Name: ________________________________________________

English 12

Credit 3 The Renaissance

Pacing Guide Day 1 Day 2 Day 3 Day 4 Day 5

COMPLETE

pp. 1-5

INCLUDING

“READ ABOUT

WILLIAM

SHAKESPEARE”

Question #3

COMPLETE

pp. 5-7

INCLUDING

The

FIRST

“QUICKWRITE”

ACTIVITY

COMPLETE

pp. 7-11

INCLUDING

“Comparing

Political

Assumptions”

WRITING ACTIVITY

COMPLETE

pp. 11-15

INCLUDING

the

WRITING ACTIVITY

(Rough Draft)

COMPLETE

pp. 16-17

PRESENT YOUR

ROUGH DRAFT TO

YOUR TEACHER

TYPE THE

FINAL COPY

IN MLA FORMAT

CONTINUE READING YOUR NOVEL; YOUR BOOK REPORT IS DUE WWIITTHH CREDIT 4

No Student Writing Here Date Grade

HQT

Initials

ST

Initials

YOUR HOMEWORK WILL BE GRADED AS FOLLOWS:

ASSIGNMENT

POINTS

POSSIBLE

POINTS

EARNED

WRITTEN RESPONSE

5 pts. each

105

MULTIPLE CHOICE

1 pt. each

35

“LIST” QUESTIONS

1 pt. each

N/A

VOCAB. / LITERARY TERMS

1 pt. each

14

HOLT HANDBOOK

1 pt. each

10

ESSAY 25 pts

25

TOTAL

PTS. =

199

GRADE =

%

English Language Arts Core Standards: Grades 11&12

READING: LITERATURE

Key Ideas and Details RL. 11-12.1 RL. 11-12.2 RL. 11-12.3

Craft and Structure RL. 11-12.4 RL. 11-12.5 RL. 11-12.6

Integration of Knowledge and Ideas RL. 11-12.7 RL. 11-12.8 RL. 11-12.9

Range of Reading and Level of Text Complexity RL. 11-12.10

READING: INFORMATIONAL TEXT

Key Ideas and Details RI. 11-12.1 RI. 11-12.2 RI. 11-12.3

Craft and Structure RI. 11-12.4 RI. 11-12.5 RI. 11-12.6

Integration of Knowledge and Ideas RI. 11-12.7 RI. 11-12.8 RI. 11-12.9

Range of Reading and Level of Text Complexity RI. 11-12.10

WRITING

Text Types and Purposes W.11-12.1 W.11-12.2 W.11-12.3

Production and Distribution of Writing W.11-12.4 W.11-12.5 W.11-12.6

Research to Build and Present Knowledge W.11-12.7 W.11-12.8 W.11-12.9

Range of Writing W.11-12.10

SPEAKING & LISTENING

Comprehension and Collaboration SL.11-12.1 SL.11-12.2 SL.11-12.3

Presentation of Knowledge and Ideas SL.11-12.4 SL.11-12.5 SL.11-12.6

LANGUAGE

Conventions of Standard English L. 11-12.1 L.11-12.2

Knowledge of Language L.11-12.3 L.11-12.4 L.11-12.5 L.11-12.6

Page 1 of 17

The Renaissance 1485–1660 ALWAYS USE COMPLETE SENTENCES

A Flourish of Genius

� Read pages 232-254

1. What does the term renaissance mean and what does it refer to? (5 pts.)

2. What action by Henry VIII marked the beginning of the Protestant Reformation? (5 pts.)

3. When Queen Elizabeth started her reign, “…her first task was to restore law and order” in

England. She also did two things that caused the pope to excommunicate her. What were

they? (5 pts.)

� Read A Closer Look: Social Influences “The Glass of Fashion” (pp. 255-256)

1. The men and women in the Renaissance were extravagant dressers. Briefly explain what

each wore. (5 pts.)

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2. Two important fashion “must-haves” included the color and design of the clothing. Briefly

explain this statement. (5 pts.)

WRITING ACTIVITY (5 pts.)

When we look back at the fashions that were popular during the Renaissance, some of us might

say, “You couldn’t pay me enough to dress like that!” Take a minute to think about some of

today’s “fashion-trends,” especially those coveted by so many teenagers and young adults: the

low-riding pants, the “skinny” jeans, the tattoos and body piercings, or the pajamas and slippers

in public. What do you think about our current fashions; are there any that you would like to

see “disappear” into history right now? What do you think people will say about the “fashion

trends” of today in 500 years from now?

LITERARY PERIOD INTRODUCTION TEST (9 pts.)

1. Why are historical periods inexact and generally unknown to the people who live during

them?

A They are too complex to be understood by most people.

B They are named later by historians to describe general trends rather than precise beginnings

and endings.

C They come and go with such suddenness that people usually cannot distinguish what

historical period they live in.

D They are completely artificial constructs and have no basis in documented reality.

Page 3 of 17

2. Which of the following statements best characterizes the intellectual environment of the

Renaissance?

A Most people could not read, in part because they could not gain access to books.

B Most Europeans were highly sensitive to the achievements of people from other cultures,

particularly people of the Middle East.

C As people became interested in the writings of ancient Greece and Rome, they became more

inquisitive and creative.

D Through their superior knowledge, scholars established power over the masses.

3. The intellectual movement known as humanism—

A joined the wisdom of the classics with that of the Bible, emphasizing ideals of wisdom and

virtue

B taught that people should use knowledge to accumulate wealth and achieve fame

C accepted the teachings of the classics but rejected those of the Bible

D could not tolerate contradictory texts and thus could not refer to many ancient books

4. Why did the invention of printing with movable type have a great impact?

A Printed documents were more beautiful than handwritten ones.

B The wide availability of reading material allowed ideas to spread quickly.

C Books became more expensive and therefore were more valued.

D The ability to print with movable type gave Germany an edge over other countries.

5. How did the monk Martin Luther contribute to the beginning of the Reformation?

A By renewing people’s devotion to studying and following the words of the pope

B By teaching that other religions were as valid as Christianity

C By developing a personal form of Christianity not based on papal decrees

D By ridiculing ancient habits and traditions, such as superstition

6. In the mid-1500s, many people in England were dissatisfied with the Church of England

because they —

A felt that the church was insufficiently reformed, merely a copy of Catholicism

B felt that the pope was too remote, and they wanted him to have more of a presence in

England

C were beginning to reject the idea of leading a religious life

D disagreed with the idea that religion was a private matter between the individual and God

7. King Henry VIII of England could be considered a “Renaissance man” because he —

A went to extremes to ensure that he had a male heir

B ended foreign invasions of England by creating the royal navy

C was arrogant, ruthless, and an unfaithful husband

D was literary, musical, athletic, and scholarly

Page 4 of 17

8. England’s independence from the Catholic countries of the Mediterranean was ensured by —

A Gutenberg’s invention of the printing press

B the English navy’s defeat of the Spanish Armada in 1588

C the readmission of Jews to England

D Queen Elizabeth I’s execution of Mary Stuart, Queen of Scots

9. The end of the English Renaissance was characterized by —

A increased growth of moral and religious values

B the pillaging of resources from the Americas

C the rise of humanism as a way of thought and study

D increasing interest in secular, rather than religious, values

“Shakespeare”

� Read “Give Us This Day Our Daily Bread” from Shakespeare Alive! (pp. 269-270)

Analyzing the author’s style: What effect does the use of the second person have on your

response to the essay? Why? (5 pts.)

� Read about William Shakespeare (pp. 272-274)

1. Shakespeare was the author of more than thirty-six plays and more than 150 poems. Some

critics claim that somebody other than Shakespeare wrote the works that bear his name. The

controversy about the authorship rests on two assumptions. What are they? (5 pts.)

Page 5 of 17

2. When and where was William Shakespeare born? (5 pts.)

3. When did William Shakespeare die and where was he buried? (5 pts.)

� Read “Shakespeare’s Sonnets: The Mysteries of Love,” “The Sonnet in the

Renaissance,” “The Shakespearean Sonnet Form” and Sonnets 42 & 18 (pp. 275-277)

1. What is a sonnet? (1 pt.)

2. What are the characteristics of an Italian sonnet and who was it named after? (5 pts.)

3. What is a volta and where does it typically occur? (5 pts.)

DAY 2

BEGINS HERE

Page 6 of 17

4. What are the characteristics of an English, or Shakespearean, sonnet? (5 pts.)

5. What is a turn and where does it typically occur? (5 pts.)

READ one of the Shakespeare’s sonnets between pages 279-284 and summarize it. The sonnet

you choose MAY NOT INCLUDE Sonnet 73. (5 pts.)

In which line does the “turn” occur? How do you know this? (5 pts.)

Page 7 of 17

� READ “Examining the Issue: Education and Equality” (p.322)

QUICKWRITE ACTIVITY (p. 322)

Jot down your ideas about the role of education in bringing women closer to equality with men.

Does the struggle for equality between the sexes continue today? What other kinds of equality

can education help to create? (5 pts.)

� READ about Francis Bacon (p. 323)

What was Bacon’s primary aim in life? (5 pts.)

What is an axiom? (use a dictionary) (1 pt.)

� READ “Before You Read” (p. 324)

QUICKWRITE ACTIVITY: Two well-known sayings express contrasting views on the relationship

of books and learning to success in life. According to one axiom, “Knowledge is power.”

According to the other, more cynical saying, “It’s not what you know, but who you know.”

Bacon himself coined the first saying, but he probably would have agreed with both views, since

DAY 3

BEGINS HERE

Page 8 of 17

he was both extremely learned and very well connected to powerful people. What is your view

of the value of reading and learning? (5 pts.)

Define parallelism (or parallel structure) (1 pt.)

Define main idea (1 pt.)

VOCABULARY / Write 3 synonyms OR 1 sentence for each word (5 pts.)

DISCOURSE (n):

______________________________________________________________________________

SLOTH (n):

______________________________________________________________________________

AFFECTATION (n):

______________________________________________________________________________

DILIGENCE (n):

______________________________________________________________________________

IMPEDIMENT (n):

______________________________________________________________________________

Page 9 of 17

� READ Francis Bacon’s “Of Studies” and “Axioms” (pp. 325-327)

READING RESPONSE (5 pts.)

1. When Bacon suggests that reading poetry makes people “witty,” he implies that it makes

them —

A thoughtful

B brave

C imaginative

D sad

2. According to Bacon, people should read for —

A laughter and excitement

B pleasure and education

C enlightenment and spiritual knowledge

D wealth and power

3. Parallel structure is the repetition of —

A words, phrases, or sentences that have the same grammatical structure

B a theme in several different selections by one author

C words, phrases, or sentences that have different grammatical structure

D vowel and consonant sounds in words that are close together

4. Which of the following sentences is not an example of Bacon’s parallel structure?

A “If his wit be not apt to distinguish or find differences, let him study the Schoolmen. . . .”

B “Studies serve for delight, for ornament, and for ability.”

C “The virtue of prosperity is temperance; the virtue of adversity is fortitude.”

D “Reading maketh a full man; conference a ready man; and writing an exact man.”

5. What is the best summary of Bacon’s overall message in “Of Studies”?

A One must read as much as one can because book learning is the most important kind of

learning.

B Studying and reading are recommended for scholars only; they are lost on most people.

C A carefully balanced approach to study is best. Allow plenty of time for learning that does not

come from books.

D Every person should study a special field rather than general subjects.

� READ the “Connected Readings” of “Queen Elizabeth I” and Margaret Cavendish (pp.

329-334)

Page 10 of 17

READING RESPONSE (7 pts.)

1. According to Queen Elizabeth I in “Tilbury Speech,” she does not fear treachery among her

people because —

A she is not a tyrant

B being female, she will be well treated

C she does not allow them to bear arms

D she is naturally a trusting person

2. When Queen Elizabeth I says that she has “the heart and stomach of a king,” she means that

A she has the courage and ruthlessness of a man to be worthy of her people’s trust

B women are not capable to prosecute a war

C she loves England as much as any king would

D she is physically strong enough to fulfill her office

3. What does the speaker in Oration I plead for?

A Freedom for women to associate

B Permission to write for publication

C More time to speak about women’s rights

D Education for all girls in England

4. In the phrase, “Ladies, gentlewomen, and other inferior women, but not less worthy,” what

does inferior mean?

A Of lower social class

B Weaker in physical strength

C Female as opposed to male

D Less keen in intelligence

5. What remedy does the speaker of Oration II propose for the problems of women?

A Vocal and written protest

B Refusal to comply with husbands’ wishes

C Education as the first step toward progress

D She does not believe there is any remedy

6. Regarding men, the speaker of Oration III —

A feels they are the source of women’s sufferings

B feels that although they have often mistreated women, men’s point of view needs to be

understood

C feels that men are superior to women and women are almost nothing without them

D feels that if men had to bear children, and women didn’t, power would be reversed

Page 11 of 17

7. The speaker of Oration VII desires to —

A be like a man in power and prestige

B exert power over men through beauty and grace

C live peacefully on her manor with her husband and sons

D resolve the question of women’s rights through intellectual discourse

� READ “Comparing Political Assumptions” (p. 335) WRITING ACTIVITY

In the sixteenth and seventeenth centuries, an “inferior” was someone of lower social status

than an aristocrat or a noble. Even when you know the meaning of this word, what effect does

Cavendish’s repeated use of the phrase “Ladies, gentlewomen, and other inferior women” have

on you as a modern reader? Why do you think Cavendish has her first three speakers use this

opening address? (5 pts.)

READ “Connecting to World Literature: Worlds of Wisdom” (pp. 346-348). Refer to pages

1181-1204) OR a dictionary— (5 pts.)

DIDACTIC

PARABLE

ANECDOTE

FABLE

ALLITERATION

DAY 4

BEGINS HERE

Page 12 of 17

� READ ALL 8 “Worlds of Wisdom” (pp. 350-359)

READING RESPONSE (9 pts.)

1. “Night,” from the Koran, teaches that —

A day is superior to night as good is superior to evil

B charity and good works are the way to blessedness

C he who seeks a godly life must withdraw from society

D a blazing fire awaits all but a select few holy men

2. According to the Bhagavad-Gita, what is the source of anger, confusion, and ultimate ruin?

A War

B Desire

C Poverty

D Satan

3. In the first three Zen parables, “The Moon Cannot Be Stolen,” “Temper,” and “The Gates of

Paradise,” what do all the Zen masters have in common?

A Self-control and patience

B Impatience with fools and thieves

C Single-minded devotion to finding truth

D No sin in their personal lives

4. The message of the passage from the Tao Te Ching might be stated as —

A sin is inescapable, so don’t try to avoid it

B don’t show weakness or people will take advantage of you

C be yourself and go with the flow

D nothing is really the way it seems

5. Confucius’s sayings about knowledge indicate that he —

A knew he was very wise

B modestly resisted being called “Master”

C humbly admitted the possibility of his own ignorance

D preferred to speak of good and evil rather than of knowledge or its lack

6. The two Taoist anecdotes in this selection offer wisdom about —

A human frailties

B the ultimate nature of reality

C how to become enlightened

D proper punishment for sin

Page 13 of 17

7. Saadi’s “The Fox and the Camels” is an example of a(n) —

A aphorism

B maxim

C fable

D sermon

8. Which of the African proverbs in this selection could be paraphrased, “Don’t get too big for

your britches”?

A When the heart overflows, it comes out through the mouth.

B He who cannot dance will say: ‘The drum is bad.’

C Evil enters like a needle and spreads like an oak tree.

D The frog wanted to be as big as the elephant, and burst.

9. Didactic literature —

A is not much fun to read

B gives instruction

C discusses the difference between good and evil

D comes from an ancient or distant culture

WRITING ACTIVITY: “Worldly Wisdom” (p. 360) (5 pts.)

Some of the didactic literature you have just read may express attitudes toward life that you

find surprising, baffling, or in conflict with your own views and beliefs. Other pieces may strike

you as accurately reflecting your beliefs.

Choose one piece of wisdom literature that either expresses a view quite different from your

own or reflects your own beliefs. Then, briefly explain the similarities or differences between

your view of life and the view you find reflected in the selection.

Page 14 of 17

STANDARDS REVIEW:

� READ Ronsard’s “When You Are Old” and Yeats’ “When You Are Old” (pp. 401-402)

READING RESPONSE (5 pts.)

1. The speaker in both poems is asking the woman he is addressing to imagine that she—

a) is happy in her solitude

b) is still beautiful in old age

c) has not been forgotten

d) is old and reading his poetry

2. The roses in the last line of Ronsard’s poem symbolizes—

a) broken promises

b) flowers

c) opportunities

d) compliments

3. In Yeats’ poem the image “pilgrim soul” in line 7 suggests that he woman the speaker loves

is—

a) homeless

b) a restless seeker after truth

c) a religious dissenter

d) logical and sure of himself

4. What emotions do both poets hope to evoke in the women they are addressing?

a) pity

b) revenge

c) regret

d) joy

5. How does the attitude toward time expressed in Ronsard’s poem reflect Renaissance

attitudes on that subject?

a) Ronsard’s speaker is acutely aware of the brevity of youth, beauty, and earthly life.

b) Ronsard’s speaker is focused on the afterlife rather than earthly life.

c) Ronsard’s speaker feels he has more than enough time to accomplish what he wants in

life.

d) Ronsard’s speaker expects that time inevitably will bring greater happiness.

Page 15 of 17

WRITING ACTIVITY: Analyzing Literature Made Easy (25 pts.)

First things first: You will be writing an analysis for this assignment, and an analysis is not a

summary! Unlike a summary—which only presents the main points—an analysis goes much

deeper. A literary analysis is an interpretation and a viewpoint that must be supported by

evidence and elaboration. When you write a literary analysis, you examine a selection’s parts,

or literary elements, and then prove how they work together to produce an overall effect.

Please refer to the Literary Elements chart on pages 390-391; it explains the basic literary

elements you’ll find in poetry and provides analysis questions for each.

One way to learn how to write is to read the works of other people. Please read the model

paper titled Metaphor and Theme in Shakespeare’s “Sonnet 73” on pages 393-394; it’s a solid

example of a literary analysis because it contains all the components of a great paper,

including:

• an engaging introduction with a solid thesis statement

• body paragraphs that present key points

• direct quotations, or evidence, that clearly support the key points

• personal interpretations, or elaborations, that clearly support the direct quotations

• a conclusion that restates the thesis and a closing thought

Your assignment is to write a literary analysis about the Shakespearean sonnet you

summarized earlier. Reread the sonnet as many times as it takes to feel comfortable in your

understanding of the ideas it expresses. Because there are often many elements working at

once to create a poem’s overall effect, plan to focus your essay on just one or two elements.

(refer back to the “Literary Elements” chart as needed). Before you start to write, check out “A

Writer’s Framework” (p. 393) and reread “A Writer’s Model” (pp. 393-393). Doing this will take

more time, but it will be worth it!

� As a 12th

grader, your analysis must be no less than 5 paragraphs in length. EACH

paragraph should contain 8-10 sentences, including:

• a key point

• literary evidence (a direct quote from the sonnet)

• an elaboration

AFTER you have written or typed your ROUGH DRAFT, take it to your English teacher so that

he or she can review it with you.

Your final analysis MUST BE TYPED using MLA format and then attached to this packet.

Page 16 of 17

HOLT HANDBOOK ACTIVITY: Misplaced Modifiers

(10 pts.)

A modifying word, phrase, or clause that seems to modify the wrong word or word group in a

sentence is a misplaced modifier. To correct a misplaced modifier, place the modifying word,

phrase, or clause as close as possible to the word or words you intend to modify.

MISPLACED: High up in the air, we watched the trapeze artist do a triple somersault.

[Was the writer high up in the air OR was the trapeze artist high up in the air?]

CLEAR: We watched the trapeze artist, high up in the air, do a triple somersault.

MISPLACED: Lying lazily under the truck, even the passing traffic didn’t wake the old hound.

[Was the passing traffic lying lazily under the truck OR was the dog lying lazily under the truck?]

CLEAR: Even the passing traffic didn’t wake the old hound lying lazily under the truck.

DIRECTIONS: Revise the following sentences to correct misplaced modifiers. Write your revised

sentences on the lines provided. Some sentences can be correctly revised in more than one

way.

1. The losing candidate gave a gracious speech in which he thanked all voters for taking part in

the democratic process after the election results were announced.

2. Tricia proudly displayed a picture of her three children on her desk.

3. Stranded on the mountain, the climber’s family was glad that their son had learned survival

skills.

DAY 5

BEGINS HERE

Page 17 of 17

4. The new community centers will be paid for with city funding and corporate contributions

that are being built downtown.

5. The astronomer explained how a telltale wobble could indicate that one or more planets are

in orbit around a star at the end of her presentation.

6. Safety Guide listed children’s toys in its newsletter that could cause injury.

7. We will see the ballet that caused such a stir when it was first performed next season.

8. Thanks to the firefighters’ efforts, the house missed being burned fortunately by the brush

fire.

9. Please sing me the song Nana taught you when you have the time.

10. Visiting an American supermarket for the first time, the size of the store overwhelmed Ty.