English 9 Regents: The Hobbit WebQuest (The Goblins)

Welcome members of the Great Goblin’s group!  You will need to collaborate on each of the following to complete your web quest.

Day 1:  Characterization

Each member must complete ONE of the following for the Great Goblin’s character:

–  A physical description of the Great Goblin (with hand-drawn, labeled picture based on textual information)

–  A two chunk paragraph with textual support describing the basic characteristics of goblins

–  A two chunk paragraph with textual support describing two positive character traits of the Great Goblin (use parenthetical documentation)

–  A two chunk paragraph with textual support describing two negative character traits of the Great Goblin (use parenthetical documentation)

Goblins  http://en.wikipedia.org/wiki/Goblin

Encyclopedia of Arda: Goblins  http://www.glyphweb.com/arda/default.asp?url=http://www.glyphweb.com/arda/g/goblins.html

The Grey Havens: The Relationship Between Orcs and Goblins  http://tolkien.cro.net/orcs/goblins.html

Day 2:  Creature Features

All members of the group will do the following:

Using the links below, find out all you can about Wargs.  One person in your group will illustrate a warg based on your findings (not the same artist for the characterization!).   The remaining members will EACH write a two chunk paragraph describing the various characteristics and habits of Wargs.  Make sure to consult with one another so that you have different responses! 

Encyclopedia of Arda: Wargs

http://www.glyphweb.com/arda/default.asp?url=http://www.glyphweb.com/arda/w/wargs.html

Wargs  http://www.santharia.com/bestiary/warg.htm

Wikipedia: Wargs  http://en.wikipedia.org/wiki/Wargs

Day 3:  Specialties: Those Goblins just love their dark, underground world and making trouble for anyone who dares enter into it!  No wonder they are such fierce warriors!

Each member will complete ONE of the following:

– Celebrations: Select (or create) a holiday that would have been celebrated by Goblins.  In three two-chunk paragraphs, describe the significance of the holiday as well as activities that all good Goblins would engage in!

Celebrating the Seasons

*NOTE: this site lists ancient, earth-based holidays such as those that would probably have been celebrated in Middle Earth.  The information is for accuracy of the setting of the novel and is not intended to support or challenge any religious beliefs.  http://www.circlesanctuary.org/pholidays/PaganHolidays.html

– Warfare:  Goblin war tactics are not only fierce, they are often not fair!  Examine the links below and gather information about other battles that have taken place in Middle Earth (even those not in The Hobbit).  In three two-chunk body paragraphs (you still have to write an intro and a conclusion), describe the tactics of the Goblins in three other battles in Middle Earth.

Telroth’s Tower: Middle Earth War Tactics  http://www.djcl.com/telroth/tactics3.html

Tolkien’s Middle Earth Battles  http://larsen-family.us/~1066/

– Spelunking:  Batman is not the only one who loves spelunking!  Goblins live for it!  Examine the links below and then create at least three two-chunk body paragraphs (don’t forget an intro and a conclusion) about the best places to spelunk and why.

 

Wikipedia: Spelunking  http://en.wikipedia.org/wiki/Spelunking

Chimney Mountain and Eagle Cave  http://www.steuben.org/hobbies/ChimneyMountain/index.html

On-line Tour of Howe Caverns  http://www.howecaverns.com/

– Swords/Weaponry:  Goblins are also not-so-skillful makers of weapons: axes, swords, instruments of torture.  Examine the links below, and then write at least three two-chunk body paragraphs (don’t forget an intro and a conclusion) about the history and process of sword and other weapon-making.

 

Sword Making   http://www.anvilfire.com/FAQs/swords_faq_index.htm

Medieval Weaponry   http://www.palos118.org/South/curriculum/team6c/midages/weaponry/index.htm

Day 4:  Riddles and Songs

Everyone in the group must do ALL of the following:

    –  In Chapter 5, Gollum and Bilbo have a riddle contest deep in the underground tunnels of Misty Mountain.  Their riddles use clues and hints to try to describe a specific thing. 

Read and, in a one-chunk paragraph, explain each of the following riddles from Bilbo and Gollum’s contest:

What has roots as nobody sees,

                         Is taller than trees,

                                  Up, up it goes,

                                  And yet never grows?

 

                         Thirty white horses on a red hill,

                                   First they champ,

                                  Then they stamp,

                         Then they stand still.

 

     –  Choose a common object and brainstorm as many qualities as you can about it.  Then, using rhyme, devise a four-lined to eight-lined riddle using the traits of the object that would stump even Bilbo! 

Looking at Riddle Formation  http://www.geocities.com/d_champions_hall/ezine/article2.htm

– Even the underground, grubby goblins aren’t beyond singing a song or two!  Re-read the songs of the goblins from The Hobbit listed below.  For each, summarize the message/central idea of the song and relate the idea to the singers.  Does each song support what we as readers know about the goblins’ character?  What does each demonstrate about them?

– Define each of the following poetic terms and use them to analyze both of the goblin songs: assonance, repetition, imagery, onomatopoeia, tone, structure, and rhyme scheme.  Demonstrate how these elements in his songs add to the characterization of the singers.

Glossary of Poetic Terms  http://rpo.library.utoronto.ca/display_rpo/poetterm.cfm

                     page 60-61

                                                page 106-107

Day 5:  Symbolic Objects/Tools

– Each member of your group must decide on a different specific object or tool that would best represent or support The Great Goblin’s character.  For example, in The Odyssey, Athena’s wisdom could be represented by an owl.  While the members will draw each of the symbols on one collective poster, each individual will write a two-chunk paragraph explaining why the symbol is appropriate for the Great Goblin.

Explore a World of Symbols  http://www.symbols.com/

Dictionary of Symbolism  http://www.umich.edu/~umfandsf/symbolismproject/symbolism.html/

–  Each member will select a different season of the year and write a two chunk paragraph that demonstrates how his/her particular season mirrors the journey of Bilbo Baggins.

Day 6:  Travel and Tourism: the Goblin Caves

Each member will do ONE of the following:

Your group is promoting travel and tourism for the realm of the Goblins.  Hey, you never know…Goblins have out of realm relatives, don’t they?  Your group is compiling promotional information in order to attract visitors to come and spend their gold in the Goblins’ underground town.

Each member of your group will do ONE of the following:

  –  Create an overall guidebook to The Goblin Caves that includes:

* a detailed map of the region

* enticing reasons why The Goblin Caves is the place for

anyone’s next vacation

* climate information

* transportation available

* quotations from previous visitors praising The Goblin Caves

* coupons to local attractions, restaurants, and

accommodations

–  Create a hotel brochure that includes:

* accommodations listings

* amenities

* prices

* promotional package deals

* what’s nearby to do/go to eat

– Create a restaurant menu that includes:

* appetizers, entrees, salads, soups, desserts with descriptions

* lunch/dinner specials

* background information about this family-run business

– Create a museum or recreation brochure that includes at least three “must see” attractions in The Goblin Caves.

                  * what makes each attraction so special?

* prices

* special discounts

– Create a local newspaper’s sports section that describes various sporting events available in The Goblin Caves.  Write at least one article reviewing a particular event that includes players’ names and some kinds of statistics.

 

Day 7:  The Great Goblin’s Journal

Every member of the group will do ALL of the following:

Each member of your group will create a series of journal responses for the Great Goblin.  Do not merely write your responses on lined paper or type them on a word processor… neither of these would exist in Middle Earth.  Use your imagination and create a journal that would not look out of place in the Great Goblin’s cave. 

FCAs:

1. Each response must be at least 150 words in length. 

2. Each response must contain at least three appropriately used vocabulary words from the unit.

3. Each response must create an appropriate “voice” for the Great Goblin.

Respond to each of the following:

     –  The attitude of the Great Goblin toward other creatures in general

     –  The thoughts of the Great Goblin about the creature that lives in the dark, underground lake

     –  The Great Goblin’s reaction when he first heard there were intruders in his cavern

     –  The Great Goblin’s reaction to the capture of the dwarves in their caven

     –  What might have been the Great Goblin’s journal entry if he had survived the arrival of Gandalf?

English 9 Regents: The Hobbit WebQuest (The Elves)

Welcome members of Elrond’s group!  You will need to collaborate on each of the following to complete your web quest.

Day 1:  Characterization

Each member must complete ONE of the following for Elrond’s character:

–  A physical description of Elrond (with hand-drawn, labeled picture based on textual information)

–  A two chunk paragraph with textual support describing the basic characteristics of elves

–  A two chunk paragraph with textual support describing two positive character traits of Elrond (use parenthetical documentation)

–  A two chunk paragraph with textual support describing two negative character traits of Elrond (use parenthetical documentation)

The Elves of Middle Earth  http://www.tuckborough.net/elves.html

The Encyclopedia of Arda: A Reference Guide to Tolkien    http://www.glyphweb.com/arda/default.asp?url=http://www.glyphweb.com/arda/m/middleearth.html

Day 2:  Creature Features

All members of the group will do the following:

Using the links below, find out all you can about Ents.  One person in your group will illustrate an Ent based on your findings (not the same artist for the characterization!).   The remaining members will EACH write a two chunk paragraph describing the various characteristics and habits of Ents.  Make sure to consult with one another so that you have different responses! 

Encyclopedia of Arda: Ents

http://www.glyphweb.com/arda/default.asp?url=http://www.glyphweb.com/arda/e/ents.html

Wikipedia: Ents  http://en.wikipedia.org/wiki/Ents

Day 3:  Specialties: Those merry creatures of the forest love music and dancing, but they are also master craftsmen.  No one stands a chance against an elven-sword!

Each member of your group will do ONE of the following:

– Celebrations: Select (or create) a holiday that would have been celebrated by Elves.  In three two-chunk paragraphs, describe the significance of the holiday as well as activities that all good Elves would engage in!

Celebrating the Seasons

*NOTE: this site lists ancient, earth-based holidays such as those that would probably have been celebrated in Middle Earth.  The information is for accuracy of the setting of the novel and is not intended to support or challenge any religious beliefs.  http://www.circlesanctuary.org/pholidays/PaganHolidays.html

– Archery:  Elves are known for their skill with a bow; even Odysseus would be envious!  After examining the links below, write at least three two-chunk body paragraphs (don’t forget an intro and a conclusion) about the history of archery.

Archery    http://www.archaeolink.com/history_of_archery.htm

Archery History   http://www.archeryhistory.com/index.php

A Shot in Time: A History of Archery  http://www.centenaryarchers.gil.com.au/history.htm

     – Swords/Weaponry:  Elves are also skillful makers of beautiful, strong swords.  Thorin’s Orcrist, Gandalf’s Glamdring and even Bilbo’s Sting are all elven-made swords.  Examine the links below, and then write at least three two-chunk body paragraphs (don’t forget an intro and a conclusion) about the history and process of sword-making.

Swords Making: Poof! You’re A Swordsmith!    http://www.anvilfire.com/FAQs/swords_faq_index.htm

Medieval Weaponry    http://www.palos118.org/South/curriculum/team6c/midages/weaponry/index.htm

     – Runes:  Elrond is very skillful at reading ancient runes.  Using the links below, research what runes are and how they were used as part of ancient written languages.  Then write at least three two-chunk body paragraphs (yes, you need an intro and a conclusion) about the history and use of runes.

 

Runes, Alphabet of Mystery  http://www.sunnyway.com/runes/

The Runic Journey  http://www.tarahill.com/runes/

Omniglot: A Guide to Written Language  http://www.omniglot.com/writing/runic.htm

Day 4:  Riddles and Songs

Each member of the group will do ALL of the following:

–  In Chapter 5, Gollum and Bilbo have a riddle contest deep in the underground tunnels of Misty Mountain.  Their riddles use clues and hints to try to describe a specific thing.

Read and, in a one-chunk paragraph, explain each of the following riddles from Bilbo and Gollum’s contest:

Voiceless it cries,

                         Wingless flutters,

                         Toothless bites,

                         Mouthless mutters.

 

                         An eye in a blue face

                        Saw an eye in a green face.

                        “That eye is like to this eye”

                        Said the first eye,

                        “But in a low place

                         Not in a high place.”

     –  Choose a common object and brainstorm as many qualities as you can about it.  Then, using rhyme, devise a four-lined to eight-lined riddle using the traits of the object that would stump even Bilbo! 

Looking at Riddle Formation  http://www.geocities.com/d_champions_hall/ezine/article2.htm

– The elves sure love to sing!  Re-read the songs of the elves of Rivendell and the wood-elves from The Hobbit listed below.  For each, summarize the message/central idea of the song and relate the idea to the elves.  Does each song support what we as readers know about the elves’ character?  What does each demonstrate about them?

– Define each of the following poetic terms and use them to analyze both of the elves’ songs: assonance, repetition, imagery, onomatopoeia, tone, structure, and rhyme scheme.  Demonstrate how these elements in his songs add to the characterization of the singers.

Glossary of Poetic Terms  http://rpo.library.utoronto.ca/display_rpo/poetterm.cfm

page 48-49

                                              page 183-184

Day 5:  Symbolic Objects/Tools

– Each member of your group must decide on a different specific object or tool that would best represent or support Elrond’s character.  For example, in The Odyssey, Athena’s wisdom could be represented by an owl.  While the members will draw each of the symbols on one collective poster, each individual will write a two-chunk paragraph explaining why the symbol is appropriate for Elrond.

Explore a World of Symbols  http://www.symbols.com/

Dictionary of Symbolism  http://www.umich.edu/~umfandsf/symbolismproject/symbolism.html/

–  Each member will select a different season of the year and write a two chunk paragraph that demonstrates how his/her particular season mirrors the journey of Bilbo Baggins.

Day 6:  Travel and Tourism: Rivendell

Each member will do ONE of the following:

After returning home, Bilbo raved so much about his wonderful treatment in Rivendell that travel and tourism to and from the elven area has been booming!  Not wanting to miss out on the opportunity to gain some capital, your group is compiling promotional information in order to attract visitors to come and spend their gold in Rivendell.

  –  Create an overall guidebook to Rivendell that includes:

* a detailed map of the region

* enticing reasons why Rivendell is the place for anyone’s next

vacation

* climate information

* transportation available

* quotations from previous visitors praising Rivendell

* coupons to local attractions, restaurants, and

accommodations

–  Create a hotel brochure that includes:

* accommodations listings

* amenities

* prices

* promotional package deals

* what’s nearby to do/go to eat

– Create a restaurant menu that includes:

* appetizers, entrees, salads, soups, desserts with descriptions

* lunch/dinner specials

* background information about this family-run business

– Create a museum or recreation brochure that includes at least three “must see” attractions in Rivendell.

                  * what makes each attraction so special?

* prices

* special discounts

– Create a local newspaper’s sports section that describes various sporting events available in Rivendell.  Write at least one article reviewing a particular event that includes players’ names and some kinds of statistics.

Day 7:  Elrond’s Journal

Each member will do ALL of the following:

Each member of your group will create a series of journal responses for Elrond.  Do not merely write your responses on lined paper or type them on a word processor… neither of these would exist in Middle Earth.  Use your imagination and create a journal that would not look out of place in Elrond’s home. 

FCAs:

1. Each response must be at least 150 words in length. 

2. Each response must contain at least three appropriately used vocabulary words from the unit.

3. Each response must create an appropriate “voice” for Elrond.

Respond to each of the following:

     –  Elrond’s reaction to the arrival of the company in Rivendell

     –  Elrond’s thoughts about the moon runes

     –  Elrond’s view of the ancient conflict between the elves and the dwarves

     –  Elrond’s reaction after the company leaves Rivendell for Lonely Mountain

     –  Elrond’s reaction to the changes in Bilbo after the journey 

English 9 Regents: The Hobbit WebQuest (The Dwarves)

Welcome members of Thorin Oakenshield’s group!  You will need to collaborate on each of the following to complete your web quest.

Day 1:  Characterization

Each member must complete ONE of the following for Thorin Oakenshiled’s character:

–  A physical description of Thorin Oakenshield (with hand-drawn, labeled picture based on textual information)

–  A two chunk paragraph with textual support describing the basic characteristics of dwarves

–  A two chunk paragraph with textual support describing two positive character traits of Thorin Oakenshield (use parenthetical documentation)

–  A two chunk paragraph with textual support describing two negative character traits of Thorin Oakenshield (use parenthetical documentation)

Thorin Oakenshield  http://www.tuckborough.net/thorin.html

The Encyclopedia of Arda: A reference Guide to the Words of Tolkien   http://www.glyphweb.com/arda/default.asp?url=http://www.glyphweb.com/arda/d/dwarves.html

Dwarves  http://tolkienics.com/tolkien/dwarves.htm

Day 2:  Creature Features

All members of the group will do the following:

Using the links below, find out all you can about Trolls.  One person in your group will illustrate a troll based on your findings (not the same artist for the characterization!).   The remaining members will EACH write a two chunk paragraph describing the various characteristics and habits of Trolls.  Make sure to consult with one another so that you have different responses! 

Encyclopedia of Arda: Trolls

http://www.glyphweb.com/arda/default.asp?url=http://www.glyphweb.com/arda/t/trolls.html

The Grey Havens: The Origins of Trolls  http://tolkien.cro.net/else/trolls.html

Day 3:  Specialties: Ah, those hard working dwarves!  Although they can be a little gruff around the edges, they create some of the most beautiful objects with the gemstones they mine and through their skillful metalworking. 

Each member will complete ONE of the following activities:

– Celebrations: Select (or create) a holiday that would have been celebrated by Dwarves.  In at least three two-chunk paragraphs, describe the significance of the holiday as well as activities that all good Dwarves would engage in!

Celebrating the Seasons

*NOTE: this site lists ancient, earth-based holidays such as those that would probably have been celebrated in Middle Earth.  The information is for accuracy of the setting of the novel and is not intended to support or challenge any religious beliefs.  http://www.circlesanctuary.org/pholidays/PaganHolidays.html

– Map Making:  Fortunately for the company, Thorin had a map to get them to Lonely Mountain, complete with clues about how to get inside.  Examine the links below and then write at least three two-chunk body paragraphs (don’t forget an intro and a conclusion) about the history of map making and what goes into making an accurate map.

Fantasy Maps: Map Making  http://www.fantasymaps.com/101/

The Mathematics of Cartography http://math.rice.edu/~lanius/pres/map/maphis.html

Map Making for Gamers   http://www.profantasy.com/

     – Gem Stones:  Dwarves are known for their mining skills and their knowledge of precious gems.  Look at the links below and then write at least three two-chunk body paragraphs (do not forget an intro and a conclusion) about gemstone mining and the symbolic significance of two types of gems that might have been mined by the dwarves.

Mineral Miners  http://www.mineralminers.com/

Gemstone Symbolism  http://www.jewellers.net/gemstone_varieties.htm

     – Metal Working:  Not only are the dwarves excellent miners, they create beautiful metal works!  Examine the links below and then write at least three two-chunk paragraphs (don’t forget an intro and a conclusion) about early metal working and what jobs that the dwarves might find today with these skills.

Metalworking Career Guide  http://www.khake.com/page29.html

The Bronze Age: A Guide to Early Metalworking http://www.templeresearch.eclipse.co.uk/bronze/intro.htm

Early History of Metalworking http://www.dartfordarchive.org.uk/early_modern/industry_me.shtml

Day 4:  Riddles and Songs

Each member of the group will do ALL of the following:

–  In Chapter 5, Gollum and Bilbo have a riddle contest deep in the underground tunnels of Misty Mountain.  Their riddles use clues and hints to try to describe a specific thing.

Read and, in a one-chunk paragraph, explain each of the following riddles from Bilbo and Gollum’s contest:

It cannot be seen, cannot be felt,

                         Cannot be heard, cannot be smelt.

                         It lies behind stars and under hills,

                                            And empty holes it fills.

                         It comes first and follows after,

                                          Ends life, kills laughter.

Alive without breath,

                        As cold as death;

                        Never thirsty, ever drinking,

                        All in mail never clinking.

     –  Choose a common object and brainstorm as many qualities as you can about it.  Then, using rhyme, devise a four-lined to eight-lined riddle using the traits of the object that would stump even Bilbo! 

Looking at Riddle Formation  http://www.geocities.com/d_champions_hall/ezine/article2.htm

– The dwarves certainly love to sing!  Re-read the songs of the dwarves from The Hobbit listed below.  For each, summarize the message/central idea of the song and relate the idea to the dwarves.  Does each song support what we as readers know about the dwarves’ characters?  What does each demonstrate about them?

– Define each of the following poetic terms and use them to analyze both the dwarves’ songs: assonance, repetition, imagery, onomatopoeia, tone, structure, and rhyme scheme.  Demonstrate how these elements in his songs add to the characterization of the dwarves.

Glossary of Poetic Terms  http://rpo.library.utoronto.ca/display_rpo/poetterm.cfm

           page 14-15             at Bilbo’s house

                                   page 263-264        before the battle

Day 5:  Symbolic Objects/Tools

– Each member of your group must decide on a different specific object or tool that would best represent or support Thorin Oakenshield’s character.  For example, in The Odyssey, Athena’s wisdom could be represented by an owl.  While the members will draw each of the symbols on one collective poster, each individual will write a two-chunk paragraph explaining why the symbol is appropriate for Thorin.

Explore a World of Symbols  http://www.symbols.com/

Dictionary of Symbolism  http://www.umich.edu/~umfandsf/symbolismproject/symbolism.html/

–  Each member will select a different season of the year and write a two chunk paragraph that demonstrates how his/her particular season mirrors the journey of Bilbo Baggins.

Day 6:  Travel and Tourism: Lonely Mountain

Each member will do ONE of the following:

Now that the dwarves have reclaimed Lonely Mountain from Smaug, travel and tourism to and from The Lonely Mountain and nearby Laketown has been booming!  Your group is compiling promotional information (including re-naming Lonely Mountain to something more pleasant and dwarf-ish) in order to attract visitors to come and spend their gold in the area.

  –  Create an overall guidebook to Lonely Mountain that includes:

* a detailed map of the region

* enticing reasons why the Lonely Mountain area is the place

for anyone’s next vacation

* climate information

* transportation available

* quotations from previous visitors praising The Lonely Mountain

area

* coupons to local attractions, restaurants, and

accommodations

–  Create a hotel brochure that includes:

* accommodations listings

* amenities

* prices

* promotional package deals

* what’s nearby to do/go to eat

– Create a restaurant menu that includes:

* appetizers, entrees, salads, soups, desserts with descriptions

* lunch/dinner specials

* background information about this family-run business

– Create a museum or recreation brochure that includes at least three “must see” attractions in Lonely Mountain and Laketown.

                  * what makes each attraction so special?

* prices

* special discounts

– Create a local newspaper’s sports section that describes various sporting events available in The Lonely Mountain and Laketown areas.  Write at least one article reviewing a particular event that includes players’ names and some kinds of statistics.

Day 7:  Thorin’s Journal

Each member will do ALL of the following:

Each member of your group will create a series of journal responses for Thorin Oakenshield.  Do not merely write your responses on lined paper or type them on a word processor… neither of these would exist in Middle Earth.  Use your imagination and create a journal that would not look out of place in Thorin’s home. 

FCAs:

1. Each response must be at least 150 words in length. 

2. Each response must contain at least three appropriately used vocabulary words from the unit.

3. Each response must create an appropriate “voice” for Thorin.

Respond to each of the following:

     –  Thorin’s reaction to Gandalf’s recommendation of Bilbo as a burgler

     –  Thorin’s reaction after meeting Bilbo and preparing to leave on the journey

     –  Thorin’s thoughts while in the Elvenking’s dungeon

     –  Thorin’s search for the Arkenstone

     –  Thorin’s deathbed journal entry (final thoughts)

English 9 Regents: The Hobbit WebQuest (The Wizards)

Welcome members of Gandalf’s group!  You will need to collaborate on each of the following to complete your web quest.

Day 1:  Characterization

Each member must complete ONE of the following for Gandalf’s character:

–  A physical description of Gandalf (with hand-drawn, labeled picture based on textual information)

–  A two chunk paragraph with textual support describing the basic characteristics of wizards

–  A two chunk paragraph with textual support describing two positive character traits of Gandalf (use parenthetical documentation)

–  A two chunk paragraph with textual support describing two negative character traits of Gandalf (use parenthetical documentation)

Wizards: Gandalf  http://www.glyphweb.com/arda/default.asp?url=http://www.glyphweb.com/arda/g/gandalf.html

Thoughts on Wizards  http://www.pattern.com/wizards.html

Gandalf Biography   http://www.tuckborough.net/gandalf.html

Day 2:  Creature Features

All members of the group will do the following:

Using the links below, find out all you can about Orcs.  One person in your group will illustrate an orc based on your findings (not the same artist for the characterization!).   The remaining members will EACH write a two chunk paragraph describing the various characteristics and habits of Orcs.  Make sure to consult with one another so that you have different responses! 

Wikipedia: Orcs  http://en.wikipedia.org/wiki/Orcs

Encyclopedia of Arda: Orcs  http://www.glyphweb.com/arda/default.asp?url=http://www.glyphweb.com/arda/raceorcs.html

Day 3:  Specialties: Gandalf certainly knows how to make an impression with his fireworks displays!  His magical powers keep others on their toes as well; even those in the animal world.  Birds certainly seem to flock to Gandalf bringing him messages and other important information.

Each member will complete ONE of the following:

– Celebrations: Select (or create) a holiday that would have been celebrated by Wizards.  In at least three two-chunk body paragraphs (don’t forget your intro and your conclusion!), describe the significance of the holiday as well as activities that all good Wizards would engage in!

Celebrating the Seasons

*NOTE: this site lists ancient, earth-based holidays such as those that would probably have been celebrated in Middle Earth.  The information is for accuracy of the setting of the novel and is not intended to support or challenge any religious beliefs.  

http://www.circlesanctuary.org/pholidays/PaganHolidays.html

– Fireworks:  Ah yes, Gandalf and his pyrotechnics!  It seems to be the thing that Bilbo remembered most about Gandalf’s previous visits to The Shire.  Obviously, Gandalf knows quite a bit about how to create fireworks as well as all safety precautions necessary (remember Merry and Pippin’s escapade in The Fellowship of the Rings?)  In at least three two-chunk body paragraphs (don’t forget your intro and your conclusion!), discuss the history of fireworks as well as how to be safe while using them.

The History of Fireworks  http://www.twilightbridge.com/hobbies/festivals/independence/historyfireworks.htm

Longwood Gardens: Fireworks History

http://www.longwoodgardens.org/Fireworks/FireworksHistory.htm

      – Birds:  Gandalf certainly has a way with the animal kingdom, especially those of the winged variety.  In the novel , eagles, thrushes, and ravens talk to others, providing important information.  For each of these, in at least three two-chunk body paragraphs (don’t forget an intro and a concllusion!), describe the aid that is given to the company while on their journey.  Using the symbolism links below, research the symbolic meaning of each type of bird (eagle, thrush, raven) and add your findings to your “chunks”.

Bird Symbolism  http://members.aol.com/ivycleartoes/birds.html

More Bird Symbolism  http://www.brigids-haven.com/bos/info/birds.html

      – Magic:  Gandalf’s magical powers were able to help the company along their journey as well as in the battle at the end.  Fantasy novels that include such magical “people” have become very popular in today’s culture.  Harry Potter has not only taken over the book shelves and gotten kids to put down their video games and read, he has taken over the big screen and his product line has contributed much to the American economy.  Now THAT’S magic!  In at least three two-chunk body paragraphs, explain the impact of the Harry Potter phoenomenon on American culture.

Official J.K. Rowling Site: Harry Potter   http://www.jkrowling.com/en/thankyou.cfm

Scholastic.Com: Harry Potter  http://www.scholastic.com/harrypotter/home.asp

Wikipedia’s Harry Potter  http://en.wikipedia.org/wiki/Harry_Potter

Day 4:  Riddles and Songs

Each member of the group will do ALL of the following:

–  In Chapter 5, Gollum and Bilbo have a riddle contest deep in the underground tunnels of Misty Mountain.  Their riddles use clues and hints to try to describe a specific thing.

Read and, in a one-chunk paragraph, explain each of the following riddles from Bilbo and Gollum’s contest:

This thing all things devours:

                        Birds, beasts, trees, flowers;

                        Gnaws iron, bites steel;

                        Grinds hard stones to meal;

                        Slays kings, ruins towns,

                        And beats high mountain down.

 

                        An eye in a blue face

                        Saw an eye in a green face.

                        “That eye is like to this eye”

                        Said the first eye,

                        “But in a low place

                         Not in a high place.”

     –  Choose a common object and brainstorm as many qualities as you can about it.  Then, using rhyme, devise a four-lined to eight-lined riddle using the traits of the object that would stump even Bilbo! 

Looking at Riddle Formation  http://www.geocities.com/d_champions_hall/ezine/article2.htm

– Well, we all know that Gandalf isn’t much for singing himself, but he certainly seems to enjoy a good tune!  Re-read the songs of the dwarves while at Beorn’s home and of the men at Laketown from The Hobbit.  For each, summarize the message/central idea of the song and relate the idea to the singers.  Does each song support what we as readers know about the dwarves’ and the men’s characters?  What does each demonstrate about them?

– Define each of the following poetic terms and use them to analyze both the dwarves’ song at Beorn’s home and the song of the men at Laketown: assonance, repetition, imagery, onomatopoeia, tone, structure, and rhyme scheme.  Demonstrate how these elements in his songs add to the characterization of the singers.

Glossary of Poetic Terms  http://rpo.library.utoronto.ca/display_rpo/poetterm.cfm

                page 126-127     the dwarves’ song at Beorn’s

                              page 197          the men of Laketown’s song

Day 5:  Symbolic Objects/Tools

– Each member of your group must decide on a different specific object or tool that would best represent or support Gandalf’s character.  For example, in The Odyssey, Athena’s wisdom could be represented by an owl.  While the members will draw each of the symbols on one collective poster, each individual will write a two-chunk paragraph explaining why the symbol is appropriate for Gandalf.

Explore a World of Symbols  http://www.symbols.com/

Dictionary of Symbolism  http://www.umich.edu/~umfandsf/symbolismproject/symbolism.html/

– Each member will select a different season of the year and write a two chunk paragraph that demonstrates how his/her particular season mirrors the journey of Bilbo Baggins.

Day 6:  Travel and Tourism: The Misty Mountains

Each member will do ONE of the following:

Although it’s not known where Gandalf hangs his hat and calls home, it’s apparent that he displays a certain fondness for The Misty Mountains.  Yeah, it’s cold and snowy, but your group is compiling promotional information in order to attract visitors to come and spend their gold in The Misty Mountains.

  –  Create an overall guidebook to The Misty Mountains that includes:

* a detailed map of the region

* enticing reasons why The Misty Mountains is the place for

anyone’s next vacation

* climate information

* transportation available

* quotations from previous visitors praising The Misty Mountains

* coupons to local attractions, restaurants, and

accommodations

–  Create a hotel brochure that includes:

* accommodations listings

* amenities

* prices

* promotional package deals

* what’s nearby to do/go to eat

– Create a restaurant menu that includes:

* appetizers, entrees, salads, soups, desserts with descriptions

* lunch/dinner specials

* background information about this family-run business

– Create a museum or recreation brochure that includes at least three “must see” attractions in The Misty Mountains.

                  * what makes each attraction so special?

* prices

* special discounts

– Create a local newspaper’s sports section that describes various sporting events available in The Misty Mountains.  Write at least one article reviewing a particular event that includes players’ names and some kinds of statistics.

Day 7:  Gandalf’s Journal

Each member will do ALL of the following:

Each member of your group will create a series of journal responses for Gandalf.  Do not merely write your responses on lined paper or type them on a word processor… neither of these would exist in Middle Earth.  Use your imagination and create a journal that would not look out of place in Gandalf’s travel bag. 

FCAs:

1. Each response must be at least 150 words in length. 

2. Each response must contain at least three appropriately used vocabulary words from the unit.

3. Each response must create an appropriate “voice” for Gandalf.

Respond to each of the following:

     –  What might Gandalf have written in his journal the night before he arrived in the Shire to invite Bilbo to go on an adventure?

     –  Gandalf’s reaction to his initial visit with Bilbo

     –  Gandalf’s reaction to Bilbo’s decision to join the company

     –  Gandalf’s feelings before he leaves Bilbo in charge of the company

     –  Gandalf’s decision to return to the company

English 9 Regents: The Hobbit WebQuest (Hobbits)

Welcome members of Bilbo Baggins’ group!  You will need to collaborate on each of the following to complete your web quest.

Day 1:  Characterization

Each member must complete ONE of the following for Bilbo Baggins’ character (you must decide among yourselves who will complete each component):

–  A physical description of Bilbo Baggins (with hand-drawn, labeled picture based on textual information)

–  A two chunk paragraph with textual support describing the basic characteristics of hobbits

–  A two chunk paragraph with textual support describing two positive character traits of Bilbo Baggins (use parenthetical documentation)

–  A two chunk paragraph with textual support describing two negative character traits of Bilbo Baggins (use parenthetical documentation)

About Hobbits http://www.glyphweb.com/arda/default.asp?url=http://www.glyphweb.com/arda/h/hobbits.html

The Grey Haven: About Hobbits in General  http://tolkien.cro.net/hobbits/hobbits.html

Wikipedia: Hobbits  http://en.wikipedia.org/wiki/Hobbit

Day 2:  Creature Features

All members of the group will do the following:

Using the links below, find out all you can about Dragons.  One person in your group will illustrate a dragon based on your findings (not the same artist for the characterization!).   The remaining members will EACH write a two chunk paragraph describing the various characteristics and habits of Dragons.  Make sure to consult with one another so that you have different responses! 

Here Be Dragons!  http://www.draconian.com/

Encyclopedia of Arda: Dragons  http://www.glyphweb.com/arda/default.asp

Dragons in the Writings of Tolkien  http://www.phil.unt.edu/~hargrove/dragons.html

Wikipedia: Dragons  http://en.wikipedia.org/wiki/Dragons

Day 3:  Specialties: Hobbits, those especially clever creatures, happen to like riddles and puzzles almost as much as they like to eat!  These homebodies rarely go beyond the borders of The Shire if they want to remain “respectable” in the eyes of others.  Use the links to help you.

Each member of your group will complete ONE of the following:

– Celebrations: Select (or create) a holiday that would have been celebrated by Hobbits.  In at least three two-chunk paragraphs, describe the significance of the holiday as well as activities that all good Hobbits would engage in!  The link below will help define holidays that would most likely have taken place in Middle Earth.

Celebrating the Seasons

*NOTE: this site lists ancient, earth-based holidays such as those that would probably have been celebrated in Middle Earth.  The information is for accuracy of the setting of the novel and is not intended to support or challenge any religious beliefs.

http://www.circlesanctuary.org/pholidays/PaganHolidays.html

– Food:  Create a menu for the celebration of the aforementioned holiday.  The meal would most likely have many courses, so don’t skimp!  You would not want to be known as a stingy host, would you?  Include some recipes as well!  The links below can help you get started.

Recipes and Menu Planning  http://entertaining.about.com/od/recipesandmenus/#

Menu Planning 101  http://www.iparty.com/index.cfm?pageid=2097

Home Entertaining for the Holidays  http://home.ivillage.com/entertaining/topics/0,,4tkj,00.html

– Puzzle solvers:  Create a crossword puzzle that would have at least twenty five clues/responses, or create five “brain teasers” that would challenge even the most clever Hobbit!  Be sure that it relates to the Hobbit unit and that you include an answer key.  The links below can help you if you get stumped along the way.

Brain Bashers   http://www.brainbashers.com/

Braingle  http://www.braingle.com/

Brain Teasers   http://brainden.com/

– Interior Decorating:  Those homebody Hobbits would have very cozy Hobbit holes with plenty of comfy furniture.  Design a Hobbit hole floor plan complete with decorating scheme.  Describe color schemes and choice of textures, and support your choices.  The links below can help you.

Essortment: Home Decorating   http://www.essortment.com/in/Home.Decorating.Interior/

Home and Garden Makeover   http://www.homeandgardenmakeover.com/

Home Popular: Floor Plans   http://www.homepopular.org/members/house-floor-plans/

Day 4:  Riddles and Songs

Each member of the group will do ALL of the following:

–  In Chapter 5, Gollum and Bilbo have a riddle contest deep in the underground tunnels of Misty Mountain.  Their riddles use clues and hints to try to describe a specific thing.

Read and, in a one-chunk paragraph, explain each of the following riddles from Bilbo and Gollum’s contest:

What has roots as nobody sees,

                         Is taller than trees,

                                  Up, up it goes,

                                  And yet never grows?

 

                         Thirty white horses on a red hill,

                                   First they champ,

                                  Then they stamp,

                         Then they stand still.

 

     –  Choose a common object and brainstorm as many qualities as you can about it.  Then, using rhyme, devise a four-lined to eight-lined riddle using the traits of the object that would stump even Bilbo! 

Looking at Riddle Formation  http://www.geocities.com/d_champions_hall/ezine/article2.htm

     – Re-read Bilbo’s songs from The Hobbit listed below.  For each, summarize the message/central idea of the song and relate the idea to Bilbo.  Does the song support what we as readers know about Bilbo’s character?  What does it demonstrate about him? 

– Define each of the following poetic terms and use them to analyze Bilbo’s songs: assonance, repetition, imagery, onomatopoeia, tone, structure, and rhyme scheme.  Demonstrate how these elements in his songs add to the characterization of Bilbo.

Glossary of Poetic Terms  http://rpo.library.utoronto.ca/display_rpo/poetterm.cfm

page 159-160   (to the spiders)

                         page 302   (on his way home)

Day 5:  Symbolic Objects/Tools

–  Each member of your group must decide on a different specific object or tool that would best represent or support Bilbo’s character.  For example, in The Odyssey, Athena’s wisdom could be represented by an owl.  While the members will draw each of the symbols on one collective poster, each individual will write a two-chunk paragraph explaining why the symbol is appropriate for Bilbo.

Explore a World of Symbols  http://www.symbols.com/

Dictionary of Symbolism  http://www.umich.edu/~umfandsf/symbolismproject/symbolism.html/

–  Each member will select a different season of the year and write a two chunk paragraph that demonstrates how his/her particular season mirrors the journey of Bilbo Baggins.

Day 6:  Travel and Tourism: The Shire

Each member will do ONE of the following:

Now that Bilbo has become an adventurous Hobbit, travel and tourism to and from The Shire has been booming!  Your group is compiling promotional information in order to attract visitors to come and spend their gold in Hobbitown.

  –  Create an overall guidebook to The Shire that includes:

* a detailed map of the region

* enticing reasons why The Shire is the place for anyone’s next

vacation

* climate information

* transportation available

* quotations from previous visitors praising The Shire

* coupons to local attractions, restaurants, and

accommodations

–  Create a hotel brochure that includes:

* accommodations listings

* amenities

* prices

* promotional package deals

* what’s nearby to do/go to eat

– Create a restaurant menu that includes:

* appetizers, entrees, salads, soups, desserts with descriptions

* lunch/dinner specials

* background information about this family-run business

– Create a museum or recreation brochure that includes at least three “must see” attractions in The Shire.

                  * what makes each attraction so special?

* prices

* special discounts

– Create a local newspaper’s sports section that describes various sporting events available in The Shire.  Write at least one article reviewing a particular event that includes players’ names and some kinds of statistics.

 

Day 7:  Bilbo’s Journal

Each member will do ALL of the following:

Each member of your group will create a series of journal responses for Bilbo Baggins.  Do not merely write your responses on lined paper or type them on a word processor… neither of these would exist in Middle Earth.  Use your imagination and create a journal that would not look out of place in Bilbo’s hobbit hole. 

FCAs:

1. Each response must be at least 150 words in length. 

2. Each response must contain at least three appropriately used vocabulary words from the unit.

3. Each response must create an appropriate “voice” for Bilbo.

Respond to each of the following:

     –  Bilbo’s reaction to Gandalf’s arrival in the Shire

     –  Bilbo’s reaction to leaving the Shire with the dwarves

     –  Bilbo’s reaction to Gandalf leaving him in charge of the dwarves before the party embarks through Mirkwood

     –  Bilbo’s reaction to the killing of the spider

     –  Bilbo’s decision to give Bard the Arkenstone

English 9 Regents: “Out of the Shire and Into the Mire!”– The Hobbit WebQuest

This is a WebQuest Contest I do with my regents students as we work with J.R.R. Tolkien’s The Hobbit.  For this unit, I put students in five groups (Hobbits, Dwarves, Elves, Wizards, and Goblins), and each group has a series of activities to do that relate to the various races of people who inhabit Middle Earth.

To begin, we go to the library for a Tolkien’s World Scavenger Hunt (see below).  From there, they get their WebQuests and they are off and running.

Quest(ions)

Part I:  Let’s begin our journey by learning more about J.R.R. Tolkien and his world.  We will start with a visit to the library’s computer center, and each group will work together to complete the questions about Tolkien’s life.  Explore the links provided to answer your questions.

Welcome, Travelers!

The Tolkien Society http://www.tolkiensociety.org/

The Grey Havens  http://tolkien.cro.net/

The Tolkien Timeline  http://gollum.usask.ca/tolkien/

The Complete Guide to Tolkien On-Line  http://onering.virbius.com/

Flawless Logic’s Tolkien Site  http://library.flawlesslogic.com/tolkien.htm

The Encyclopedia of Arda   http://www.glyphweb.com/arda/default.asp

Your Questions:

1.  What is J.R.R. Tolkien’s full name?

2.  When and where was he born?

3.  In a mimimum of fifty words, describe Tolkien’s childhood.

4.  In a minimum of fifty words, describe Tolkien’s education.

5.  In a minimum of fifty words, discuss Tolkien’s professional career (other than as an author).

6.  Name Tolkien’s wife and provide the date of their marriage.

7.  Name J.R.R. Tolkien’s children.

8.  Describe at least two historical events that occurred during Tolkien’s life that may have had an influence upon his writing.

9.  In what year was The Hobbit published and by what company?

10.  Name at least four other full length works by J.R.R. Tolkien and their years of publication.

Great!  Now that you are more familiar with Tolkien, you are ready to begin your Web Quest!

Part II:  Find your group name (either Hobbits, Dwarves, Goblins, Wizards, or Elves), and follow the Web Quest instructions.

English 9 Regents: The Hobbit- “Riddle Me This…”

Riddle Me This…

We all know how fond Hobbits are of riddles and just how clever Bilbo is in his riddle competition with Gollum in the bowels of the Misty Mountains!  Here are some riddles created by my freshmen that might stump even the most clever Hobbit!

It can hold things

Yet it can let them slip away

It is an entrance

But it is an exit, some say

You cannot see in one

Yet sometimes see through it you may

                      (answer: a hole)

                      by Heather M.

I have feet, but I cannot walk;

I have chords but can never talk;

You can play me and never win;

I was once living but never had skin.

                          (answer: a piano)

                          by Kevin K.

I broaden your mind every night

I don’t give up without a fight

Without me, the mornings aren’t very funny

I am like your energizer bunny

                         (answer: sleep)

                         by Alex G.

What is, oh, so bright

And turns on when day becomes night?

It is also a decoration

That helps with your notations.

                          (answer: a lamp)

                          Stephanie R.

What does man love more than life,

Fear more than death or mortal strife,

What the poor have, the rich require,

Amd what contented men desire,

What the miser spends and the spendthrift saves,

All men carry it to their graves

                               (answer: nothing)

                               by Sandy R.

It has no mouth but can sing and talk;

Can take you anywhere but cannot walk;

It has no eyes, but through it you can see anything;

Not alive, but requires energy.

                                 (answer: a television)

                                 by Kevin O.

I fly through the air

Due to a blow,

My dimples are showing,

I am the color of snow.

                           (answer: a golf ball)

               by Leah K.

English 9 Enriched: A New York Odyssey

A New York Odyssey!   

Hello!  In the spirit of Odysseus, you shall tell the tale of a difficult journey from Troy to Ithaca… New York, that is!

To begin, go to Google Maps and map out the route between Troy, NY and Ithaca, NY.   Examine the map for neighboring towns and cities where you—like Odysseus—might have gotten side-tracked on your way from Troy to Ithaca.  Odysseus was waylaid by a storm sent by Zeus, and then had to take a long route home, having many adventures along the way.  Because he was thrown off-course, he ended up in places such as The Island of the Lotus Eaters, Polyphemus’ island, facing the Laestregonians, being enticed by both Circe and Calypso, and other adventures.

Outlining the Project:  each group must:

–          Choose a group leader (an “Odysseus-figure”) who will be the only one to make it to Ithaca, NY.  The entire journal will be told from the Odysseus-figure’s point of view, so remember that when you begin writing;

–          Once you have your group leader, determine what kind of a group you are (rock band, dodge ball team, detective agency, etc);

–          Work together to create a story of why your group is in Troy, New York and why you need to get to Ithaca, New York;

–          Work together to determine why and how you must leave Troy;

–          EACH INDIVIDUAL (including the Odysseus-figure) WILL THEN:

• Select ONE of Odysseus’ adventures to use as a model;
• Choose any New York State city or town;
• Re-write that adventure using the NYS city/town as the setting

–          REMEMBER to speak with your other group members, especially those whose stories come before and immediately after the one you are writing—you must be sure to create a smooth transition from one place to the next

–          ALSO REMEMBER to speak to one another about storyline continuity!  A team member cannot die in Watertown, NY and then suddenly reappear in Dansville (unless, of course, Dansville represents The Land of the Dead…)

–          The final episode takes place once the Odysseus-figure returns to Ithaca, so everyone works together to finalize the journal.

Putting it all together:

Create a journal or other some such creative representation of your journey from Troy to Ithaca, New York.  Each member selects a town or city where the group may have been waylaid (REAL NY towns on the map) and each member will then mirror one of Odysseus’ adventures in The Odyssey taking place in that town.  When you choose a town or city, you MUST do some research online about specific places IN that town where you may have ended up (stick to New York State only).  Also, each adventure that you have in these towns must mirror adventures that Odysseus had on his own journey.

For example:  We know that, after Zeus sent a storm, Odysseus ended up on the Island of the Lotus Eaters, and some of his men ate the lotus flowers and forgot all about home.   They had to be rescued by crew members who had not eaten the flowers, and the moral of that story was “Don’t Do Drugs”.   So, mirroring that story, let’s pretend that you were somehow thrown off course from Troy, NY (come up with some logical explanation how) and managed to end up on Lyell Avenue in Rochester, NY.  Your task would be to create an incident on Lyell Ave. similar to that of Odysseus and his men with the Lotus Eaters.  Perhaps you send a friend inside a convenient store to get directions, and your friend doesn’t come out after half an hour.  You decide to go inside the store to find out what’s taking so long and you discover your friend hanging out in a corner of the store drinking Four Loko with a couple of guys.  What do you do?  (Get the idea?)

BE CREATIVE!  All projects (including journals) must include pictures and maps as well as a fully descriptive tale of each place visited.

 An EPIC Performance!!  Each group will share an oral performance of their New York Odysseys!  In the tradition of Homer, students will tell the tales of their group’s woes on the road, one at a time.  The Odysseus-figure will introduce him/herself and his/her crew, and then describe what kind of a group they are, and explain what they are doing in Troy, NY.  Group members will each pick up the telling of the tale as it is reflected in their group travel journal.

Samples from Student Journals

From Hades’ Ladies, the winners of a Battle of the Bands contest

   

A group of homeless Hobos makes its way from soup kitchen to soup kitchen in their attempt to reach their hometown of Ithaca

 

We had a couple of Detective Agencies…

 

A band of Groupies…

 

A troupe of Adrenaline Junkies…

 

and there were others as well!!

English 9 Enriched: Visible Thinking- the Beatles as Pyramus and Thisbe

Farce:  

• A comic dramatic work using buffoonery and horseplay and typically including crude characterization and ludicrously improbable situations (Google definitions)

Prepare for a See(Notice)/Think/Wonder Exercise:

Watch the following video clip from The Beatlemirko:

The farce is taken from Shakespeare’s A Midsummer Night’s Dream, but the Beatles have also added their own dimension to it.

As you are watching:

1- list TEN (10) things you NOTICE that are a farce of the “Pyramus and Thisbe” myth that we read from Ovid’s Metamorphosis

2- THREE things you THINK about the video as it relates to the tale of “Pyramus and Thisbe”

3- THREE things you WONDER about the video as it relates to the tale.

Write a three-chunk paragraph explaining how the video clip falls under the definition of a farce.

In your groups:

Choose a scene from Romeo and Juliet (a different one for each group, please!), and create your own farce to perform for the class.

English 9 Enriched: “Pyramus and Thisbe” and Romeo and Juliet

After reading Act V of Romeo and Juliet:

From Ovid’s Metamorphosis (around 1 AD), read the retelling of the ancient Babylonian myth of “Pyramus and Thisbe,” and prepare a See/Think/Wonder exercise:

1-      Highlight ten (10) things you SEE in the text of the myth that remind you of Romeo and Juliet (direct quotations)

2-      Three (3) things you THINK about the comparison between the two AND three (3) things you THINK about the contrast

3-      Three (3) things you WONDER about why Shakespeare, like Ovid, may have chosen to retell the storyline of an ancient Babylonian myth in his Romeo and Juliet

Using your See/Think/Wonder exercise, write a four-chunk paragraph explaining:

–          What themes or messages about human nature prevail in the stories of Pyramus and Thisbe, and Romeo and Juliet;

–          How those themes are evident in today’s world;

–          What lessons can be learned about human nature as you examine the timeline of this plot:

Ancient Babylon (around 2300 BC)

“Pyramus and Thisbe” myth

Ovid’s Rome (43 BC – AD 17/18)

Metamorphosis

Shakespeare’s London (1597)

Romeo and Juliet

today (2013)

_________________________________________________________

Student Examples:

by Muyri A.

I SEE…

–          “They wished to join in marriage, but that joy their fathers had forbidden them to hope.”

–          “No relatives had guessed their secret love, for all their converse was by nods and signs.”

–          “All is arranged according to their hopes: and now the daylight, seeming slowly moved…”

–          “When Pyramus and Thisbe, who were known the one most handsome of all youthful men, the other    loveliest of all eastern girls…”

–          “They grew fond, and loved each other…”

–          “Our lovers found the secret opening, and used its passage to convey the sounds of gentle, murmured words…”

–          “When the night began to darken they exchanged farewells.”

–          “And he imbrued the steel, girt at his side, deep in his bowels; and plucked it from the wound a-faint with death.”

–          “No more she said; and having fixed the point below her breast, she fell on the keen sword, still warm with his red blood.”

–          “And from the funeral pile their parents sealed their gathered ashes in a single urn.”

I THINK…

Comparison

–          Romeo and Juliet were two young people who fell in love just like Pyramus and Thisbe.

–          Romeo and Juliet’s families forbade their love; likewise, Pyramus and Thisbe’s fathers also came in the way of their love.

–          Romeo kills himself after thinking that Juliet died and then Juliet sees Romeo dead and kills herself; the same thing happens to Pyramus and Thisbe.

Contrast

–          In Romeo and Juliet, both parents re-united the lovers by promising to make gold statues of Rome and Juliet and lay them next to each other; in “Pyramus and Thisbe”, the parents seal the lovers’ ashes in a single urn.

–          Romeo kills himself by drinking poison, whereas Pyramus kills himself by falling on his sword.

–          In Romeo and Juliet, the nurse and Friar Lawrence knew about Romeo and Juliet’s love; in “Pyramus and Thisbe”, no one knew about the secret love between Pyramus and Thisbe.

I WONDER…

–          Why Shakespeare included other characters (like the Nurse and Friar Lawrence) to know of Romeo and Juliet’s secret love instead of having no one know like in “Pyramus and Thisbe”.

–          Why Shakespeare included another character (Rosaline) whom Romeo loved before seeing Juliet.

–          Why Shakespeare didn’t make Romeo and Juliet see each other more to make it seem more realistic, like Ovid had made Pyramus and Thisbe communicate through a little opening in the wall separating them.

Romeo and Juliet and “Pyramus and Thisbe” are both love stories that are realistic and can be evident in today’s world too. The main theme in both stories is the forbidden love between two young individuals. In Romeo and Juliet, there was a family feud between the Montagues and Capulets which forbade Romeo and Juliet from seeing each other. In “Pyramus and Thisbe”, the lovers’ fathers didn’t allow them to be together and a partition was built to prevent any encounters between the two. Another message/theme about human nature was that in both stories, the lovers were so in love that they would do anything in order to be together. In Romeo and Juliet, Romeo and Juliet got married secretly without the consent of their parents by Friar Lawrence. In “Pyramus and Thisbe”, Pyramus and Thisbe conveyed messages and communicated through conversations in the little opening from the partition. Moreover, in both stories, the lovers commit suicide because they can’t live without their love. These themes are evident in today’s world. Young teenagers today fall in love and claim that they want to be together forever. There are parents who don’t allow their children to date certain people for various reasons as well. However, like Romeo and Juliet/Pyramus and Thisbe, many teenagers today date secretly without their parents knowing.  Furthermore, some lovers elope and get married without their families knowing, just as Romeo and Juliet did. A lesson that can be learned about human nature is that love can overtake reason and common sense. Romeo and Juliet loved each other so much that they would do anything for each other. Throughout the story they would reference to killing themselves because they couldn’t be with one another. Eventually they committed suicide for each other. Pyramus and Thisbe also committed suicide for each other and their love. Another lesson is that young love should not justify suicide. In both stories the love between the two lovers was just infatuation. The lovers had only known each other for a few days, and true love takes time to build. Romeo and Juliet and “Pyramus and Thisbe” are love tragedies that teach valuable lessons about human nature.

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by Nazariy T.

I see…

1.) “They wished to join in marriage… their fathers had forbidden them hope”

2.) “No relatives had guessed their secret love”

3.) “Our lovers found the secret opening, and used its passage to convey the sounds.”

4.) “What harm could happen thee shouldst thou permit us to enjoy our love?”

5.) “Deceived her parents, opened the closed door. She flitted in the silent night away.”

6.) “Alas, one night has caused the ruin of two lovers!”

7.) “Deep in his bowels; and plucked it from the wound a-faint with death.”

8.) “Thisbe returned… she though her lover must await her at the tree”

9.) “No more she said; nad having fixed the point below her breast, she fell on the keen sword, still warm with his red blood.”

10.) “… her prayers were answered, for it moved the Gods and moved their parents.”

I think…

1.) Shakespeare used this ancient Babylonian myth as a basis for the tragedy of Romeo and Juliet.

2.) The plot of this ancient Babylonian myth is extremely similar to Romeo and Juliet.

3.) The main point of this ancient Babylonian myth and Romeo and Juliet is to teach a lesson about young love.

I wonder…

1.) Why Shakespeare used this myth to base Romeo and Juliet off of.

2.) What persuaded Shakespeare to want to teach this lesson about young love.

3.) If Shakespeare relates to any of these stories personally.

There are many messages, or themes that are prevailed from Romeo and Juliet and “Pyramus and Thisbe” such as secrets can be fatal, revenge hurts both the avenger and the victim, the elder forget the power of young love, but the main point trying to be focused on is how young love can blind a couple. Human nature is the general mix of feelings and behavior traits that humankind experiences. Human nature is what causes the lovers from Romeo and Juliet and “Pyramus and Thisbe” to eventually take their own lives because of the feelings that emerge from a series of casualties. Juliet’s love is so deep for Romeo that she is willing to put her family through great grief just so that she can be with him. This shows that Juliet has been blinded by the young love that many young couples experience. They have this mindset for one another that leaves everyone else in their life out and they don’t realize the harm they can inflict on the ones that love them. In “Pyramus and Thisbe” the two couples tell their fathers, “What harm could happen thee shouldst thou permit us to enjoy our love?” This question asked could have prevented every harmful thing that followed and would have saved lives. Sometimes parents are just unaware of their surroundings and themselves judge blindly with the many years of wisdom that they have. The themes mentioned above are present in every young couples live’s today. More often than not a breakup between couples ends up taking a great toll on the mental state. A breakup often ends up with blackmail or just rivalry between one another and sometimes can get serious with threats. Also, parents forget about how young love has a low boiling point. If two couples are neglected and forbidden to see on another, they will find their ways just like how in Ovid’s metamorphoses he states, “Our loves found the secret opening, and used its passage to convey the sounds.” Lessons that may be learned from human nature from this plot is to be logical. When Thisbe dropped her veil this doesn’t immediately suggest that she had been killed; if Pyramus had waited a prevention of two deaths could have occured. Suicidal decisions are not logical as they bring nothing but grief. Also, before getting in a mess of things be more decisive and don’t be blinded by young love.

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by Jamie L.

I See…

1. “they grew fond and loved each other… and as the days went by their love increased.”
2.  “but that joy their fathers had forbidden them to hope”
3. “the passion that with equal strength inflamed their minds no parent could forbid”
4. “No relatives had guessed their secret love”
5. “when the night began to darken they exchanged farewells”
6. “one night has caused the ruin of two lovers!”
7. “she kissed his death-cold features”
8. “having fixed the point below her breast”
9. “she fell on the keen sword”
10. their parents sealed their ashes in a single urn”

I think the two are similar in that:

1. The two are great lovers who’s families forbid them to see one another
2. The male protagonist killed himself first when he thought that his lover was dead
3. The main characters in both stories committed suicide when they thought they had lost their lover.

I think the two are different in that:

1. Pyramus and Thisbe used a small crack in the wall to communicate with one another while it’s the Nurse that help the love between Romeo and Juliet
2. Romeo killed himself with poison while Pyramus killed himself with his sword
3. Romeo and Juliet did marry while Pyramus and Thisbe did not

I Wonder:

1. I wonder if these stories are to show how powerful love can be?
2. I wonder if this is to show that nothing good can come out of sneaking behind the parent’s back?
3. I wonder if Shakespeare liked this story because the main characters die in the end?

Themes are human nature can be seen in the both the play Romeo and Juliet by William Shakespeare and “Pyramus and Thisbe” by Ovid. In both stories, main characters “grow fond and love each other” (Ovid), leading them to do unexpected and sometimes quite dangerous things. This shows how it is human nature to love something and to do anything to continue to feel that love. This can be seen today where people are always trying to find something or someone to love either finding it on the web or going on blind dates. The two protagonists, although love one another very dearly, are not allowed to be with one another because “their fathers have forbidden them to hope” (Ovid). If there is a grudge between a certain two families, it is natural for the two families’ grudge to affect their children. Today, it is seen that parents may not approve of their child’s relationship to, and may try to prevent the relationship from expanding.This, however, can result in that the forbidden love will actually cause the love to sprout. The protagonists of both stories had kept their love a secret so that “no relatives had guessed their secret love” (Ovid). With this forbidden love, it is usual for people to continue to see one another, but to do so in a secretive manner, as to not arouse suspicion. This is similar to today, when a relationship would keep going even when the parents don’t approve, while all don’t suspect a single thing of the secret. Lastly, lost love can cause a person to feel overwhelming grief and will feel like “the ruin of two lovers” (Ovid). Grief is a common feeling to people when they lose a person that they really care about. Although most people today won’t go out of their way to actually kill themselves, the crushing feeling of loss will always be there. Times have greatly changed since Shakespeare and Ovid’s time, but th empathy and feelings expressed in the situations in these stories are still very common today.