British LiteratureHeroes, Monsters, Fairies, and Kings

This course is recommended for eleventh and twelfth grade students only.

This course presents a selection of works from British Literature, spanning from its origins through the 20th century. Beginning with the earliest written work of British Literature, Beowulf, students will read an illustrated translation of this epic poem whose hero becomes a king by defeating a family of dreadful monsters. King Arthur and the Arthurian legends will be explored in The Once and Future King by T.H. White. The second semester brings a comic confusion of magical creatures—faeries, monsters, kings and heroes—cavorting in Shakespeare’s play, A Midsummer Night’s Dream. Students then move forward in time to the 19th century to explore the Hero as a child in David Copperfield, by Charles Dickens. A study of Victorian poems will be followed by a selection of English short stories, where students will need to look more carefully to discover the magical creatures, heroes and monsters within. Written assignments include interpretive essays, creative stories and projects.

Materials needed for this course include:

Beowulf

The Once and Future King

A Midsummer Night’s Dream

David Copperfield

The Oxford Book of English Short Stories

I N D E P E N D E N T L E A R N I N G S I N C E 1 9 7 5

Oak Meadow, Inc.Post Office Box 1346

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British Literature Heroes, Monsters, Fairies, and Kings

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Sample Lessons

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Introduction .................................................................. viiLesson 1 ......................................................................... 1

Thoughts on Literature and Reading

Unit 1 Beowulf

Lesson 2 ......................................................................... 5A Hero Is Born

Lesson 3 ......................................................................... 9The Monster’s Revenge

Lesson 4 ....................................................................... 13The Hero’s Return

Lesson 5 ....................................................................... 17The Translator’s Task

Lesson 6 ....................................................................... 25The Heart of Beowulf

Lesson 7 ....................................................................... 27Comparative Essay

Lesson 8 ....................................................................... 29Researching the Elements of Beowulf

Lesson 9 ....................................................................... 31The Images of Beowulf

Contents

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Unit II The Once and Future King

Lesson 10 ..................................................................... 37Wart’s Coming of Age

Lesson 11 ..................................................................... 41The Fairy Queen

Lesson 12 ..................................................................... 45The Education of the Future King

Lesson 13 ..................................................................... 47The Duplicity of Queen Morgause

Lesson 14 ..................................................................... 51The Heart of Sir Lancelot

Lesson 15 ..................................................................... 55The Knight’s Destiny

Lesson 16 ..................................................................... 59The Demise of King Arthur’s Court

Lesson 17 ..................................................................... 63Analysis and Synthesis

Lesson 18 ..................................................................... 65The Once and Future King Interpretive Essay

Unit III A Midsummer Night’s Dream

Lesson 19 ..................................................................... 69The Stage Is Set and the Plot Thickens

Contents(continued)

Introduction

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Lesson 20 ..................................................................... 73Mistaken Identities and Enchanted Love

Lesson 21 ..................................................................... 77The Folly of Fairies and Fools

Lesson 22 ..................................................................... 79Creative Project

Unit IV David Copperfield

Lesson 23 ..................................................................... 83The Hero as a Child

Lesson 24 ..................................................................... 87Trials and Tribulations

Lesson 25 ..................................................................... 91David’s Fight with the World

Lesson 26 ..................................................................... 95The Hero Is Championed at Last

Unit V Poetry and Short Stories

Lesson 27 ................................................................... 101Victorian Poetry

Lesson 28 ................................................................... 107Anthony Trollope: “Relics of General Chasse: A Tale of

Antwerp”

Lesson 29 ................................................................... 111Thomas Hardy: “A Mere Interlude”

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Lesson 30 ................................................................... 117Malachi Whitaker: “Landlord of the Crystal Fountain” Penelope Fitzgerald: “At Hiruharama”Alan Sillitoe: “Enoch’s Two Letters”

Lesson 31 ................................................................... 121D.H. Lawrence: “The Man Who Loved Islands”

Lesson 32 ................................................................... 125Virginia Woolf: “Solid Objects”

Lesson 33 ................................................................... 129P.G. Wodehouse: “The Reverent Wooing of Archibald”

Lesson 34 ................................................................... 131T.H. White: “The Troll”

Lesson 35 ................................................................... 135G.K. Chesterton: “The Tremendous Adventures

of Major Brown”

Final Project

Lesson 36 ................................................................... 137Final Essay

Works Cited .............................................................. 139

Contents(continued)

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Lesson

This novel spans the literary genres of fantasy, historical fiction, and legend. It is fairly long, so plenty of time will be taken reading it in order to absorb it fully and allow the opportunity to live in the enchanting world of King Arthur.

The story begins with Arthur as a child, one who has not yet even grown into his given name and, rather, is called “Wart.” As with all children, the events of his childhood help shape the man he is to become.

Lesson Goals • Study use and effectiveness of various literary techniques

• Write dialogue to showcase character consistency

• Interpret significance of specific story elements

Digging Deeper

The novel, The Once and Future King by T.H. White, is based on Sir Thomas Malory’s Le Morte d’Arthur (The Death of Arthur). Malory originally wrote the story in Middle English in 1485, translating French stories and drawing on English tales about the legend of King Arthur. Along with Tennyson’s version, The Idylls of the King, (also based on Malory), Malory’s retelling of the Arthurian legends had been the best known version of the Camelot story. American author John Steinbeck relied on Malory for his own retelling of the story, and he had this to say about Malory’s work:

I think my sense of right and wrong, my feeling of noblesse oblige, and any thought I may have against the oppressor and for the oppressed came from [Le Morte d’Arthur]....It did not seem strange to me that Uther Pendragon wanted the wife of his vassal and took her by trickery. I was not frightened to find that there were evil knights, as well as noble ones. In my own town there were men who wore the clothes of virtue whom I knew to be bad...If I could not choose my way at the crossroads of love and loyalty, neither could Lancelot. I could understand the darkness

10 THE ONCE AND FUTURE KING: Wart’s Coming of Age

ASSIGNMENT SUMMARY

• Read chapters one to ten.

• Use vocabulary words to describe one or more characters.

• Write a dialogue between Wart and Kay.

• Answer two questions (one paragraph each).

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of Mordred because he was in me too; and there was some Galahad in me, but perhaps not enough. The Grail feeling was there, however, deep-planted, and perhaps always will be (Benson 804–805).

T.H. White became a scholar of Malory’s work while he studied at Queen’s College, Cambridge, and he later adapted Malory’s Le Morte d’Arthur into The Once and Future King. White’s work was published in 1939, on the eve of WWII, a war that changed Britain forever. The Once and Future King remains a beloved book.

Along the Way

As you read, notice and think about these specific passages:

• In the beginning of the story, the author speaks directly to the reader in an effort to ease the way as the new language is absorbed. You’ll find the author doing this occasionally. See if you can notice when it happens—and what the author’s intent is when using this technique.

• By the beginning of chapter 2, Wart and Kay’s different personalities are already well established. Pay attention to how each character unfolds and the differences between them.

• When Wart first meets Merlyn, take note of the way Merlyn’s room is described. The author uses many literary techniques: sensory language, anthropomorphism—a seemingly endless list. The narrative style is very effective in conveying the details as well as the atmosphere of the room and the feelings it evokes in young Art.

• When Merlyn meets Kay, he makes a dire prediction: “Thy sorrow will come from thine own mouth.” Keep this in mind as the story unfolds and see if it turns out to be true.

• Note the use of foreshadowing: “for this part of the story is one which deals in troubled times.”

• Humor often surfaces with Merlyn’s character, adding an unexpected flavor to the story, and there is a great deal of humor in the match between Grummore and Pellinore. However, Merlyn is making a point by showing this match to Wart. Think about why he wanted Wart to see these two knights.

Lesson 10(continued)

noblesse oblige (fr.) n: the obligation of those

of noble birth to act honorably

mort n: the note sounded on a hunting horn to announce the

death of the deer

sward n: a grassy field

greaves n: a piece of armor that protected

the shin

quintain n: a training tool in jousting con-

sisting of a post with a sandbag attached that

swung around to hit the unsuccessful rider

tuition n: tutoring or instruction, especially

of individuals

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Lesson

Assignments10 Reading

Read chapters one to ten of The Sword and the Stone. Remember to keep notes in your Reader’s Journal.

Writing

1. Look up the following vocabulary words and use them to describe one or more of the characters we have met so far. You don’t have to describe any character in full—your main goal is to use these words in context. (You don’t have to include definitions of the words, but you’ll need to look them up so you can use them correctly.) Try to use all the words in as few sentences as possible while making sure the character descriptions are accurate.

benevolent

despot

probity

panoply

recreant

inexorable

2. Using dialogue format, write a scene where Wart tries to explain to Kay why Merlyn doesn’t give Kay adventures. When Merlyn is introduced, we very quickly learn of his magical abilities. In fact, within the first ten chapters, we learn a great deal about who Merlyn is—what his temperament is like, how and why he uses his magic, and how he views education. Let Wart and Kay be true to their own personalities and feelings as they discuss what they know of Merlyn and as Wart tries to get Kay to understand why the magician can’t give Kay the same adventures that he gives Wart.

3. Write one paragraph each to answer the following questions:

a. In chapter 9, in the scene involving Merlyn’s hat, the word anachronism appears. How does this word relate to Merlyn’s magic?

Lesson 10(continued)

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b. In chapter 10, Robin Wood describes Morgan Le Fay as a fairy. What does he say about fairies? What is their chief characteristic? What are other names that fairies have been called?

Writing Tips

A wide and varied vocabulary is a hallmark of good writing, and this nov-el provides an excellent opportunity to learn new words. When you notice a word you don’t know, try to figure it out based on the context before looking it up. You can write down new words and look them up later, or stop reading and look them up before going forward. Try both and see what works best for you. In this way, you can use your Reader’s Journal to keep track of unfamiliar words.

FOR ENROLLED STUDENTSBegin keeping notes in your Reader’s Journal. Remember to include page numbers, quotations, and ideas for later reference. You will be submitting this portion of the Reader’s Journal to your teacher at the end of Lesson 12. Remember to send Lessons 9 and 10 to your teacher as soon as they are completed.

Lesson 10(continued)

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Lesson

This story, described by editor A.S. Byatt as “one of the masterpieces of the English short story” (xix), describes a tragedy that has an unexpectedly satisfying ending.

Lesson Goals • Connect story theme with relevant historical details

• Read to determine explicit information

• Examine role of narrator

Digging Deeper

In her review of The Oxford Book of English Short Stories (“The nouvelle cuisine of the turnover”), Elizabeth Lowry notes in Hardy’s story a “ballad-like detachment, its finely sustained balance between comedy and tragedy.” She draws attention to “Hardy’s sense of irony, his appreciation of the resistance offered by real life to the symmetry that art wants to impose.”

Byatt writes that, “here the distant narrator neutrally unfolds a tale in which the emotions are unexpected and yet steadily consequent from line to line, as are the events. …It proceeds evenly, and contains a mystery” (xix).

St. Michael’s Mount

“This brought her [Baptista] to the present, and she turned from the outline of St. Michael’s Mount to look about for her husband’s form.” (73)

THOMAS HARDY:

“A Mere Interlude” ASSIGNMENT SUMMARY

• Read Thomas Hardy’s “A Mere Interlude.”

• Write a short story using vocabulary words.

• Give a short answer to each question.

• Describe your impression of the story.

• Complete one of the projects.

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Along the Way

• Hardy wrote “A Mere Interlude” at a time when methods of transportation and communication were limited, as well as slow; in a way, this slowness allowed the events in the story to transpire as they did. Indeed, in the fast-moving, connected world we now live in, the events could hardly have taken place.

• The story is set in the southwest of England, Cornwall, and the Scilly Isles, although Hardy has changed the place names. For instance, Pen-zephyr is Penzance; find it on a map!

In her anxiety they had travelled so early that when they reached Pen-zephyr they found there were nearly two hours on their hands before the streamer’s time of sailing. …Baptista was extremely reluctant to be seen promenading the streets of the watering-place with her husband…(71–72).

Penzance Promenade (photo by Charles Winpenny)

Lesson 29(continued)

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Lesson

Assignments29Reading

Read Thomas Hardy’s “A Mere Interlude.”

Writing

1. Using at least half of these vocabulary words, write a one-page short story with an unexpected tragedy and a surprising and satisfying ending.

pith

provisional

temerity

flexuous

vermiculated

ephemeral

adumbrated

maladroit

didactic

contiguity

When trying to fit certain words into a story, you can often use adjectives to describe characters and create settings and plot developments around specific nouns.

2. Answer the following questions with complete sentences:

a. What does the first paragraph of the story tell you about the story itself and about the main character?

b. What is the “perplexity” that Baptista Trewthen describes to her landlady?

c. Why does she marry Charles on the spur of the moment?

Lesson 29(continued)

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d. How does Baptista view her sudden marriage and Charles, himself, once he is gone?

e. How would you describe the tone of the scene in which Baptista notices her dead husband’s hat? How does she feel when the maidservant tells her the truth?

f. What compels her to reveal the secret of her first marriage to her husband?

g. What is surprising about how her revelation is received by him? What is ironic about David’s overall plan to wed Baptista, given the profession she quit?

h. What is the story’s final twist?

3. Write one paragraph on each of the following topics:

a. Write a character profile of Baptista. Would you say that Baptista is a rebellious type of person or one who is more conventional? Is she impulsive? What would you say is the thing of value, hidden in Baptista “like metal in a mine” that Hardy alludes to in the first paragraph?

b. After being married and on her way home to break the news to her parents (and her fiancé), Baptista is anxious. While Charles inexplicably goes for a swim, her thoughts and anxieties swim through her head. Explain how the author uses her anxiety to parallel the tragedy that is occurring as she sits alone with her thoughts.

c. Both Lowry and Byatt comment on the detached, distant narrator (Lowry n. pag.; Byatt xix). What effect does this detachment have on you as a reader? Does it help you to understand the events better? Does it make you feel closer to the characters? How effective is Hardy’s writing style for you? Why do you think he wrote the story?

d. In the introduction, Byatt says that Hardy “understood the way in which human lives, taken individually, do not follow probable patterns…” (xix). Describe the ways in which your life, or the life of someone you know, has taken unexpected turns.

Lesson 29(continued)

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4. Choose one of the following projects to complete:

a. Do you think Baptista would have been happier with Charles, had he lived, or with David? Describe how her life would have been in either case and compare the differences.

b. Write a scene of the aftermath of Baptista immediately telling her parents and fiancé of Charles and his death. How would each character (her mother, father, and fiancé) have reacted to the news? How would each have counseled Baptista? Remember to add setting details and action to the dialogue.

c. There are a number of unexpected events and many twists and turns in this short story. How many narrative surprises did you find? List the many surprising events of the story. What was the most surprising part of all for you?

Writing Tips

When writing single-sentence answers, make sure your sentence is well constructed and detailed so that it references the question and gives a comprehensive answer at the same time.

Lesson 29(continued)

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