellow, his shield, he seized; the old sword he drew: -- as heirloom of Eanmund earth-dwellers knew it, who was slain by the sword-edge, son of Ohtere, friendless exile, erst in fray killed by Weohstan, who won for his kin brown-bright helmet, breastplate ringed, old sword of Eotens, Onela s gift, weeds of war of the warrior-thane, battle-gear brave: though a brother s child had been felled, the feud was unfelt by Onela. For winters this war-gear Weohstan kept, breastplate and board, till his bairn had grown earlship to earn as the old sire did: then he gave him, mid Geats, the gear of battle, portion huge, when he passed from life, fared aged forth. For the first time now with his leader-lord the liegeman young was bidden to share the shock of battle. Neither softened his soul, nor the sire s bequest weakened in war. So the worm found out when once in fight the foes had met!

105 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 15-7 Wiglaf spake, -- and his words were sage; sad in spirit, he said to his comrades: -- I remember the time, when mead we took, what promise we made to this prince of ours in the banquet-hall, to our breaker-of-rings, for gear of combat to give him requital, for hard-sword and helmet, if hap should bring stress of this sort! Himself who chose us from all his army to aid him now, urged us to glory, and gave these treasures, because he counted us keen with the spear and hardy neath helm, though this hero-work our leader hoped unhelped and alone to finish for us, -- folk-defender who hath got him glory greater than all men for daring deeds! Now the day is come that our noble master has need of the might of warriors stout. Let us stride along the hero to help while the heat is about him glowing and grim! For God is my witness I am far more fain the fire should seize along with my lord these limbs of mine! Unsuiting it seems our shields to bear homeward hence, save here we essay to fell the foe and defend the life of the Weders lord. I wot twere shame on the law of our land if alone the king out of Geatish warriors woe endured and sank in the struggle!... Together, Beowulf and the young Wiglaf kill the dragon, but the old king is fatally wounded. Beowulf, thinking of his people, asks to see the monster s treasure. Wiglaf enters the dragon s cave and finds a priceless hoard of jewels and gold.

106 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS Hasted the herald, the hoard so spurred him his track to retrace; he was troubled by doubt, high-souled hero, if haply he d find alive, where he left him, the lord of Weders, weakening fast by the wall of the cave. So he carried the load. His lord and king he found all bleeding, famous chief at the lapse of life. The liegeman again plashed him with water, till point of word broke through the breast-hoard. Beowulf spake, sage and sad, as he stared at the gold. -- For the gold and treasure, to God my thanks, to the Wielder-of-Wonders, with words I say, for what I behold, to Heaven s Lord, for the grace that I give such gifts to my folk or ever the day of my death be run! Now I ve bartered here for booty of treasure the last of my life, so look ye well to the needs of my land! No longer I tarry. A barrow bid ye the battle-fanned raise for my ashes. Twill shine by the shore of the flood, to folk of mine memorial fair on Hrones Headland high uplifted, that ocean-wanderers oft may hail Beowulf s Barrow, as back from far they drive their keels o er the darkling wave. From his neck he unclasped the collar of gold, valorous king, to his vassal gave it with bright-gold helmet, breastplate, and ring, to the youthful thane: bade him use them in joy. Thou art end and remnant of all our race the Waegmunding name. For Wyrd hath swept them, all my line, to the land of doom, earls in their glory: I after them go. This word was the last which the wise old man harbored in heart ere hot death-waves of balefire he chose. From his bosom fled his soul to seek the saints reward.... Wiglaf berates the faithless warriors who had not gone to the aid of their king. With sorrow, the Geats then cremate the corpse of their greatest king. They place his ashes, along with all of the dragon s treasure, in a huge burial tower by the sea, where it can be seen by voyagers.

107 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS Then about that barrow the battle-keen rode, atheling-born, a band of twelve lament to make, to mourn their king, chant their dirge, and their chieftain honor. They praised his earlship, his acts of prowess worthily witnessed: and well it is that men their master-friend mightily laud, heartily love, when hence he goes from life in the body forlorn away. Thus made their mourning the men of Geatland, for their hero s passing his hearth-companions: quoth that of all the kings of earth, of men he was mildest and most beloved, to his kin the kindest, keenest for praise. PRINT

108 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 16-1 Lesson 16 Vocabulary Stop! Words to Own Beowulf - Part 2 In this Lesson, you will be focusing on the Vocabulary found in Beowulf. Review the list of Vocabulary words from the Lesson 15 excerpt from Beowulf (the words are bold in the text). Then, look the words up in the dictionary and complete the Vocabulary Squares Worksheet for each word. Below is a sample with each square explained. Word: Vocabulary word from reading Part of Speech: How is the word used? What part of speech is it? Synonym: Write one or more words that mean the same thing as the Vocabulary word. Antonym: Write a word that means the opposite of the Vocabulary word. Original Sentence: Write your own sentence using the word in proper context. Your sentence should show your understanding of the word. Lesson Wrap-Up: Do your best to summarize the plot of Beowulf so far.

109 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 16-2 Vocabulary Squares Worksheet Beowulf Complete the cart for each word highlighted in the Lesson 15 reading of Beowulf. You will need to use a dictionary. Word: Part of Speech: Synonym: Original Sentence: Antonym: Word: Part of Speech: Synonym: Antonym: Original Sentence: Word: Part of Speech: Synonym: Antonym: Original Sentence:

110 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 16-3 Word: Part of Speech: Synonym: Antonym: Original Sentence: Word: Synonym: Part of Speech: Antonym: Original Sentence: Word: Part of Speech: Synonym: Antonym: Original Sentence: Word: Part of Speech: Synonym: Antonym: Original Sentence: PRINT

111 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 17-1 Lesson 17 The Epic Hero Review This Lesson will begin to wrap up the Unit on the epic story Beowulf. Now that you have read excerpts from the epic, you will have an opportunity to demonstrate your knowledge and understanding of the text by completing discussion questions. These will consist of both short answers and a couple of essay questions that will allow you to voice your creative perspective. Take what you have learned from reading Beowulf to complete Beowulf : Questions for Discussion. Lesson Wrap-Up: Name three things you have learned about Early Medieval Europe from reading Beowulf.

112 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 17-2 Beowulf : Questions for Discussion Each of the following questions requires a longer response. Think about each question carefully and organize your thoughts before writing. Is Beowulf an epic? What sort of social order produces epic poetry? What values resistances to the ideology of epic can be expressed? What sorts are found within the poem itself? What is the status of gold and gift-giving in the poem? Who gives gifts, who receives them, and why? Are the modern concepts of wealth, payment, monetary worth and greed appropriate for the world of Beowulf? hero? Explain your thinking. PRINT

113 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 18-1 Lesson: 18 Create Your Own Modern Day Hero Today, you will be creating your own modern-day hero! Begin by brainstorming and creating a list of major problems currently facing society. This list will help you decide who the hero in your comic will be and what problem he or Answer each of the questions in as much detail as possible. comic strip you are going to create in the next Lesson. The more detail you use on the Lesson Wrap-Up: Describe your hero to your teacher. Use as much detail as you can.

114 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 18-2 Cause: of problems that teens in our society face. Examples could include peer pressure, drugs/ alcohol, academic failure, homelessness, etc. negatively Power: this a power that does not relate to solving your problem. Flying does not help homelessness! busy are just normal people when they are not solving in Costume: they

115 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 18-3 Hero Story Map PRINT

116 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 19-1 Lesson 19 Modern Day Hero: Create Your Own Comic Strip Hero Comic Strip. Remember to be creative! details you will be graded on. Lesson Wrap-Up:

117 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 19-2 Comic Strip Rubric Action sense from sense from one one panel to panel to sense from one panel to Action does not from one panel Characters Landscape and Props believable in all panels. Landscape and props relate to panels. believable in most panels. Landscape and props relate to most panels. believable in some panels. Landscape and props relate to one panel. not believable. Landscape and props are not sense. Captions Captions are well written and edited for punctuation, grammar, and usage. sense and are edited for punctuation, grammar, and usage. Captions may or may not sense; some are not edited for punctuation, grammar, and usage. and are not edited for punctuation, grammar, and usage. Symbolism a clear and symbolic battle. a battle, but symbolism is not developed. symbolism is not clear. a battle, but clarity and/or no symbolism.

118 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 19-3 Hero Comic Strip Tell your hero story by creating a comic strip in the following eight boxes. Illustrate each box and add captions or word bubbles for dialogue and explanation. PRINT

119 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 20-1 Lesson 20 Beowulf : The Assessment Today is the completion of the Beowulf Unit. Hopefully you have come to understand why Beowulf is a classic example of epic poetry from the Anglo-Saxon period. Now, demonstrate your understanding of the Unit by completing the Beowulf Unit Assessment. Lesson Wrap-Up: What do you think was the main point of the story Beowulf?

120 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 20-2 Beowulf : Unit Assessment Part I: Recall and Interpret (40 points total; 5 points each) ircle the letter of the best answer. 1. Beowulf and his warriors journey to Denmark primarily to a. seek fame and fortune b. overthrow Hrothgar c. avenge his father s death d. vanquish an evil monster 2. Unferth challenges Beowulf s bravery because a. Unferth feels threatened b. Unferth is jealous of Beowulf c. Grendel is Unferth s secret ally d. Beowulf calls him a coward 3. Beowulf s guiding philosophy is b. pride goeth before a fall c. a good name is better than gold d. an eye for an eye and a tooth for a tooth 4. Hrothgar is grief stricken because a. Grendel kills Welthow b. his father was killed in battle c. his trusted aide is killed d. his kingdom is lost 5. Beowulf slays Grendel s mother with a. his bare hands b. Unferth s sword c. Hrothgar s sword d. a sword in the monster s den

121 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS Beowulf? a. good versus evil b. courage versus cowardice c. youth versus old age d. rich versus poor 7. Beowulf becomes King of the Geats when a. Herdred is killed in an act of revenge b. Higd offers him the throne c. Higlac dies in battle d. Herdred steps down 8. Wiglaf reproaches his fellow warriors because a. they failed to kill the dragon b. they deserted Beowulf in battle c. they did not honor Beowulf s dying wish d. they stole the dragon s treasures Part II: Evaluate and Connect (60 points total; 30 points each) Answer any two of the following essay questions on a separate sheet of paper. Make sure to answer each question completely with plenty of details to support your argument. 1. How does the following warning from Hrothgar apply to Beowulf? Give examples from the poem to support your answer.... The world is God s, He allows A man to grow famous, and his family rich, Gives him land and towns to rule And delight in, lets his kingdom reach As far as the world runs and who In human unwisdom, in the middle of such power, Remembers that it all will end, and too soon? Prosperity, prosperity, prosperity: nothing Troubles him, no sickness, not passing time, No sorrows, no sudden war breaking Out of nowhere, but all the world turns When he spins it. How can he know when he sins?

122 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS Explain why Beowulf may be said to exemplify the epic hero. 3. Examine the structure of Beowulf. In what ways are the prologue and conclusion similar? How do these similarities help unify the poem? 4. What is the theme, or central idea, of Beowulf? Support your answer with evidence from the poem. 5. Critic W. P. Ker evaluated Beowulf this way: The great beauty, the real value... is in its dignity of style. In construction it is curiously weak, in a sense preposterous; for while the main story is simplicity itself, the merest commonplace of heroic legend, all about it, in the historic allusions, there are revelations of a whole world of tragedy, plots different in import from that of Beowulf, more like the tragic themes of Iceland.... The thing itself is cheap; the moral and spirit of it can only be matched among the noblest of authors. What aspect of Beowulf is Ker criticizing when he calls the work preposterous? Do you agree? Why or why not? Answer to Question #

123 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 20-5 Answer to Question # PRINT

124 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 21-1 Lesson 21 The Canterbury Tales: The Man behind the Stories Today you will be moving on to a new text, The Canterbury Tales by Geoffrey Chaucer. This piece represents the next movement of the English Language Middle English. First you will be given background information on the author of The Canterbury Tales, Geoffrey Chaucer by reading the articel article, The Canterbury Tales: The Man behind the Stories. Once you have read the background information on the author, use your new knowledge complete the Character Map of Geoffrey Chaucer. Before beginning the map, take a look at your notes and brainstorm a list of possible headings for the information that you recorded or highlighted. After this list is complete, take time to group similar headings (for example: environment and home, or family and parents). Once all similar headings have been grouped, choose the three headings you feel best represent the information that you have in your notes. These headings will become the headings used in the map. Now, complete the Character Map of Geoffrey Chaucer. Headings should be placed in the rectangles and information for each of those heading should be placed in the ovals. Lesson Wrap-Up: Name three things that you learned about Geoffrey Chaucer.

125 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 21-2 Character Map of Geoffrey Chaucer box. Fill the circles attached to each box with information related to each main

126 STUDENT MANUAL The Canterbury Tales: The Man behind the Stories In Geoffrey Chaucer s The Canterbury Tales, a group of pilgrims exchange stories on their way to the holy land. Amidst the storytelling, Chaucer portrays himself as one of the colorful pilgrims. When it is his turn to tell a story, he launches into a ridiculous poem about a knight named Sir Thopas who is in love with an elf-queen and avoids fighting a vicious giant. Chaucer s tale is so terrible that the Host, Harry Bailly, forces Chaucer to stop telling the story. Chaucer then tells the story of a man named Melibee, whose wife and daughter are assaulted. It is dry, preachy writing, so much so that some editions of The Canterbury Tales leave it out altogether. Other editions include an abbreviated version. The other stories in The Canterbury Tales show that Chaucer was a master storyteller. So why did he portray his character in the story as so dull and long winded? He seemed to be making a joke at his own expense and not for the first time. Chaucer often wrote himself into his works in a self-mocking way. Why was he so determined to hide his true character? And what was he truly like? A Busy Man Geoffrey Chaucer is believed to have been born sometime between 1340 and 1343 in London. He was the son of a wine merchant named John Chaucer. His family was neither noble nor peasant but part of a new class that was on the rise in Europe in the late Middle Ages. It was what we now call the middle class, or the bourgeoisie. The members of the bourgeoisie were city dwellers skilled workers, and business owners. Though they did not have the power and prestige of the nobles, they sometimes had more money. In Chaucer s day, the middle class was growing in power. Chaucer s family had strong royal connections. By 1357, Geoffrey Chaucer was serving as a page (a youthful servant) for Prince Lionel, a son of King Edward III. Soon afterward, Chaucer became a soldier. In 1360, while fighting the French in the Hundred Years War ( ), he was taken prisoner, then ransomed by King Edward himself and freed. In 1366, he married Philippa de Roet, who was a lady-in-waiting to Edward s queen. This marriage was certainly a smart and practical match, strengthening Chaucer s connections with royalty. Chaucer s biographers think that the couple may have had three or four children.

127 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 21-4 Most of the rest of Chaucer s life was spent doing business. In 1367, he served as Edward III s valet, or personal servant a job that led to lots of other work. In 1374, he became a London customs official, overseeing shipments of wool from other countries. In 1386, he was elected a member of Parliament. In 1389, he was put in charge of the king s construction projects, which included playing fields for jousting tournaments. Later on, he also served as a deputy forester, tending to woods and wildlife in England s Somerset County. Though these jobs lack glamour, they seem to have suited Chaucer well. Even so, his pay was irregular and sometimes downright odd. In 1374, King Edward III awarded him a pitcher of wine every day for the rest of his life. This offer expired after King Edward s death. But in 1397, King Richard II guaranteed him an annual barrel of wine, again for life. Though Chaucer always had plenty to drink, hard cash wasn t always easy to come by. He sometimes got into trouble for debt. Chaucer, however, was a shrewd man. Shrewdness was a necessity in those politically troubled days. Violent rebellions broke out during his life, and he lived to see King Richard II dethroned and murdered. Civil servants like Chaucer including some of his close personal friends were even executed based on who they knew or didn t know. Chaucer apparently had a cunning way of quitting a job and taking another to keep himself from getting killed. Chaucer held many high-profile jobs and was on friendly terms with three English kings in a row. He was surely well known just as a civil servant. But he would have been forgotten if it weren t for his poetry. Curiously, poetry was the one activity that he seldom, if ever, got paid for. He seems to have written it for sheer pleasure. Love of the English Language Lucky for Chaucer, he was widely celebrated and successful during his lifetime. But why and how did a man who was busy doing so much demanding and tedious work take the time to write poetry? Perhaps one clue is Chaucer s great knowledge and love of language. When Chaucer was a boy around his father s wine business, he probably learned French and Italian from foreign wine merchants. That knowledge would have helped him as an adult. While serving royalty, he went on secret diplomatic missions to France and Italy. In Europe, he read French and Italian poetry. In Italy, he might have read a copy of The Divine Comedy, the magnificent epic poem by Dante Alighieri ( ). He also read Italian poetry by Petrarch ( ) and Giovanni Boccaccio ( ), who were still writing during Chaucer s lifetime.

128 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 21-5 Those foreign poets started Chaucer thinking about his native tongue. At that time, English was not a language held in high regard, not even in England. French and Latin were considered more proper for official business, literature, and high-class social situations. Chaucer didn t think this was fair or right. He loved English deeply, calling it a language of great diversity. He was sure that great literary poems could be written in English. So Chaucer set about writing ambitious poetry in English. (Remember, this was not the English we speak today, but its precursor, what we now call Middle English.) He had to invent new techniques and forms lines, stanzas, and rhyme schemes that suited English. He got many of his ideas from the French and Italian poems he knew so well and from the classics of antiquity. But his poetry is notable for its original and brilliant use of English. A Keen Observer Chaucer was also fascinated with everyday human life. In his different jobs, he met all kinds of people from every part of English society. They ranged from kings and noblemen to merchants and peasants and even criminals. Chaucer observed their appearances, ways, and manners. He also listened to their stories. It s possible that he became obsessed with writing those stories down, possibly in language much like the tellers own. The Canterbury Tales, the unfinished masterpiece of Chaucer s final years, shows his command of character. Although the tales themselves are fascinating and gripping, the pilgrims who tell them are scarcely less so. The virtuous Knight, the wicked Pardoner, the fiercely independent Wife of Bath, and the drunken Miller are as colorful as the tales they tell. According to some critics, Chaucer s varied, vivid characters remain unsurpassed by any author except those of William Shakespeare. Like Shakespeare, Chaucer disappears into his own work, letting his characters run the show. When he does appear, it s in a sort of disguise. He pretends to be dull and slow, probably to highlight his other varied and irresistible characters. Everlasting Fame When he died in 1400, Chaucer was buried in London s Westminster Abbey because he had been clerk of the works of Westminster. In 1556, his remains were moved to a tomb in what would become the abbey s famous Poet s Corner, where many of England s greatest writers have been laid to rest.

129 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 21-6 During the sixteenth century, after his death, Chaucer s influence grew steadily. When William Caxton introduced the first printing press to England in the 1400s, The Canterbury Tales was one of the first works printed. During Shakespeare s prominence in the late 1500s and early 1600s, Chaucer was praised as the English Homer, after the great epic poet of the ancient Greeks. Indeed, Shakespeare s play Troilus and Cressida is based on Chaucer s poem Troilus and Criseyde. The Two Noble Kinsmen, for which Shakespeare teamed up with another author to write, is based on The Knight s Tale. Shakespeare s work is scattered with many other references to Chaucer. In the 17th century, critic and author John Dryden declared Chaucer the father of English poetry. Dryden s judgment has stuck ever since. Whether they discover Chaucer s marvelous writings in his original Middle English or in modern translation, readers today can scarcely resist the originality of his language and his inventive characters and stories. PRINT

130 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 22-1 Lesson 22 Chaucer s English: Decoding Middle English Before reading Beowulf, you learned about the characteristics of Old English.Your exploration of the transformation of language will continue with a study of characteristics of Middle English through reading A Guide to Chaucer s English. Make sure to take notes or highlight important details as you read. Middle English by completing the Old English vs. Middle English Venn Diagram. Anything that the two forms of English have in common should be written in the overlapping section.the characteristics unique to Old English should be in the section to the left, while the characteristics unique to Middle English should be in the section to the right. The Miller s Tale. Hym thynketh verraily that he may see hym has the same meaning as the modern word, him. Thynketh means thinketh. However, thinketh is an outdated word, so you can change it to the past tense of think, which is thought. Next, there is the word verraily. Today, it is spelled verily, and it means truth or truly. Now, all that is left is the end of the sentence, that he may see, which means the same then as it does now. Now, you can begin to put it all together. When you clean it up a little bit, it reads: Now, take what you know about understanding Middle English and complete the Decoding Middle English Worksheet. Lesson Wrap-Up: Name three things that Middle and Old English have in common.

131 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 22-2 Decoding Middle English Worksheet Translate the following sentences from Middle English to Modern English on the lines provided Example: Hym thynketh verraily that he may see He thought, truly, that he could see 2. To drenchen Alisoun, his hony deere. 3. He wepeth, weyleth, maketh sory cheere; 4. He siketh with ful many a sory swogh; 5. He gooth and geteth hym a knedyng-trogh, 6. And after that a tubbe and a kymelyn, 7. And pryvely he sente hem to his in, 8. And heng hem in the roof in pryvetee.

132 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 22-3 Old English vs. Middle English Venn Diagram Complete this Venn Diagram using information you gathered from the reading, A Guide to Chaucer s English: Middle English. Write down characteristics of Old English in the circle on the left. Write down characteristics of Middle English in the circle on the right. Then, write traits that the two share in the middle.

133 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 22-4 A Guide to Chaucer s English: Middle English Lordinges, quod he, in chirches whan I preche, I peyne me to han an hauteyn speche, And ringe it out as round as gooth a belle, For I can al by rote that I telle. The above excerpt from The Canterbury Tales, by Geoffrey Chaucer, is spoken by the Pardoner at the beginning of his story. Each of the stories are written in Middle English. It s not the English we speak today, but an earlier version of it. It was the language spoken by ordinary people in England from about 1100 to 1500, roughly the same period of history we refer to as the late Middle Ages. Chaucer and other writers began using it as a literary language in the 14th century. Before The Canterbury Tales, English was considered unsophisticated and unfit for literature. It was the language of the street or the field but certainly not the language of poetry, art, religion, or high society. The clergy spoke Latin, and royalty spoke French. Business might be conducted in Italian, but never in English. Chaucer helped change that, and opened the door for English to grow into the rich and diverse language it is today. Middle English is very different from the English we speak today. However, it is still possible to understand. After all, this is the language that eventually evolved into modern English; the seeds of many words remain. What It Means To get started, don t worry about how a word should sound. Just try to figure out the meaning. You should be able to make sense out of most of the words with little or no trouble. Many of them are familiar, just spelled oddly. chirches = churches preche = preach peyne = pain speche = speech ringe = ring belle = bell telle = tell

134 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 22-5 Other words take a little more head scratching but still aren t too difficult. We still use the word rote to mean by memory or by heart. Lordinges looks like lords, so it s a good guess that it means something like gentlemen or gentlefolk. Quod looks like quote, so quod he surely means said he. Hauteyn looks like heightened, so the Pardoner means that his speech is fancy or loud. A modern reading of the above excerpt might look something like this: Gentlefolk, said he, in churches when I preach, I take pains to speak in a fancy manner, And let my voice ring out as roundly as a bell, For I know all that I tell by heart. As you can see, it can be easy to interpret Chaucer s meaning, even in the Middle English original. PRINT

135 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-1 Lessons 23 and 24 The Canterbury Tales: The Prologue In this Lesson, you are going to begin reading The Prologue from The Canterbury Tales. Understand that this is quite a bit longer than an average prologue. As you read, you should complete The Canterbury Tales in for you, but you must provide the rest. This assignment will take two class periods. Lesson Wrap-Up: Describe one of the characters from The Prologue to The Canterbury Tales in as much detail as you can.

136 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-2 The Canterbury Tales Character Chart (A prioress is in charge of nuns.) Personality In medieval times, coral was considered a defense against temptation... and a love charm Personality swears By St. Loy! known as Madame Eglantyne speaks French.... badly extremely careful about her table manners; consciously eats in a way, but the narrator calls her manners counterfeit cries if she but saw a mouse/caught in a trap or someone took a stick to her lap dogs Eglantyne is a kind of rose and also the name of several romantic heroines Monks and nuns were not supposed to keep pets because the money to care for them should be spent on the poor instead

137 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-3 Monk Personality has a brown horse with a fancy bridle and hunting dogs Personality He liked fat swan best, and roasted whole... he spared for no expense has fur on his cuffs and a gold pin (in the shape of a loveknot) to fasten his cloak fat, bald, shiny skin, glittering eyes (not dull or pale or tormented ) Because peasants did not always have enough to eat, obesity was a sign of success and luxury

138 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-4 Friar Friars went into the world as beggars to preach, help the poor, and cure the sick. One of a friar s duties was to hear people s confessions and to absolve or forgive them with a penance (penalty of prayer or doing good works) Personality Personality an easy man in penance-giving/ Where he could hope to make a decent living keeps pocket stuffed with pins for curls/ And pocketknives, to give to pretty girls knows all the taverns, innkeepers, and barmaids better than hanging out with scum like the poor and the diseased smooth talker can get money from a poor widow who can t afford it (illegally) settles arguments for a small fee a marriage, giving each/ Of his young women what he could afford her

139 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-5 Merchant Personality forking beard,beaver hat, fancy boots and multicolored clothing. All very expensive. Personality likes to harp about business and acts like an expert but... none knew he was in debt (a student) his horse was thinner than a rake/ And he was not too fat prefers spending money on books, rather than clothes or entertainment a hollow look, a sober stare threadbare overcoat only cares about studying doesn t talk much; is brief, deep, and moral gladly would he learn and gladly teach (lawyer) (one of a select group of lawyers who advised the king) multicolored coat silk, pin-striped belt (has money) a man to reverence/ Or so he seemed narrow-minded and predictable was less busy than he seemed to be knew every law by heart livery [uniforms]... impressive knives tricked out with... purest silver

140 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-6 Merchant Personality forking beard,beaver hat, fancy boots and multicolored clothing. All very expensive. Personality likes to harp about business and acts like an expert but... none knew he was in debt (a student) his horse was thinner than a rake/ And he was not too fat prefers spending money on books, rather than clothes or entertainment a hollow look, a sober stare threadbare overcoat only cares about studying doesn t talk much; is brief, deep, and moral gladly would he learn and gladly teach (lawyer) (one of a select group of lawyers who advised the king) multicolored coat silk, pin-striped belt (has money) a man to reverence/ Or so he seemed narrow-minded and predictable was less busy than he seemed to be knew every law by heart livery [uniforms]... impressive knives tricked out with... purest silver

141 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-7 Cook Personality had a white sore on his knee oozing pus Personality excellent cook makes a wonderful white pudding Skipper dagger on a cord around his neck (instead of sheathed and put away) awkward on a horse came from Dartmouth steals from the cargo while the traders sleep Doctor expensive garments blood-red in color slashed with bluishgray always kills his prisoners (walk the plank) excellent seaman knows astronomy, humors, medicine, and surgery very well people s illnesses by prescribing drugs that don t work and sharing apothecaries Yet he was rather close with his expenses/ And kept the gold he won in pestilences

142 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-8 Bath (woman from Bath) Personality Personality The Wife of Bath s freedom to travel on pilgrimages was a luxury not available to many women in her time. Through his reference to her wandering and gap teeth, Chaucer is implying that the Wife of Bath took full advantage of her freedom. Parson He stayed at home and watched over his fold/ So that no wolf should make the sheep miscarry. He was a shepherd and no mercenary.... and he would help the poor for the love of Christ and never take a penny... Miller red beard wart on his nose with hairs, like bristles growing out of it wide, black nostrils mouth like a furnace door wears a blue hood and a white coat a wrangler and a joker) has a collection of the main cheats his customers by scale He was a masterhand at stealing grain plays the bagpipes

143 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-9 Manciple (a food buyer for an institution) Personality Personality practices insider trading and cashes in on the market as he buys the food for his masters uneducated, but could make fools of his masters Reeve old & thin very short haircut used to be a carpenter long coat and a rusty blade bad-tempered a stickler for details he was feared like the plague by those beneath him has gotten rich by embezzling from his master And he was under contract to present/ The accounts, right from his master s earliest years. No one ever caught him in arrears. A reeve was a manager of an estate whose job it was to inspect everything and impose found anything wrong.

144 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Personality Personality In Chaucer s time, sexual relations outside marriage were cause for excommunication, and the Summoner s job was to track down offenders and deliver them to the Archdeacon for punishment. Pardoner Long hair was a violation of the rule that men who worked for the Church should wear their hair tonsured (short, with a shaved spot at the top, as a symbol of humility). Even loyal members of the Church criticized the sale of pardons. Relics are the remains (bones, hair, garments, and so on) of a holy person.saying a prayer with the relic in hand was thought to bring an indulgence or limited relief from the pains of purgatory after death. Some relics were fake, but believers willingly bought them and provided a steady income to the sellers.

145 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & The Cantebury Tales: The Prologue WHEN that Aprilis, with his showers swoot*, The drought of March hath pierced to the root, And bathed every vein in such licour, Of which virtue engender d is the flower; When Zephyrus eke with his swoote breath Inspired hath in every holt* and heath The tender croppes* and the younge sun Hath in the Ram <1> his halfe course y-run, And smalle fowles make melody, That sleepen all the night with open eye, (So pricketh them nature in their corages*); Then longe folk to go on pilgrimages, And palmers <2> for to seeke strange strands, To *ferne hallows couth* in sundry lands; And specially, from every shire s end Of Engleland, to Canterbury they wend, The holy blissful Martyr for to seek, That them hath holpen*, when that they were sick. *sweet *grove, forest *twigs, boughs *hearts, inclinations *distant saints known<3> *helped

146 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Befell that, in that season on a day, In Southwark at the Tabard <4> as I lay, Ready to wenden on my pilgrimage To Canterbury with devout corage, At night was come into that hostelry Well nine and twenty in a company Of sundry folk, *by aventure y-fall *who had by chance fallen In fellowship*, and pilgrims were they all, into company.* <5> That toward Canterbury woulde ride. The chamber, and the stables were wide, And *well we weren eased at the best.* *we were well provided And shortly, when the sunne was to rest, with the best* So had I spoken with them every one, That I was of their fellowship anon, And made forword* early for to rise, *promise To take our way there as I you devise*. *describe, relate But natheless, while I have time and space, Ere that I farther in this tale pace, Me thinketh it accordant to reason, To tell you alle the condition Of each of them, so as it seemed me, And which they weren, and of what degree; And eke in what array that they were in: And at a Knight then will I first begin.

147 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & A KNIGHT there was, and that a worthy man, That from the time that he first began To riden out, he loved chivalry, Truth and honour, freedom and courtesy. Full worthy was he in his Lorde s war, And thereto had he ridden, no man farre*, *farther As well in Christendom as in Heatheness, And ever honour d for his worthiness At Alisandre <6> he was when it was won. Full often time he had the board begun Above alle nations in Prusse.<7> In Lettowe had he reysed,* and in Russe, *journeyed No Christian man so oft of his degree. In Grenade at the siege eke had he be Of Algesir, and ridden in Belmarie. <8> At Leyes was he, and at Satalie, When they were won; and in the Greate Sea At many a noble army had he be. At mortal battles had he been fifteen, And foughten for our faith at Tramissene. In listes thries, and aye slain his foe. This ilke* worthy knight had been also *same <9> Some time with the lord of Palatie, Against another heathen in Turkie: And evermore *he had a sovereign price*. *He was held in very And though that he was worthy he was wise, high esteem.* And of his port as meek as is a maid. He never yet no villainy ne said In all his life, unto no manner wight. He was a very perfect gentle knight. But for to telle you of his array, His horse was good, but yet he was not gay. Of fustian he weared a gipon*, *short doublet Alle *besmotter d with his habergeon,* *soiled by his coat of mail.* For he was late y-come from his voyage, And wente for to do his pilgrimage.

148 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & With him there was his son, a younge SQUIRE, A lover, and a lusty bacheler, With lockes crulle* as they were laid in press. Of twenty year of age he was I guess. Of his stature he was of even length, And *wonderly deliver*, and great of strength. And he had been some time in chevachie*, In Flanders, in Artois, and Picardie, And borne him well, *as of so little space*, In hope to standen in his lady s grace. Embroider d was he, as it were a mead All full of freshe flowers, white and red. Singing he was, or fluting all the day; He was as fresh as is the month of May. Short was his gown, with sleeves long and wide. Well could he sit on horse, and faire ride. He coulde songes make, and well indite, Joust, and eke dance, and well pourtray and write. So hot he loved, that by nightertale* He slept no more than doth the nightingale. Courteous he was, lowly, and serviceable, And carv d before his father at the table.<10> *curled *wonderfully nimble* *cavalry raids *in such a short time* *night-time A YEOMAN had he, and servants no mo At that time, for *him list ride so* And he was clad in coat and hood of green. A sheaf of peacock arrows<11> bright and keen Under his belt he bare full thriftily. Well could he dress his tackle yeomanly: His arrows drooped not with feathers low; And in his hand he bare a mighty bow. A nut-head <12> had he, with a brown visiage: Of wood-craft coud* he well all the usage: Upon his arm he bare a gay bracer*, And by his side a sword and a buckler, And on that other side a gay daggere, Harnessed well, and sharp as point of spear: A Christopher on his breast of silver sheen. An horn he bare, the baldric was of green: A forester was he soothly* as I guess. There was also a Nun, a PRIORESS, That of her smiling was full simple and coy; Her greatest oathe was but by Saint Loy; And she was cleped* Madame Eglentine. *it pleased him so to ride* *knew *small shield *certainly *called

149 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Full well she sang the service divine, Entuned in her nose full seemly; And French she spake full fair and fetisly* After the school of Stratford atte Bow, For French of Paris was to her unknow. At meate was she well y-taught withal; She let no morsel from her lippes fall, Nor wet her fingers in her sauce deep. Well could she carry a morsel, and well keep, That no droppe ne fell upon her breast. In courtesy was set full much her lest*. Her over-lippe wiped she so clean, That in her cup there was no farthing* seen Of grease, when she drunken had her draught; Full seemely after her meat she raught*: And *sickerly she was of great disport*, And full pleasant, and amiable of port, And *pained her to counterfeite cheer Of court,* and be estately of mannere, And to be holden digne* of reverence. But for to speaken of her conscience, She was so charitable and so pitous,* She woulde weep if that she saw a mouse Caught in a trap, if it were dead or bled. Of smalle houndes had she, that she fed With roasted flesh, and milk, and *wastel bread.* But sore she wept if one of them were dead, Or if men smote it with a yarde* smart: And all was conscience and tender heart. Full seemly her wimple y-pinched was; Her nose tretis;* her eyen gray as glass;<13> Her mouth full small, and thereto soft and red; But sickerly she had a fair forehead. It was almost a spanne broad I trow; For *hardily she was not undergrow*. Full fetis* was her cloak, as I was ware. Of small coral about her arm she bare A pair of beades, gauded all with green; And thereon hung a brooch of gold full sheen, On which was first y-written a crown d A, And after, *Amor vincit omnia.* Another Nun also with her had she, [That was her chapelleine, and PRIESTES three.] *properly *pleasure *speck *reached out her hand *surely she was of a lively disposition* *took pains to assume a courtly disposition* *worthy *full of pity *finest white bread* *staff *well-formed *certainly she was not small* *neat *love conquers all*

150 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & A MONK there was, a fair *for the mast ry*, *above all others*<14> An out-rider, that loved venery*; *hunting A manly man, to be an abbot able. Full many a dainty horse had he in stable: And when he rode, men might his bridle hear Jingeling <15> in a whistling wind as clear, And eke as loud, as doth the chapel bell, There as this lord was keeper of the cell. The rule of Saint Maur and of Saint Benet, <16> Because that it was old and somedeal strait This ilke* monk let olde thinges pace, *same And held after the newe world the trace. He *gave not of the text a pulled hen,* *he cared nothing That saith, that hunters be not holy men: for the text* Ne that a monk, when he is cloisterless; Is like to a fish that is waterless; This is to say, a monk out of his cloister. This ilke text held he not worth an oyster; And I say his opinion was good. Why should he study, and make himselfe wood* *mad <17> Upon a book in cloister always pore, Or swinken* with his handes, and labour, *toil As Austin bid? how shall the world be served? Let Austin have his swink to him reserved. Therefore he was a prickasour* aright: *hard rider Greyhounds he had as swift as fowl of flight; Of pricking* and of hunting for the hare *riding Was all his lust,* for no cost would he spare. *pleasure I saw his sleeves *purfil d at the hand *worked at the end with a With gris,* and that the finest of the land. fur called gris * And for to fasten his hood under his chin, He had of gold y-wrought a curious pin; A love-knot in the greater end there was. His head was bald, and shone as any glass, And eke his face, as it had been anoint; He was a lord full fat and in good point; His eyen steep,* and rolling in his head, *deep-set That steamed as a furnace of a lead. His bootes supple, his horse in great estate, Now certainly he was a fair prelate; He was not pale as a forpined* ghost; *wasted A fat swan lov d he best of any roast. His palfrey was as brown as is a berry.

151 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & A FRIAR there was, a wanton and a merry, A limitour <18>, a full solemne man. In all the orders four is none that can* So much of dalliance and fair language. He had y-made full many a marriage Of younge women, at his owen cost. Unto his order he was a noble post; Full well belov d, and familiar was he With franklins *over all* in his country, And eke with worthy women of the town: For he had power of confession, As said himselfe, more than a curate, For of his order he was licentiate. Full sweetely heard he confession, And pleasant was his absolution. He was an easy man to give penance, *There as he wist to have a good pittance:* For unto a poor order for to give Is signe that a man is well y-shrive. For if he gave, he *durste make avant*, He wiste* that the man was repentant. For many a man so hard is of his heart, He may not weep although him sore smart. Therefore instead of weeping and prayeres, Men must give silver to the poore freres. His tippet was aye farsed* full of knives And pinnes, for to give to faire wives; And certainly he had a merry note: Well could he sing and playen *on a rote*; Of yeddings* he bare utterly the prize. His neck was white as is the fleur-de-lis. Thereto he strong was as a champion, And knew well the taverns in every town. And every hosteler and gay tapstere, Better than a lazar* or a beggere, For unto such a worthy man as he Accordeth not, as by his faculty, To have with such lazars acquaintance. It is not honest, it may not advance, As for to deale with no such pouraille*, But all with rich, and sellers of vitaille*. And *ov r all there as* profit should arise, Courteous he was, and lowly of service; There n as no man nowhere so virtuous. He was the beste beggar in all his house: *knows *everywhere* *where he know he would get good payment* *dared to boast* *knew *stuffed *from memory* *songs *leper *offal, refuse *victuals *in every place where&

152 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & And gave a certain farme for the grant, <19> None of his bretheren came in his haunt. For though a widow hadde but one shoe, So pleasant was his In Principio,<20> Yet would he have a farthing ere he went; His purchase was well better than his rent. And rage he could and play as any whelp, In lovedays <21>; there could he muchel* help. For there was he not like a cloisterer, With threadbare cope as is a poor scholer; But he was like a master or a pope. Of double worsted was his semicope*, That rounded was as a bell out of press. Somewhat he lisped for his wantonness, To make his English sweet upon his tongue; And in his harping, when that he had sung, His eyen* twinkled in his head aright, As do the starres in a frosty night. This worthy limitour <18> was call d Huberd. *greatly *short cloak *eyes A MERCHANT was there with a forked beard, In motley, and high on his horse he sat, Upon his head a Flandrish beaver hat. His bootes clasped fair and fetisly*. *neatly His reasons aye spake he full solemnly, Sounding alway th increase of his winning. He would the sea were kept <22> for any thing Betwixte Middleburg and Orewell<23> Well could he in exchange shieldes* sell *crown coins <24> This worthy man full well his wit beset*; *employed There wiste* no wight** that he was in debt, *knew **man So *estately was he of governance* *so well he managed* With his bargains, and with his chevisance*. *business contract For sooth he was a worthy man withal, But sooth to say, I n ot* how men him call. *know not

153 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & A CLERK there was of Oxenford* also, That unto logic hadde long y-go*. As leane was his horse as is a rake, And he was not right fat, I undertake; But looked hollow*, and thereto soberly**. Full threadbare was his *overest courtepy*, For he had gotten him yet no benefice, Ne was not worldly, to have an office. For him was lever* have at his bed s head Twenty bookes, clothed in black or red, Of Aristotle, and his philosophy, Than robes rich, or fiddle, or psalt ry. But all be that he was a philosopher, Yet hadde he but little gold in coffer, But all that he might of his friendes hent*, On bookes and on learning he it spent, And busily gan for the soules pray Of them that gave him <25> wherewith to scholay* Of study took he moste care and heed. Not one word spake he more than was need; And that was said in form and reverence, And short and quick, and full of high sentence. Sounding in moral virtue was his speech, And gladly would he learn, and gladly teach. *Oxford *devoted himself *thin; **poorly *uppermost short cloak* *rather *obtain *study A SERGEANT OF THE LAW, wary and wise, That often had y-been at the Parvis, <26> There was also, full rich of excellence. Discreet he was, and of great reverence: He seemed such, his wordes were so wise, Justice he was full often in assize, By patent, and by plein* commission; For his science, and for his high renown, Of fees and robes had he many one. So great a purchaser was nowhere none. All was fee simple to him, in effect His purchasing might not be in suspect* Nowhere so busy a man as he there was And yet he seemed busier than he was In termes had he case and doomes* all That from the time of King Will. were fall. Thereto he could indite, and make a thing There coulde no wight *pinch at* his writing. And every statute coud* he plain by rote He rode but homely in a medley* coat, Girt with a seint* of silk, with barres small; *full *suspicion *judgements *find fault with* *knew *multicoloured *sash

154 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & A FRANKELIN* was in this company; *Rich landowner White was his beard, as is the daisy. Of his complexion he was sanguine. Well lov d he in the morn a sop in wine. To liven in delight was ever his won*, *wont For he was Epicurus owen son, That held opinion, that plein* delight *full Was verily felicity perfite. An householder, and that a great, was he; Saint Julian<27> he was in his country. His bread, his ale, was alway *after one*; *pressed on one* A better envined* man was nowhere none; *stored with wine Withoute bake-meat never was his house, Of fish and flesh, and that so plenteous, It snowed in his house of meat and drink, Of alle dainties that men coulde think. After the sundry seasons of the year, So changed he his meat and his soupere. Full many a fat partridge had he in mew*, *cage <28> And many a bream, and many a luce* in stew**<29> *pike **fish-pond Woe was his cook, *but if* his sauce were *unless* Poignant and sharp, and ready all his gear. His table dormant* in his hall alway *fixed Stood ready cover d all the longe day. At sessions there was he lord and sire. Full often time he was *knight of the shire* *Member of Parliament* An anlace*, and a gipciere** all of silk, *dagger **purse Hung at his girdle, white as morning milk. A sheriff had he been, and a countour<30> Was nowhere such a worthy vavasour<31>.

155 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & An HABERDASHER, and a CARPENTER, A WEBBE*, a DYER, and a TAPISER**, Were with us eke, cloth d in one livery, Of a solemn and great fraternity. Full fresh and new their gear y-picked* was. Their knives were y-chaped* not with brass, But all with silver wrought full clean and well, Their girdles and their pouches *every deal*. Well seemed each of them a fair burgess, To sitten in a guild-hall, on the dais. <32> Evereach, for the wisdom that he can*, Was shapely* for to be an alderman. For chattels hadde they enough and rent, And eke their wives would it well assent: And elles certain they had been to blame. It is full fair to be y-clep d madame, And for to go to vigils all before, And have a mantle royally y-bore.<33> *weaver **tapestry-maker *spruce *mounted *in every part* *knew *fitted A COOK they hadde with them for the nones*, To boil the chickens and the marrow bones, And powder merchant tart and galingale. Well could he know a draught of London ale. He could roast, and stew, and broil, and fry, Make mortrewes, and well bake a pie. But great harm was it, as it thoughte me, That, on his shin a mormal* hadde he. For blanc manger, that made he with the best <34> *occasion *ulcer

156 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & A SHIPMAN was there, *wonned far by West*: For ought I wot, be was of Dartemouth. He rode upon a rouncy*, as he couth, All in a gown of falding* to the knee. A dagger hanging by a lace had he About his neck under his arm adown; The hot summer had made his hue all brown; And certainly he was a good fellaw. Full many a draught of wine he had y-draw From Bourdeaux-ward, while that the chapmen sleep; Of nice conscience took he no keep. If that he fought, and had the higher hand, *By water he sent them home to every land.* But of his craft to reckon well his tides, His streames and his strandes him besides, His herberow*, his moon, and lodemanage**, There was none such, from Hull unto Carthage Hardy he was, and wise, I undertake: With many a tempest had his beard been shake. He knew well all the havens, as they were, From Scotland to the Cape of Finisterre, And every creek in Bretagne and in Spain: His barge y-cleped was the Magdelain. *who dwelt far to the West* *hack *coarse cloth *he drowned his prisoners* *harbourage **pilotage<35> The Prologue and complete the chart.

157 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & With us there was a DOCTOR OF PHYSIC; In all this worlde was there none him like To speak of physic, and of surgery: For he was grounded in astronomy. He kept his patient a full great deal In houres by his magic natural. Well could he fortune* the ascendent Of his images for his patient,. He knew the cause of every malady, Were it of cold, or hot, or moist, or dry, And where engender d, and of what humour. He was a very perfect practisour The cause y-know,* and of his harm the root, Anon he gave to the sick man his boot* Full ready had he his apothecaries, To send his drugges and his lectuaries For each of them made other for to win Their friendship was not newe to begin Well knew he the old Esculapius, And Dioscorides, and eke Rufus; Old Hippocras, Hali, and Gallien; Serapion, Rasis, and Avicen; Averrois, Damascene, and Constantin; Bernard, and Gatisden, and Gilbertin. <36> Of his diet measurable was he, For it was of no superfluity, But of great nourishing, and digestible. His study was but little on the Bible. In sanguine* and in perse** he clad was all Lined with taffeta, and with sendall*. And yet *he was but easy of dispense*: He kept *that he won in the pestilence*. For gold in physic is a cordial; Therefore he loved gold in special. *make fortunate *known *remedy *red **blue *fine silk *he spent very little* *the money he made during the plague*

158 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & A good WIFE was there OF beside BATH, But she was somedeal deaf, and that was scath*. *damage; pity Of cloth-making she hadde such an haunt*, *skill She passed them of Ypres, and of Gaunt. <37> In all the parish wife was there none, That to the off ring* before her should gon, *the offering at mass And if there did, certain so wroth was she, That she was out of alle charity Her coverchiefs* were full fine of ground *head-dresses I durste swear, they weighede ten pound <38> That on the Sunday were upon her head. Her hosen weren of fine scarlet red, Full strait y-tied, and shoes full moist* and new *fresh <39> Bold was her face, and fair and red of hue. She was a worthy woman all her live, Husbands at the church door had she had five, Withouten other company in youth; But thereof needeth not to speak as nouth*. *now And thrice had she been at Jerusalem; She hadde passed many a strange stream At Rome she had been, and at Bologne, In Galice at Saint James, <40> and at Cologne; She coude* much of wand rng by the Way. *knew Gat-toothed* was she, soothly for to say. *Buck-toothed<41> Upon an ambler easily she sat, Y-wimpled well, and on her head an hat As broad as is a buckler or a targe. A foot-mantle about her hippes large, And on her feet a pair of spurres sharp. In fellowship well could she laugh and carp* *jest, talk Of remedies of love she knew perchance For of that art she coud* the olde dance. *knew

159 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & A good man there was of religion, That was a poore PARSON of a town: But rich he was of holy thought and werk*. He was also a learned man, a clerk, That Christe s gospel truly woulde preach. His parishens* devoutly would he teach. Benign he was, and wonder diligent, And in adversity full patient: And such he was y-proved *often sithes*. Full loth were him to curse for his tithes, But rather would he given out of doubt, Unto his poore parishens about, Of his off ring, and eke of his substance. *He could in little thing have suffisance*. Wide was his parish, and houses far asunder, But he ne left not, for no rain nor thunder, In sickness and in mischief to visit The farthest in his parish, *much and lit*, Upon his feet, and in his hand a staff. This noble ensample to his sheep he gaf*, That first he wrought, and afterward he taught. Out of the gospel he the wordes caught, And this figure he added yet thereto, That if gold ruste, what should iron do? For if a priest be foul, on whom we trust, No wonder is a lewed* man to rust: And shame it is, if that a priest take keep, To see a shitten shepherd and clean sheep: Well ought a priest ensample for to give, By his own cleanness, how his sheep should live. He sette not his benefice to hire, And left his sheep eucumber d in the mire, And ran unto London, unto Saint Paul s, To seeke him a chantery<42> for souls, Or with a brotherhood to be withold:* But dwelt at home, and kepte well his fold, So that the wolf ne made it not miscarry. He was a shepherd, and no mercenary. And though he holy were, and virtuous, He was to sinful men not dispitous* Nor of his speeche dangerous nor dign* But in his teaching discreet and benign. To drawen folk to heaven, with fairness, By good ensample, was his business: *work *parishioners *oftentimes* *he was satisfied with very little* *great and small* *gave *unlearned *detained *severe *disdainful

160 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & *But it were* any person obstinate, What so he were of high or low estate, Him would he snibbe* sharply for the nones**. A better priest I trow that nowhere none is. He waited after no pomp nor reverence, Nor maked him a *spiced conscience*, But Christe s lore, and his apostles twelve, He taught, and first he follow d it himselve. *but if it were* *reprove **nonce,occasion *artificial conscience* With him there was a PLOUGHMAN, was his brother, That had y-laid of dung full many a fother*. A true swinker* and a good was he, Living in peace and perfect charity. God loved he beste with all his heart At alle times, were it gain or smart*, And then his neighebour right as himselve. He woulde thresh, and thereto dike*, and delve, For Christe s sake, for every poore wight, Withouten hire, if it lay in his might. His tithes payed he full fair and well, Both of his *proper swink*, and his chattel** In a tabard* he rode upon a mare. *ton *hard worker *pain, loss *dig ditches *his own labour* **goods *sleeveless jerkin

161 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & There was also a Reeve, and a Millere, A Sompnour, and a Pardoner also, A Manciple, and myself, there were no mo. The MILLER was a stout carle for the nones, Full big he was of brawn, and eke of bones; That proved well, for *ov r all where* he came, At wrestling he would bear away the ram.<43> He was short-shouldered, broad, a thicke gnarr*, *wheresoever* *stump of wood *could not There was no door, that he n old* heave off bar, Or break it at a running with his head. His beard as any sow or fox was red, And thereto broad, as though it were a spade. Upon the cop* right of his nose he had *head <44> A wart, and thereon stood a tuft of hairs Red as the bristles of a sowe s ears. His nose-thirles* blacke were and wide. *nostrils <45> A sword and buckler bare he by his side. His mouth as wide was as a furnace. He was a jangler, and a goliardais*, *buffoon <46> And that was most of sin and harlotries. Well could he steale corn, and tolle thrice And yet he had a thumb of gold, pardie.<47> A white coat and a blue hood weared he A baggepipe well could he blow and soun, And therewithal he brought us out of town.

162 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & A gentle MANCIPLE <48> was there of a temple, Of which achatours* mighte take ensample For to be wise in buying of vitaille*. For whether that he paid, or took *by taile*, Algate* he waited so in his achate**, That he was aye before in good estate. Now is not that of God a full fair grace That such a lewed* mannes wit shall pace** The wisdom of an heap of learned men? Of masters had he more than thries ten, That were of law expert and curious: Of which there was a dozen in that house, Worthy to be stewards of rent and land Of any lord that is in Engleland, To make him live by his proper good, In honour debtless, *but if he were wood*, Or live as scarcely as him list desire; And able for to helpen all a shire In any case that mighte fall or hap; And yet this Manciple *set their aller cap* *buyers *victuals *on credit *always **purchase *unlearned **surpass *unless he were mad* *outwitted them all* The REEVE <49> was a slender choleric man His beard was shav d as nigh as ever he can. His hair was by his eares round y-shorn; His top was docked like a priest beforn Full longe were his legges, and full lean Y-like a staff, there was no calf y-seen Well could he keep a garner* and a bin* There was no auditor could on him win Well wist he by the drought, and by the rain, The yielding of his seed and of his grain His lorde s sheep, his neat*, and his dairy His swine, his horse, his store, and his poultry, Were wholly in this Reeve s governing, And by his cov nant gave he reckoning, Since that his lord was twenty year of age; There could no man bring him in arrearage There was no bailiff, herd, nor other hine* That he ne knew his *sleight and his covine* They were adrad* of him, as of the death His wonning* was full fair upon an heath With greene trees y-shadow d was his place. He coulde better than his lord purchase Full rich he was y-stored privily His lord well could he please subtilly, *storeplaces for grain *cattle *servant *tricks and cheating* *in dread *abode

163 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & To give and lend him of his owen good, And have a thank, and yet* a coat and hood. In youth he learned had a good mistere* He was a well good wright, a carpentere This Reeve sate upon a right good stot*, That was all pomely* gray, and highte** Scot. A long surcoat of perse* upon he had, And by his side he bare a rusty blade. Of Norfolk was this Reeve, of which I tell, Beside a town men clepen* Baldeswell, Tucked he was, as is a friar, about, And ever rode the *hinderest of the rout*. *also *trade *steed *dappled **called *sky-blue *call *hindmost of the group* A SOMPNOUR* was there with us in that place, *summoner <50> That had a fire-red cherubinnes face, For sausefleme* he was, with eyen narrow. *red or pimply As hot he was and lecherous as a sparrow, With scalled browes black, and pilled* beard: *scanty Of his visage children were sore afeard. There n as quicksilver, litharge, nor brimstone, Boras, ceruse, nor oil of tartar none, Nor ointement that woulde cleanse or bite, That him might helpen of his whelkes* white, *pustules Nor of the knobbes* sitting on his cheeks. *buttons Well lov d he garlic, onions, and leeks, And for to drink strong wine as red as blood. Then would he speak, and cry as he were wood; And when that he well drunken had the wine, Then would he speake no word but Latin. A fewe termes knew he, two or three, That he had learned out of some decree; No wonder is, he heard it all the day. And eke ye knowen well, how that a jay Can clepen* Wat, as well as can the Pope. *call But whoso would in other thing him grope*, *search Then had he spent all his philosophy, Aye, Questio quid juris,<51> would he cry.

164 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & He was a gentle harlot* and a kind; A better fellow should a man not find. He woulde suffer, for a quart of wine, A good fellow to have his concubine A twelvemonth, and excuse him at the full. Full privily a *finch eke could he pull*. And if he found owhere* a good fellaw, He woulde teache him to have none awe In such a case of the archdeacon s curse; *But if* a manne s soul were in his purse; For in his purse he should y-punished be. Purse is the archedeacon s hell, said he. But well I wot, he lied right indeed: Of cursing ought each guilty man to dread, For curse will slay right as assoiling* saveth; And also ware him of a significavit<53>. In danger had he at his owen guise The younge girles of the diocese, <54> And knew their counsel, and was of their rede*. A garland had he set upon his head, As great as it were for an alestake*: A buckler had he made him of a cake. *a low fellow<52> * fleece a man* *anywhere *unless* *absolving *counsel *The post of an alehouse sign With him there rode a gentle PARDONERE <55> Of Ronceval, his friend and his compere, That straight was comen from the court of Rome. Full loud he sang, Come hither, love, to me This Sompnour *bare to him a stiff burdoun*, *sang the bass* Was never trump of half so great a soun. This Pardoner had hair as yellow as wax, But smooth it hung, as doth a strike* of flax: *strip By ounces hung his lockes that he had, And therewith he his shoulders oversprad. Full thin it lay, by culpons* one and one, *locks, shreds But hood for jollity, he weared none, For it was trussed up in his wallet. Him thought he rode all of the *newe get*, *latest fashion*<56> Dishevel, save his cap, he rode all bare. Such glaring eyen had he, as an hare. A vernicle* had he sew d upon his cap. *image of Christ <57> His wallet lay before him in his lap, Bretful* of pardon come from Rome all hot. *brimful A voice he had as small as hath a goat. No beard had he, nor ever one should have. As smooth it was as it were new y-shave;

165 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & I trow he were a gelding or a mare. But of his craft, from Berwick unto Ware, Ne was there such another pardonere. For in his mail* he had a pillowbere**, Which, as he saide, was our Lady s veil: He said, he had a gobbet* of the sail That Sainte Peter had, when that he went Upon the sea, till Jesus Christ him hent*. He had a cross of latoun* full of stones, And in a glass he hadde pigge s bones. But with these relics, whenne that he fond A poore parson dwelling upon lond, Upon a day he got him more money Than that the parson got in moneths tway; And thus with feigned flattering and japes*, He made the parson and the people his apes. But truely to tellen at the last, He was in church a noble ecclesiast. Well could he read a Lesson or a story, But alderbest* he sang an offertory: For well he wiste, when that song was sung, He muste preach, and well afile* his tongue, To winne silver, as he right well could: Therefore he sang full merrily and loud. *bag <58> **pillowcase *piece *took hold of *copper *jests *best of all *polish

166 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Now have I told you shortly in a clause Th estate, th array, the number, and eke the cause Why that assembled was this company In Southwark at this gentle hostelry, That highte the Tabard, fast by the Bell.<59> But now is time to you for to tell *How that we baren us that ilke night*, When we were in that hostelry alight. And after will I tell of our voyage, And all the remnant of our pilgrimage. But first I pray you of your courtesy, That ye *arette it not my villainy*, Though that I plainly speak in this mattere. To tellen you their wordes and their cheer; Not though I speak their wordes properly. For this ye knowen all so well as I, Whoso shall tell a tale after a man, He must rehearse, as nigh as ever he can, Every word, if it be in his charge, *All speak he* ne er so rudely and so large; Or elles he must tell his tale untrue, Or feigne things, or finde wordes new. He may not spare, although he were his brother; He must as well say one word as another. Christ spake Himself full broad in Holy Writ, And well ye wot no villainy is it. Eke Plato saith, whoso that can him read, The wordes must be cousin to the deed. Also I pray you to forgive it me, *All have I* not set folk in their degree, Here in this tale, as that they shoulden stand: My wit is short, ye may well understand. *what we did that same night* *count it not rudeness in me* *let him speak* *although I have*

167 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Great cheere made our Host us every one, And to the supper set he us anon: And served us with victual of the best. Strong was the wine, and well to drink us lest*. *pleased A seemly man Our Hoste was withal For to have been a marshal in an hall. A large man he was with eyen steep*, *deep-set. A fairer burgess is there none in Cheap<60>: Bold of his speech, and wise and well y-taught, And of manhoode lacked him right naught. Eke thereto was he right a merry man, And after supper playen he began, And spake of mirth amonges other things, When that we hadde made our reckonings; And saide thus; Now, lordinges, truly Ye be to me welcome right heartily: For by my troth, if that I shall not lie, I saw not this year such a company At once in this herberow*, am is now. *inn <61> Fain would I do you mirth, an* I wist* how. *if I knew* And of a mirth I am right now bethought. To do you ease*, and it shall coste nought. *pleasure Ye go to Canterbury; God you speed, The blissful Martyr *quite you your meed*; *grant you what And well I wot, as ye go by the way, you deserve* Ye *shapen you* to talken and to play: *intend to* For truely comfort nor mirth is none To ride by the way as dumb as stone: And therefore would I make you disport, As I said erst, and do you some comfort. And if you liketh all by one assent Now for to standen at my judgement, And for to worken as I shall you say To-morrow, when ye riden on the way, Now by my father s soule that is dead, *But ye be merry, smiteth off* mine head. *unless you are merry, Hold up your hands withoute more speech. smite off my head*

168 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Our counsel was not longe for to seech*: Us thought it was not worth to *make it wise*, And granted him withoute more avise*, And bade him say his verdict, as him lest. Lordings (quoth he), now hearken for the best; But take it not, I pray you, in disdain; This is the point, to speak it plat* and plain. That each of you, to shorten with your way In this voyage, shall tellen tales tway, To Canterbury-ward, I mean it so, And homeward he shall tellen other two, Of aventures that whilom have befall. And which of you that bear th him best of all, That is to say, that telleth in this case Tales of best sentence and most solace, Shall have a supper *at your aller cost* Here in this place, sitting by this post, When that ye come again from Canterbury. And for to make you the more merry, I will myselfe gladly with you ride, Right at mine owen cost, and be your guide. And whoso will my judgement withsay, Shall pay for all we spenden by the way. And if ye vouchesafe that it be so, Tell me anon withoute wordes mo *, And I will early shape me therefore. *seek *discuss it at length* *consideration *flat *at the cost of you all* *more This thing was granted, and our oath we swore With full glad heart, and prayed him also, That he would vouchesafe for to do so, And that he woulde be our governour, And of our tales judge and reportour, And set a supper at a certain price; And we will ruled be at his device, In high and low: and thus by one assent, We be accorded to his judgement. And thereupon the wine was fet* anon. We drunken, and to reste went each one, Withouten any longer tarrying A-morrow, when the day began to spring, Up rose our host, and was *our aller cock*, And gather d us together in a flock, And forth we ridden all a little space, Unto the watering of Saint Thomas<62>: And there our host began his horse arrest, *fetched *the cock to wake us all*

169 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & And saide; Lordes, hearken if you lest. Ye *weet your forword,* and I it record. If even-song and morning-song accord, Let see now who shall telle the first tale. As ever may I drinke wine or ale, Whoso is rebel to my judgement, Shall pay for all that by the way is spent. Now draw ye cuts*, ere that ye farther twin**. He which that hath the shortest shall begin. *know your promise* *lots **go Sir Knight (quoth he), my master and my lord, Now draw the cut, for that is mine accord. Come near (quoth he), my Lady Prioress, And ye, Sir Clerk, let be your shamefastness, Nor study not: lay hand to, every man. Anon to drawen every wight began, And shortly for to tellen as it was, Were it by a venture, or sort*, or cas**, The sooth is this, the cut fell to the Knight, Of which full blithe and glad was every wight; And tell he must his tale as was reason, By forword, and by composition, As ye have heard; what needeth wordes mo? And when this good man saw that it was so, As he that wise was and obedient To keep his forword by his free assent, He said; Sithen* I shall begin this game, Why, welcome be the cut in Godde s name. Now let us ride, and hearken what I say. And with that word we ridden forth our way; And he began with right a merry cheer His tale anon, and said as ye shall hear. *lot **chance *since

170 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Notes to The Prologue 1. Tyrwhitt points out that the Bull should be read here, not the Ram, which would place the time of the pilgrimage in the end of March; whereas, in The Prologue to the Man of Law s Tale, the date is given as the eight and twenty day of April, that is messenger to May. 2. Dante, in the Vita Nuova, distinguishes three classes of pilgrims: palmieri - palmers who go beyond sea to the East, and often bring back staves of palm-wood; peregrini, who gothe shrine of St Jago in Galicia; Romei, who go to Rome. Sir Walter Scott, however, says that palmers were in the habit of passing from shrine to shrine, living on charity pilgrims on the other hand, made the journey to any shrine only once, immediately returning to their ordinary avocations. Chaucer uses palmer of all pilgrims. 3. Hallows survives, in the meaning here given, in All Hallows All-Saints day. Couth, past participle of conne to know, exists in uncouth. 4. The Tabard the sign of the inn was a sleeveless coat, worn by heralds. The name of the inn was, some three centuries after Chaucer, changed to the Talbot. is used by Chaucer merely to help the metre In German, y-fall, or y-falle, would be gefallen, y-run, or y-ronne, would be geronnen. 6. Alisandre: Alexandria, in Egypt, captured by Pierre de Lusignan, king of Cyprus, in 1365 but abandoned immediately afterwards. Thirteen years before, the same Prince had taken Satalie, the ancient Attalia, in Anatolia, and in 1367 he won Layas, in Armenia, both places named just below. 7. The knight had been placed at the head of the table, above knights of all nations, in Prussia, whither warriors from all countries were wont to repair, to aid the Teutonic Lithuania (German. Litthauen ), Russia, &c.

171 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Algesiras was taken from the Moorish king of Grenada, in 1344: the Earls of Derby and Salisbury took part in the siege. Belmarie is supposed to have been a Moorish state in Africa; but Palmyrie has been suggested as the correct reading. The Great Sea, or the Greek sea, is the Eastern Mediterranean. Tramissene, or Tremessen, is enumerated by Froissart among the Moorish kingdoms in Africa. Palatie, or Palathia, lords against a heathen neighbour. 9. Ilke: same; compare the Scottish phrase of that ilk, that is, of the estate which bears the same name as its owner s title. 10. It was the custom for squires of the highest degree to carve at their fathers tables. 11. Peacock Arrows: Large arrows, with peacocks feathers. 12. A nut-head: With nut-brown hair; or, round like a nut, the hair being cut short. 13. Grey eyes appear to have been a mark of female beauty in Chaucer s time. 14. for the mastery was applied to medicines in the sense of sovereign as we now apply it to a remedy. 15. It was fashionable to hang bells on horses bridles. abbot of Fulda from 822 to 842, did much to re-establish the discipline of the Benedictines on a true Christian basis. 17. Wood: Mad, Scottish wud. Felix says to Paul, Too much learning hath made thee mad. 18. Limitour: A friar with licence or privilege to beg, or exercise other functions, within a certain district: as, the limitour of Holderness.

172 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Farme: rent; that is, he paid a premium for his licence to beg. 21. Lovedays: meetings appointed for friendly settlement of differences; the business was often followed by sports and feasting. 22. He would the sea were kept for any thing: he would for anything that the sea were guarded. The old subsidy of tonnage and poundage, says Tyrwhitt, was given to the king pour la saufgarde et custodie del mer. for the safeguard and keeping of the sea (12 E. IV. C.3). 23. Middleburg, at the mouth of the Scheldt, in Holland; Orwell, a seaport in Essex. 24. Shields: Crowns, so called from the shields stamped on them; French, ecu; Italian, scudo. 25. Poor scholars at the universities used then to go about begging for money to maintain them and their studies. 26. Parvis: The portico of St. Paul s, which lawyers frequented to meet their clients. 27. St Julian: The patron saint of hospitality, celebrated for supplying his votaries with good lodging and good cheer. 28. Mew: cage. The place behind Whitehall, where the king s hawks were caged was called the Mews. 30. Countour: Probably a steward or accountant in the county court.

173 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Vavasour: A landholder of consequence; holding of a duke, marquis, or earl, and ranking below a baron. 32. On the dais: On the raised platform at the end of the hall, where sat at meat or in judgement those high in authority, rank or honour; in our days the worthy craftsmen might have been described as good platform men. 33. To take precedence over all in going to the evening service of the Church, or to festival meetings, to which it was the fashion to carry rich cloaks or mantles against the homecoming. 34. The things the cook could make: marchand tart, some now unknown ingredient used in cookery; galingale, sweet or long rooted cyprus; mortrewes, a rich soup blancmange; one part of it was the brawn of a capon. 35. Lodemanage: pilotage, from Anglo-Saxon ladman, a leader, guide, or pilot; hence lodestar, lodestone. 36. The authors mentioned here were the chief medical text- books of the middle ages. The names of Galen and Hippocrates were then usually spelt Gallien and Hypocras or Ypocras. 37. The west of England, especially around Bath, was the seat of the cloth-manufacture, as were Ypres and Ghent (Gaunt) in Flanders. 38. Chaucer here satirises the fashion of the time, which piled bulky and heavy waddings on ladies heads. and elsewhere Chaucer speaks of moisty ale, as opposed to old. 40. In Galice at Saint James: at the shrine of St Jago of Compostella in Spain. 41. Gat-toothed: Buck-toothed; goat-toothed, to signify her wantonness; or gap-toothed with gaps between her teeth.

174 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & An endowment to sing masses for the soul of the donor. 43. A ram was the usual prize at wrestling matches. 44. Cop: Head; German, Kopf. 45. Nose-thirles: nostrils; from the Anglo-Saxon, thirlian, to pierce; hence the word drill, to bore. 46. Goliardais: a babbler and a buffoon; Golias was the founder of a jovial sect called by his name. 47. The proverb says that every honest miller has a thumb of gold; probably Chaucer means that this one was as honest as his brethren. with the purchase of victuals for inns of court or colleges. 49. Reeve: A land-steward; still called grieve Anglo-Saxon, gerefa in some parts of Scotland. 50. Sompnour: summoner; an apparitor, who cited delinquents to appear in ecclesiastical courts. 51. Questio quid juris: I ask which law (applies) ; a cant law-latin phrase. 52. Harlot: a low, ribald fellow; the word was used of both sexes; it comes from the Anglo-Saxon verb to hire. 54. Within his jurisdiction he had at his own pleasure the young people (of both sexes) in the diocese.

175 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Pardoner: a seller of pardons or indulgences. 56. Newe get: new gait, or fashion; gait is still used in this sense in some parts of the country. 57. Vernicle: an image of Christ; so called from St Veronica, who gave the Saviour a napkin to wipe the sweat from His face as He bore the Cross, and received it back with an impression of His countenance upon it. 58. Mail: packet, baggage; French, malle, a trunk. 59. The Bell: apparently another Southwark tavern; Stowe mentions a Bull as being near the Tabard. 60. Cheap: Cheapside, then inhabited by the richest and most prosperous citizens of London. 61. Herberow: Lodging, inn; French, Herberge. 62. The watering of Saint Thomas: At the second milestone on the old Canterbury road. PRINT

176 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-1 Lessons 23 and 24 The Canterbury Tales: The Prologue In this Lesson, you are going to begin reading The Prologue from The Canterbury Tales. Understand that this is quite a bit longer than an average prologue. As you read, you should complete The Canterbury Tales in for you, but you must provide the rest. This assignment will take two class periods. Lesson Wrap-Up: Describe one of the characters from The Prologue to The Canterbury Tales in as much detail as you can.

177 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-2 The Canterbury Tales Character Chart (A prioress is in charge of nuns.) Personality In medieval times, coral was considered a defense against temptation... and a love charm Personality swears By St. Loy! known as Madame Eglantyne speaks French.... badly extremely careful about her table manners; consciously eats in a way, but the narrator calls her manners counterfeit cries if she but saw a mouse/caught in a trap or someone took a stick to her lap dogs Eglantyne is a kind of rose and also the name of several romantic heroines Monks and nuns were not supposed to keep pets because the money to care for them should be spent on the poor instead

178 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-3 Monk Personality has a brown horse with a fancy bridle and hunting dogs Personality He liked fat swan best, and roasted whole... he spared for no expense has fur on his cuffs and a gold pin (in the shape of a loveknot) to fasten his cloak fat, bald, shiny skin, glittering eyes (not dull or pale or tormented ) Because peasants did not always have enough to eat, obesity was a sign of success and luxury

179 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-4 Friar Friars went into the world as beggars to preach, help the poor, and cure the sick. One of a friar s duties was to hear people s confessions and to absolve or forgive them with a penance (penalty of prayer or doing good works) Personality Personality an easy man in penance-giving/ Where he could hope to make a decent living keeps pocket stuffed with pins for curls/ And pocketknives, to give to pretty girls knows all the taverns, innkeepers, and barmaids better than hanging out with scum like the poor and the diseased smooth talker can get money from a poor widow who can t afford it (illegally) settles arguments for a small fee a marriage, giving each/ Of his young women what he could afford her

180 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-5 Merchant Personality forking beard,beaver hat, fancy boots and multicolored clothing. All very expensive. Personality likes to harp about business and acts like an expert but... none knew he was in debt (a student) his horse was thinner than a rake/ And he was not too fat prefers spending money on books, rather than clothes or entertainment a hollow look, a sober stare threadbare overcoat only cares about studying doesn t talk much; is brief, deep, and moral gladly would he learn and gladly teach (lawyer) (one of a select group of lawyers who advised the king) multicolored coat silk, pin-striped belt (has money) a man to reverence/ Or so he seemed narrow-minded and predictable was less busy than he seemed to be knew every law by heart livery [uniforms]... impressive knives tricked out with... purest silver

181 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-6 Merchant Personality forking beard,beaver hat, fancy boots and multicolored clothing. All very expensive. Personality likes to harp about business and acts like an expert but... none knew he was in debt (a student) his horse was thinner than a rake/ And he was not too fat prefers spending money on books, rather than clothes or entertainment a hollow look, a sober stare threadbare overcoat only cares about studying doesn t talk much; is brief, deep, and moral gladly would he learn and gladly teach (lawyer) (one of a select group of lawyers who advised the king) multicolored coat silk, pin-striped belt (has money) a man to reverence/ Or so he seemed narrow-minded and predictable was less busy than he seemed to be knew every law by heart livery [uniforms]... impressive knives tricked out with... purest silver

182 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-7 Cook Personality had a white sore on his knee oozing pus Personality excellent cook makes a wonderful white pudding Skipper dagger on a cord around his neck (instead of sheathed and put away) awkward on a horse came from Dartmouth steals from the cargo while the traders sleep Doctor expensive garments blood-red in color slashed with bluishgray always kills his prisoners (walk the plank) excellent seaman knows astronomy, humors, medicine, and surgery very well people s illnesses by prescribing drugs that don t work and sharing apothecaries Yet he was rather close with his expenses/ And kept the gold he won in pestilences

183 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-8 Bath (woman from Bath) Personality Personality The Wife of Bath s freedom to travel on pilgrimages was a luxury not available to many women in her time. Through his reference to her wandering and gap teeth, Chaucer is implying that the Wife of Bath took full advantage of her freedom. Parson He stayed at home and watched over his fold/ So that no wolf should make the sheep miscarry. He was a shepherd and no mercenary.... and he would help the poor for the love of Christ and never take a penny... Miller red beard wart on his nose with hairs, like bristles growing out of it wide, black nostrils mouth like a furnace door wears a blue hood and a white coat a wrangler and a joker) has a collection of the main cheats his customers by scale He was a masterhand at stealing grain plays the bagpipes

184 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & 24-9 Manciple (a food buyer for an institution) Personality Personality practices insider trading and cashes in on the market as he buys the food for his masters uneducated, but could make fools of his masters Reeve old & thin very short haircut used to be a carpenter long coat and a rusty blade bad-tempered a stickler for details he was feared like the plague by those beneath him has gotten rich by embezzling from his master And he was under contract to present/ The accounts, right from his master s earliest years. No one ever caught him in arrears. A reeve was a manager of an estate whose job it was to inspect everything and impose found anything wrong.

185 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Personality Personality In Chaucer s time, sexual relations outside marriage were cause for excommunication, and the Summoner s job was to track down offenders and deliver them to the Archdeacon for punishment. Pardoner Long hair was a violation of the rule that men who worked for the Church should wear their hair tonsured (short, with a shaved spot at the top, as a symbol of humility). Even loyal members of the Church criticized the sale of pardons. Relics are the remains (bones, hair, garments, and so on) of a holy person.saying a prayer with the relic in hand was thought to bring an indulgence or limited relief from the pains of purgatory after death. Some relics were fake, but believers willingly bought them and provided a steady income to the sellers.

186 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & The Cantebury Tales: The Prologue WHEN that Aprilis, with his showers swoot*, The drought of March hath pierced to the root, And bathed every vein in such licour, Of which virtue engender d is the flower; When Zephyrus eke with his swoote breath Inspired hath in every holt* and heath The tender croppes* and the younge sun Hath in the Ram <1> his halfe course y-run, And smalle fowles make melody, That sleepen all the night with open eye, (So pricketh them nature in their corages*); Then longe folk to go on pilgrimages, And palmers <2> for to seeke strange strands, To *ferne hallows couth* in sundry lands; And specially, from every shire s end Of Engleland, to Canterbury they wend, The holy blissful Martyr for to seek, That them hath holpen*, when that they were sick. *sweet *grove, forest *twigs, boughs *hearts, inclinations *distant saints known<3> *helped

187 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Befell that, in that season on a day, In Southwark at the Tabard <4> as I lay, Ready to wenden on my pilgrimage To Canterbury with devout corage, At night was come into that hostelry Well nine and twenty in a company Of sundry folk, *by aventure y-fall *who had by chance fallen In fellowship*, and pilgrims were they all, into company.* <5> That toward Canterbury woulde ride. The chamber, and the stables were wide, And *well we weren eased at the best.* *we were well provided And shortly, when the sunne was to rest, with the best* So had I spoken with them every one, That I was of their fellowship anon, And made forword* early for to rise, *promise To take our way there as I you devise*. *describe, relate But natheless, while I have time and space, Ere that I farther in this tale pace, Me thinketh it accordant to reason, To tell you alle the condition Of each of them, so as it seemed me, And which they weren, and of what degree; And eke in what array that they were in: And at a Knight then will I first begin.

188 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & A KNIGHT there was, and that a worthy man, That from the time that he first began To riden out, he loved chivalry, Truth and honour, freedom and courtesy. Full worthy was he in his Lorde s war, And thereto had he ridden, no man farre*, *farther As well in Christendom as in Heatheness, And ever honour d for his worthiness At Alisandre <6> he was when it was won. Full often time he had the board begun Above alle nations in Prusse.<7> In Lettowe had he reysed,* and in Russe, *journeyed No Christian man so oft of his degree. In Grenade at the siege eke had he be Of Algesir, and ridden in Belmarie. <8> At Leyes was he, and at Satalie, When they were won; and in the Greate Sea At many a noble army had he be. At mortal battles had he been fifteen, And foughten for our faith at Tramissene. In listes thries, and aye slain his foe. This ilke* worthy knight had been also *same <9> Some time with the lord of Palatie, Against another heathen in Turkie: And evermore *he had a sovereign price*. *He was held in very And though that he was worthy he was wise, high esteem.* And of his port as meek as is a maid. He never yet no villainy ne said In all his life, unto no manner wight. He was a very perfect gentle knight. But for to telle you of his array, His horse was good, but yet he was not gay. Of fustian he weared a gipon*, *short doublet Alle *besmotter d with his habergeon,* *soiled by his coat of mail.* For he was late y-come from his voyage, And wente for to do his pilgrimage.

189 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & With him there was his son, a younge SQUIRE, A lover, and a lusty bacheler, With lockes crulle* as they were laid in press. Of twenty year of age he was I guess. Of his stature he was of even length, And *wonderly deliver*, and great of strength. And he had been some time in chevachie*, In Flanders, in Artois, and Picardie, And borne him well, *as of so little space*, In hope to standen in his lady s grace. Embroider d was he, as it were a mead All full of freshe flowers, white and red. Singing he was, or fluting all the day; He was as fresh as is the month of May. Short was his gown, with sleeves long and wide. Well could he sit on horse, and faire ride. He coulde songes make, and well indite, Joust, and eke dance, and well pourtray and write. So hot he loved, that by nightertale* He slept no more than doth the nightingale. Courteous he was, lowly, and serviceable, And carv d before his father at the table.<10> *curled *wonderfully nimble* *cavalry raids *in such a short time* *night-time A YEOMAN had he, and servants no mo At that time, for *him list ride so* And he was clad in coat and hood of green. A sheaf of peacock arrows<11> bright and keen Under his belt he bare full thriftily. Well could he dress his tackle yeomanly: His arrows drooped not with feathers low; And in his hand he bare a mighty bow. A nut-head <12> had he, with a brown visiage: Of wood-craft coud* he well all the usage: Upon his arm he bare a gay bracer*, And by his side a sword and a buckler, And on that other side a gay daggere, Harnessed well, and sharp as point of spear: A Christopher on his breast of silver sheen. An horn he bare, the baldric was of green: A forester was he soothly* as I guess. There was also a Nun, a PRIORESS, That of her smiling was full simple and coy; Her greatest oathe was but by Saint Loy; And she was cleped* Madame Eglentine. *it pleased him so to ride* *knew *small shield *certainly *called

190 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Full well she sang the service divine, Entuned in her nose full seemly; And French she spake full fair and fetisly* After the school of Stratford atte Bow, For French of Paris was to her unknow. At meate was she well y-taught withal; She let no morsel from her lippes fall, Nor wet her fingers in her sauce deep. Well could she carry a morsel, and well keep, That no droppe ne fell upon her breast. In courtesy was set full much her lest*. Her over-lippe wiped she so clean, That in her cup there was no farthing* seen Of grease, when she drunken had her draught; Full seemely after her meat she raught*: And *sickerly she was of great disport*, And full pleasant, and amiable of port, And *pained her to counterfeite cheer Of court,* and be estately of mannere, And to be holden digne* of reverence. But for to speaken of her conscience, She was so charitable and so pitous,* She woulde weep if that she saw a mouse Caught in a trap, if it were dead or bled. Of smalle houndes had she, that she fed With roasted flesh, and milk, and *wastel bread.* But sore she wept if one of them were dead, Or if men smote it with a yarde* smart: And all was conscience and tender heart. Full seemly her wimple y-pinched was; Her nose tretis;* her eyen gray as glass;<13> Her mouth full small, and thereto soft and red; But sickerly she had a fair forehead. It was almost a spanne broad I trow; For *hardily she was not undergrow*. Full fetis* was her cloak, as I was ware. Of small coral about her arm she bare A pair of beades, gauded all with green; And thereon hung a brooch of gold full sheen, On which was first y-written a crown d A, And after, *Amor vincit omnia.* Another Nun also with her had she, [That was her chapelleine, and PRIESTES three.] *properly *pleasure *speck *reached out her hand *surely she was of a lively disposition* *took pains to assume a courtly disposition* *worthy *full of pity *finest white bread* *staff *well-formed *certainly she was not small* *neat *love conquers all*

191 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & A MONK there was, a fair *for the mast ry*, *above all others*<14> An out-rider, that loved venery*; *hunting A manly man, to be an abbot able. Full many a dainty horse had he in stable: And when he rode, men might his bridle hear Jingeling <15> in a whistling wind as clear, And eke as loud, as doth the chapel bell, There as this lord was keeper of the cell. The rule of Saint Maur and of Saint Benet, <16> Because that it was old and somedeal strait This ilke* monk let olde thinges pace, *same And held after the newe world the trace. He *gave not of the text a pulled hen,* *he cared nothing That saith, that hunters be not holy men: for the text* Ne that a monk, when he is cloisterless; Is like to a fish that is waterless; This is to say, a monk out of his cloister. This ilke text held he not worth an oyster; And I say his opinion was good. Why should he study, and make himselfe wood* *mad <17> Upon a book in cloister always pore, Or swinken* with his handes, and labour, *toil As Austin bid? how shall the world be served? Let Austin have his swink to him reserved. Therefore he was a prickasour* aright: *hard rider Greyhounds he had as swift as fowl of flight; Of pricking* and of hunting for the hare *riding Was all his lust,* for no cost would he spare. *pleasure I saw his sleeves *purfil d at the hand *worked at the end with a With gris,* and that the finest of the land. fur called gris * And for to fasten his hood under his chin, He had of gold y-wrought a curious pin; A love-knot in the greater end there was. His head was bald, and shone as any glass, And eke his face, as it had been anoint; He was a lord full fat and in good point; His eyen steep,* and rolling in his head, *deep-set That steamed as a furnace of a lead. His bootes supple, his horse in great estate, Now certainly he was a fair prelate; He was not pale as a forpined* ghost; *wasted A fat swan lov d he best of any roast. His palfrey was as brown as is a berry.

192 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & A FRIAR there was, a wanton and a merry, A limitour <18>, a full solemne man. In all the orders four is none that can* So much of dalliance and fair language. He had y-made full many a marriage Of younge women, at his owen cost. Unto his order he was a noble post; Full well belov d, and familiar was he With franklins *over all* in his country, And eke with worthy women of the town: For he had power of confession, As said himselfe, more than a curate, For of his order he was licentiate. Full sweetely heard he confession, And pleasant was his absolution. He was an easy man to give penance, *There as he wist to have a good pittance:* For unto a poor order for to give Is signe that a man is well y-shrive. For if he gave, he *durste make avant*, He wiste* that the man was repentant. For many a man so hard is of his heart, He may not weep although him sore smart. Therefore instead of weeping and prayeres, Men must give silver to the poore freres. His tippet was aye farsed* full of knives And pinnes, for to give to faire wives; And certainly he had a merry note: Well could he sing and playen *on a rote*; Of yeddings* he bare utterly the prize. His neck was white as is the fleur-de-lis. Thereto he strong was as a champion, And knew well the taverns in every town. And every hosteler and gay tapstere, Better than a lazar* or a beggere, For unto such a worthy man as he Accordeth not, as by his faculty, To have with such lazars acquaintance. It is not honest, it may not advance, As for to deale with no such pouraille*, But all with rich, and sellers of vitaille*. And *ov r all there as* profit should arise, Courteous he was, and lowly of service; There n as no man nowhere so virtuous. He was the beste beggar in all his house: *knows *everywhere* *where he know he would get good payment* *dared to boast* *knew *stuffed *from memory* *songs *leper *offal, refuse *victuals *in every place where&

193 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & And gave a certain farme for the grant, <19> None of his bretheren came in his haunt. For though a widow hadde but one shoe, So pleasant was his In Principio,<20> Yet would he have a farthing ere he went; His purchase was well better than his rent. And rage he could and play as any whelp, In lovedays <21>; there could he muchel* help. For there was he not like a cloisterer, With threadbare cope as is a poor scholer; But he was like a master or a pope. Of double worsted was his semicope*, That rounded was as a bell out of press. Somewhat he lisped for his wantonness, To make his English sweet upon his tongue; And in his harping, when that he had sung, His eyen* twinkled in his head aright, As do the starres in a frosty night. This worthy limitour <18> was call d Huberd. *greatly *short cloak *eyes A MERCHANT was there with a forked beard, In motley, and high on his horse he sat, Upon his head a Flandrish beaver hat. His bootes clasped fair and fetisly*. *neatly His reasons aye spake he full solemnly, Sounding alway th increase of his winning. He would the sea were kept <22> for any thing Betwixte Middleburg and Orewell<23> Well could he in exchange shieldes* sell *crown coins <24> This worthy man full well his wit beset*; *employed There wiste* no wight** that he was in debt, *knew **man So *estately was he of governance* *so well he managed* With his bargains, and with his chevisance*. *business contract For sooth he was a worthy man withal, But sooth to say, I n ot* how men him call. *know not

194 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & A CLERK there was of Oxenford* also, That unto logic hadde long y-go*. As leane was his horse as is a rake, And he was not right fat, I undertake; But looked hollow*, and thereto soberly**. Full threadbare was his *overest courtepy*, For he had gotten him yet no benefice, Ne was not worldly, to have an office. For him was lever* have at his bed s head Twenty bookes, clothed in black or red, Of Aristotle, and his philosophy, Than robes rich, or fiddle, or psalt ry. But all be that he was a philosopher, Yet hadde he but little gold in coffer, But all that he might of his friendes hent*, On bookes and on learning he it spent, And busily gan for the soules pray Of them that gave him <25> wherewith to scholay* Of study took he moste care and heed. Not one word spake he more than was need; And that was said in form and reverence, And short and quick, and full of high sentence. Sounding in moral virtue was his speech, And gladly would he learn, and gladly teach. *Oxford *devoted himself *thin; **poorly *uppermost short cloak* *rather *obtain *study A SERGEANT OF THE LAW, wary and wise, That often had y-been at the Parvis, <26> There was also, full rich of excellence. Discreet he was, and of great reverence: He seemed such, his wordes were so wise, Justice he was full often in assize, By patent, and by plein* commission; For his science, and for his high renown, Of fees and robes had he many one. So great a purchaser was nowhere none. All was fee simple to him, in effect His purchasing might not be in suspect* Nowhere so busy a man as he there was And yet he seemed busier than he was In termes had he case and doomes* all That from the time of King Will. were fall. Thereto he could indite, and make a thing There coulde no wight *pinch at* his writing. And every statute coud* he plain by rote He rode but homely in a medley* coat, Girt with a seint* of silk, with barres small; *full *suspicion *judgements *find fault with* *knew *multicoloured *sash

195 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & A FRANKELIN* was in this company; *Rich landowner White was his beard, as is the daisy. Of his complexion he was sanguine. Well lov d he in the morn a sop in wine. To liven in delight was ever his won*, *wont For he was Epicurus owen son, That held opinion, that plein* delight *full Was verily felicity perfite. An householder, and that a great, was he; Saint Julian<27> he was in his country. His bread, his ale, was alway *after one*; *pressed on one* A better envined* man was nowhere none; *stored with wine Withoute bake-meat never was his house, Of fish and flesh, and that so plenteous, It snowed in his house of meat and drink, Of alle dainties that men coulde think. After the sundry seasons of the year, So changed he his meat and his soupere. Full many a fat partridge had he in mew*, *cage <28> And many a bream, and many a luce* in stew**<29> *pike **fish-pond Woe was his cook, *but if* his sauce were *unless* Poignant and sharp, and ready all his gear. His table dormant* in his hall alway *fixed Stood ready cover d all the longe day. At sessions there was he lord and sire. Full often time he was *knight of the shire* *Member of Parliament* An anlace*, and a gipciere** all of silk, *dagger **purse Hung at his girdle, white as morning milk. A sheriff had he been, and a countour<30> Was nowhere such a worthy vavasour<31>.

196 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & An HABERDASHER, and a CARPENTER, A WEBBE*, a DYER, and a TAPISER**, Were with us eke, cloth d in one livery, Of a solemn and great fraternity. Full fresh and new their gear y-picked* was. Their knives were y-chaped* not with brass, But all with silver wrought full clean and well, Their girdles and their pouches *every deal*. Well seemed each of them a fair burgess, To sitten in a guild-hall, on the dais. <32> Evereach, for the wisdom that he can*, Was shapely* for to be an alderman. For chattels hadde they enough and rent, And eke their wives would it well assent: And elles certain they had been to blame. It is full fair to be y-clep d madame, And for to go to vigils all before, And have a mantle royally y-bore.<33> *weaver **tapestry-maker *spruce *mounted *in every part* *knew *fitted A COOK they hadde with them for the nones*, To boil the chickens and the marrow bones, And powder merchant tart and galingale. Well could he know a draught of London ale. He could roast, and stew, and broil, and fry, Make mortrewes, and well bake a pie. But great harm was it, as it thoughte me, That, on his shin a mormal* hadde he. For blanc manger, that made he with the best <34> *occasion *ulcer

197 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & A SHIPMAN was there, *wonned far by West*: For ought I wot, be was of Dartemouth. He rode upon a rouncy*, as he couth, All in a gown of falding* to the knee. A dagger hanging by a lace had he About his neck under his arm adown; The hot summer had made his hue all brown; And certainly he was a good fellaw. Full many a draught of wine he had y-draw From Bourdeaux-ward, while that the chapmen sleep; Of nice conscience took he no keep. If that he fought, and had the higher hand, *By water he sent them home to every land.* But of his craft to reckon well his tides, His streames and his strandes him besides, His herberow*, his moon, and lodemanage**, There was none such, from Hull unto Carthage Hardy he was, and wise, I undertake: With many a tempest had his beard been shake. He knew well all the havens, as they were, From Scotland to the Cape of Finisterre, And every creek in Bretagne and in Spain: His barge y-cleped was the Magdelain. *who dwelt far to the West* *hack *coarse cloth *he drowned his prisoners* *harbourage **pilotage<35> The Prologue and complete the chart.

198 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & With us there was a DOCTOR OF PHYSIC; In all this worlde was there none him like To speak of physic, and of surgery: For he was grounded in astronomy. He kept his patient a full great deal In houres by his magic natural. Well could he fortune* the ascendent Of his images for his patient,. He knew the cause of every malady, Were it of cold, or hot, or moist, or dry, And where engender d, and of what humour. He was a very perfect practisour The cause y-know,* and of his harm the root, Anon he gave to the sick man his boot* Full ready had he his apothecaries, To send his drugges and his lectuaries For each of them made other for to win Their friendship was not newe to begin Well knew he the old Esculapius, And Dioscorides, and eke Rufus; Old Hippocras, Hali, and Gallien; Serapion, Rasis, and Avicen; Averrois, Damascene, and Constantin; Bernard, and Gatisden, and Gilbertin. <36> Of his diet measurable was he, For it was of no superfluity, But of great nourishing, and digestible. His study was but little on the Bible. In sanguine* and in perse** he clad was all Lined with taffeta, and with sendall*. And yet *he was but easy of dispense*: He kept *that he won in the pestilence*. For gold in physic is a cordial; Therefore he loved gold in special. *make fortunate *known *remedy *red **blue *fine silk *he spent very little* *the money he made during the plague*

199 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & A good WIFE was there OF beside BATH, But she was somedeal deaf, and that was scath*. *damage; pity Of cloth-making she hadde such an haunt*, *skill She passed them of Ypres, and of Gaunt. <37> In all the parish wife was there none, That to the off ring* before her should gon, *the offering at mass And if there did, certain so wroth was she, That she was out of alle charity Her coverchiefs* were full fine of ground *head-dresses I durste swear, they weighede ten pound <38> That on the Sunday were upon her head. Her hosen weren of fine scarlet red, Full strait y-tied, and shoes full moist* and new *fresh <39> Bold was her face, and fair and red of hue. She was a worthy woman all her live, Husbands at the church door had she had five, Withouten other company in youth; But thereof needeth not to speak as nouth*. *now And thrice had she been at Jerusalem; She hadde passed many a strange stream At Rome she had been, and at Bologne, In Galice at Saint James, <40> and at Cologne; She coude* much of wand rng by the Way. *knew Gat-toothed* was she, soothly for to say. *Buck-toothed<41> Upon an ambler easily she sat, Y-wimpled well, and on her head an hat As broad as is a buckler or a targe. A foot-mantle about her hippes large, And on her feet a pair of spurres sharp. In fellowship well could she laugh and carp* *jest, talk Of remedies of love she knew perchance For of that art she coud* the olde dance. *knew

200 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & A good man there was of religion, That was a poore PARSON of a town: But rich he was of holy thought and werk*. He was also a learned man, a clerk, That Christe s gospel truly woulde preach. His parishens* devoutly would he teach. Benign he was, and wonder diligent, And in adversity full patient: And such he was y-proved *often sithes*. Full loth were him to curse for his tithes, But rather would he given out of doubt, Unto his poore parishens about, Of his off ring, and eke of his substance. *He could in little thing have suffisance*. Wide was his parish, and houses far asunder, But he ne left not, for no rain nor thunder, In sickness and in mischief to visit The farthest in his parish, *much and lit*, Upon his feet, and in his hand a staff. This noble ensample to his sheep he gaf*, That first he wrought, and afterward he taught. Out of the gospel he the wordes caught, And this figure he added yet thereto, That if gold ruste, what should iron do? For if a priest be foul, on whom we trust, No wonder is a lewed* man to rust: And shame it is, if that a priest take keep, To see a shitten shepherd and clean sheep: Well ought a priest ensample for to give, By his own cleanness, how his sheep should live. He sette not his benefice to hire, And left his sheep eucumber d in the mire, And ran unto London, unto Saint Paul s, To seeke him a chantery<42> for souls, Or with a brotherhood to be withold:* But dwelt at home, and kepte well his fold, So that the wolf ne made it not miscarry. He was a shepherd, and no mercenary. And though he holy were, and virtuous, He was to sinful men not dispitous* Nor of his speeche dangerous nor dign* But in his teaching discreet and benign. To drawen folk to heaven, with fairness, By good ensample, was his business: *work *parishioners *oftentimes* *he was satisfied with very little* *great and small* *gave *unlearned *detained *severe *disdainful

201 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & *But it were* any person obstinate, What so he were of high or low estate, Him would he snibbe* sharply for the nones**. A better priest I trow that nowhere none is. He waited after no pomp nor reverence, Nor maked him a *spiced conscience*, But Christe s lore, and his apostles twelve, He taught, and first he follow d it himselve. *but if it were* *reprove **nonce,occasion *artificial conscience* With him there was a PLOUGHMAN, was his brother, That had y-laid of dung full many a fother*. A true swinker* and a good was he, Living in peace and perfect charity. God loved he beste with all his heart At alle times, were it gain or smart*, And then his neighebour right as himselve. He woulde thresh, and thereto dike*, and delve, For Christe s sake, for every poore wight, Withouten hire, if it lay in his might. His tithes payed he full fair and well, Both of his *proper swink*, and his chattel** In a tabard* he rode upon a mare. *ton *hard worker *pain, loss *dig ditches *his own labour* **goods *sleeveless jerkin

202 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & There was also a Reeve, and a Millere, A Sompnour, and a Pardoner also, A Manciple, and myself, there were no mo. The MILLER was a stout carle for the nones, Full big he was of brawn, and eke of bones; That proved well, for *ov r all where* he came, At wrestling he would bear away the ram.<43> He was short-shouldered, broad, a thicke gnarr*, *wheresoever* *stump of wood *could not There was no door, that he n old* heave off bar, Or break it at a running with his head. His beard as any sow or fox was red, And thereto broad, as though it were a spade. Upon the cop* right of his nose he had *head <44> A wart, and thereon stood a tuft of hairs Red as the bristles of a sowe s ears. His nose-thirles* blacke were and wide. *nostrils <45> A sword and buckler bare he by his side. His mouth as wide was as a furnace. He was a jangler, and a goliardais*, *buffoon <46> And that was most of sin and harlotries. Well could he steale corn, and tolle thrice And yet he had a thumb of gold, pardie.<47> A white coat and a blue hood weared he A baggepipe well could he blow and soun, And therewithal he brought us out of town.

203 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & A gentle MANCIPLE <48> was there of a temple, Of which achatours* mighte take ensample For to be wise in buying of vitaille*. For whether that he paid, or took *by taile*, Algate* he waited so in his achate**, That he was aye before in good estate. Now is not that of God a full fair grace That such a lewed* mannes wit shall pace** The wisdom of an heap of learned men? Of masters had he more than thries ten, That were of law expert and curious: Of which there was a dozen in that house, Worthy to be stewards of rent and land Of any lord that is in Engleland, To make him live by his proper good, In honour debtless, *but if he were wood*, Or live as scarcely as him list desire; And able for to helpen all a shire In any case that mighte fall or hap; And yet this Manciple *set their aller cap* *buyers *victuals *on credit *always **purchase *unlearned **surpass *unless he were mad* *outwitted them all* The REEVE <49> was a slender choleric man His beard was shav d as nigh as ever he can. His hair was by his eares round y-shorn; His top was docked like a priest beforn Full longe were his legges, and full lean Y-like a staff, there was no calf y-seen Well could he keep a garner* and a bin* There was no auditor could on him win Well wist he by the drought, and by the rain, The yielding of his seed and of his grain His lorde s sheep, his neat*, and his dairy His swine, his horse, his store, and his poultry, Were wholly in this Reeve s governing, And by his cov nant gave he reckoning, Since that his lord was twenty year of age; There could no man bring him in arrearage There was no bailiff, herd, nor other hine* That he ne knew his *sleight and his covine* They were adrad* of him, as of the death His wonning* was full fair upon an heath With greene trees y-shadow d was his place. He coulde better than his lord purchase Full rich he was y-stored privily His lord well could he please subtilly, *storeplaces for grain *cattle *servant *tricks and cheating* *in dread *abode

204 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & To give and lend him of his owen good, And have a thank, and yet* a coat and hood. In youth he learned had a good mistere* He was a well good wright, a carpentere This Reeve sate upon a right good stot*, That was all pomely* gray, and highte** Scot. A long surcoat of perse* upon he had, And by his side he bare a rusty blade. Of Norfolk was this Reeve, of which I tell, Beside a town men clepen* Baldeswell, Tucked he was, as is a friar, about, And ever rode the *hinderest of the rout*. *also *trade *steed *dappled **called *sky-blue *call *hindmost of the group* A SOMPNOUR* was there with us in that place, *summoner <50> That had a fire-red cherubinnes face, For sausefleme* he was, with eyen narrow. *red or pimply As hot he was and lecherous as a sparrow, With scalled browes black, and pilled* beard: *scanty Of his visage children were sore afeard. There n as quicksilver, litharge, nor brimstone, Boras, ceruse, nor oil of tartar none, Nor ointement that woulde cleanse or bite, That him might helpen of his whelkes* white, *pustules Nor of the knobbes* sitting on his cheeks. *buttons Well lov d he garlic, onions, and leeks, And for to drink strong wine as red as blood. Then would he speak, and cry as he were wood; And when that he well drunken had the wine, Then would he speake no word but Latin. A fewe termes knew he, two or three, That he had learned out of some decree; No wonder is, he heard it all the day. And eke ye knowen well, how that a jay Can clepen* Wat, as well as can the Pope. *call But whoso would in other thing him grope*, *search Then had he spent all his philosophy, Aye, Questio quid juris,<51> would he cry.

205 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & He was a gentle harlot* and a kind; A better fellow should a man not find. He woulde suffer, for a quart of wine, A good fellow to have his concubine A twelvemonth, and excuse him at the full. Full privily a *finch eke could he pull*. And if he found owhere* a good fellaw, He woulde teache him to have none awe In such a case of the archdeacon s curse; *But if* a manne s soul were in his purse; For in his purse he should y-punished be. Purse is the archedeacon s hell, said he. But well I wot, he lied right indeed: Of cursing ought each guilty man to dread, For curse will slay right as assoiling* saveth; And also ware him of a significavit<53>. In danger had he at his owen guise The younge girles of the diocese, <54> And knew their counsel, and was of their rede*. A garland had he set upon his head, As great as it were for an alestake*: A buckler had he made him of a cake. *a low fellow<52> * fleece a man* *anywhere *unless* *absolving *counsel *The post of an alehouse sign With him there rode a gentle PARDONERE <55> Of Ronceval, his friend and his compere, That straight was comen from the court of Rome. Full loud he sang, Come hither, love, to me This Sompnour *bare to him a stiff burdoun*, *sang the bass* Was never trump of half so great a soun. This Pardoner had hair as yellow as wax, But smooth it hung, as doth a strike* of flax: *strip By ounces hung his lockes that he had, And therewith he his shoulders oversprad. Full thin it lay, by culpons* one and one, *locks, shreds But hood for jollity, he weared none, For it was trussed up in his wallet. Him thought he rode all of the *newe get*, *latest fashion*<56> Dishevel, save his cap, he rode all bare. Such glaring eyen had he, as an hare. A vernicle* had he sew d upon his cap. *image of Christ <57> His wallet lay before him in his lap, Bretful* of pardon come from Rome all hot. *brimful A voice he had as small as hath a goat. No beard had he, nor ever one should have. As smooth it was as it were new y-shave;

206 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & I trow he were a gelding or a mare. But of his craft, from Berwick unto Ware, Ne was there such another pardonere. For in his mail* he had a pillowbere**, Which, as he saide, was our Lady s veil: He said, he had a gobbet* of the sail That Sainte Peter had, when that he went Upon the sea, till Jesus Christ him hent*. He had a cross of latoun* full of stones, And in a glass he hadde pigge s bones. But with these relics, whenne that he fond A poore parson dwelling upon lond, Upon a day he got him more money Than that the parson got in moneths tway; And thus with feigned flattering and japes*, He made the parson and the people his apes. But truely to tellen at the last, He was in church a noble ecclesiast. Well could he read a Lesson or a story, But alderbest* he sang an offertory: For well he wiste, when that song was sung, He muste preach, and well afile* his tongue, To winne silver, as he right well could: Therefore he sang full merrily and loud. *bag <58> **pillowcase *piece *took hold of *copper *jests *best of all *polish

207 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Now have I told you shortly in a clause Th estate, th array, the number, and eke the cause Why that assembled was this company In Southwark at this gentle hostelry, That highte the Tabard, fast by the Bell.<59> But now is time to you for to tell *How that we baren us that ilke night*, When we were in that hostelry alight. And after will I tell of our voyage, And all the remnant of our pilgrimage. But first I pray you of your courtesy, That ye *arette it not my villainy*, Though that I plainly speak in this mattere. To tellen you their wordes and their cheer; Not though I speak their wordes properly. For this ye knowen all so well as I, Whoso shall tell a tale after a man, He must rehearse, as nigh as ever he can, Every word, if it be in his charge, *All speak he* ne er so rudely and so large; Or elles he must tell his tale untrue, Or feigne things, or finde wordes new. He may not spare, although he were his brother; He must as well say one word as another. Christ spake Himself full broad in Holy Writ, And well ye wot no villainy is it. Eke Plato saith, whoso that can him read, The wordes must be cousin to the deed. Also I pray you to forgive it me, *All have I* not set folk in their degree, Here in this tale, as that they shoulden stand: My wit is short, ye may well understand. *what we did that same night* *count it not rudeness in me* *let him speak* *although I have*

208 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Great cheere made our Host us every one, And to the supper set he us anon: And served us with victual of the best. Strong was the wine, and well to drink us lest*. *pleased A seemly man Our Hoste was withal For to have been a marshal in an hall. A large man he was with eyen steep*, *deep-set. A fairer burgess is there none in Cheap<60>: Bold of his speech, and wise and well y-taught, And of manhoode lacked him right naught. Eke thereto was he right a merry man, And after supper playen he began, And spake of mirth amonges other things, When that we hadde made our reckonings; And saide thus; Now, lordinges, truly Ye be to me welcome right heartily: For by my troth, if that I shall not lie, I saw not this year such a company At once in this herberow*, am is now. *inn <61> Fain would I do you mirth, an* I wist* how. *if I knew* And of a mirth I am right now bethought. To do you ease*, and it shall coste nought. *pleasure Ye go to Canterbury; God you speed, The blissful Martyr *quite you your meed*; *grant you what And well I wot, as ye go by the way, you deserve* Ye *shapen you* to talken and to play: *intend to* For truely comfort nor mirth is none To ride by the way as dumb as stone: And therefore would I make you disport, As I said erst, and do you some comfort. And if you liketh all by one assent Now for to standen at my judgement, And for to worken as I shall you say To-morrow, when ye riden on the way, Now by my father s soule that is dead, *But ye be merry, smiteth off* mine head. *unless you are merry, Hold up your hands withoute more speech. smite off my head*

209 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Our counsel was not longe for to seech*: Us thought it was not worth to *make it wise*, And granted him withoute more avise*, And bade him say his verdict, as him lest. Lordings (quoth he), now hearken for the best; But take it not, I pray you, in disdain; This is the point, to speak it plat* and plain. That each of you, to shorten with your way In this voyage, shall tellen tales tway, To Canterbury-ward, I mean it so, And homeward he shall tellen other two, Of aventures that whilom have befall. And which of you that bear th him best of all, That is to say, that telleth in this case Tales of best sentence and most solace, Shall have a supper *at your aller cost* Here in this place, sitting by this post, When that ye come again from Canterbury. And for to make you the more merry, I will myselfe gladly with you ride, Right at mine owen cost, and be your guide. And whoso will my judgement withsay, Shall pay for all we spenden by the way. And if ye vouchesafe that it be so, Tell me anon withoute wordes mo *, And I will early shape me therefore. *seek *discuss it at length* *consideration *flat *at the cost of you all* *more This thing was granted, and our oath we swore With full glad heart, and prayed him also, That he would vouchesafe for to do so, And that he woulde be our governour, And of our tales judge and reportour, And set a supper at a certain price; And we will ruled be at his device, In high and low: and thus by one assent, We be accorded to his judgement. And thereupon the wine was fet* anon. We drunken, and to reste went each one, Withouten any longer tarrying A-morrow, when the day began to spring, Up rose our host, and was *our aller cock*, And gather d us together in a flock, And forth we ridden all a little space, Unto the watering of Saint Thomas<62>: And there our host began his horse arrest, *fetched *the cock to wake us all*

210 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & And saide; Lordes, hearken if you lest. Ye *weet your forword,* and I it record. If even-song and morning-song accord, Let see now who shall telle the first tale. As ever may I drinke wine or ale, Whoso is rebel to my judgement, Shall pay for all that by the way is spent. Now draw ye cuts*, ere that ye farther twin**. He which that hath the shortest shall begin. *know your promise* *lots **go Sir Knight (quoth he), my master and my lord, Now draw the cut, for that is mine accord. Come near (quoth he), my Lady Prioress, And ye, Sir Clerk, let be your shamefastness, Nor study not: lay hand to, every man. Anon to drawen every wight began, And shortly for to tellen as it was, Were it by a venture, or sort*, or cas**, The sooth is this, the cut fell to the Knight, Of which full blithe and glad was every wight; And tell he must his tale as was reason, By forword, and by composition, As ye have heard; what needeth wordes mo? And when this good man saw that it was so, As he that wise was and obedient To keep his forword by his free assent, He said; Sithen* I shall begin this game, Why, welcome be the cut in Godde s name. Now let us ride, and hearken what I say. And with that word we ridden forth our way; And he began with right a merry cheer His tale anon, and said as ye shall hear. *lot **chance *since

211 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Notes to The Prologue 1. Tyrwhitt points out that the Bull should be read here, not the Ram, which would place the time of the pilgrimage in the end of March; whereas, in The Prologue to the Man of Law s Tale, the date is given as the eight and twenty day of April, that is messenger to May. 2. Dante, in the Vita Nuova, distinguishes three classes of pilgrims: palmieri - palmers who go beyond sea to the East, and often bring back staves of palm-wood; peregrini, who gothe shrine of St Jago in Galicia; Romei, who go to Rome. Sir Walter Scott, however, says that palmers were in the habit of passing from shrine to shrine, living on charity pilgrims on the other hand, made the journey to any shrine only once, immediately returning to their ordinary avocations. Chaucer uses palmer of all pilgrims. 3. Hallows survives, in the meaning here given, in All Hallows All-Saints day. Couth, past participle of conne to know, exists in uncouth. 4. The Tabard the sign of the inn was a sleeveless coat, worn by heralds. The name of the inn was, some three centuries after Chaucer, changed to the Talbot. is used by Chaucer merely to help the metre In German, y-fall, or y-falle, would be gefallen, y-run, or y-ronne, would be geronnen. 6. Alisandre: Alexandria, in Egypt, captured by Pierre de Lusignan, king of Cyprus, in 1365 but abandoned immediately afterwards. Thirteen years before, the same Prince had taken Satalie, the ancient Attalia, in Anatolia, and in 1367 he won Layas, in Armenia, both places named just below. 7. The knight had been placed at the head of the table, above knights of all nations, in Prussia, whither warriors from all countries were wont to repair, to aid the Teutonic Lithuania (German. Litthauen ), Russia, &c.

212 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Algesiras was taken from the Moorish king of Grenada, in 1344: the Earls of Derby and Salisbury took part in the siege. Belmarie is supposed to have been a Moorish state in Africa; but Palmyrie has been suggested as the correct reading. The Great Sea, or the Greek sea, is the Eastern Mediterranean. Tramissene, or Tremessen, is enumerated by Froissart among the Moorish kingdoms in Africa. Palatie, or Palathia, lords against a heathen neighbour. 9. Ilke: same; compare the Scottish phrase of that ilk, that is, of the estate which bears the same name as its owner s title. 10. It was the custom for squires of the highest degree to carve at their fathers tables. 11. Peacock Arrows: Large arrows, with peacocks feathers. 12. A nut-head: With nut-brown hair; or, round like a nut, the hair being cut short. 13. Grey eyes appear to have been a mark of female beauty in Chaucer s time. 14. for the mastery was applied to medicines in the sense of sovereign as we now apply it to a remedy. 15. It was fashionable to hang bells on horses bridles. abbot of Fulda from 822 to 842, did much to re-establish the discipline of the Benedictines on a true Christian basis. 17. Wood: Mad, Scottish wud. Felix says to Paul, Too much learning hath made thee mad. 18. Limitour: A friar with licence or privilege to beg, or exercise other functions, within a certain district: as, the limitour of Holderness.

213 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Farme: rent; that is, he paid a premium for his licence to beg. 21. Lovedays: meetings appointed for friendly settlement of differences; the business was often followed by sports and feasting. 22. He would the sea were kept for any thing: he would for anything that the sea were guarded. The old subsidy of tonnage and poundage, says Tyrwhitt, was given to the king pour la saufgarde et custodie del mer. for the safeguard and keeping of the sea (12 E. IV. C.3). 23. Middleburg, at the mouth of the Scheldt, in Holland; Orwell, a seaport in Essex. 24. Shields: Crowns, so called from the shields stamped on them; French, ecu; Italian, scudo. 25. Poor scholars at the universities used then to go about begging for money to maintain them and their studies. 26. Parvis: The portico of St. Paul s, which lawyers frequented to meet their clients. 27. St Julian: The patron saint of hospitality, celebrated for supplying his votaries with good lodging and good cheer. 28. Mew: cage. The place behind Whitehall, where the king s hawks were caged was called the Mews. 30. Countour: Probably a steward or accountant in the county court.

214 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Vavasour: A landholder of consequence; holding of a duke, marquis, or earl, and ranking below a baron. 32. On the dais: On the raised platform at the end of the hall, where sat at meat or in judgement those high in authority, rank or honour; in our days the worthy craftsmen might have been described as good platform men. 33. To take precedence over all in going to the evening service of the Church, or to festival meetings, to which it was the fashion to carry rich cloaks or mantles against the homecoming. 34. The things the cook could make: marchand tart, some now unknown ingredient used in cookery; galingale, sweet or long rooted cyprus; mortrewes, a rich soup blancmange; one part of it was the brawn of a capon. 35. Lodemanage: pilotage, from Anglo-Saxon ladman, a leader, guide, or pilot; hence lodestar, lodestone. 36. The authors mentioned here were the chief medical text- books of the middle ages. The names of Galen and Hippocrates were then usually spelt Gallien and Hypocras or Ypocras. 37. The west of England, especially around Bath, was the seat of the cloth-manufacture, as were Ypres and Ghent (Gaunt) in Flanders. 38. Chaucer here satirises the fashion of the time, which piled bulky and heavy waddings on ladies heads. and elsewhere Chaucer speaks of moisty ale, as opposed to old. 40. In Galice at Saint James: at the shrine of St Jago of Compostella in Spain. 41. Gat-toothed: Buck-toothed; goat-toothed, to signify her wantonness; or gap-toothed with gaps between her teeth.

215 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & An endowment to sing masses for the soul of the donor. 43. A ram was the usual prize at wrestling matches. 44. Cop: Head; German, Kopf. 45. Nose-thirles: nostrils; from the Anglo-Saxon, thirlian, to pierce; hence the word drill, to bore. 46. Goliardais: a babbler and a buffoon; Golias was the founder of a jovial sect called by his name. 47. The proverb says that every honest miller has a thumb of gold; probably Chaucer means that this one was as honest as his brethren. with the purchase of victuals for inns of court or colleges. 49. Reeve: A land-steward; still called grieve Anglo-Saxon, gerefa in some parts of Scotland. 50. Sompnour: summoner; an apparitor, who cited delinquents to appear in ecclesiastical courts. 51. Questio quid juris: I ask which law (applies) ; a cant law-latin phrase. 52. Harlot: a low, ribald fellow; the word was used of both sexes; it comes from the Anglo-Saxon verb to hire. 54. Within his jurisdiction he had at his own pleasure the young people (of both sexes) in the diocese.

216 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 23 & Pardoner: a seller of pardons or indulgences. 56. Newe get: new gait, or fashion; gait is still used in this sense in some parts of the country. 57. Vernicle: an image of Christ; so called from St Veronica, who gave the Saviour a napkin to wipe the sweat from His face as He bore the Cross, and received it back with an impression of His countenance upon it. 58. Mail: packet, baggage; French, malle, a trunk. 59. The Bell: apparently another Southwark tavern; Stowe mentions a Bull as being near the Tabard. 60. Cheap: Cheapside, then inhabited by the richest and most prosperous citizens of London. 61. Herberow: Lodging, inn; French, Herberge. 62. The watering of Saint Thomas: At the second milestone on the old Canterbury road. PRINT

217 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 25-1 Lesson 25 The Canterbury Tales: The Prologue In the previous two Lessons, you read The Prologue to The Canterbury Tales. Today, you will take what you learned from that reading and use it to complete the Notes and Character Guide and the Name that Pilgrim Worksheet. Lesson Wrap-Up: Of all of the characters you read about in The Prologue, which character did you like the most?

218 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 25-2 The Prologue: Notes and Character Guide 1. Describe the time of year when people long to go on pilgrimages. 2. How does the narrator meet up with the Canterbury pilgrims? 3. Describe who the Host is. 4. What is the Host s plan? 5. What is the prize?

219 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 25-3 Name that Pilgrim On the lines below, write the name of the character the text is describing. The text has been re-written in more modern English than the text of The Prologue. 1. It seemed such a pity for a man like he, to have an ulcer upon his knee 2. He had a horse that was thinner than a rake 6. Her forhead was widespread across the full span of her brow 7. He knew each tavern well in every town, far better than he knew lepers or beggars 8. He sat high on his horse wearing a beaver hat 9. His wallet was always stuffed full of pardons from Rome

220 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 25-4 could ever catch him 11. His eyes were narrow, and his forehead scabbed and black. His appearance frightened children 13. He carried many loads of dung in his honest work, and he always tithed whenever it was time 14. He was an example to his sheep that he always watched over so no wolf should harm them 15. He welcomed everyone and provided supper. He spoke well and with great wisdom PRINT

221 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 26-1 Lesson 26 Grammar Stop: Progressive Verb Forms In this Lesson, you will begin to learn about the progressive forms of a verb. The progressive forms of a verb are used to express progressive, or ongoing, actions. Verb Tenses The grammatical tense is a method used to express the time at which an event took place. In English, this is a property of the verb form, and it is important to understand the meaning and use of tenses. Here is a description of each verb tense. Present Progressive verb tense indicates continuous action. It refers to something that is presently happening. She is reading The Canterbury Tales. Past Progressive verb tense indicates something that was occurring in the past. She was reading The Canterbury Tales. Future Progressive verb tense indicates continuous action about something that will be happening in the future, something that is going to happen. She will be reading The Canterbury Tales. Present Perfect Progressive verb tense indicates continuous action of something already completed that continues to happen. She has been reading The Canterbury Tales. Past Perfect Progressive verb tense indicates an action that has already been completed, and no longer is happening. She had been reading The Canterbury Tales. Future Perfect Progressive verb tense presents continuous action that will be completed in the future. She will have been reading The Canterbury Tales. Lesson Wrap-Up: Name the six different progressive verb forms described in this Lesson.

222 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 26-2 Verb Forms Practice Part I: Using the Progressive Form In each blank, write the progressive form of the verb in parentheses. 1. Chaucer was (write) The Canterbury Tales during the late 14th century. 2. He was constantly (discover) foreign literary works. 3. The travelers are (make) a pilgrimage to Canterbury. 4. They will be (tell) stories along the way to pass the time. 5. People have been (read) and (enjoy) The Canterbury Tales for 600 years.

223 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 26-3 Part II: Forming Tenses For each sentence, write the form of the verb indicated in parentheses. 1. The narrator (present progressive form of describe) the travelers. 2. The Pardoner s Tale is told by an unethical man who (present perfect progressive form of sell) forgiveness for sins. 3. The story he (present progressive form of tell) condemns avarice. 4. In her tale, the Wife of Bath describes the battle of the sexes, which (past perfect form of go) on since the beginning of time. 5. Her hero, a knight, (past progressive form of seek) to answer the question, What is the thing that women most desire? PRINT

224 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-1 Lessons 27 and 28 The Canterbury Tales: The Pardoner s Tale The next two Lessons are based on The Pardoner s Tale from The Canterbury Tales. Read the story carefully, and do your best to remember as many details as possible. The Pardoner s Tale Questions. Lesson Wrap-Up: Give a verbal summary of The Pardoner s Tale to your teacher. Assessment in Lesson 29.

225 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-2 The Pardoner s Tale: Reading Comprehension Questions Read the following questions and circle the correct answer. 1. The Pardoner can best be described as 3. In The Pardoner s Tale a. They believe he will lead them to riches. b. He tries to sell pardons to his audience. 6. What is the central Lesson to be learned from The Pardoner s Tale a. You can never trust anyone but yourself. b. A friend in need is a friend indeed.

226 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-3 The Pardoner s Tale. examples from the text.

227 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-4 The Pardoner s Tale: The Prologue OUR Hoste gan to swear as he were wood; Harow! quoth he, by nailes and by blood, <1> This was a cursed thief, a false justice. As shameful death as hearte can devise Come to these judges and their advoca s.* Algate* this sely** maid is slain, alas! Alas! too deare bought she her beauty. Wherefore I say, that all day man may see That giftes of fortune and of nature Be cause of death to many a creature. Her beauty was her death, I dare well sayn; Alas! so piteously as she was slain. [Of bothe giftes, that I speak of now Men have full often more harm than prow,*] But truely, mine owen master dear, This was a piteous tale for to hear; But natheless, pass over; tis *no force.* *advocates, counsellors *nevertheless **innocent *profit *no matter* *body I pray to God to save thy gentle corse,* And eke thine urinals, and thy jordans, Thine Hippocras, and eke thy Galliens, <2> And every boist* full of thy lectuary, *box <3> God bless them, and our lady Sainte Mary. So may I the,* thou art a proper man, *thrive And like a prelate, by Saint Ronian; Said I not well? Can I not speak *in term?* *in set form* But well I wot thou dost* mine heart to erme,** *makest **grieve<4> That I have almost caught a cardiacle:* *heartache <5> By corpus Domini <6>, but* I have triacle,** *unless **a remedy Or else a draught of moist and corny <7> ale, Or but* I hear anon a merry tale, *unless Mine heart is brost* for pity of this maid. *burst, broken Thou *bel ami,* thou Pardoner, he said, *good friend* Tell us some mirth of japes* right anon. *jokes It shall be done, quoth he, by Saint Ronion. But first, quoth he, here at this ale-stake* *ale-house sign <8> I will both drink, and biten on a cake. But right anon the gentles gan to cry, Nay, let him tell us of no ribaldry. Tell us some moral thing, that we may lear* Some wit,* and thenne will we gladly hear. I grant y-wis, * quoth he; but I must think *surely Upon some honest thing while that I drink. *learn *wisdom, sense

228 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-5 Notes to The Prologue to The Pardoner s Tale 2. Mediaeval medical writers; see note 36 to The Prologue to the Tales.

229 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-6 In this scene the pilgrims are refreshing themselves at tables in front of an inn. The pardoner is drunk, which explains his boastful and revealing confession of his deceits. THE TALE <1> Lordings (quoth he), in churche when I preach, I paine me* to have an hautein* speech, *take pains **loud <2> And ring it out, as round as doth a bell, For I know all by rote that I tell. My theme is always one, and ever was; Radix malorum est cupiditas.<3> First I pronounce whence that I come, And then my bulles shew I all and some; Our liege lorde s seal on my patent, That shew I first, *my body to warrent,* *for the protection That no man be so hardy, priest nor clerk, of my person* Me to disturb of Christe s holy werk. And after that then tell I forth my tales. Bulles of popes, and of cardinales, Of patriarchs, and of bishops I shew, And in Latin I speak a wordes few, To savour with my predication, And for to stir men to devotion Then show I forth my longe crystal stones, Y-crammed fall of cloutes* and of bones; *rags, fragments Relics they be, as *weene they* each one. *as my listeners think* Then have I in latoun* a shoulder-bone *brass Which that was of a holy Jewe s sheep. Good men, say I, take of my wordes keep;* *heed If that this bone be wash d in any well, If cow, or calf, or sheep, or oxe swell, That any worm hath eat, or worm y-stung, Take water of that well, and wash his tongue, And it is whole anon; and farthermore Of pockes, and of scab, and every sore Shall every sheep be whole, that of this well Drinketh a draught; take keep* of that I tell. *heed

230 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-7 If that the goodman, that the beastes oweth,* Will every week, ere that the cock him croweth, Fasting, y-drinken of this well a draught, As thilke holy Jew our elders taught, His beastes and his store shall multiply. And, Sirs, also it healeth jealousy; For though a man be fall n in jealous rage, Let make with this water his pottage, And never shall he more his wife mistrist,* *Though he the sooth of her defaulte wist;* All had she taken priestes two or three. <4> Here is a mittain* eke, that ye may see; He that his hand will put in this mittain, He shall have multiplying of his grain, When he hath sowen, be it wheat or oats, So that he offer pence, or elles groats. And, men and women, one thing warn I you; If any wight be in this churche now That hath done sin horrible, so that he Dare not for shame of it y-shriven* be; Or any woman, be she young or old, That hath y-made her husband cokewold,* Such folk shall have no power nor no grace To offer to my relics in this place. And whoso findeth him out of such blame, He will come up and offer in God s name; And I assoil* him by the authority Which that by bull y-granted was to me. *owneth *mistrust *though he truly knew her sin* *glove, mitten *confessed *cuckold *absolve

231 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-8 By this gaud* have I wonne year by year A hundred marks, since I was pardonere. I stande like a clerk in my pulpit, And when the lewed* people down is set, I preache so as ye have heard before, And telle them a hundred japes* more. Then pain I me to stretche forth my neck, And east and west upon the people I beck, As doth a dove, sitting on a bern;* My handes and my tongue go so yern,* That it is joy to see my business. Of avarice and of such cursedness* Is all my preaching, for to make them free To give their pence, and namely* unto me. For mine intent is not but for to win, And nothing for correction of sin. I recke never, when that they be buried, Though that their soules go a blackburied.<5> For certes *many a predication Cometh oft-time of evil intention;* Some for pleasance of folk, and flattery, To be advanced by hypocrisy; And some for vainglory, and some for hate. For, when I dare not otherwise debate, Then will I sting him with my tongue smart* In preaching, so that he shall not astart* To be defamed falsely, if that he Hath trespass d* to my brethren or to me. For, though I telle not his proper name, Men shall well knowe that it is the same By signes, and by other circumstances. Thus *quite I* folk that do us displeasances: Thus spit I out my venom, under hue Of holiness, to seem holy and true. But, shortly mine intent I will devise, I preach of nothing but of covetise. Therefore my theme is yet, and ever was, -- Radix malorum est cupiditas. <3> Thus can I preach against the same vice Which that I use, and that is avarice. But though myself be guilty in that sin, Yet can I maken other folk to twin* From avarice, and sore them repent. But that is not my principal intent; I preache nothing but for covetise. Of this mattere it ought enough suffice. *jest, trick *ignorant *jests, deceits *barn *briskly *wickedness *especially *preaching is often inspired by evil motives* *sharply *escape *offended *I am revenged on* *depart

232 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-9 Then tell I them examples many a one, Of olde stories longe time gone; For lewed* people love tales old; Such thinges can they well report and hold. What? trowe ye, that whiles I may preach And winne gold and silver for* I teach, That I will live in povert wilfully? Nay, nay, I thought it never truely. For I will preach and beg in sundry lands; I will not do no labour with mine hands, Nor make baskets for to live thereby, Because I will not beggen idlely. I will none of the apostles counterfeit;* I will have money, wool, and cheese, and wheat, All* were it given of the poorest page, Or of the pooreste widow in a village: All should her children sterve* for famine. Nay, I will drink the liquor of the vine, And have a jolly wench in every town. But hearken, lordings, in conclusioun; Your liking is, that I shall tell a tale Now I have drunk a draught of corny ale, By God, I hope I shall you tell a thing That shall by reason be to your liking; For though myself be a full vicious man, A moral tale yet I you telle can, Which I am wont to preache, for to win. Now hold your peace, my tale I will begin. *unlearned *because *imitate (in poverty) *even if *die

233 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & In Flanders whilom was a company Of younge folkes, that haunted folly, As riot, hazard, stewes,* and taverns; *brothels Where as with lutes, harpes, and giterns,* *guitars They dance and play at dice both day and night, And eat also, and drink over their might; Through which they do the devil sacrifice Within the devil s temple, in cursed wise, By superfluity abominable. Their oathes be so great and so damnable, That it is grisly* for to hear them swear. *dreadful <6> Our blissful Lorde s body they to-tear;* *tore to pieces <7> Them thought the Jewes rent him not enough, And each of them at other s sinne lough.* *laughed And right anon in come tombesteres <8> Fetis* and small, and younge fruitesteres.** *dainty **fruit-girls Singers with harpes, baudes,* waferers,** *revellers **cake-sellers Which be the very devil s officers, To kindle and blow the fire of lechery, That is annexed unto gluttony. The Holy Writ take I to my witness, That luxury is in wine and drunkenness. <9> Lo, how that drunken Lot unkindely* *unnaturally Lay by his daughters two unwittingly, So drunk he was he knew not what he wrought. Herodes, who so well the stories sought, <10> When he of wine replete was at his feast, Right at his owen table gave his hest* *command To slay the Baptist John full guilteless. Seneca saith a good word, doubteless: He saith he can no difference find Betwixt a man that is out of his mind, And a man whiche that is drunkelew:* *a drunkard <11> But that woodness,* y-fallen in a shrew,* *madness **one evil-tempered Persevereth longer than drunkenness.

234 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & O gluttony, full of all cursedness; O cause first of our confusion, Original of our damnation, Till Christ had bought us with his blood again! Looke, how deare, shortly for to sayn, Abought* was first this cursed villainy: *atoned for Corrupt was all this world for gluttony. Adam our father, and his wife also, From Paradise, to labour and to woe, Were driven for that vice, it is no dread.* *doubt For while that Adam fasted, as I read, He was in Paradise; and when that he Ate of the fruit defended* of the tree, *forbidden <12> Anon he was cast out to woe and pain. O gluttony! well ought us on thee plain. Oh! wist a man how many maladies Follow of excess and of gluttonies, He woulde be the more measurable* *moderate Of his diete, sitting at his table. Alas! the shorte throat, the tender mouth, Maketh that east and west, and north and south, In earth, in air, in water, men do swink* *labour To get a glutton dainty meat and drink. Of this mattere, O Paul! well canst thou treat Meat unto womb,* and womb eke unto meat, *belly Shall God destroye both, as Paulus saith. <13> Alas! a foul thing is it, by my faith, To say this word, and fouler is the deed, When man so drinketh of the *white and red,* *i.e. wine* That of his throat he maketh his privy Through thilke cursed superfluity The apostle saith, <14> weeping full piteously, There walk many, of which you told have I, -- I say it now weeping with piteous voice, -- That they be enemies of Christe s crois;* *cross Of which the end is death; womb* is their God. *belly O womb, O belly, stinking is thy cod,* *bag <15> Full fill d of dung and of corruptioun; At either end of thee foul is the soun. How great labour and cost is thee to find!* *supply These cookes how they stamp, and strain, and grind, And turne substance into accident, To fulfill all thy likerous talent! Out of the harde bones knocke they The marrow, for they caste naught away That may go through the gullet soft and swoot* *sweet

235 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & Of spicery and leaves, of bark and root, Shall be his sauce y-maked by delight, To make him have a newer appetite. But, certes, he that haunteth such delices Is dead while that he liveth in those vices. A lecherous thing is wine, and drunkenness Is full of striving and of wretchedness. O drunken man! disfgur d is thy face,<16> Sour is thy breath, foul art thou to embrace: And through thy drunken nose sowneth the soun, As though thous saidest aye, Samsoun! Samsoun! And yet, God wot, Samson drank never wine. Thou fallest as it were a sticked swine; Thy tongue is lost, and all thine honest cure;* For drunkenness is very sepulture* Of manne s wit and his discretion. In whom that drink hath domination, He can no counsel keep, it is no dread.* Now keep you from the white and from the red, And namely* from the white wine of Lepe,<17> That is to sell in Fish Street <18> and in Cheap. This wine of Spaine creepeth subtilly -- In other wines growing faste by, Of which there riseth such fumosity, That when a man hath drunken draughtes three, And weeneth that he be at home in Cheap, He is in Spain, right at the town of Lepe, Not at the Rochelle, nor at Bourdeaux town; And thenne will he say, Samsoun! Samsoun! But hearken, lordings, one word, I you pray, That all the sovreign actes, dare I say, Of victories in the Old Testament, Through very God that is omnipotent, Were done in abstinence and in prayere: Look in the Bible, and there ye may it lear.* Look, Attila, the greate conqueror, Died in his sleep, <19> with shame and dishonour, Bleeding aye at his nose in drunkenness: A captain should aye live in soberness And o er all this, advise* you right well What was commanded unto Lemuel; <20> Not Samuel, but Lemuel, say I. Reade the Bible, and find it expressly Of wine giving to them that have justice. No more of this, for it may well suffice. *care *tomb *doubt *especially *learn *consider, bethink

236 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & And, now that I have spoke of gluttony, Now will I you *defende hazardry.* Hazard is very mother of leasings,* And of deceit, and cursed forswearings: Blasphem of Christ, manslaughter, and waste also Of chattel* and of time; and furthermo It is repreve,* and contrar of honour, For to be held a common hazardour. And ever the higher he is of estate, The more he is holden desolate.* If that a prince use hazardry, In alle governance and policy He is, as by common opinion, Y-hold the less in reputation. *forbid gambling* *lies *property *reproach *undone, worthless Chilon, that was a wise ambassador, Was sent to Corinth with full great honor From Lacedemon, <21> to make alliance; And when he came, it happen d him, by chance, That all the greatest that were of that land, Y-playing atte hazard he them fand.* For which, as soon as that it mighte be, He stole him home again to his country And saide there, I will not lose my name, Nor will I take on me so great diffame,* You to ally unto no hazardors.* Sende some other wise ambassadors, For, by my troth, me were lever* die, Than I should you to hazardors ally. For ye, that be so glorious in honours, Shall not ally you to no hazardours, As by my will, nor as by my treaty. This wise philosopher thus said he. Look eke how to the King Demetrius The King of Parthes, as the book saith us, Sent him a pair of dice of gold in scorn, For he had used hazard therebeforn: For which he held his glory and renown At no value or reputatioun. Lordes may finden other manner play Honest enough to drive the day away. *found *reproach *gamblers *rather End Reading, Lesson 27

237 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & Begin Reading, Lesson 28 Now will I speak of oathes false and great A word or two, as olde bookes treat. Great swearing is a thing abominable, And false swearing is more reprovable. The highe God forbade swearing at all; Witness on Matthew: <22> but in special Of swearing saith the holy Jeremie, <23> Thou thalt swear sooth thine oathes, and not lie: And swear in doom* and eke in righteousness; But idle swearing is a cursedness.* Behold and see, there in the firste table Of highe Godde s hestes* honourable, How that the second best of him is this, Take not my name in idle* or amiss. Lo, rather* he forbiddeth such swearing, Than homicide, or many a cursed thing; I say that as by order thus it standeth; This knoweth he that his hests* understandeth, How that the second hest of God is that. And farthermore, I will thee tell all plat,* That vengeance shall not parte from his house, That of his oathes is outrageous. By Godde s precious heart, and by his nails, <24> And by the blood of Christ, that is in Hailes, <25> Seven is my chance, and thine is cinque and trey: By Godde s armes, if thou falsely play, This dagger shall throughout thine hearte go. This fruit comes of the *bicched bones two,* Forswearing, ire, falseness, and homicide. Now, for the love of Christ that for us died, Leave your oathes, bothe great and smale. But, Sirs, now will I ell you forth my tale. *judgement *wickedness *commandments *in vain *sooner *commandments *flatly, plainly *two cursed bones (dice)*

238 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & These riotoures three, of which I tell, Long *erst than* prime rang of any bell, Were set them in a tavern for to drink; And as they sat, they heard a belle clink Before a corpse, was carried to the grave. That one of them gan calle to his knave,* Go bet, <26> quoth he, and aske readily What corpse is this, that passeth here forth by; And look that thou report his name well. Sir, quoth the boy, it needeth never a deal;* It was me told ere ye came here two hours; He was, pardie, an old fellow of yours, And suddenly he was y-slain to-night; Fordrunk* as he sat on his bench upright, There came a privy thief, men clepe Death, That in this country all the people slay th, And with his spear he smote his heart in two, And went his way withoute wordes mo. He hath a thousand slain this pestilence; And, master, ere you come in his presence, Me thinketh that it were full necessary For to beware of such an adversary; Be ready for to meet him evermore. Thus taughte me my dame; I say no more. By Sainte Mary, said the tavernere, The child saith sooth, for he hath slain this year, Hence ov r a mile, within a great village, Both man and woman, child, and hind, and page; I trow his habitation be there; To be advised* great wisdom it were, Ere* that he did a man a dishonour. *before *servant *whit *completely drunk *watchful, on one s guard *lest

239 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & Yea, Godde s armes, quoth this riotour, Is it such peril with him for to meet? I shall him seek, by stile and eke by street. I make a vow, by Godde s digne* bones. Hearken, fellows, we three be alle ones:* Let each of us hold up his hand to other, And each of us become the other s brother, And we will slay this false traitor Death; He shall be slain, he that so many slay th, By Godde s dignity, ere it be night. Together have these three their trothe plight To live and die each one of them for other As though he were his owen sworen brother. And up they start, all drunken, in this rage, And forth they go towardes that village Of which the taverner had spoke beforn, And many a grisly* oathe have they sworn, *worthy *at one *dreadful And Christe s blessed body they to-rent;* *tore to pieces <7> Death shall be dead, if that we may him hent. * *catch When they had gone not fully half a mile, Right as they would have trodden o er a stile, An old man and a poore with them met. This olde man full meekely them gret,* *greeted And saide thus; Now, lordes, God you see! * The proudest of these riotoures three Answer d again; What? churl, with sorry grace, Why art thou all forwrapped* save thy face? Why livest thou so long in so great age? This olde man gan look on his visage, And saide thus; For that I cannot find A man, though that I walked unto Ind, Neither in city, nor in no village go, That woulde change his youthe for mine age; And therefore must I have mine age still As longe time as it is Godde s will. And Death, alas! he will not have my life. Thus walk I like a resteless caitife,* And on the ground, which is my mother s gate, I knocke with my staff, early and late, And say to her, Leve* mother, let me in. Lo, how I wane, flesh, and blood, and skin; Alas! when shall my bones be at rest? Mother, with you I woulde change my chest, That in my chamber longe time hath be, *look on graciously *closely wrapt up *miserable wretch *dear

240 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & Yea, for an hairy clout to *wrap in me. * But yet to me she will not do that grace, For which fall pale and welked* is my face. But, Sirs, to you it is no courtesy To speak unto an old man villainy, But* he trespass in word or else in deed. In Holy Writ ye may yourselves read; Against* an old man, hoar upon his head, Ye should arise: therefore I you rede,* Ne do unto an old man no harm now, No more than ye would a man did you In age, if that ye may so long abide. And God be with you, whether ye go or ride I must go thither as I have to go. *wrap myself in* *withered *except *to meet *advise Nay, olde churl, by God thou shalt not so, Saide this other hazardor anon; Thou partest not so lightly, by Saint John. Thou spakest right now of that traitor Death, That in this country all our friendes slay th; Have here my troth, as thou art his espy;* Tell where he is, or thou shalt it abie,* By God and by the holy sacrament; For soothly thou art one of his assent To slay us younge folk, thou false thief. Now, Sirs, quoth he, if it be you so lief* To finde Death, turn up this crooked way, For in that grove I left him, by my fay, Under a tree, and there he will abide; Nor for your boast he will him nothing hide. See ye that oak? right there ye shall him find. God save you, that bought again mankind, And you amend! Thus said this olde man; And evereach of these riotoures ran, Till they came to the tree, and there they found Of florins fine, of gold y-coined round, Well nigh a seven bushels, as them thought. No longer as then after Death they sought; But each of them so glad was of the sight, For that the florins were so fair and bright, That down they sat them by the precious hoard. The youngest of them spake the firste word: *spy *suffer for *desire

241 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & Brethren, quoth he, *take keep* what I shall say; My wit is great, though that I bourde* and play This treasure hath Fortune unto us given In mirth and jollity our life to liven; And lightly as it comes, so will we spend. Hey! Godde s precious dignity! who wend* Today that we should have so fair a grace? But might this gold he carried from this place Home to my house, or elles unto yours (For well I wot that all this gold is ours), Then were we in high felicity. But truely by day it may not be; Men woulde say that we were thieves strong, And for our owen treasure do us hong.* This treasure muste carried be by night, As wisely and as slily as it might. Wherefore I rede,* that cut** among us all We draw, and let see where the cut will fall: And he that hath the cut, with hearte blithe Shall run unto the town, and that full swithe,* And bring us bread and wine full privily: And two of us shall keepe subtilly This treasure well: and if he will not tarry, When it is night, we will this treasure carry, By one assent, where as us thinketh best. Then one of them the cut brought in his fist, And bade them draw, and look where it would fall; And it fell on the youngest of them all; And forth toward the town he went anon. And all so soon as that he was y-gone, The one of them spake thus unto the other; Thou knowest well that thou art my sworn brother, *Thy profit* will I tell thee right anon. Thou knowest well that our fellow is gone, And here is gold, and that full great plenty, That shall departed* he among us three. But natheless, if I could shape* it so That it departed were among us two, Had I not done a friende s turn to thee? Th other answer d, I n ot* how that may be; He knows well that the gold is with us tway. What shall we do? what shall we to him say? Shall it be counsel? * said the firste shrew;** And I shall tell to thee in wordes few What we shall do, and bring it well about. *heed* *joke, frolic *weened, thought *have us hanged *advise **lots *quickly *what is for thine advantage* *divided *contrive *know not *secret **wretch

242 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & I grante, quoth the other, out of doubt, That by my truth I will thee not bewray. * Now, quoth the first, thou know st well we be tway, And two of us shall stronger be than one. Look; when that he is set,* thou right anon Arise, as though thou wouldest with him play; And I shall rive* him through the sides tway, While that thou strugglest with him as in game; And with thy dagger look thou do the same. And then shall all this gold departed* be, My deare friend, betwixte thee and me: Then may we both our lustes* all fulfil, And play at dice right at our owen will. And thus accorded* be these shrewes** tway To slay the third, as ye have heard me say. *betray *sat down *stab *divided *pleasures *agreed **wretches

243 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & The youngest, which that wente to the town, Full oft in heart he rolled up and down The beauty of these florins new and bright. O Lord! quoth he, if so were that I might Have all this treasure to myself alone, There is no man that lives under the throne Of God, that shoulde have so merry as I. And at the last the fiend our enemy Put in his thought, that he should poison buy, With which he mighte slay his fellows twy.* For why, the fiend found him *in such living,* That he had leave to sorrow him to bring. For this was utterly his full intent To slay them both, and never to repent. And forth he went, no longer would he tarry, Into the town to an apothecary, And prayed him that he him woulde sell Some poison, that he might *his rattes quell,* *two *leading such a (bad) life* *kill his rats* And eke there was a polecat in his haw,* *farm-yard, hedge <27> That, as he said, his eapons had y-slaw:* *slain And fain he would him wreak,* if that he might, *revenge Of vermin that destroyed him by night. Th apothecary answer d, Thou shalt have A thing, as wisly* God my soule save, *surely In all this world there is no creature That eat or drank hath of this confecture, Not but the mountance* of a corn of wheat, That he shall not his life *anon forlete;* Yea, sterve* he shall, and that in lesse while Than thou wilt go *apace* nought but a mile: This poison is so strong and violent. This cursed man hath in his hand y-hent* This poison in a box, and swift he ran Into the nexte street, unto a man, And borrow d of him large bottles three; And in the two the poison poured he; The third he kepte clean for his own drink, For all the night he shope him* for to swink** In carrying off the gold out of that place. And when this riotour, with sorry grace, Had fill d with wine his greate bottles three, *amount *immediately lay down* *die *quickly* *taken *purposed **labour

244 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & To his fellows again repaired he. What needeth it thereof to sermon* more? For, right as they had cast* his death before, Right so they have him slain, and that anon. And when that this was done, thus spake the one; Now let us sit and drink, and make us merry, And afterward we will his body bury. And with that word it happen d him *par cas* To take the bottle where the poison was, And drank, and gave his fellow drink also, For which anon they sterved* both the two. But certes I suppose that Avicen Wrote never in no canon, nor no fen, <28> More wondrous signes of empoisoning, Than had these wretches two ere their ending. Thus ended be these homicides two, And eke the false empoisoner also. *talk, discourse *plotted *by chance *died But, Sirs, one word forgot I in my tale; I have relics and pardon in my mail, As fair as any man in Engleland, Which were me given by the Pope s hand. If any of you will of devotion Offer, and have mine absolution, Come forth anon, and kneele here adown And meekely receive my pardoun. Or elles take pardon, as ye wend,* All new and fresh at every towne s end, So that ye offer, always new and new, Nobles or pence which that be good and true. Tis an honour to evereach* that is here, That ye have a suffisant* pardonere *go *each one *suitable

245 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & T assoile* you in country as ye ride, For aventures which that may betide. Paraventure there may fall one or two Down of his horse, and break his neck in two. Look, what a surety is it to you all, That I am in your fellowship y-fall, That may assoil* you bothe *more and lass,* When that the soul shall from the body pass. I rede* that our Hoste shall begin, For he is most enveloped in sin. Come forth, Sir Host, and offer first anon, And thou shalt kiss; the relics every one, Yea, for a groat; unbuckle anon thy purse. *absolve *absolve *great and small* *advise Nay, nay, quoth he, then have I Christe s curse! Let be, quoth he, it shall not be, *so the ch.* *so may I thrive* Thou wouldest make me kiss thine olde breech, And swear it were a relic of a saint, Though it were with thy *fundament depaint.* *stained by your bottom* But, by the cross which that Saint Helen fand,* *found <30> I would I had thy coilons* in mine hand, *testicles Instead of relics, or of sanctuary. Let cut them off, I will thee help them carry; They shall be shrined in a hogge s turd. The Pardoner answered not one word; So wroth he was, no worde would he say. Now, quoth our Host, I will no longer play With thee, nor with none other angry man. But right anon the worthy Knight began (When that he saw that all the people lough*), No more of this, for it is right enough. Sir Pardoner, be merry and glad of cheer; And ye, Sir Host, that be to me so dear, I pray you that ye kiss the Pardoner; And, Pardoner, I pray thee draw thee ner,* And as we didde, let us laugh and play. Anon they kiss d, and rode forth their way. *laughed *nearer

246 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & Notes to The Pardoner s Tale this case it has been treated as part of the Tale. or three priests. of God s body; and the popular preachers represented that profane swearerstore

247 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & , 19. Man of Law s Tale.

248 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & reverence. PRINT

249 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-1 Lessons 27 and 28 The Canterbury Tales: The Pardoner s Tale The next two Lessons are based on The Pardoner s Tale from The Canterbury Tales. Read the story carefully, and do your best to remember as many details as possible. The Pardoner s Tale Questions. Lesson Wrap-Up: Give a verbal summary of The Pardoner s Tale to your teacher. Assessment in Lesson 29.

250 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-2 The Pardoner s Tale: Reading Comprehension Questions Read the following questions and circle the correct answer. 1. The Pardoner can best be described as 3. In The Pardoner s Tale a. They believe he will lead them to riches. b. He tries to sell pardons to his audience. 6. What is the central Lesson to be learned from The Pardoner s Tale a. You can never trust anyone but yourself. b. A friend in need is a friend indeed.

251 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-3 The Pardoner s Tale. examples from the text.

252 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-4 The Pardoner s Tale: The Prologue OUR Hoste gan to swear as he were wood; Harow! quoth he, by nailes and by blood, <1> This was a cursed thief, a false justice. As shameful death as hearte can devise Come to these judges and their advoca s.* Algate* this sely** maid is slain, alas! Alas! too deare bought she her beauty. Wherefore I say, that all day man may see That giftes of fortune and of nature Be cause of death to many a creature. Her beauty was her death, I dare well sayn; Alas! so piteously as she was slain. [Of bothe giftes, that I speak of now Men have full often more harm than prow,*] But truely, mine owen master dear, This was a piteous tale for to hear; But natheless, pass over; tis *no force.* *advocates, counsellors *nevertheless **innocent *profit *no matter* *body I pray to God to save thy gentle corse,* And eke thine urinals, and thy jordans, Thine Hippocras, and eke thy Galliens, <2> And every boist* full of thy lectuary, *box <3> God bless them, and our lady Sainte Mary. So may I the,* thou art a proper man, *thrive And like a prelate, by Saint Ronian; Said I not well? Can I not speak *in term?* *in set form* But well I wot thou dost* mine heart to erme,** *makest **grieve<4> That I have almost caught a cardiacle:* *heartache <5> By corpus Domini <6>, but* I have triacle,** *unless **a remedy Or else a draught of moist and corny <7> ale, Or but* I hear anon a merry tale, *unless Mine heart is brost* for pity of this maid. *burst, broken Thou *bel ami,* thou Pardoner, he said, *good friend* Tell us some mirth of japes* right anon. *jokes It shall be done, quoth he, by Saint Ronion. But first, quoth he, here at this ale-stake* *ale-house sign <8> I will both drink, and biten on a cake. But right anon the gentles gan to cry, Nay, let him tell us of no ribaldry. Tell us some moral thing, that we may lear* Some wit,* and thenne will we gladly hear. I grant y-wis, * quoth he; but I must think *surely Upon some honest thing while that I drink. *learn *wisdom, sense

253 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-5 Notes to The Prologue to The Pardoner s Tale 2. Mediaeval medical writers; see note 36 to The Prologue to the Tales.

254 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-6 In this scene the pilgrims are refreshing themselves at tables in front of an inn. The pardoner is drunk, which explains his boastful and revealing confession of his deceits. THE TALE <1> Lordings (quoth he), in churche when I preach, I paine me* to have an hautein* speech, *take pains **loud <2> And ring it out, as round as doth a bell, For I know all by rote that I tell. My theme is always one, and ever was; Radix malorum est cupiditas.<3> First I pronounce whence that I come, And then my bulles shew I all and some; Our liege lorde s seal on my patent, That shew I first, *my body to warrent,* *for the protection That no man be so hardy, priest nor clerk, of my person* Me to disturb of Christe s holy werk. And after that then tell I forth my tales. Bulles of popes, and of cardinales, Of patriarchs, and of bishops I shew, And in Latin I speak a wordes few, To savour with my predication, And for to stir men to devotion Then show I forth my longe crystal stones, Y-crammed fall of cloutes* and of bones; *rags, fragments Relics they be, as *weene they* each one. *as my listeners think* Then have I in latoun* a shoulder-bone *brass Which that was of a holy Jewe s sheep. Good men, say I, take of my wordes keep;* *heed If that this bone be wash d in any well, If cow, or calf, or sheep, or oxe swell, That any worm hath eat, or worm y-stung, Take water of that well, and wash his tongue, And it is whole anon; and farthermore Of pockes, and of scab, and every sore Shall every sheep be whole, that of this well Drinketh a draught; take keep* of that I tell. *heed

255 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-7 If that the goodman, that the beastes oweth,* Will every week, ere that the cock him croweth, Fasting, y-drinken of this well a draught, As thilke holy Jew our elders taught, His beastes and his store shall multiply. And, Sirs, also it healeth jealousy; For though a man be fall n in jealous rage, Let make with this water his pottage, And never shall he more his wife mistrist,* *Though he the sooth of her defaulte wist;* All had she taken priestes two or three. <4> Here is a mittain* eke, that ye may see; He that his hand will put in this mittain, He shall have multiplying of his grain, When he hath sowen, be it wheat or oats, So that he offer pence, or elles groats. And, men and women, one thing warn I you; If any wight be in this churche now That hath done sin horrible, so that he Dare not for shame of it y-shriven* be; Or any woman, be she young or old, That hath y-made her husband cokewold,* Such folk shall have no power nor no grace To offer to my relics in this place. And whoso findeth him out of such blame, He will come up and offer in God s name; And I assoil* him by the authority Which that by bull y-granted was to me. *owneth *mistrust *though he truly knew her sin* *glove, mitten *confessed *cuckold *absolve

256 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-8 By this gaud* have I wonne year by year A hundred marks, since I was pardonere. I stande like a clerk in my pulpit, And when the lewed* people down is set, I preache so as ye have heard before, And telle them a hundred japes* more. Then pain I me to stretche forth my neck, And east and west upon the people I beck, As doth a dove, sitting on a bern;* My handes and my tongue go so yern,* That it is joy to see my business. Of avarice and of such cursedness* Is all my preaching, for to make them free To give their pence, and namely* unto me. For mine intent is not but for to win, And nothing for correction of sin. I recke never, when that they be buried, Though that their soules go a blackburied.<5> For certes *many a predication Cometh oft-time of evil intention;* Some for pleasance of folk, and flattery, To be advanced by hypocrisy; And some for vainglory, and some for hate. For, when I dare not otherwise debate, Then will I sting him with my tongue smart* In preaching, so that he shall not astart* To be defamed falsely, if that he Hath trespass d* to my brethren or to me. For, though I telle not his proper name, Men shall well knowe that it is the same By signes, and by other circumstances. Thus *quite I* folk that do us displeasances: Thus spit I out my venom, under hue Of holiness, to seem holy and true. But, shortly mine intent I will devise, I preach of nothing but of covetise. Therefore my theme is yet, and ever was, -- Radix malorum est cupiditas. <3> Thus can I preach against the same vice Which that I use, and that is avarice. But though myself be guilty in that sin, Yet can I maken other folk to twin* From avarice, and sore them repent. But that is not my principal intent; I preache nothing but for covetise. Of this mattere it ought enough suffice. *jest, trick *ignorant *jests, deceits *barn *briskly *wickedness *especially *preaching is often inspired by evil motives* *sharply *escape *offended *I am revenged on* *depart

257 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & 28-9 Then tell I them examples many a one, Of olde stories longe time gone; For lewed* people love tales old; Such thinges can they well report and hold. What? trowe ye, that whiles I may preach And winne gold and silver for* I teach, That I will live in povert wilfully? Nay, nay, I thought it never truely. For I will preach and beg in sundry lands; I will not do no labour with mine hands, Nor make baskets for to live thereby, Because I will not beggen idlely. I will none of the apostles counterfeit;* I will have money, wool, and cheese, and wheat, All* were it given of the poorest page, Or of the pooreste widow in a village: All should her children sterve* for famine. Nay, I will drink the liquor of the vine, And have a jolly wench in every town. But hearken, lordings, in conclusioun; Your liking is, that I shall tell a tale Now I have drunk a draught of corny ale, By God, I hope I shall you tell a thing That shall by reason be to your liking; For though myself be a full vicious man, A moral tale yet I you telle can, Which I am wont to preache, for to win. Now hold your peace, my tale I will begin. *unlearned *because *imitate (in poverty) *even if *die

258 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & In Flanders whilom was a company Of younge folkes, that haunted folly, As riot, hazard, stewes,* and taverns; *brothels Where as with lutes, harpes, and giterns,* *guitars They dance and play at dice both day and night, And eat also, and drink over their might; Through which they do the devil sacrifice Within the devil s temple, in cursed wise, By superfluity abominable. Their oathes be so great and so damnable, That it is grisly* for to hear them swear. *dreadful <6> Our blissful Lorde s body they to-tear;* *tore to pieces <7> Them thought the Jewes rent him not enough, And each of them at other s sinne lough.* *laughed And right anon in come tombesteres <8> Fetis* and small, and younge fruitesteres.** *dainty **fruit-girls Singers with harpes, baudes,* waferers,** *revellers **cake-sellers Which be the very devil s officers, To kindle and blow the fire of lechery, That is annexed unto gluttony. The Holy Writ take I to my witness, That luxury is in wine and drunkenness. <9> Lo, how that drunken Lot unkindely* *unnaturally Lay by his daughters two unwittingly, So drunk he was he knew not what he wrought. Herodes, who so well the stories sought, <10> When he of wine replete was at his feast, Right at his owen table gave his hest* *command To slay the Baptist John full guilteless. Seneca saith a good word, doubteless: He saith he can no difference find Betwixt a man that is out of his mind, And a man whiche that is drunkelew:* *a drunkard <11> But that woodness,* y-fallen in a shrew,* *madness **one evil-tempered Persevereth longer than drunkenness.

259 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & O gluttony, full of all cursedness; O cause first of our confusion, Original of our damnation, Till Christ had bought us with his blood again! Looke, how deare, shortly for to sayn, Abought* was first this cursed villainy: *atoned for Corrupt was all this world for gluttony. Adam our father, and his wife also, From Paradise, to labour and to woe, Were driven for that vice, it is no dread.* *doubt For while that Adam fasted, as I read, He was in Paradise; and when that he Ate of the fruit defended* of the tree, *forbidden <12> Anon he was cast out to woe and pain. O gluttony! well ought us on thee plain. Oh! wist a man how many maladies Follow of excess and of gluttonies, He woulde be the more measurable* *moderate Of his diete, sitting at his table. Alas! the shorte throat, the tender mouth, Maketh that east and west, and north and south, In earth, in air, in water, men do swink* *labour To get a glutton dainty meat and drink. Of this mattere, O Paul! well canst thou treat Meat unto womb,* and womb eke unto meat, *belly Shall God destroye both, as Paulus saith. <13> Alas! a foul thing is it, by my faith, To say this word, and fouler is the deed, When man so drinketh of the *white and red,* *i.e. wine* That of his throat he maketh his privy Through thilke cursed superfluity The apostle saith, <14> weeping full piteously, There walk many, of which you told have I, -- I say it now weeping with piteous voice, -- That they be enemies of Christe s crois;* *cross Of which the end is death; womb* is their God. *belly O womb, O belly, stinking is thy cod,* *bag <15> Full fill d of dung and of corruptioun; At either end of thee foul is the soun. How great labour and cost is thee to find!* *supply These cookes how they stamp, and strain, and grind, And turne substance into accident, To fulfill all thy likerous talent! Out of the harde bones knocke they The marrow, for they caste naught away That may go through the gullet soft and swoot* *sweet

260 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & Of spicery and leaves, of bark and root, Shall be his sauce y-maked by delight, To make him have a newer appetite. But, certes, he that haunteth such delices Is dead while that he liveth in those vices. A lecherous thing is wine, and drunkenness Is full of striving and of wretchedness. O drunken man! disfgur d is thy face,<16> Sour is thy breath, foul art thou to embrace: And through thy drunken nose sowneth the soun, As though thous saidest aye, Samsoun! Samsoun! And yet, God wot, Samson drank never wine. Thou fallest as it were a sticked swine; Thy tongue is lost, and all thine honest cure;* For drunkenness is very sepulture* Of manne s wit and his discretion. In whom that drink hath domination, He can no counsel keep, it is no dread.* Now keep you from the white and from the red, And namely* from the white wine of Lepe,<17> That is to sell in Fish Street <18> and in Cheap. This wine of Spaine creepeth subtilly -- In other wines growing faste by, Of which there riseth such fumosity, That when a man hath drunken draughtes three, And weeneth that he be at home in Cheap, He is in Spain, right at the town of Lepe, Not at the Rochelle, nor at Bourdeaux town; And thenne will he say, Samsoun! Samsoun! But hearken, lordings, one word, I you pray, That all the sovreign actes, dare I say, Of victories in the Old Testament, Through very God that is omnipotent, Were done in abstinence and in prayere: Look in the Bible, and there ye may it lear.* Look, Attila, the greate conqueror, Died in his sleep, <19> with shame and dishonour, Bleeding aye at his nose in drunkenness: A captain should aye live in soberness And o er all this, advise* you right well What was commanded unto Lemuel; <20> Not Samuel, but Lemuel, say I. Reade the Bible, and find it expressly Of wine giving to them that have justice. No more of this, for it may well suffice. *care *tomb *doubt *especially *learn *consider, bethink

261 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & And, now that I have spoke of gluttony, Now will I you *defende hazardry.* Hazard is very mother of leasings,* And of deceit, and cursed forswearings: Blasphem of Christ, manslaughter, and waste also Of chattel* and of time; and furthermo It is repreve,* and contrar of honour, For to be held a common hazardour. And ever the higher he is of estate, The more he is holden desolate.* If that a prince use hazardry, In alle governance and policy He is, as by common opinion, Y-hold the less in reputation. *forbid gambling* *lies *property *reproach *undone, worthless Chilon, that was a wise ambassador, Was sent to Corinth with full great honor From Lacedemon, <21> to make alliance; And when he came, it happen d him, by chance, That all the greatest that were of that land, Y-playing atte hazard he them fand.* For which, as soon as that it mighte be, He stole him home again to his country And saide there, I will not lose my name, Nor will I take on me so great diffame,* You to ally unto no hazardors.* Sende some other wise ambassadors, For, by my troth, me were lever* die, Than I should you to hazardors ally. For ye, that be so glorious in honours, Shall not ally you to no hazardours, As by my will, nor as by my treaty. This wise philosopher thus said he. Look eke how to the King Demetrius The King of Parthes, as the book saith us, Sent him a pair of dice of gold in scorn, For he had used hazard therebeforn: For which he held his glory and renown At no value or reputatioun. Lordes may finden other manner play Honest enough to drive the day away. *found *reproach *gamblers *rather End Reading, Lesson 27

262 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & Begin Reading, Lesson 28 Now will I speak of oathes false and great A word or two, as olde bookes treat. Great swearing is a thing abominable, And false swearing is more reprovable. The highe God forbade swearing at all; Witness on Matthew: <22> but in special Of swearing saith the holy Jeremie, <23> Thou thalt swear sooth thine oathes, and not lie: And swear in doom* and eke in righteousness; But idle swearing is a cursedness.* Behold and see, there in the firste table Of highe Godde s hestes* honourable, How that the second best of him is this, Take not my name in idle* or amiss. Lo, rather* he forbiddeth such swearing, Than homicide, or many a cursed thing; I say that as by order thus it standeth; This knoweth he that his hests* understandeth, How that the second hest of God is that. And farthermore, I will thee tell all plat,* That vengeance shall not parte from his house, That of his oathes is outrageous. By Godde s precious heart, and by his nails, <24> And by the blood of Christ, that is in Hailes, <25> Seven is my chance, and thine is cinque and trey: By Godde s armes, if thou falsely play, This dagger shall throughout thine hearte go. This fruit comes of the *bicched bones two,* Forswearing, ire, falseness, and homicide. Now, for the love of Christ that for us died, Leave your oathes, bothe great and smale. But, Sirs, now will I ell you forth my tale. *judgement *wickedness *commandments *in vain *sooner *commandments *flatly, plainly *two cursed bones (dice)*

263 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & These riotoures three, of which I tell, Long *erst than* prime rang of any bell, Were set them in a tavern for to drink; And as they sat, they heard a belle clink Before a corpse, was carried to the grave. That one of them gan calle to his knave,* Go bet, <26> quoth he, and aske readily What corpse is this, that passeth here forth by; And look that thou report his name well. Sir, quoth the boy, it needeth never a deal;* It was me told ere ye came here two hours; He was, pardie, an old fellow of yours, And suddenly he was y-slain to-night; Fordrunk* as he sat on his bench upright, There came a privy thief, men clepe Death, That in this country all the people slay th, And with his spear he smote his heart in two, And went his way withoute wordes mo. He hath a thousand slain this pestilence; And, master, ere you come in his presence, Me thinketh that it were full necessary For to beware of such an adversary; Be ready for to meet him evermore. Thus taughte me my dame; I say no more. By Sainte Mary, said the tavernere, The child saith sooth, for he hath slain this year, Hence ov r a mile, within a great village, Both man and woman, child, and hind, and page; I trow his habitation be there; To be advised* great wisdom it were, Ere* that he did a man a dishonour. *before *servant *whit *completely drunk *watchful, on one s guard *lest

264 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & Yea, Godde s armes, quoth this riotour, Is it such peril with him for to meet? I shall him seek, by stile and eke by street. I make a vow, by Godde s digne* bones. Hearken, fellows, we three be alle ones:* Let each of us hold up his hand to other, And each of us become the other s brother, And we will slay this false traitor Death; He shall be slain, he that so many slay th, By Godde s dignity, ere it be night. Together have these three their trothe plight To live and die each one of them for other As though he were his owen sworen brother. And up they start, all drunken, in this rage, And forth they go towardes that village Of which the taverner had spoke beforn, And many a grisly* oathe have they sworn, *worthy *at one *dreadful And Christe s blessed body they to-rent;* *tore to pieces <7> Death shall be dead, if that we may him hent. * *catch When they had gone not fully half a mile, Right as they would have trodden o er a stile, An old man and a poore with them met. This olde man full meekely them gret,* *greeted And saide thus; Now, lordes, God you see! * The proudest of these riotoures three Answer d again; What? churl, with sorry grace, Why art thou all forwrapped* save thy face? Why livest thou so long in so great age? This olde man gan look on his visage, And saide thus; For that I cannot find A man, though that I walked unto Ind, Neither in city, nor in no village go, That woulde change his youthe for mine age; And therefore must I have mine age still As longe time as it is Godde s will. And Death, alas! he will not have my life. Thus walk I like a resteless caitife,* And on the ground, which is my mother s gate, I knocke with my staff, early and late, And say to her, Leve* mother, let me in. Lo, how I wane, flesh, and blood, and skin; Alas! when shall my bones be at rest? Mother, with you I woulde change my chest, That in my chamber longe time hath be, *look on graciously *closely wrapt up *miserable wretch *dear

265 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & Yea, for an hairy clout to *wrap in me. * But yet to me she will not do that grace, For which fall pale and welked* is my face. But, Sirs, to you it is no courtesy To speak unto an old man villainy, But* he trespass in word or else in deed. In Holy Writ ye may yourselves read; Against* an old man, hoar upon his head, Ye should arise: therefore I you rede,* Ne do unto an old man no harm now, No more than ye would a man did you In age, if that ye may so long abide. And God be with you, whether ye go or ride I must go thither as I have to go. *wrap myself in* *withered *except *to meet *advise Nay, olde churl, by God thou shalt not so, Saide this other hazardor anon; Thou partest not so lightly, by Saint John. Thou spakest right now of that traitor Death, That in this country all our friendes slay th; Have here my troth, as thou art his espy;* Tell where he is, or thou shalt it abie,* By God and by the holy sacrament; For soothly thou art one of his assent To slay us younge folk, thou false thief. Now, Sirs, quoth he, if it be you so lief* To finde Death, turn up this crooked way, For in that grove I left him, by my fay, Under a tree, and there he will abide; Nor for your boast he will him nothing hide. See ye that oak? right there ye shall him find. God save you, that bought again mankind, And you amend! Thus said this olde man; And evereach of these riotoures ran, Till they came to the tree, and there they found Of florins fine, of gold y-coined round, Well nigh a seven bushels, as them thought. No longer as then after Death they sought; But each of them so glad was of the sight, For that the florins were so fair and bright, That down they sat them by the precious hoard. The youngest of them spake the firste word: *spy *suffer for *desire

266 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & Brethren, quoth he, *take keep* what I shall say; My wit is great, though that I bourde* and play This treasure hath Fortune unto us given In mirth and jollity our life to liven; And lightly as it comes, so will we spend. Hey! Godde s precious dignity! who wend* Today that we should have so fair a grace? But might this gold he carried from this place Home to my house, or elles unto yours (For well I wot that all this gold is ours), Then were we in high felicity. But truely by day it may not be; Men woulde say that we were thieves strong, And for our owen treasure do us hong.* This treasure muste carried be by night, As wisely and as slily as it might. Wherefore I rede,* that cut** among us all We draw, and let see where the cut will fall: And he that hath the cut, with hearte blithe Shall run unto the town, and that full swithe,* And bring us bread and wine full privily: And two of us shall keepe subtilly This treasure well: and if he will not tarry, When it is night, we will this treasure carry, By one assent, where as us thinketh best. Then one of them the cut brought in his fist, And bade them draw, and look where it would fall; And it fell on the youngest of them all; And forth toward the town he went anon. And all so soon as that he was y-gone, The one of them spake thus unto the other; Thou knowest well that thou art my sworn brother, *Thy profit* will I tell thee right anon. Thou knowest well that our fellow is gone, And here is gold, and that full great plenty, That shall departed* he among us three. But natheless, if I could shape* it so That it departed were among us two, Had I not done a friende s turn to thee? Th other answer d, I n ot* how that may be; He knows well that the gold is with us tway. What shall we do? what shall we to him say? Shall it be counsel? * said the firste shrew;** And I shall tell to thee in wordes few What we shall do, and bring it well about. *heed* *joke, frolic *weened, thought *have us hanged *advise **lots *quickly *what is for thine advantage* *divided *contrive *know not *secret **wretch

267 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & I grante, quoth the other, out of doubt, That by my truth I will thee not bewray. * Now, quoth the first, thou know st well we be tway, And two of us shall stronger be than one. Look; when that he is set,* thou right anon Arise, as though thou wouldest with him play; And I shall rive* him through the sides tway, While that thou strugglest with him as in game; And with thy dagger look thou do the same. And then shall all this gold departed* be, My deare friend, betwixte thee and me: Then may we both our lustes* all fulfil, And play at dice right at our owen will. And thus accorded* be these shrewes** tway To slay the third, as ye have heard me say. *betray *sat down *stab *divided *pleasures *agreed **wretches

268 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & The youngest, which that wente to the town, Full oft in heart he rolled up and down The beauty of these florins new and bright. O Lord! quoth he, if so were that I might Have all this treasure to myself alone, There is no man that lives under the throne Of God, that shoulde have so merry as I. And at the last the fiend our enemy Put in his thought, that he should poison buy, With which he mighte slay his fellows twy.* For why, the fiend found him *in such living,* That he had leave to sorrow him to bring. For this was utterly his full intent To slay them both, and never to repent. And forth he went, no longer would he tarry, Into the town to an apothecary, And prayed him that he him woulde sell Some poison, that he might *his rattes quell,* *two *leading such a (bad) life* *kill his rats* And eke there was a polecat in his haw,* *farm-yard, hedge <27> That, as he said, his eapons had y-slaw:* *slain And fain he would him wreak,* if that he might, *revenge Of vermin that destroyed him by night. Th apothecary answer d, Thou shalt have A thing, as wisly* God my soule save, *surely In all this world there is no creature That eat or drank hath of this confecture, Not but the mountance* of a corn of wheat, That he shall not his life *anon forlete;* Yea, sterve* he shall, and that in lesse while Than thou wilt go *apace* nought but a mile: This poison is so strong and violent. This cursed man hath in his hand y-hent* This poison in a box, and swift he ran Into the nexte street, unto a man, And borrow d of him large bottles three; And in the two the poison poured he; The third he kepte clean for his own drink, For all the night he shope him* for to swink** In carrying off the gold out of that place. And when this riotour, with sorry grace, Had fill d with wine his greate bottles three, *amount *immediately lay down* *die *quickly* *taken *purposed **labour

269 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & To his fellows again repaired he. What needeth it thereof to sermon* more? For, right as they had cast* his death before, Right so they have him slain, and that anon. And when that this was done, thus spake the one; Now let us sit and drink, and make us merry, And afterward we will his body bury. And with that word it happen d him *par cas* To take the bottle where the poison was, And drank, and gave his fellow drink also, For which anon they sterved* both the two. But certes I suppose that Avicen Wrote never in no canon, nor no fen, <28> More wondrous signes of empoisoning, Than had these wretches two ere their ending. Thus ended be these homicides two, And eke the false empoisoner also. *talk, discourse *plotted *by chance *died But, Sirs, one word forgot I in my tale; I have relics and pardon in my mail, As fair as any man in Engleland, Which were me given by the Pope s hand. If any of you will of devotion Offer, and have mine absolution, Come forth anon, and kneele here adown And meekely receive my pardoun. Or elles take pardon, as ye wend,* All new and fresh at every towne s end, So that ye offer, always new and new, Nobles or pence which that be good and true. Tis an honour to evereach* that is here, That ye have a suffisant* pardonere *go *each one *suitable

270 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & T assoile* you in country as ye ride, For aventures which that may betide. Paraventure there may fall one or two Down of his horse, and break his neck in two. Look, what a surety is it to you all, That I am in your fellowship y-fall, That may assoil* you bothe *more and lass,* When that the soul shall from the body pass. I rede* that our Hoste shall begin, For he is most enveloped in sin. Come forth, Sir Host, and offer first anon, And thou shalt kiss; the relics every one, Yea, for a groat; unbuckle anon thy purse. *absolve *absolve *great and small* *advise Nay, nay, quoth he, then have I Christe s curse! Let be, quoth he, it shall not be, *so the ch.* *so may I thrive* Thou wouldest make me kiss thine olde breech, And swear it were a relic of a saint, Though it were with thy *fundament depaint.* *stained by your bottom* But, by the cross which that Saint Helen fand,* *found <30> I would I had thy coilons* in mine hand, *testicles Instead of relics, or of sanctuary. Let cut them off, I will thee help them carry; They shall be shrined in a hogge s turd. The Pardoner answered not one word; So wroth he was, no worde would he say. Now, quoth our Host, I will no longer play With thee, nor with none other angry man. But right anon the worthy Knight began (When that he saw that all the people lough*), No more of this, for it is right enough. Sir Pardoner, be merry and glad of cheer; And ye, Sir Host, that be to me so dear, I pray you that ye kiss the Pardoner; And, Pardoner, I pray thee draw thee ner,* And as we didde, let us laugh and play. Anon they kiss d, and rode forth their way. *laughed *nearer

271 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & Notes to The Pardoner s Tale this case it has been treated as part of the Tale. or three priests. of God s body; and the popular preachers represented that profane swearerstore

272 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & , 19. Man of Law s Tale.

273 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 27 & reverence. PRINT

274 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 29-1 Lesson 29 The Pardoner s Tale Assessment Today, you will demonstrate your knowledge of The Pardoner s Tale by taking The Pardoner s Tale Assessment. Refer to portions of the text to assist you in completing the Assessment. Now, begin the Assessment. Lesson Wrap-Up: What is your opinion of The Pardoner s Tale entertaining, interesting, or boring? How would you describe the story?

275 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 29-2 The Pardoner s Tale Assessment Part I: Think about the Pardoner as described in The Prologue, The Pardoner s Prologue, and The Pardoner s Tale. In each box below, write notes explaining what you learned about the Pardoner in each portion of text. (10 points each) 1. The Prologue 2. The Pardoner s Prologue What is revealed about the Pardoner? What is revealed about the Pardoner? How are these things revealed? How are these things revealed?

276 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS The Pardoner s Tale What is revealed about the Pardoner? How are these things revealed?

277 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 29-4 Part II: Circle the best answer. (6 points each) 1. According to the Pardoner, the only purpose of his sermons is to a. save souls. b. serve God and the church. c. amuse himself. d. increase his wealth. 2. The Pardoner s Tale mainly warns against excessive a. greed. b. drinking. c. laziness. d. optimism. 3. The Pardoner says he will tell his tale to the other pilgrims in order to a. frighten them. b. show that he is a very moral person. c. demonstrate his preaching style. d. save their souls.

278 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 29-5 Part III: Circle the best answer. (4 points each) 1. Which would most likely make a cat wary? a. a collar b. a mouse c. a dog 2. In a debate, who is your adversary? a. the opponent b. your coach c. the judge 3. When you transcend your teachers expectations, you a. fall short b. meet them c. go beyond them 4. If you saunter into the classroom, you a. hurry b. walk slowly c. dance 5. A person who shows courteousness can best be described as a. thoughtful b. greedy c. generous

279 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 29-6 Part IV: Answer one of the following questions based on your understanding of The Pardoner s Tale. Write your answer on a separate sheet of paper. (16 points) Explain how The Pardoner s Tale about the three rioters and Death is a good story told for a bad reason. Use examples from The Pardoner s Prologue and/or his tale to support your answer. The Pardoner s Tale, and how is the

280 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 29-7 Part V: Answer the following question based on your own experience and knowledge. Write your answer on a separate sheet of paper. (16 points) Throughout The Canterbury Tales, you meet characters who are driven by greed (the Friar, the Pardoner, the Summoner, the Monk, to name a few). Do you think that greed is as prevalent in today s society as it was in Chaucer s time? Explain your opinion. PRINT

281 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-1 Lessons 30, 31, and 32 The Canterbury Tales: The Knight s Tale Today, you will continue your study of The Canterbury Tales by reading The Knight s Tale. In the next three Lessons, you will be reading portions of the text. When you have behavior through his writing of The Canterbury Tales. Now, start reading The Knight s Tale The Knight s Tale: Lesson Wrap-Up: In what ways are the issues addressed in The Knight s Tale relevant

282 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-2 The Knight s Tale: Reading Comprehension Questions Demonstrate your understanding of The Knight s Tale by answering the following questions.

283 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-3 The Knight s Tale by Geoffrey Chaucer Whilom*, as olde stories tellen us, *formerly There was a duke that highte* Theseus. *was called <2> Of Athens he was lord and governor, And in his time such a conqueror That greater was there none under the sun. Full many a riche country had he won. What with his wisdom and his chivalry, He conquer d all the regne of Feminie,<3> That whilom was y-cleped Scythia; And weddede the Queen Hippolyta And brought her home with him to his country With muchel* glory and great solemnity, *great And eke her younge sister Emily, And thus with vict ry and with melody Let I this worthy Duke to Athens ride, And all his host, in armes him beside. And certes, if it n ere* too long to hear, I would have told you fully the mannere, How wonnen* was the regne of Feminie, <4> By Theseus, and by his chivalry; And of the greate battle for the nonce Betwixt Athenes and the Amazons; And how assieged was Hippolyta, The faire hardy queen of Scythia; And of the feast that was at her wedding And of the tempest at her homecoming. But all these things I must as now forbear. I have, God wot, a large field to ear* And weake be the oxen in my plough; The remnant of my tale is long enow. I will not *letten eke none of this rout*. Let every fellow tell his tale about, And let see now who shall the supper win. There *as I left*, I will again begin. *were not *won *plough<5>; *hinder any of this company* *where I left off*

284 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-4 This Duke, of whom I make mentioun, When he was come almost unto the town, In all his weal, and in his moste pride, He was ware, as he cast his eye aside, Where that there kneeled in the highe way A company of ladies, tway and tway, Each after other, clad in clothes black: But such a cry and such a woe they make, That in this world n is creature living, That hearde such another waimenting* *lamenting <6> And of this crying would they never stenten*, *desist Till they the reines of his bridle henten*. *seize What folk be ye that at mine homecoming Perturben so my feaste with crying? Quoth Theseus; Have ye so great envy Of mine honour, that thus complain and cry? Or who hath you misboden*, or offended? *wronged Do telle me, if it may be amended; And why that ye be clad thus all in black? The oldest lady of them all then spake, When she had swooned, with a deadly cheer*, That it was ruthe* for to see or hear. She saide; Lord, to whom fortune hath given Vict ry, and as a conqueror to liven, Nought grieveth us your glory and your honour; But we beseechen mercy and succour. Have mercy on our woe and our distress; Some drop of pity, through thy gentleness, Upon us wretched women let now fall. For certes, lord, there is none of us all That hath not been a duchess or a queen; Now be we caitives*, as it is well seen: Thanked be Fortune, and her false wheel, That *none estate ensureth to be wele*. And certes, lord, t abiden your presence Here in this temple of the goddess Clemence We have been waiting all this fortenight: Now help us, lord, since it lies in thy might. *countenance *pity *captives *assures no continuance of prosperous estate*

285 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-5 I, wretched wight, that weep and waile thus, Was whilom wife to king Capaneus, That starf* at Thebes, cursed be that day: *died <7> And alle we that be in this array, And maken all this lamentatioun, We losten all our husbands at that town, While that the siege thereabouten lay. And yet the olde Creon, wellaway! That lord is now of Thebes the city, Fulfilled of ire and of iniquity, He for despite, and for his tyranny, To do the deade bodies villainy*, *insult Of all our lorde s, which that been y-slaw, *slain Hath all the bodies on an heap y-draw, And will not suffer them by none assent Neither to be y-buried, nor y-brent*, *burnt But maketh houndes eat them in despite. And with that word, withoute more respite They fallen groff,* and cryden piteously; *grovelling Have on us wretched women some mercy, And let our sorrow sinken in thine heart. This gentle Duke down from his courser start With hearte piteous, when he heard them speak. Him thoughte that his heart would all to-break, When he saw them so piteous and so mate* That whilom weren of so great estate. And in his armes he them all up hent*, And them comforted in full good intent, And swore his oath, as he was true knight, He woulde do *so farforthly his might* Upon the tyrant Creon them to wreak*, That all the people of Greece shoulde speak, How Creon was of Theseus y-served, As he that had his death full well deserved. And right anon withoute more abode* His banner he display d, and forth he rode To Thebes-ward, and all his, host beside: No ner* Athenes would he go nor ride, Nor take his ease fully half a day, But onward on his way that night he lay: And sent anon Hippolyta the queen, And Emily her younge sister sheen* Unto the town of Athens for to dwell: And forth he rit*; there is no more to tell. *abased *raised, took *as far as his power went* *avenge *delay *nearer *bright, lovely *rode

286 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-6 The red statue of Mars with spear and targe* So shineth in his white banner large That all the fieldes glitter up and down: And by his banner borne is his pennon Of gold full rich, in which there was y-beat* The Minotaur<8> which that he slew in Crete Thus rit this Duke, thus rit this conqueror And in his host of chivalry the flower, Till that he came to Thebes, and alight Fair in a field, there as he thought to fight. But shortly for to speaken of this thing, With Creon, which that was of Thebes king, He fought, and slew him manly as a knight In plain bataille, and put his folk to flight: And by assault he won the city after, And rent adown both wall, and spar, and rafter; And to the ladies he restored again The bodies of their husbands that were slain, To do obsequies, as was then the guise*. *shield *stamped *custom But it were all too long for to devise* *describe The greate clamour, and the waimenting*, *lamenting Which that the ladies made at the brenning* *burning Of the bodies, and the great honour That Theseus the noble conqueror Did to the ladies, when they from him went: But shortly for to tell is mine intent. When that this worthy Duke, this Theseus, Had Creon slain, and wonnen Thebes thus, Still in the field he took all night his rest, And did with all the country as him lest*. *pleased To ransack in the tas* of bodies dead, *heap Them for to strip of *harness and of **weed, *armour **clothes The pillers* did their business and cure, *pillagers <9> After the battle and discomfiture. And so befell, that in the tas they found, Through girt with many a grievous bloody wound, Two younge knightes *ligging by and by* *lying side by side* Both in *one armes*, wrought full richely: *the same armour* Of whiche two, Arcita hight that one, And he that other highte Palamon. Not fully quick*, nor fully dead they were, *alive But by their coat-armour, and by their gear, The heralds knew them well in special,

287 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-7 As those that weren of the blood royal Of Thebes, and *of sistren two y-born*. Out of the tas the pillers have them torn, And have them carried soft unto the tent Of Theseus, and he full soon them sent To Athens, for to dwellen in prison Perpetually, he *n olde no ranson*. And when this worthy Duke had thus y-done, He took his host, and home he rit anon With laurel crowned as a conquerour; And there he lived in joy and in honour Term of his life; what needeth wordes mo? And in a tower, in anguish and in woe, Dwellen this Palamon, and eke Arcite, For evermore, there may no gold them quite* As those that weren of the blood royal Of Thebes, and *of sistren two y-born*. Out of the tas the pillers have them torn, And have them carried soft unto the tent Of Theseus, and he full soon them sent To Athens, for to dwellen in prison Perpetually, he *n olde no ranson*. And when this worthy Duke had thus y-done, He took his host, and home he rit anon With laurel crowned as a conquerour; And there he lived in joy and in honour Term of his life; what needeth wordes mo? And in a tower, in anguish and in woe, Dwellen this Palamon, and eke Arcite, For evermore, there may no gold them quite* *born of two sisters* *would take no ransom* *set free *born of two sisters* *would take no ransom* *set free Thus passed year by year, and day by day, Till it fell ones in a morn of May That Emily, that fairer was to seen Than is the lily upon his stalke green, And fresher than the May with flowers new (For with the rose colour strove her hue; I n ot* which was the finer of them two), Ere it was day, as she was wont to do, She was arisen, and all ready dight*, For May will have no sluggardy a-night; The season pricketh every gentle heart, And maketh him out of his sleep to start, And saith, Arise, and do thine observance. *know not *dressed

288 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-8 This maketh Emily have remembrance To do honour to May, and for to rise. Y-clothed was she fresh for to devise; Her yellow hair was braided in a tress, Behind her back, a yarde long I guess. And in the garden at *the sun uprist* She walketh up and down where as her list. She gathereth flowers, party* white and red, To make a sotel* garland for her head, And as an angel heavenly she sung. The greate tower, that was so thick and strong, Which of the castle was the chief dungeon<10> (Where as these knightes weren in prison, Of which I tolde you, and telle shall), Was even joinant* to the garden wall, There as this Emily had her playing. *sunrise *mingled *subtle, well-arranged *adjoining

289 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & 32-9 Bright was the sun, and clear that morrowning, And Palamon, this woful prisoner, As was his wont, by leave of his gaoler, Was ris n, and roamed in a chamber on high, In which he all the noble city sigh*, And eke the garden, full of branches green, There as this fresh Emelia the sheen Was in her walk, and roamed up and down. This sorrowful prisoner, this Palamon Went in his chamber roaming to and fro, And to himself complaining of his woe: That he was born, full oft he said, Alas! And so befell, by aventure or cas*, That through a window thick of many a bar Of iron great, and square as any spar, He cast his eyes upon Emelia, And therewithal he blent* and cried, Ah! As though he stungen were unto the heart. And with that cry Arcite anon up start, And saide, Cousin mine, what aileth thee, That art so pale and deadly for to see? Why cried st thou? who hath thee done offence? For Godde s love, take all in patience Our prison*, for it may none other be. Fortune hath giv n us this adversity. Some wick * aspect or disposition Of Saturn<11>, by some constellation, Hath giv n us this, although we had it sworn, So stood the heaven when that we were born, We must endure; this is the short and plain. *saw *chance *started aside *imprisonment *wicked

290 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & This Palamon answer d, and said again: Cousin, forsooth of this opinion Thou hast a vain imagination. This prison caused me not for to cry; But I was hurt right now thorough mine eye Into mine heart; that will my bane* be. The fairness of the lady that I see Yond in the garden roaming to and fro, Is cause of all my crying and my woe. I *n ot wher* she be woman or goddess, But Venus is it, soothly* as I guess, And therewithal on knees adown he fill, And saide: Venus, if it be your will You in this garden thus to transfigure Before me sorrowful wretched creature, Out of this prison help that we may scape. And if so be our destiny be shape By etern word to dien in prison, Of our lineage have some compassion, That is so low y-brought by tyranny. *destruction *know not whether* *truly

291 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & And with that word Arcita *gan espy* Where as this lady roamed to and fro And with that sight her beauty hurt him so, That if that Palamon was wounded sore, Arcite is hurt as much as he, or more. And with a sigh he saide piteously: The freshe beauty slay th me suddenly Of her that roameth yonder in the place. And but* I have her mercy and her grace, That I may see her at the leaste way, I am but dead; there is no more to say. This Palamon, when he these wordes heard, Dispiteously* he looked, and answer d: Whether say st thou this in earnest or in play? Nay, quoth Arcite, in earnest, by my fay*. God help me so, *me lust full ill to play*. This Palamon gan knit his browes tway. It were, quoth he, to thee no great honour For to be false, nor for to be traitour To me, that am thy cousin and thy brother Y-sworn full deep, and each of us to other, That never for to dien in the pain <12>, Till that the death departen shall us twain, Neither of us in love to hinder other, Nor in none other case, my leve* brother; But that thou shouldest truly farther me In every case, as I should farther thee. This was thine oath, and mine also certain; I wot it well, thou dar st it not withsayn*, Thus art thou of my counsel out of doubt, And now thou wouldest falsely be about To love my lady, whom I love and serve, And ever shall, until mine hearte sterve* Now certes, false Arcite, thou shalt not so I lov d her first, and tolde thee my woe As to my counsel, and my brother sworn To farther me, as I have told beforn. For which thou art y-bounden as a knight To helpe me, if it lie in thy might, Or elles art thou false, I dare well sayn, *began to look forth* *unless *angrily *faith *I am in no humour for jesting* *dear *deny *die

292 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & This Arcita full proudly spake again: Thou shalt, quoth he, be rather* false than I, And thou art false, I tell thee utterly; For par amour I lov d her first ere thou. What wilt thou say? *thou wist it not right now* Whether she be a woman or goddess. Thine is affection of holiness, And mine is love, as to a creature: For which I tolde thee mine aventure As to my cousin, and my brother sworn I pose*, that thou loved st her beforn: Wost* thou not well the olde clerke s saw<13>, That who shall give a lover any law? Love is a greater lawe, by my pan, Than may be giv n to any earthly man: Therefore positive law, and such decree, Is broke alway for love in each degree A man must needes love, maugre his head. He may not flee it, though he should be dead, *All be she* maid, or widow, or else wife. And eke it is not likely all thy life To standen in her grace, no more than I For well thou wost thyselfe verily, That thou and I be damned to prison Perpetual, us gaineth no ranson. We strive, as did the houndes for the bone; They fought all day, and yet their part was none. There came a kite, while that they were so wroth, And bare away the bone betwixt them both. And therefore at the kinge s court, my brother, Each man for himselfe, there is no other. Love if thee list; for I love and aye shall And soothly, leve brother, this is all. Here in this prison musten we endure, And each of us take his Aventure. *sooner *even now thou knowest not* *suppose *know st *whether she be*

293 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & Great was the strife and long between these tway, If that I hadde leisure for to say; But to the effect: it happen d on a day (To tell it you as shortly as I may), A worthy duke that hight Perithous<14> That fellow was to the Duke Theseus Since thilke* day that they were children lite** Was come to Athens, his fellow to visite, And for to play, as he was wont to do; For in this world he loved no man so; And he lov d him as tenderly again. So well they lov d, as olde bookes sayn, That when that one was dead, soothly to sayn, His fellow went and sought him down in hell: But of that story list me not to write. Duke Perithous loved well Arcite, And had him known at Thebes year by year: And finally at request and prayere Of Perithous, withoute ranson Duke Theseus him let out of prison, Freely to go, where him list over all, In such a guise, as I you tellen shall This was the forword*, plainly to indite, Betwixte Theseus and him Arcite: That if so were, that Arcite were y-found Ever in his life, by day or night, one stound* In any country of this Theseus, And he were caught, it was accorded thus, That with a sword he shoulde lose his head; There was none other remedy nor rede*. But took his leave, and homeward he him sped; Let him beware, his necke lieth *to wed*. *that **little *promise *moment<15> *counsel *in pledge*

294 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & How great a sorrow suff reth now Arcite! The death he feeleth through his hearte smite; He weepeth, waileth, crieth piteously; To slay himself he waiteth privily. He said; Alas the day that I was born! Now is my prison worse than beforn: *Now is me shape* eternally to dwell Not in purgatory, but right in hell. Alas! that ever I knew Perithous. For elles had I dwelt with Theseus Y-fettered in his prison evermo. Then had I been in bliss, and not in woe. Only the sight of her, whom that I serve, Though that I never may her grace deserve, Would have sufficed right enough for me. O deare cousin Palamon, quoth he, Thine is the vict ry of this aventure, Full blissfully in prison to endure: In prison? nay certes, in paradise. Well hath fortune y-turned thee the dice, That hast the sight of her, and I th absence. For possible is, since thou hast her presence, And art a knight, a worthy and an able, That by some cas*, since fortune is changeable, Thou may st to thy desire sometime attain. But I that am exiled, and barren Of alle grace, and in so great despair, That there n is earthe, water, fire, nor air, Nor creature, that of them maked is, That may me helpe nor comfort in this, Well ought I *sterve in wanhope* and distress. Farewell my life, my lust*, and my gladness. Alas, *why plainen men so in commune *it is fixed for me* *chance Of purveyance of God*, or of Fortune, That giveth them full oft in many a guise Well better than they can themselves devise? Some man desireth for to have richess, That cause is of his murder or great sickness. And some man would out of his prison fain, That in his house is of his meinie* slain. *servants <16> Infinite harmes be in this mattere. We wot never what thing we pray for here. We fare as he that drunk is as a mouse. A drunken man wot well he hath an house, But he wot not which is the right way thither, And to a drunken man the way is slither*. *die in despair* *pleasure *why do men so often complain of God s providence?* *slippery

295 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & And certes in this world so fare we. We seeke fast after felicity, But we go wrong full often truely. Thus we may sayen all, and namely* I, That ween d*, and had a great opinion, That if I might escape from prison Then had I been in joy and perfect heal, Where now I am exiled from my weal. Since that I may not see you, Emily, I am but dead; there is no remedy. *especially *thought Upon that other side, Palamon, When that he wist Arcita was agone, Much sorrow maketh, that the greate tower Resounded of his yelling and clamour The pure* fetters on his shinnes great *very <17> Were of his bitter salte teares wet. Alas! quoth he, Arcita, cousin mine, Of all our strife, God wot, the fruit is thine. Thou walkest now in Thebes at thy large, And of my woe thou *givest little charge*. Thou mayst, since thou hast wisdom and manhead*, Assemble all the folk of our kindred, And make a war so sharp on this country That by some aventure, or some treaty, Thou mayst have her to lady and to wife, For whom that I must needes lose my life. For as by way of possibility, Since thou art at thy large, of prison free, And art a lord, great is thine avantage, More than is mine, that sterve here in a cage. For I must weep and wail, while that I live, With all the woe that prison may me give, And eke with pain that love me gives also, That doubles all my torment and my woe. *takest little heed* *manhood, courage

296 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & Therewith the fire of jealousy upstart Within his breast, and hent* him by the heart So woodly*, that he like was to behold The box-tree, or the ashes dead and cold. Then said; O cruel goddess, that govern This world with binding of your word etern* And writen in the table of adamant Your parlement* and your eternal grant, What is mankind more *unto you y-hold* Than is the sheep, that rouketh* in the fold! For slain is man, right as another beast; And dwelleth eke in prison and arrest, And hath sickness, and great adversity, And oftentimes guilteless, pardie* What governance is in your prescience, That guilteless tormenteth innocence? And yet increaseth this all my penance, That man is bounden to his observance For Godde s sake to *letten of his will*, Whereas a beast may all his lust fulfil. And when a beast is dead, he hath no pain; But man after his death must weep and plain, Though in this worlde he have care and woe: Withoute doubt it maye standen so. The answer of this leave I to divines, But well I wot, that in this world great pine* is; Alas! I see a serpent or a thief That many a true man hath done mischief, Go at his large, and where him list may turn. But I must be in prison through Saturn, And eke through Juno, jealous and eke wood*, That hath well nigh destroyed all the blood Of Thebes, with his waste walles wide. And Venus slay th me on that other side For jealousy, and fear of him, Arcite. *seized *madly *eternal *consultation *by you esteemed *lie huddled together *by God *restrain his desire* *pain, trouble *mad

297 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & Now will I stent* of Palamon a lite**, And let him in his prison stille dwell, And of Arcita forth I will you tell. The summer passeth, and the nightes long Increase double-wise the paines strong Both of the lover and the prisonere. I n ot* which hath the wofuller mistere**. For, shortly for to say, this Palamon Perpetually is damned to prison, In chaines and in fetters to be dead; And Arcite is exiled *on his head* For evermore as out of that country, Nor never more he shall his lady see. You lovers ask I now this question,<18> Who lieth the worse, Arcite or Palamon? The one may see his lady day by day, But in prison he dwelle must alway. The other where him list may ride or go, But see his lady shall he never mo. Now deem all as you liste, ye that can, For I will tell you forth as I began. *pause **little *know not **condition *on peril of his head* When that Arcite to Thebes comen was, Full oft a day he swelt*, and said, Alas! For see this lady he shall never mo. And shortly to concluden all his woe, So much sorrow had never creature That is or shall be while the world may dure. His sleep, his meat, his drink is *him byraft*, That lean he wex*, and dry as any shaft. His eyen hollow, grisly to behold, His hue sallow, and pale as ashes cold, And solitary he was, ever alone, And wailing all the night, making his moan. And if he hearde song or instrument, Then would he weepen, he might not be stent*. So feeble were his spirits, and so low, And changed so, that no man coulde know His speech, neither his voice, though men it heard. Not only like the lovers malady Of Eros, but rather y-like manie* Engender d of humours melancholic, Before his head in his cell fantastic.<20> And shortly turned was all upside down, Both habit and eke dispositioun, *fainted *taken away from him* *became *stopped *madness

298 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & Of him, this woful lover Dan* Arcite. *Lord <21> Why should I all day of his woe indite? When he endured had a year or two This cruel torment, and this pain and woe, At Thebes, in his country, as I said, Upon a night in sleep as he him laid, Him thought how that the winged god Mercury Before him stood, and bade him to be merry. His sleepy yard* in hand he bare upright; *rod <22> A hat he wore upon his haires bright. Arrayed was this god (as he took keep*) *notice As he was when that Argus<23> took his sleep; And said him thus: To Athens shalt thou wend*; *go There is thee shapen* of thy woe an end. *fixed, prepared And with that word Arcite woke and start. Now truely how sore that e er me smart, Quoth he, to Athens right now will I fare. Nor for no dread of death shall I not spare To see my lady that I love and serve; In her presence *I recke not to sterve.* *do not care if I die* And with that word he caught a great mirror, And saw that changed was all his colour, And saw his visage all in other kind. And right anon it ran him ill his mind, That since his face was so disfigur d Of malady the which he had endur d, He mighte well, if that he *bare him low,* *lived in lowly fashion* Live in Athenes evermore unknow, And see his lady wellnigh day by day. And right anon he changed his array, And clad him as a poore labourer. And all alone, save only a squier, That knew his privity* and all his cas**, *secrets **fortune Which was disguised poorly as he was, To Athens is he gone the nexte* way. *nearest <24> And to the court he went upon a day, And at the gate he proffer d his service, To drudge and draw, what so men would devise*. *order And, shortly of this matter for to sayn, He fell in office with a chamberlain, The which that dwelling was with Emily. For he was wise, and coulde soon espy Of every servant which that served her. Well could he hewe wood, and water bear, For he was young and mighty for the nones*, *occasion And thereto he was strong and big of bones To do that any wight can him devise.

299 STUDENT MANUAL HIGHER ALTITUDES IN 11TH GRADE LANGUAGE ARTS 30, 31 & A year or two he was in this service, Page of the chamber of Emily the bright; And Philostrate he saide that he hight. But half so well belov d a man as he Ne was there never in court of his degree. He was so gentle of conditioun, That throughout all the court was his renown. They saide that it were a charity That Theseus would *enhance his degree*, And put him in some worshipful service, There as he might his virtue exercise. And thus within a while his name sprung Both of his deedes, and of his good tongue, That Theseus hath taken him so near, That of his chamber he hath made him squire, And gave him gold to maintain his degree; And eke men brought him out of his country From year to year full privily his rent. But honestly and slyly* he it spent, That no man wonder d how that he it had. And three year in this wise his life be lad*, And bare him so in peace and eke in werre*, There was no man that Theseus had so derre*. And in this blisse leave I now Arcite, And speak I will of Palamon a lite*. *elevate him in rank* *discreetly, prudently *led *war *dear *little