The Count of Monte Cristo · • Suspense is a feeling of curiosity or uncertainty about the outcome of events that keeps you interested in the plot of a story. Suspense includes

About the AuthorAlexandre Dumas (1802–1870) wrote so

many novels and plays in his lifetime that acritic once remarked, “No one has ever readthe whole of Dumas, not even himself.” About1,200 volumes of literature bear Dumas’s name,although many were completed with the aid ofhired writers who provided plot outlines.

Born in France, Dumas was the son of a gen-eral in Napoleon’s army. He collaborated onplays with a friend, and in 1829, he had hisfirst success, Henry III and His Court. AmongDumas’s most successful novels are The ThreeMusketeers (1844) and The Count of Monte Cristo(1845), both based on major events in Frenchhistory. Dumas earned a fortune from his writing but spent it recklessly. He died poor,survived only by an illegitimate son.

BackgroundThe Count of Monte Cristo is set during an

important time in French political history.During the French Revolution (1789–1799),

Napoleon became a powerful general. In 1799,he overthrew the revolutionary French govern-ment and took control of France. He ruleduntil 1814, when Louis XVIII took the throne.Napoleon regained control in 1815 for aboutthree months, a period termed “the Court ofthe Hundred Days.” Napoleon lost the throneto Louis later that year with his defeat atWaterloo. The story of The Count of MonteCristo begins in February 1815, one monthbefore Napoleon’s return to power.

The plot of the novel is also based on a trueincident. In 1807, as the result of a cruel joke byfour jealous friends, a young shoemaker engagedto marry a rich orphan was falsely arrested as aspy against Napoleon. While in prison, he met adying priest who told him of a hidden treasure.After seven years, the man was released fromprison. He found the treasure and, using dis-guises, took revenge on the evil foursome, one of whom had married his fiancée. Dumas wasfascinated by this real-life melodrama and basedhis novel on these events.

Reading Guide Preview

• Plot is the sequence of events in a liter-ary work. It begins with an expositionthat introduces the setting and charac-ters. A conflict then develops andheightens before reaching the climax,or highest point of interest. The storyends with falling action, which leads tothe resolution, or end, of the conflict.Events after the resolution make up thedenouement.

• Conflict is a struggle between opposingforces in a story. Internal conflictoccurs within a character who facesopposing feelings. External conflictoccurs between characters. As you read,look for the internal and external con-flicts that Dantès faces.

• Comparing and contrasting charactersis discovering how they are alike anddifferent. The purpose of comparing andcontrasting characters is to clarify and

understand their relationships and toidentify possible sources of conflict. In the novel, look for ways in whichDantès is different from his enemies.

• Character motivation is the reason orreasons behind a character’s behavior. As you read, seek to understand whyDantès takes the actions that he doesthroughout the story.

• Suspense is a feeling of curiosity oruncertainty about the outcome of eventsthat keeps you interested in the plot of a story. Suspense includes dangerousaction, in which a character’s safety is at risk.

• A theme is a central message or insightconveyed in a work of literature. Animplied theme is not stated directly inthe text of the work. As you read TheCount of Monte Cristo, consider theauthor’s implied message about revenge.

As you read The Count of Monte Cristo, keep these literary elements in mind:

The Count of Monte CristoAlexandre Dumas

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Quick Guide

Vocabulary1. treacherous (tre£» ßr ßs) adj. seemingly safe but

not really so (page 16)

2. decapitator (dè kap» ß tà« tßr) n. one who cuts offthe head of another (page 44)

3. subservient (sßb s†r» vè ßnt) adj. obedient andeager to please (page 68)

4. prosperity (präs per» ß tè) n. good fortune, wealth,success (page 93)

5. enumeration (è nØ« mß rà» §ßn) n. counting;specifying, as in a list (page 118)

6. restrained (ri strànd») v. held back from action(page 143)

7. forestalled (fôr stôld») adj. prevented by doingsomething ahead of time (page 168)

8. punctuality (pu¢k« £Ø al» ß tè) n. being on time;promptness (page 194)

9. authenticity (ô« •ßn tis» ß tè) n. condition of beingreal or genuine (page 218)

10. prone (pròn) adj. having a natural bent; often givento (page 243)

11. countenance (k™n» tß nßns) n. face (page 268)

12. nobility (nò bil» ß tè) n. high rank in society (page 293)

13. supplications (sup« lß kà» §ßnz) n. humble prayersor requests (page 318)

14. vexed (vekst) adj. annoyed or irritated (page 345)

15. despair (di sper») n. loss of hope (page 370)

16. premeditated (prè med» ß tà« tßd) adj. plannedbeforehand (page 395)

17. indescribable (in« di skrìb» ß bßl) adj. that cannotbe described (page 419)

18. inert (in †rt») adj. without power to move (page 444)

19. irrevocable (ir rev» ß kß bßl) adj. that cannot beundone or taken back (page 468)

20. subsist (sßb sist») v. to remain alive or continue tolive (page 497)

Chapters I–XIII (pages 1–81)

Discussion Questions1. Why does Danglars dislike Dantès? Compare

and contrast the personalities of the twomen.

2. Why are Fernand and Caderousse each will-ing to join in the conspiracy? What doeseach man stand to gain?

3. How does Dantès change emotionally whilealone in prison? Why does he decide tostarve himself?

4. What kind of person is the Abbé Faria? Whydo you think he is willing to help Dantès?

Writing Activity Write a paragraph that explainswhy Villefort joins the conspiracy. How doFrench politics play a role in his actionsagainst Dantès?

Chapters XIV–XXV (pages 81–154)

Discussion Questions1. How does Dantès manage to escape from

prison? Do you think he is foolish to carryout such a risky plan? Explain.

2. What does Dantès find on the Isle of MonteCristo? How do you think the discoverymay help him in the future?

3. Why doesn’t Caderousse recognize Dantèswhen he visits him? What important infor-mation does Caderousse share with him?

4. How does Dantès help Morrel and his fami-ly? Why do you think Dantès decides tohelp Morrel?

Writing Activity Write a paragraph in which youpredict how Dantès may attempt to “punishthe wicked” for their actions against him.

Chapters XXVI–XXXIII (pages 155–227)

Discussion Questions1. Why does the Count of Monte Cristo want

Albert de Morcerf to be indebted to him?How does the Count arrange that?

2. What kind of impression does the Countmake on Albert’s party guests? Why do youthink they are not more skeptical of him?

3. How does Mercédès react when she firstmeets the Count? Why do you think shebehaves so oddly?

4. How does the Count make both MadameDanglars and the Villeforts indebted tohim? What does the Count gain by doingso?

Writing Activity Write a paragraph that describesthe Count’s philosophy regarding death andrevenge. Explain why you agree or disagreewith him.

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Chapters XXXIV–XLIII (pages 227–288)

Discussion Questions1. How does the Count feel about Haydee?

Why does she refuse to accept his offer offreedom?

2. Why is Albert hesitant about marryingEugénie? How does his proposed stockscheme indicate his ignorance aboutDebray?

3. What conflict exists between Villefort andhis father? Why does Noirtier threaten tobequeath all his money to the poor?

4. What do Danglars and his wife fight aboutafter the Count’s dinner party? What doesDanglars’s behavior suggest about him?

Writing Activity Write a paragraph that explainshow Dumas uses suspense to heighten thedrama in this part of the book.

Chapters XLIV–L (pages 288–362)

Discussion Questions1. How does Danglars think he might use his

daughter to solve his financial problems?

2. What is the relationship between Monsieurde Saint-Méran and Valentine? Why doesn’the share the same family relationship withEugénie Danglars?

3. Under what circumstances does Madame deSaint-Méran die? How does Villefort react toher death?

4. What secret does Franz discover in the man-uscript read in Noirtier’s room? What is theresult of this revelation?

Writing Activity Write a paragraph that summa-rizes the revenge that the Count has taken sofar. Predict the additional revenge that youexpect will follow.

Chapters LI–LXI (pages 363–435)

Discussion Questions1. How does Danglars respond when Morcerf

arrives to discuss their children’s marriage?How does each man feel about the decision?

2. How does Haydee play a significant role inthe fate of Morcerf? Of what crimes is hefound guilty?

3. Why does Albert wish to duel with MonteCristo? How does he behave differentlytoward the Count after learning the truth?

4. What major surprise does Morcerf receiveupon challenging Monte Cristo to a duel?Why does Morcerf shoot himself?

Writing Activity Write a paragraph describingyour feelings about Mercédès after the Count’sduel with Albert is canceled. Does she seemheroic to you? Why or why not?

Chapters LXII–LXXI (pages 435–509)

Discussion Questions1. How does Monte Cristo reveal Valentine’s

poisoner to her? What does the poisonerstand to gain by Valentine’s death?

2. What becomes of the love affair betweenDebray and Madame Danglars? Why doesMadame Danglars end up feeling the wayshe does?

3. How does Villefort react when Dantèsreveals himself? Do you feel the revenge onVillefort is just? Explain.

4. What is Dumas’s implied message, ortheme, about death and revenge? Howmuch do you agree or disagree with themessage? Explain.

Writing Activity Write a paragraph that explainswhether or not you feel the story has a satisfy-ing ending. Give the reasons for your opinion.

Pulling It All Together

Writing Write a letter that Dantès might writeto Mercédès after sailing away. Have himexplain why he has chosen to live with Haydeeinstead of with her after exacting his revenge.

Oral Response to Literature Some critics assertthat Dumas’s novel suffers from an overabun-dance of plot and a lack of character develop-ment. In a small group of students, discusswhether you agree or disagree with that assessment. Offer story details to support your opinions.

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xii Reading Guides and Lesson Plans © Pearson Education, Inc.

Key to Abbreviations in the Lesson Plans

The Lesson Plan following each Reading Guide references pages in the Reading Guide itself and in the Teaching Guides and Customizable Resourcescomponent. These references are abbreviated as follows:

RG = Reading Guide

Resources = Teaching Guides and Customizable Resources

TG = Teaching Guide

SAS = Student Activity Sheet

GOT = Graphic Organizer Transparency

For a key to the abbreviations in the Lesson Plan, see page xii.

Preview • 1 Day1. With the class, read and discuss the RG Preview.

If this book begins students’ study of a novel,distribute and discuss Background on the Novel,Resources, p. 151.

2. Assign Chapters I–XIII, pp. 1–81.

Chapters I–XIII • 3–4 Days1. Reading Guide Discussion Questions 1–4 and

Writing Activity; optional, Discussion Guide,Resources, p. 162.

2. Resources Comparing and ContrastingCharacters: TG and SAS, pp. 16, 17, and VennDiagram: GOT, p. 184. Help students identify differences in personality between Danglars and Dantès.

3. Assign Chapters XIV–XXV, pp. 81–154.

Chapters XIV–XXV • 3–4 Days1. Reading Guide Discussion Questions 1–4 and

Writing Activity.2. Resources Predict: TG and SAS, pp. 132, 133,

and Three-column Chart: GOT, p. 180. Help stu-dents predict what Dantès’s revenge will be,based on the status of each of his enemies.

3. Resources Vocabulary: TG and WordIdentification—Suffixes: SAS, pp. 136, 145. Havestudents use vocabulary words 1–5. Studentsshould identify the suffix in each word and tellhow it affects the meaning of the word.

4. Assign Chapters XXVI–XXXIII, pp. 155–227.

Chapters XXVI–XXXIII • 3–4 Days1. Reading Guide Discussion Questions 1–4 and

Writing Activity.2. Resources Character Motivation: TG and SAS,

pp. 12, 13, and Two-column Chart: GOT, p. 183.Help students understand Dantès’s various moti-vations for aiding Albert, Madame Danglars, andthe Villeforts.

3. Assign Chapters XXXIV–XLIII, pp. 227–288.

Chapters XXXIV–XLIII • 2–3 Days1. Reading Guide Discussion Questions 1–4 and

Writing Activity.2. Resources Conflict: TG and SAS, pp. 22, 23,

and Three-column Chart: GOT, p. 180. Focus onthe external conflict between Villefort andNoirtier and on Monte Cristo’s internal conflictregarding his relationship with Haydee.

3. Resources Vocabulary: TG and Synonyms andAntonyms: SAS, pp. 136, 140. Have students usevocabulary words 6–10. Students should provide

a synonym and/or an antonym for as many ofthe vocabulary words as possible.

4. Assign Chapters XLIV–L, pp. 288–362.

Chapters XLIV–L • 3–4 Days1. Reading Guide Discussion Questions 1–4 and

Writing Activity.2. Resources Suspense: TG and SAS, pp. 110, 111,

and Two-column Chart: GOT, p. 183. Help stu-dents identify how suspense builds both whenMadame de Saint-Méran dies and when Franzreads the manuscript regarding his father’sdeath.

3. Assign Chapters LI–LXI, pp. 363–435.

Chapters LI–LXI • 3–4 Days1. Reading Guide Discussion Questions 1–4 and

Writing Activity.2. Resources Plot: TG and SAS, pp. 72, 73, and

Plot Diagram: GOT, p. 178. Help students out-line the key plot events that lead to the downfallof Morcerf.

3. Resources Vocabulary: TG and OriginalSentences: SAS, pp. 136, 139. Have students usevocabulary words 11–15.

4. Assign Chapters LXII–LXXI, pp. 435–509.

Chapters LXII–LXXI • 3–4 Days1. Reading Guide Discussion Questions 1–4 and

Writing Activity.2. Resources Theme: TG and SAS, pp. 114, 115,

and Web: GOT, p. 185. Guide students to formu-late a statement regarding Dumas’s implied message about revenge.

3. Resources Vocabulary: TG and WordIdentification—Prefixes: SAS, pp. 136, 144. Have students use vocabulary words 16–20. Studentsshould identify the prefix in each word and tellhow it affects the meaning of the word.

4. Assign Pulling It All Together activities, RG.

Pulling It All Together • 1–2 Days1. Writing Collect and evaluate the writing assign-

ment. Have some papers read aloud, or have themexchanged and reviewed by peers in class.

2. Oral Response to Literature Help students findexamples of plot that may be overly involved, as well as examples of characterization that may be underdeveloped because those charactersare generally either all good or all bad, with nogray areas.

3. Review for test.4. Administer test.

Before you begin, please review the SensitiveIssues, which appear with the answers for this title.

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Lesson Plan The Count of Monte Cristo

To assess and grade the writing assignments, usethe rubrics at the end of this book.

All people need a suitable education, not just so that theycan prosper economically, but so that they can grow andbecome wise.

Chapter VI1. It is a reminder that each essay tells the story of

Africans in America; their story is one of sorrow.2. The subject is the education required by black people.

Supporting details may include any details that elabo-rate on the subject. The purpose is to explain whyNegroes should be given the opportunity to study andgain knowledge beyond industrial training.

3. Du Bois means that an education that trains peoplemerely to work and earn a living is not sufficient.People also deserve the opportunity to develop theirminds, character, and culture.

Writing Activity Du Bois means that the human race pro-gresses because the ambitious people strive to learn moreand achieve more, and as they move forward, they pull theless ambitious, less educated people along. He is referring tothe need to build universities for the brightest ten percentof the population before building common and industrialschools that will benefit the majority of the population.

Chapters VII–VIII 1. Sight—crimson soil (p. 140), sweating ploughman, two

lean mules (p. 146), perched on stilts of stone (p. 147),naked gnarled fingers (p. 148); hearing—train thun-dered (p. 140), half-intelligible murmurs (p. 143), talkand laugh loudly (p. 144), gins groaned, mills buzzed(p. 149); touch—foot sore (p. 141), hot with the sun,damp with the rich black swamp-land (p. 143), velvet-skinned (p. 148), hot drive, cool water (p. 160); smell—dead sweet perfume (p. 150)

2. Sells is a white man, and the others are Negroes. Atthis time, white people could do almost anything theywanted to black people. The law was rarely enforced toprotect the rights of African Americans.

3. The golden fleece is cotton. The meaning of the title isthe role of African Americans in growing and process-ing cotton and how they benefit from this highly suc-cessful industry.

4. They are given no incentive to improve their homesor fields. They are paid almost nothing for their work.If they improve their fields or home, they merelymake them more valuable, and then the landownerwill charge them higher rent.

Writing Activity The farmer does not own his own land, sohe rents from a landowner. He cannot pay in advance, sohe grows a crop, part of which is owed to the landowner.Likewise, the farmer does not have enough money to liveon while his crop is growing, so he borrows from the localmerchant. The merchant then owns the crop, harvests it,pays off the rent of the landowner, pockets enough to payoff the farmer’s debt to him, and returns any that might beleft to the farmer. The farmer never gets enough in returnto survive the next year, so he again borrows, and at theend of the year is no better off than he was the year before.

Chapters IX–XI 1. The survival of America depends upon how well the

races learn to accept and support one another.2. Christianity emphasized passiveness and submission

by promising slaves rewards in the afterlife. Slaves,therefore, ceased almost all resistance to their masters.

3. The allusions are to two nineteenth-century leaders ofAfrican American rebellions. Both rebellions ended infailure and the death of the leaders. Thus, these allu-sions reinforce Du Bois’s discussion of the futility of

resisting the power of the white slave owners.4. Although wishing his son alive, he feels gladness that

his son has escaped the humiliation and sorrow thathe would have faced living as a black man within the“veil” of life in America in the twentieth century.

Writing Activity Negroes had learned to distrust the whitejustice system because they were used to being preyedupon. By the time Negroes began to commit serious crimes,the black culture no longer believed in white justice andbegan to regard every Negro accused of a crime as being amartyr, unjustly accused and punished. There was no socialpressure on criminals not to commit crimes.

Chapters XII–XIII 1. The fly symbolizes Crummell and the cabinet, which

contains such books as Lives of the Martyrs, symboliz-ing the humiliation that will be required of him tobecome a priest in the diocese. The fly looks into thekeyhole and flies away, and so Crummell turns away,refusing to accept the terms of humiliation.

2. He means that he is going to allow himself to die andso to gain his freedom from the constraints on theblack person living in the white person’s world.

3. The message is that no matter how hard the black per-son struggles for freedom and prepares himself for suc-cess in the white world, he or she can never in thisworld escape the “veil.”

Writing Activity Students should observe that several types ofsensory language are used, including sight, hearing, touch,and smell. They should also appreciate that the use of thisimagery helps bring the scene alive, allowing them to seeand experience the event as if they were there.

Chapter XIV and Afterthought 1. The essays trace the history of the struggles of African

Americans to exist in this land. There is little of beau-ty, and the ugliness infects everyone.

2. The lives of slaves were lonesome, sorrowful, tiring,unhappy, and filled with anger and frustration. Theseemotions are projected in these songs.

3. Students should use the clues to the interpretation ofthese songs that have been given by Du Bois.

Writing Activity Students should provide details from theessay to support their comparisons.

Pulling It All TogetherWriting Students should provide facts and other details tosupport their views.Musical Presentation Students should provide backgroundmaterial on the music they present.

The Count of Monte Cristo by Alexandre Dumas

Sensitive IssuesSensitive issues include illicit love affairs (Villefortand Madame Danglars; Madame Danglars andLucien Debray) and poisonings (the parents ofVillefort’s first wife; Villefort’s son by his secondwife).

Chapters I–XIII1. Danglars is jealous that Dantès has been promised a

captainship. Dantès is more capable, self-confident,honest, and friendly than Danglars.

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2. With Dantès out of the way, Fernand would be able topursue Mercédès’s love. Caderousse hopes to gainfinancially from the plot.

3. Dantès goes from feeling hopeful to feeling doubtful,angry, and finally despairing. He starves himself inhopes of dying.

4. He is a kind and caring gentleman. He helps becausehe is bothered by the injustice done to Dantès.

Writing Activity Students should discuss how Villefort wantsto protect himself by keeping hidden a letter that Dantèscarries for his father, who favors Napoleon. Even thoughVillefort favors King Louis, he fears the letter may damagehis own reputation.

Chapters XIV–XXV1. He hides in the bag meant for the corpse of Abbé Faria

and is thrown into the sea, where he escapes. Studentsmay feel the risk is worth taking because Dantès mightotherwise never get out of prison.

2. He finds gold, diamonds, pearls, rubies, and emeralds.The wealth will give Dantès the chance to live welland take revenge on his enemies.

3. Dantès is disguised as a priest. Caderousse reveals thatDanglars instigated Dantès’s arrest, that Fernand isnow a Count married to Mercédès, and that Villefort isvery rich.

4. Dantès helps Morrel by saving him from bankruptcy.He helps because Morrel had risked his life trying toset Dantès free.

Writing Activity Students may predict that since Dantès’senemies are now wealthy, he may attempt to steal theirwealth or ruin them financially. He may also try to sabo-tage Fernand’s marriage to Mercédès.

Chapters XXVI–XXXIII1. By saving Albert’s life, Monte Cristo will now be intro-

duced to Paris society, including his now-rich enemies.2. Most of the guests are so impressed with Monte

Cristo’s wealth that they fail to wonder why nobodyhas ever heard of him before.

3. Mercédès seems upset, suggesting that she may recog-nize Monte Cristo as really being Dantès.

4. He returns Madame Danglars’s prize horses to her and“saves” Villefort’s wife and son from runaway horses.Their indebtedness will help him gain their confidencebefore he exacts his revenge on both families.

Writing Activity The Count believes that revenge should beslow and cruel, not fast and simple, such as by execution.

Chapters XXXIV–XLIII1. He feels that she should be free to be with other men.

She refuses because she is deeply in love with the kindand handsome Count.

2. Albert feels that Eugénie is too rich for him, and hismother opposes the marriage. Albert doesn’t realizethat his suggested plan would force Debray to betrayMadame Danglars, Albert’s future mother-in-law.

3. Noirtier is pro-Napoleon, while his son is pro-KingLouis. Noirtier says he will give his money to the poorif Valentine marries Franz.

4. They fight about Madame Danglars’s love affair withDebray and about the money Danglars has lostbecause of Debray. Danglars’s behavior suggests thathe cares more about his money than about his wife.

Writing Activity The slow course of revenge, involving dis-guises and carefully executed incidents that seem like acci-dents, builds suspense as readers wait for each enemy to bebrought to justice.

Chapters XLIV–L1. He is willing to have Eugénie break her engagement to

Albert and marry the rich Cavalcanti if he will gainfinancially.

2. He is her maternal grandfather. Valentine is a childfrom Villefort’s first marriage. Eugénie is a child fromVillefort’s second marriage.

3. She dies of poisoning. Villefort is shocked and con-fused because Valentine, who would have inheritedher grandmother’s money, seems incapable of murder.

4. Valentine’s grandfather killed Franz’s father. Because ofthat, Franz now refuses to marry Valentine.

Writing Activity Students should mention the way the Counthas sabotaged family relationships and financial affairs forthe Villeforts and Danglars. Still to come may be the ruin ofthe Morcerfs.

Chapters LI–LXI1. Danglars says that Eugénie will not marry Albert.

Morcerf and Danglars are quite angry with each other,but Danglars is firm in his decision.

2. Haydee offers evidence that she was sold by Morcerf asa slave after her father was murdered. Morcerf is foundguilty of felony, treason, and dishonor.

3. Albert is led by Danglars to believe that Monte Cristois to blame for his father’s defamation. He apologizesto the Count after learning the truth from his mother.

4. He learns that Monte Cristo is, in reality, Dantès. Hekills himself because his wife and son have left himand his life is now ruined.

Writing Activity Students may argue that Mercédès is heroicbecause she is willing to tell her son the truth about herpast and about Albert’s father, knowing everyone in thefamily will suffer for it, including herself.

Chapters LXII–LXXI1. He has Valentine watch as her stepmother enters the

room. If Valentine dies, Madame Villefort’s son willreceive Valentine’s inheritance.

2. Their relationship is sabotaged by Dantès, and it endsbitterly. Madame Danglars feels that she has lost herhusband and has been betrayed by her lover.

3. Villefort is shocked and horrified, and he goes mad.Students may feel the revenge is justified because ofthe way Villefort destroyed Dantès’s life years earlier.

4. Dumas suggests that a slow, painful revenge is moreappropriate and satisfying than a quick one. Studentsmay agree because Dantès’s own suffering was longand cruel, or they may disagree because no one shouldhave to suffer like that.

Writing Activity Students may feel the ending is satisfyingbecause all the enemies who conspired against Dantès havenow gotten their comeuppance and can no longer enjoythe good life that Dantès was deprived of himself.

Pulling It All TogetherWriting Students should consider details such as Haydee’sundying love for Monte Cristo and Mercédès’s involvementwith Morcerf as reasons that the Count cannot again loveMercédès the way he once did.Oral Response to Literature Students should cite the main plotline, with its many subplots, in order to support their argu-ments. They should also show how the story characters aredeveloped (or not) through their actions, speech, andthoughts.

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A. Thinking About The Count of Monte Cristo

Circle the letter of the best answer.

1. Why does Danglars conspire against Dantès?a. He is jealous that Dantès is promised a captainship.b. He loves the woman whom Dantès is engaged to marry.c. Dantès owes him money yet refuses to pay it back.d. He fears that Dantès will expose his loyalty to Napoleon.

2. How does the Abbé Faria help Dantès in prison?a. He digs a tunnel through which both men escape.b. He enables Dantès to disguise himself as a priest.c. He tells Dantès where a treasure is hidden.d. He delivers messages from Mercédès.

3. Who first realizes that the Count of Monte Cristo is really Dantès?a. Fernand c. Caderousseb. Mercédès d. Villefort

4. What does Dantès do first in his plan for justice and revenge?a. He challenges Danglars to a duel.b. He reveals to the newspaper that Morcerf is really Fernand. c. He pays off Morrel’s debts and gives him a new boat.d. He arranges for Albert to be kidnapped by Haydee.

5. Why does Monte Cristo arrange for a runaway carriage with Villefort’s wife and childinside?a. He wishes to make the child’s death seem like an accident.b. He plans to capture the horses and present them to the Villeforts as a gift.c. He hopes the horses will run over Villefort as he rescues his family.d. He wants the Villeforts to feel indebted to him.

6. Who poisons the parents of Villefort’s first wife?a. Villefort’s second wife c. Villefort’s parentsb. Villefort d. Valentine

7. How does Morcerf die?a. He commits suicide after his family deserts him.b. He dies in a duel with Monte Cristo.c. He is beheaded by King Louis XVIII for treason.d. He is imprisoned by order of Napoleon.

8. What is Villefort’s ultimate fate?a. He escapes to an island. c. He joins the King’s army.b. His wife murders him. d. He goes mad.

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TestName ____________________________________________________ Date ________________________

9. How does Dantès take revenge on Danglars?a. He reveals his wife’s affair with Albert.b. He kidnaps Danglars’s children.c. He arranges for Danglars to go bankrupt.d. He has Danglars arrested for murder.

10. What does Dantès do after his revenge is completed?a. He marries Mercédès.b. He sails away with Haydee.c. He lives alone on an island.d. He becomes captain of the Pharaon.

B. Recognizing Literary Elements and Techniques

Answer each question below with the best term from the following list: external conflict, internal conflict, character motivation, theme, suspense.

11. Which literary element is expressed in the following statement? Dantès takes revenge on agroup of men because their false accusations cause him to be imprisoned for 14 years.

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12. Which literary element is introduced when Dantès escapes from prison and swims awayfrom the island until he is rescued by a ship of smugglers?

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13. Which literary element is evident when Albert challenges Monte Cristo to a duel?

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14. Which literary element is illustrated by Dantès’s feelings for Haydee?

_____________________________________________________________________________________

15. Which literary element is reflected in the following statement? Dumas suggests that a slow,painful revenge is appropriate for a long, painful injustice.

_____________________________________________________________________________________

C. Essay Questions

16. Discuss how Dantès’s personality changes from the time he is 19 years old to the time heis 33. How do his 14 years in prison affect him? Does he leave prison stronger or weaker?Wiser or more naive? More hopeful or more despairing? Describe Dantès’s characterbefore, during, and after prison. Support your evaluation with examples from the story.

17. Discuss the appropriateness of the punishment for each of Dantès’s enemies. At onepoint, Dantès himself questions whether he has gone too far in his revenge. Do you thinkhis revenge is excessive? Do you feel that it does not go far enough with one or more ofhis conspirators? Offer details from the story to support your opinion.

18. Analyze the major themes of the novel. What insights about life does Dumas suggestregarding the themes of injustice, revenge, and despair? What does the author implyabout the idea that the sins of the parents will be visited upon their children? What les-sons can be learned from the outcome of the novel?

154 Test The Count of Monte Cristo © Pearson Education, Inc.

Test The Count of Monte Cristo

Name ____________________________________________________

problem. He also does not like having the questiondirected at him because only when the question ceasesto be asked will the issue itself be resolved.

The Count of Monte Cristo by Alexandre Dumas

A. Thinking About The Count of Monte Cristo

1. a 2. c 3. b 4. c 5. d 6. a 7. a8. d 9. c 10. b


11. character motivation

12. suspense

13. external conflict

14. internal conflict

15. theme

C. Essay Questions

16. Easy Students may discuss how Dantès goes frombeing a naive and idealistic young man before prisonto being a sophisticated, aristocratic, and manipulativeindividual after prison. During prison, he goes frombeing proud and hopeful to being doubtful, despon-dent, angry, and despairing. He emerges a much wiserperson, thanks to his education by the Abbé Faria. Heis more aware of the evil that exists in the world andis now better prepared to deal with it.

17. Average Students’ opinions may vary, but all shouldconsider these factors: Morcerf (formerly Fernand)adores his family, and when his family ultimatelyabandons him, Morcerf commits suicide. Just asFernand sabotaged Dantès’s marriage to Mercédès, soDantès sabotages Morcerf’s marriage. Danglars cherish-es money above all else, and Dantès manages todestroy him financially. Dantès exposes Villefort’s pre-vious love affair with Madame Danglars and sabotagesthe marriage of Villefort’s child. Dantès’s actions alsoindirectly lead to the death of Villefort’s second wifeand their child.

18. Challenging Students should consider that the injus-tice done to Dantès was long and slow (14 years). Theauthor suggests that appropriate retribution for a slow,cruel injustice is a long, cruel suffering. The finalwords of the novel—“Wait and hope!”— suggest thatone should never give in to despair and that it some-times take time for a fitting revenge to be exacted. Thesabotaged marriages of the children of the Danglarsand Villefort families suggest that the parents, guiltyof marital infidelities, have seen their sins now visitedupon their offspring.

The Man in the Iron Maskby Alexandre Dumas

A. Thinking About The Man in the Iron Mask

1. d 2. c 3. b 4. c 5. a 6. b 7. d8. a 9. c 10. b


11. Dumas uses details that contribute to the atmosphere,such as dogs chasing a terrified fox, rocks falling frominside the grotto, and the description of how Porthoskilled all the dogs and most of the men who came in.

12. Sample answer: Philippe faces internal conflict whenhe considers the morality of usurping his brother’sposition. He faces external conflict when he is impris-oned and forced to wear an iron mask.

13. He is afraid his brother might try again to take overthe throne.

14. Sample answers: What the character says and does:D’Artagnan shows his wisdom by advising the kingnot to arrest Fouquet while he is a guest in his home;What other characters say: Aramis says, “He is a manof action” (page 99). How other characters behavetoward him: Everyone shows him great respect.

15. Sample answer: The moment when Louis enters thepalace while Philippe is pretending to be king is verysuspenseful because there is still a chance thatPhilippe will get away with it.

C. Essay Questions

16. Easy Sample answer: Aramis and Porthos are alike inthat they are both musketeers and excellent fighters.They are different in that Porthos believes in themotto “All for one and one for all,” and he remainstrue to his friends no matter what. Aramis, on theother hand, betrays his friend by getting him involvedin treason without telling him the truth. Porthoswould make a better friend because he can be trusted.

17. Average Students’ essays should consider that withoutFouquet, the king would not have gotten out of theBastille. They should also consider that Fouquet wasguilty of stealing large sums of money from the king’streasury. The king’s alternatives were to arrest andimprison Fouquet, to forgive him for his theft andthen take away his position as treasurer, or to exilehim. Most students will point out that even thoughFouquet had made some mistakes, he was obviouslyloyal to the king and should get some reward for that.

18. Challenging Students can take either view. Be sure thatstudents’ essays are supported with references toscenes in the story.

The Three Musketeers by Alexandre Dumas

A. Thinking About The Three Musketeers

1. b 2. d 3. a 4. c 5. d 6. a 7. c8. c 9. a 10. b


11. character motivation

12. suspense

13. internal conflict

14. historical context

15. dramatic irony

C. Essay Questions

16. Easy Students may mention d’Artagnan sharing hisforty pistoles with the three Musketeers; theMusketeers fighting together against the cardinal’sguards; the Musketeers offering to travel withd’Artagnan to London to help him retrieve the dia-mond studs; d’Artagnan visiting each Musketeer afterreturning from London; the three Musketeers accept-ing d’Artagnan as an unofficial “fourth” Musketeer;d’Artagnan offering his commission to each of thembefore accepting it.

718 Answers © Pearson Education, Inc.

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Use one or both of the following sets of criteria to evaluate responses to literature.

Rubrics for Response toLiterature How well have the significant ideas of the piece been covered?

How well supported with accurate and detailed references to the text and other works is the writer’s reaction?

How effectively have personal and literary allusions, quotations, and other examples been used?

How effectively does the conclusion sum up the writer’s response?

321 4 5

321 4 5

321 4 5

321 4 5

CriteriaRating Scale

Not very Very

Score 6

Clearly focuses on one aspect of the text, with sufficient summary information provided

Audience and Purpose

Score 5 Score 4 Score 3 Score 2 Score 1

Well organized, with strong transitions helping to link words and ideas

Develops any assertions with elaborated support and details from the text; provides writer’s reactions to text

Varies sentence structures and makes good word choices; very few errors in spelling, grammar, or punctuation

Focuses on one aspect of the text, with summary information provided

Clearly organized, although an occasional lapse may occur

Develops any assertions with support from the text; provides writer’s reactions to text

Some sentence variety and good word choices; some errors in spelling, grammar, or punctuation, but they do not interfere with reader understanding

Mainly focuses on one aspect of text, with general summary information given

Some summary information is given, but focus is not clear

An attempt is made to discuss the text, but it is unsuccessful; either topic is unclear OR support is limited

Not fully engaged in the task; either the text is not discussed OR no attempt is made to support ideas

Is consistently organized, although perhaps simplistically

May have organization in some parts, but lacks organization in other parts

Very disorganized; not easy to follow

Lacks organization; confused and difficult to follow; may be too brief to assess organization

Adequate support for main idea is provided, as well as some of the writer’s reactions to the text

Support for the main idea is not fully developed; writer’s reactions may not be emphasized

Support is repetitive or undeveloped, with little discussion of writer’s reactions

Lacks support, summary information, or writer’s reactions

Sentence structure and word choices may be appropriate but are occasionally awkward; errors in spelling, grammar, or punctuation may occur but do not interfere with reader understanding

Inconsistent control of sentence structure and incorrect word choices; errors in spelling, grammar, or punctuation occasionally interfere with reader understanding

Problematic sentence structure and frequent inaccuracies in word choice; errors in spelling, grammar, and punctuation hinder reader understanding

Little or no control over sentences; incorrect word choices may cause confusion; many errors in spelling, grammar, and punctuation severely hinder reader understanding

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Use one or both of the following sets of criteria to evaluate comparison-and- contrast essays.

Rubrics for Comparison-and- Contrast Essay How clearly identified are the subjects?

How apparent is a thesis statement?

How well supported by evidence is the thesis?

How logical and consistent is the organization?

How sufficiently have details supported each statement about the similarities and differences between the subjects?

How clearly do transitions indicate the relationships between subjects?

321 4 5

321 4 5321 4 5

321 4 5

321 4 5

321 4 5


Not very Very

Score 6

Clearly presents a topic to be compared and contrasted and targets audience




Effectively elaborates similarities and differences with details and examples as support


Provides a topic to be compared and contrasted and targets audience


Elaborates similarities and differences with details and examples as support


Provides a topic to be compared and contrasted

May attempt to compare and contrast two things, but does not do so fully or clearly

Only a minimal attempt at comparing and contrasting two things; either topic is unclear OR support is limited

Does not compare and contrast


May have organization in parts, but lacks organization in other parts



Adequately addresses similarities and differences

Does not consistently address similarities and differences; may emphasize some but neglect others

Similarities and differences are not present or not well explained; support is minimal

Lacks support or elaboration

Sentence structures and word choices may be appropriate but are occasionally awkward; errors in spelling, grammar, or punctuation may occur but do not interfere with reader understanding




Elaboration

Use ofLanguage

Organization

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Use one or both of the following sets of criteria to evaluate descriptive essays.

Rubrics for Descriptive Essay

How clearly and consistently is the description organized?

How effectively are details used to create imagery?

How creative and interesting are the comparisons of the figurative language?

How well do the sensory details appeal to the five senses?

321 4 5

321 4 5

321 4 5

321 4 5


Not very Very

Score 6

Creates a memorable main impression, supported with effective use of many sensory details.



Well organized, with strong transitions helping to link words and ideas.

Vivid, sensory details support main idea; creative use of figurative language provides interesting comparisons.


Creates a strong main impression, supported with relevant sensory details.


Sensory details strongly support main idea; figurative language beginning to make interesting comparisons


Creates a main impression, supported by sensory details.

May create a main impression, but does not adequately support it with sensory details

Sensory details may be present, but do not add up to a clear main impression

Contains details that are unfocused or do not work in support of a clear main impression





Sensory details support main idea; figurative language used to create comparisons

Details in support of main idea not consistently effective; attempts at figurative language not always successful or interesting

Limited use of sensory details in support of main idea; unsuccessful use of figurative language

No sensory details used in support of main idea; no figurative language





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Use ofLanguage

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Use one or both of the following sets of criteria to evaluate expository essays.

Rubrics for Expository Essay

How clear is the thesis or purpose?

How well do the facts and details support the thesis?

How consistently and appropriately are ideas organized?

How fully elaborated are connections among ideas?

How well do transitions convey ideas?

321 4 5

321 4 5

321 4 5

321 4 5

321 4 5


Not very Very

Score 6

Effectively engages the reader's interest and states a clear purpose; consistently addresses an appropriate topic



Presents an effective and coherent organizational structure

Effectively elaborates similarities and differences with details and examples as support


Engages the reader's interest and states a clear purpose; addresses an appropriate topic

Presents an effective and coherent organizational structure, although some lapses may occur

Elaborates similarities and differences with details and examples as support


Engages the reader's interest, but purpose is not clear; addresses a somewhat appropriate topic

Attempts to engage the reader's interest and state a purpose; addresses a somewhat appropriate topic

Fails to engage the reader's interest or state a clear purpose; addresses a somewhat appropriate topic.

Fails to engage the reader's interest or state a clear purpose; addresses an inappropriate topic.

Presents an effective organizational structure with a few inconsistencies


Presents an inconsistent organizational structure

Shows a lack of organizational structure

Adequately addresses similarities and differences

Does not consistently address similarities and differences; may emphasize some but neglect others

Similarities and differences are not present or not well explained; support is minimal

Lacks support or elaboration





Elaboration

Use ofLanguage

Organization

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Use one or both of the following sets of criteria to evaluate multimedia presentations.

Rubrics for MultimediaPresentation How well does the presentation integrate audio and visual components?

How effectively is each element reinforced by the appropriate medium?

Is the presentation clear and logically organized?

How innovatively does the presentation make use of media to convey concepts?

321 4 5

321 4 5

321 4 5

321 4 5


Not very Very

Score 6

Clearly and effectively presents a main topic appropriate to the intended audience; media use is dramatic, informative, and engaging



Uses imaginative word-processing, audio, and visual formats to organize and present information in a dramatic and well-paced manner

Uses strong and varied visual and audio components to elaborate on and enhance written material; references an extensive variety of sources

Presents facts and details to precisely address the topic in an engaging manner; effectively uses language to integrate different types of media

Clearly and effectively presents a main topic appropriate to the intended audience; media use is informative and suitable

Uses appropriate word-processing, audio, and visual formats to organize and present information; pacing is good

Uses varied visual and audio components to elaborate on and enhance written material; references a variety of sources

Presents facts and details to address the topic; effectively uses language to integrate different types of media

Clearly presents a main topic mostly appropriate to the intended audience; media use is suitable

Presents a main topic that is somewhat appropriate to the intended audience; media use is somewhat tangential but suitable

Presents a vague main topic that is somewhat appropriate to the intended audience; media use is occasionally suitable

Presents a vague main topic that is inappropriate to the intended audience; media use is unsuitable

Uses mostly appropriate word-processing, audio, and visual formats to organize and present information; pacing is inconsistent

Uses somewhat inappropriate word-processing, audio, and visual formats to organize and present information; pacing is somewhat distracting

Uses mostly inappropriate word-processing, audio, and visual formats to organize and present information; pacing is very distracting

Fails to use appropriate word-processing, audio, and visual formats to organize and present information; pacing is very distracting

Uses visual and audio components to elaborate on and enhance written material; references several sources

Uses visual or audio components to elaborate on written material; relies on one or two sources

Uses visual or audio components somewhat tangentially; relies on one source

Uses visual and audio components with little, if any, connection to written material; references no sources

Presents facts and details to adequately address the topic; somewhat effectively uses language to integrate different types of media

Presents facts and details to address the topic somewhat; attempts to use language to integrate different types of media

Presents facts and details but addresses the topic inadequately; fails to use language to integrate different types of media

Presents unsupported statements; fails to use language to integrate different types of media

Elaboration

Use ofLanguage

Organization

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Use one or both of the following sets of criteria to evaluate persuasive compositions.

Rubrics for Persuasive Composition How clearly stated is the issue?

How clear and well supported with evidence is the writer’s opinion?

How well does the writer address readers’ concerns and counterclaims?

How logically and effectively is the composition organized?

321 4 5

321 4 5

321 4 5

321 4 5


Not very Very

Score 6

Clearly states the author’s position and effectively persuades the reader of validity of author’s argument




Develops its arguments with specific, well- elaborated support


Clearly states the author’s position and persuades the reader


Develops its arguments with specific support


States a position and adequately attempts to persuade the reader

While a position may be stated, it is either unclear OR undeveloped

Either a position is not clearly given OR little attempt is made at persuasion

Little effort is made to persuade, either because there is no position taken or because no support is given





Provides some elaborated support of the author’s position

The support of the position may be brief, repetitive, or irrelevant

The support of position is not well developed

Lacks support





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Use ofLanguage

Organization

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Use one or both of the following sets of criteria to evaluate research reports.

Rubrics for Research Report

How clear and focused is the thesis statement?

How well does the report draw upon both primary and secondary sources?

How effectively and clearly is the report organized?

How clearly identified are the sources of information?

How effectively do visual aids present and enhance the delivery of information?

321 4 5

321 4 5

321 4 5

321 4 5

321 4 5


Not very Very

Score 6

Focuses on a clearly stated thesis, starting from a well-framed question; provides thorough support; gives complete citations



Presents information clearly in logical order, emphasizing details of central importance; paper conveys a sense of completeness

Draws clear conclusions from information gathered from multiple sources; interprets information logically


Focuses on a clearly stated thesis, starting from a well-framed question; provides some support; gives complete citations

Presents information clearly in logical order, emphasizing details of central importance

Draws conclusions from information gathered from multiple sources; interprets information somewhat logically


Focuses on a clearly stated thesis; provides spotty support; gives some citations

Focuses mainly on the chosen topic; give some citations

Relates to thesis but includes loosely related material; few citations

Presents information without a clear focus; few or no citations

Presents information in logical order; details emphasized not always of central importance

Presents information in logical order; details emphasized may cause reader confusion

Presents information in a mostly illogical order; details are confusing

Presents information in a scattered, disorganized manner; does not use details

Draws conclusions from information gathered from multiple sources; attempts to interpret information logically

Explains and interprets some information

Presents information but does not draw conclusions

Presents information with little or no interpretation or synthesis





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Organization

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Use one or both of the following sets of criteria to evaluate writing for assessment.

Rubrics for Writing for Assessment How fully answered are the questions?

How clearly stated are the main points?

How sufficiently do details support each statement?

How logical and consistent is the organization throughout the essay?

How effectively is correct grammar, spelling, and punctuation used?

How accurate is the use of Standard English?

321 4 5

321 4 5

321 4 5

321 4 5

321 4 5

321 4 5


Not very Very

Score 6

Clearly addresses the writing prompt; a main idea is clearly presented




The thesis is effectively developed with elaborated support and specific details and ideas


Clearly addresses the writing prompt; a main idea is presented


The thesis is developed with elaborated support and details


Addresses the writing prompt; a main idea is presented

While the prompt may be addressed, the main idea may not be clear

An attempt is made to address the prompt; however, either the topic is unclear OR the support is limited

Little or no attempt is made to address the prompt; response is unfocused or undeveloped





The thesis is adequately supported

The support given for the thesis may be unclear or undeveloped

Limited support OR support that does not support a clear main idea

Lacks elaboration of ideas





Elaboration

Use ofLanguage

Organization

Teaching Guide Characters—Comparing and Contrasting

Title / Author ___________________________________________________________________________

Assignment _________________________________________________ Date ______________________

Objective: Students will recognize and understand the following literary concept:

• Comparing and contrasting characters involves examining their similarities and differences in terms of appearance, background, personality, and actions.

Materials

Book under discussion

Venn Diagram: Transparency (p. 184)

Characters—Comparing and Contrasting: Student Activity Sheet (p. 17)

Introduce

Ask a volunteer to name a television program in which the same characters appear in every episode.Have other volunteers name four or five of the characters, using a few words to describe each one.Lead students to see that television shows usually involve a combination of different types of peo-ple. These differences often result in conflicts that make the program interesting to watch. Explainto students that works of literature also frequently involve a combination of different types of char-acters and that the resulting conflicts are often what set the story’s plot in motion.

Teach

1. Review with students the definition of comparing and contrasting characters. Tell students thatone purpose of comparing and contrasting characters in a literary work is to clarify and under-stand their relationships. Once a reader understands the differences between two characters, heor she can also understand why the two might clash.

2. Explain that characters’ similarities or differences might also reveal something about a themein a work. That theme is often revealed through a certain type of character called a foil. A foilis a character who, through contrast, highlights the distinctive characteristics of another. In SirArthur Conan Doyle’s story “The Final Problem,” for example, detective Sherlock Holmes isopposed by criminal mastermind Professor Moriarty. The two men are similar in that they areboth extremely logical and intelligent, but different in that Holmes uses his mental powers tosolve crimes and improve society, whereas Moriarty uses his abilities for evil purposes. Thiscontrast highlights Holmes’s sense of justice and of right and wrong. It also highlights thetheme of good and evil that runs through Conan Doyle’s Sherlock Holmes mysteries.

3. Display the Venn Diagram transparency, draw a facsimile on the chalkboard, or distributecopies of it to the class. Then, have students choose two characters from the television pro-gram discussed earlier. Label one oval with one character’s name and the other oval with theother character’s name. Then, help students compare and contrast the two characters by fillingin the overlapping area with their similarities and the areas that don’t overlap with their differ-ences. Ask a volunteer to explain how the differences between these characters serve the workas a whole. Are they a source of serious conflict or rivalry? Are they a source of comic diver-sion? Do they contribute to a central message of the work?

Apply and Assess

Distribute copies of the Characters—Comparing and Contrasting student activity sheet for stu-dents to complete independently, with partners, or in small groups. If you wish, discuss theirresponses in class. You might also encourage students to consider these questions:

• How do the differences in the characters’ personalities help determine and shape the conflictsbetween them?

• How does the relationship between the characters relate to a theme of the work?

16 Teaching Guides and Customizable Resources © Pearson Education, Inc.

Characters—Comparing and Contrasting Student Activity Sheet

Name ___________________________________________________ Date _________________________

Title _______________________________________________ Assignment ________________________

• Comparing and contrasting characters involves examining their similarities and differences in terms of appearance, background, personality, and actions.

Directions: Think about the literary work that you are reading, and then use the diagrambelow to compare and contrast two of the main characters. Label one of the two ovals withone character’s name and the other oval with the other character’s name. Label the overlappingarea “Common Characteristics.” Consider how the characters are similar and different in termsof appearance, background, personality, and actions. Then, fill in the overlapping area withtheir similarities and the areas that don’t overlap with their differences. Once you have filledin the diagram, answer the questions at the bottom of the page.

1. Which do these two characters have more of—similarities or differences? Which seemmore important to the story—their similarities or their differences? Explain.

_____________________________________________________________________________________

_____________________________________________________________________________________

2. Do these differences or similarities reveal or contribute to a theme of the work? Explain.

_____________________________________________________________________________________

_____________________________________________________________________________________

© Pearson Education, Inc. Teaching Guides and Customizable Resources 17

Title __________________________________________ Assignment _________________________________


Venn Diagram Overhead Transparency

Teaching Guide Predict

Title / Author ___________________________________________________________________________

Assignment _________________________________________________ Date ______________________

Objective: Students will learn to predict in order to actively involve themselves intheir reading.

Materials


Three-column Chart: Transparency (p. 180)

Predict: Student Activity Sheet (p. 133)

Introduce

Choose an ongoing television program with which students are familiar, and discuss an unresolvedissue from that program (e.g., a closing scene from the latest episode that left them in suspense).Invite them to make a logical guess about the outcome of the issue. Then, ask students to thinkabout the work that they are reading. What issues will need to be resolved as the narrative continues?

Teach

1. Display the Three-column Chart transparency, draw a facsimile on the chalkboard, or distrib-ute copies of it to the class. The columns should be labeled “Prediction,” “Supporting Details,”and “Outcome.”

2. Explain that active readers make predictions, or logical guesses, about what will happen in anarrative. These predictions are based on details in the dialogue, action, and description thatsuggest a certain outcome. They can also be based on the reader’s own experience. Tell stu-dents that making predictions as they read makes them want to read on to see if their predic-tions come true.

3. Have a volunteer make a prediction based on a situation in the work under discussion, andthen record the prediction in the left column of the chart. Have students briefly describe the details that support that prediction, and then record those details in the center column.Students might ask themselves, Based on the details, what do I think will happen next? What do the characters say or do that suggests this outcome? Have I ever experienced a similarsituation? If so, what was the outcome of that situation?

4. Guide students to recognize that after making a prediction, they should keep that prediction inmind as they read ahead. Have students keep the chart with them as they read and use theright column to note whether the prediction was right or wrong, briefly describing the out-come of the situation.

Apply and Assess

Distribute copies of the Predict student activity sheet for students to complete independently, withpartners, or in small groups. If you wish, discuss their responses in class. Encourage students to usethe three-column chart to make and check other predictions as they read. Supply additional copiesof the chart, if requested. You also might encourage students to consider these questions:

• Do any of the details offer hints about the outcome?

• What do I know about the character(s) involved that might affect my prediction?

• Can I use my own experience to help me figure out what will happen?


Predict Student Activity Sheet

Name ___________________________________________________ Date _________________________


• A prediction is an educated guess about what will happen next in a narrative. As theevents unfold, active readers try to predict what will happen next in the plot. Lookfor hints in the story that suggest a certain outcome. These hints can be found in thedialogue, action, or descriptions. Also, you might base a prediction on your ownexperience in a similar situation or on what you think you would do in a similar situ-ation. After making a prediction, it is important to continue reading to find outwhether your prediction is correct.

Directions: In the work that you are reading, choose a section in which the outcome ofevents is uncertain. Then, complete the following activities:

Page(s) on which the passage appears:_____________________________________________________

1. Based on this passage, what prediction can you make about the events to come? Brieflydescribe your prediction below.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

2. What hints in the narrative—such as dialogue, action, or description—are the basis foryour prediction? List them below.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Complete the following activity after you have learned whether your prediction was correct:

3. Was your prediction correct?__________________________________________________________

4. If you answered yes to question 3, briefly describe the outcome of the situation.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

5. If you answered no to question 3, reread the passage. Then, list the details that could havehelped you make a correct prediction.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________




Three-column Chart Overhead Transparency

Teaching Guide Vocabulary

Title / Author ___________________________________________________________________________

Assignment _________________________________________________ Date ______________________

Objective: Students will learn the definitions, pronunciations, and uses of the followingvocabulary words:

1. ________________________________________

2. ________________________________________

3. ________________________________________

4. ________________________________________

5. ________________________________________

Materials

Dictionary

Reading Guide

One of the Vocabulary Student Activity Sheets from pp. 137–147

Introduce

1. Call students’ attention to the assigned vocabulary words in the Reading Guide. Tell studentsthat they will be responsible for learning, understanding, and using the words on the list.

2. Point out the pronunciation of each word. Make sure that all students are familiar with thepronunciation symbols. Review if necessary.

3. Call on volunteers to read each word aloud. Correct their pronunciation if necessary.

Teach

1. Ask students if any of the words look or sound familiar or resemble other known words.

2. Have students read the definitions of the words and discuss whether the definitions confirm orcontradict their first impressions of the words.

3. Call on volunteers to restate the meanings of the words and to give examples of sentences orsituations in which they might use the words.

4. Have students copy each word and its definition into their vocabulary notebooks, leaving twolines after each word for sentences to be added.

5. Tell students to look for each word as they read the assignment and to copy the sentence inwhich the word is used on the lines they have left below each definition in their notebooks.Students may also add other unfamiliar words that they encounter, using a dictionary to findthe pronunciations and definitions. (Students should enter only the definition for each wordthat seems closest to the context in which the word is used.)

Assess

Assign the vocabulary activity sheet suggested in the Lesson Plan or one of your choosing. Youmay suggest that students apply the vocabulary skills to words from their reading in addition tothose listed in the Reading Guide.


Word Identification: Suffixes Student Activity Sheet

Name ___________________________________________________ Date _________________________


A suffix appears after the root, or base word, and adds to its meaning. Learn the mean-ings of the common suffixes listed in the chart, and you will be able to identify morewords.


Suffix Meaning Examples

-able / -ible to able to be disposable, divisible

-ance / -ence the act of clearance, reference

-ate to make or apply activate

-cy quality of democracy

-er / -or one having to do with drummer, actor

-ful full of hopeful

-fy to cause, become clarify

-ism state, quality, act realism

-ity state of being sensitivity

-ize to make finalize

-less without; not useless

-ly in a manner that is safely

-ment result or act of attachment

-ness state or quality of laziness

-tion, -sion act of, state of being, action, confessionor thing that is

Common Suffixes

Directions: Identify the vocabulary words that contain a suffix and list them below. Then, listeach suffix and its meaning, using the list above or a dictionary as needed. Finally, write original sentences using each of the words.

Vocabulary Word Suffix Meaning

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Teaching Guide Character Motivation

Title / Author ___________________________________________________________________________

Assignment _________________________________________________ Date ______________________


Objective: Students will recognize and understand the following literary concept:

• Character motivation is the reason or reasons behind a character’s behavior.

Materials


Two-column Chart: Transparency (p. 183)

Character Motivation: Student Activity Sheet (p. 13)

Introduce

Have students imagine that they are detectives investigating a crime. Point out that in determiningwho might be guilty, one thing a good detective considers is who had a reason, or motive, forcommitting the crime. Point out that, like real-life people, characters in fiction also have motivesfor their actions.

Teach

1. Display the Two-column Chart transparency, draw a facsimile on the chalkboard, or distributephotocopies of it to the class.

2. Explain that character motivation is the reason or reasons that a character behaves in a particularway. For example, a character may lie and say that her friend sings well because she doesn’twant to hurt that friend’s feelings. This shows the character to be a thoughtful, considerateperson. Understanding a character’s motivation can help students understand the characterbetter and can make the character seem more true to life. It can also help students make predic-tions about how events will unfold. To determine motivation, students might ask themselves,“Why does he do that?” or “What quality or trait makes her behave that way?” Make sure thatstudents understand that there may be more than one reason for a particular behavior.

3. Have students choose an important character from the book that they are reading and writehis or her name above the Two-column Chart. Then, ask them to label the left column of thechart “Character Behavior” and the right column “Character Motivation.” For “CharacterBehavior,” they should list some of the character’s important actions or remarks. For“Character Motivation,” they should list the reason or reasons behind each action or remark.

Apply and Assess

Distribute copies of the Character Motivation student activity sheet for students to complete independently, with partners, or in small groups. If you wish, discuss their responses in class. Have students use the boxes to list the behavior and motivation of other characters in the book.You might also encourage them to consider these questions:

• How does understanding each character’s motivation change or enhance my view of the character?

• How do the motivations of the book’s major characters relate to one or more of the main conflicts in the book?

Character Motivation Student Activity Sheet

Name ___________________________________________________ Date _________________________



• Character motivation is the reason or reasons behind a character’s behavior.

Directions: Think about character motivation in the book that you are reading. Then, complete these activities:

1. In the left column of the chart below, write the names of at least two characters from thebook. In the middle column, next to each character’s name, list something important thatthe character did. In the right column, explain the motivation behind that behavior.

2. Human emotions are often the motivation behind characters’ actions. The chart belowlists some emotions that often motivate characters. For each, decide if there is a characterin the book who is motivated by that emotion. If there is, write the character’s name inthe center column, next to the emotion. In the right column, jot down an example ofbehavior that shows the character’s motive. Use the empty rows at the bottom to list anyadditional emotions that motivate characters in the book.

Character What Did He or She Do? Why Did He or She Do It?

Motivation

love

compassion

loyalty

greed

Resulting BehaviorCharacter



Two-column Chart Overhead Transparency

Teaching Guide Conflict

Title / Author ___________________________________________________________________________

Assignment _________________________________________________ Date ______________________

Objective: Students will recognize and understand the following literary concepts:

• A conflict is a struggle between opposing forces in a narrative.

• Internal conflict occurs within a character who faces opposing ideas, feelings, orchoices.

• External conflict occurs between characters or between a character and a largerforce, such as nature or society.

Materials


Three-column Chart: Transparency (p. 180)

Conflict: Student Activity Sheet (p. 23)

Introduce

Display a magazine photograph, video clip, or other depiction of a sporting event in which twoindividuals or teams are clearly in fierce competition. Invite comments about the clash that thescene illustrates. Then, ask students to think about the work that they are reading. What kinds of clashes have they seen in that narrative so far?

Teach

1. Display the Three-column Chart transparency, draw a facsimile on the chalkboard, or distrib-ute copies of it to the class.

2. Explain that conflicts—clashes—are important to a narrative. In fact, conflicts largely deter-mine the action in a narrative. (You might even challenge students to try to name a narrativethat does not focus on at least one conflict.) The way characters respond to a conflict also mayhelp reveal their personalities.

3. Have students choose an important character from the work that they are reading and writethe character’s name in the left column of the chart. In the center column, have them brieflydescribe the conflict that the character faces. Students might ask themselves, What thing doesthis character want? What goal is he or she trying to achieve? and What is standing betweenhim or her and that thing or goal?

4. Explain the difference between internal and external conflict; invite students to give examplesof each. In the right column of the chart, have students note what kind of conflict they havechosen and any other comments that they want to make about that conflict.

Apply and Assess

Distribute copies of the Conflict student activity sheet for students to complete independently,with partners, or in small groups. If you wish, discuss their responses in class. Encourage studentsto use the three-column chart to record other conflicts that they find as they read. You also mightencourage them to consider these questions:

• How does each conflict shape what happens in the narrative?

• What do I learn about the characters from their responses to conflict?


Conflict Student Activity Sheet

Name ___________________________________________________ Date _________________________


• A conflict is a struggle between opposing forces in a narrative.

• Internal conflict occurs within a character who faces opposing ideas, feelings, orchoices.

• External conflict occurs between characters or between a character and a largerforce, such as nature or society.

Directions: In the work that you are reading, what do you think is the most important internal conflict thus far? Answer these questions about it:

1. Which character experiences this conflict? _____________________________________________

2. Describe the conflict. (For example, think about the argument that might be going on inthe character’s mind.) ________________________________________________________________

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3. Why is this conflict important to the work or narrative? ________________________________

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4. What has the character’s response to the conflict (thus far, if it has not yet been resolved)taught you about the character’s personality or views? __________________________________

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What do you think is the most important external conflict thus far? Answer these questionsabout it:

5. Who or what are the opposing forces in this conflict? __________________________________

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6. Describe the conflict._________________________________________________________________

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7. How does the existence of this conflict highlight the personalities of one or more of thecharacters? What themes or important ideas does the conflict make you think about?

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Student Activity Sheet Synonyms and Antonyms

Name ___________________________________________________ Date _________________________


Recognizing related words can strengthen your understanding of the meanings ofnew vocabulary words. Two kinds of related words are synonyms and antonyms.Synonyms are words that are similar in meaning. Antonyms are words that areopposite in meaning. For example, cheerful and merry are synonyms for happy; sadis an antonym for happy.

Using words from the Reading Guide, complete the following activity. Use a dictionary or thesaurus as needed.

1. Write a word from the Reading Guide here: ______________________

Find one or more synonyms for the word, and write them below.

_________________________ _________________________ _________________________

Find an antonym for the word. (There is not an antonym for every word.)

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Teaching Guide Suspense

Title / Author ___________________________________________________________________________

Assignment _________________________________________________ Date ______________________

Objective: Students will recognize and analyze use of the following literary concept:

• Suspense is a feeling of curiosity or uncertainty about the outcome of events thatkeeps the reader interested in the plot of a story.

Materials


Two-column Chart: Transparency (p. 183)

Suspense: Student Activity Sheet (p. 111)

Introduce

Have students recall a scary movie that they have seen. Have them recall, in particular, momentsduring the movie when they were “on the edge of their seats,” anticipating or even dreading whatwould happen next. Tell students that the feeling created by such scenes in movies, as well as inliterature, is known as suspense.

Teach

1. Display the Two-column Chart transparency, draw a facsimile on the chalkboard, or distribute copies of it to the class.

2. Explain to students that, in literature, suspense is a feeling of curiosity or uncertainty aboutthe outcome of events that keeps the reader interested in the plot of a story. Note that whilesuspense is particularly important in mysteries, adventures, and horror tales, just about everystory needs some suspense to keep the reader interested in finding out what happens next.

3. Point out that there are several common techniques used by authors to create suspense. Awriter may include dangerous action to add excitement to the plot and make the reader worryfor the characters. A high-speed boat chase down a river that ends in a waterfall would be anexample of this. A writer might also use foreshadowing to hint about future events and buildthe reader’s anticipation. For example, if characters are on a ship and one of them says, “Thesea is unusually rough tonight,” this suggests that some kind of trouble is in store for the char-acters. An author might also vary the pacing of the story by delaying an event that the readerknows is coming. For example, the writer might depict a character clinging to a tree branchand describe the branch breaking, not all at once, but slowly—with a small crack followed by apause, followed by a longer crack. This technique allows time for suspense to build.

4. On the Two-column Chart, label the left column “Type of Suspense,” and label the right col-umn “Example.” Label three boxes in the left column “Dangerous Action,” “Foreshadowing,”and “Pacing.” Then, ask volunteers to provide their own examples of each. Record students’responses in the right column of the chart.

5. Tell students to look for these techniques when they read literary works that are especially suspenseful.

Apply and Assess

Distribute copies of the Suspense student activity sheet for students to complete independently,with partners, or in small groups. If you wish, discuss students’ responses in class. As students con-tinue to read, you might encourage them to consider the following question:

• How does the writer make me care about the characters and wonder what their future holds?


Suspense Student Activity Sheet

Name ___________________________________________________ Date _________________________


Suspense is a feeling of curiosity or uncertainty about the outcome of events thatkeeps the reader interested in the plot of a story. Mystery and adventure plots oftenhave strong elements of suspense. Here are some ways that writers build suspense:

• Dangerous Action: The writer creates situations in which one or more characters’safety is at risk.

• Foreshadowing: The writer gives hints about future events and the final outcome.

• Pacing: The writer delays an event that the reader knows is coming.

Directions: Think about some suspenseful moments in the work that you are reading. Brieflydescribe a few of those moments in the left column of the chart below. In the right column,use the terms listed above to describe the technique that creates suspense.


Suspenseful Moment Explanation of Technique

Teaching Guide Plot

Title / Author ___________________________________________________________________________

Assignment _________________________________________________ Date ______________________

Objective: Students will recognize and understand the following literary concepts:

• Plot is the sequence of events in a literary work. It is structured around a characteror characters involved in a conflict. Most plots can be broken down into many or allof the following parts:

• The exposition introduces the setting, characters, and basic situation.

• The inciting incident introduces the central conflict.

• During the rising action, or development, the conflict runs its course and usuallyintensifies.

• The climax is the turning point of the plot, during which the conflict reaches theheight of its interest or suspense.

• The falling action includes the events that follow the plot’s climax.

• At the resolution, the conflict is ended.

• The denouement ties up loose ends that remain after the resolution of the conflict.

Materials


Plot Diagram: Transparency (p. 178)

Plot: Student Activity Sheet (p. 73)

Introduce

Ask a volunteer to briefly summarize the story line of a familiar movie. As the student summarizes,identify clear events in the plot and list them sequentially. For example, (1) The story begins in asmall, quiet town, (2) A robbery is committed at the local jewelry store, (3) The police chief inter-views suspects, and so on. When the summary and list are complete, tell students that thesequence of events makes up the movie’s plot.

Teach

1. Display the Plot Diagram transparency, draw a facsimile on the chalkboard, or distribute copiesof it to the class.

2. Explain that plot is the sequence of events in a literary work. It is structured around a charac-ter or characters involved in a conflict. Emphasize that plot is the framework of any literaturethat tells a story.

3. Describe to students the different parts of a typical plot, using the definitions above and indicating where each one is represented on the Plot Diagram.

4. Help students to complete the Plot Diagram using the sequence of events listed earlier to fill inthe blanks.

Apply and Assess

Distribute copies of the Plot student activity sheet for students to complete independently, withpartners, or in small groups. If you wish, discuss their responses in class. Encourage students to usea blank Plot Diagram to record events as they read. Ask them to consider these questions as well:

• What is the central conflict in the work?

• How are the characters different before and after the climax?


Plot Student Activity Sheet

Name ___________________________________________________ Date _________________________


• Plot is the sequence of events in a literary work. It is structured around a characteror characters involved in a conflict. Most plots can be broken down into many or allof the following parts:

• The exposition introduces the setting, characters, and basic situation.

• The inciting incident introduces the central conflict.

• During the rising action, or development, the conflict runs its course and usuallyintensifies.

• The climax is the turning point of the plot, during which the conflict reaches theheight of its interest or suspense.

• The falling action includes the events that follow the plot’s climax.

• At the resolution, the conflict is ended.

• The denouement ties up loose ends that remain after the resolution of the conflict.

Directions: Answer the following questions about the plot of the work that you are reading.Some questions cannot be answered until you have finished reading the work.

1. What is the basic situation introduced in the exposition? List the main characters andanything you have learned about them. Also, briefly describe the setting.

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2. List a few events of the rising action in the order in which they occur.

a. ___________________________________________________________________________________

b. ___________________________________________________________________________________

c. ___________________________________________________________________________________

3. Briefly describe the central conflict of the work and how it is resolved.

_____________________________________________________________________________________

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4. Is there a denouement in the work? If so, what does it explain or resolve?

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Plot Diagram Overhead Transparency


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• List the vocabulary words from your Reading Guide. Then, write a synonym or antonymfor each one. If necessary, you may wish to consult a dictionary or a thesaurus.

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• Write your own sentences using the words from the lists above. Try to use the vocabularyword and its synonym or antonym in the same sentence. Be sure that your sentencesmake sense and that they show your understanding of the meaning of each vocabularyword.

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Original Sentences Student Activity Sheet

Name ___________________________________________________ Date _________________________



Teaching Guide Theme

Title / Author ___________________________________________________________________________

Assignment _________________________________________________ Date ______________________

Objective: Students will recognize and analyze use of the following literary concepts:

• A theme is a central message or insight conveyed in a work of literature.

• A stated theme is stated directly in the text of the work.

• An implied theme is not stated but is merely suggested by the details in the work.

Materials


Web: Transparency (p. 185)

Theme: Student Activity Sheet (p. 115)

Introduce

Ask students to name some famous sayings about life. For example, you might mention “Timeheals all wounds” or “Crime does not pay.” Write their suggestions on the board. Then, have a fewvolunteers each choose one of the sayings and tell a very simple story to illustrate it. Note that theevents of the story point to the saying, which is a general message about life. The saying is a themeof the story.

Teach

1. Display the Web transparency, draw a facsimile on the chalkboard, or distribute copies of it tothe class.

2. Explain that a theme is a central message or insight conveyed in a work of literature. Theevents of the work point to the theme, which is usually a general insight about life. Forinstance, in a story about a student who studies hard and wins a scholarship, the theme mightbe “Hard work is rewarded.” Note that most longer works have more than one theme.

3. Point out that a theme may be directly stated in a work but more often is implied by thedetails in the work. In the case of a stated theme, the statement might be made by the authoror narrator or by a character. Implied themes are often suggested by the action or by the wayin which the conflict in the work is resolved.

4. Have students consider the details and events of a story with which they are familiar and askthemselves, What do these details and events show me about life in general? Note that theanswer to this question will provide them with one or more themes of the story. Ask a volun-teer to suggest a story with which most people are familiar, such as “The Tortoise and theHare,” and list one of its themes. Write the theme in the main box of the Web transparency.Then, in the outer boxes, have students list some of the details or events that point to thetheme.

Apply and Assess

Distribute copies of the Theme student activity sheet for students to complete independently, withpartners, or in small groups. If you wish, discuss students’ responses in class. You might also askthem to consider these questions as they read the work under discussion:

• How do conflict and resolution in this work point to one or more of its themes?

• Does the title of the work suggest one or more of its themes? If so, how?


Theme Student Activity Sheet

Name ___________________________________________________ Date _________________________


• A theme is a central message or insight conveyed in a work of literature.

• A stated theme is stated directly in the text of the work.

• An implied theme is not stated but is merely suggested by the details in the work.

Directions: Think about the theme or themes in the work that you are reading. Then, complete the following activities:

1. In the appropriate boxes below, list one or two themes of the work and some of the detailsthat point to each theme. Under each theme, also check whether it is stated or unstatedand, if stated, give the number of the page where the statement is found.

2. Does the title of the work suggest any of the themes that you listed above? If so, explainhow on the lines below.

_____________________________________________________________________________________

_____________________________________________________________________________________

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Detail: Detail: Detail:

Theme:

This theme is stated on p. This theme is unstated.

Detail: Detail: Detail:

Theme:

This theme is stated on p. This theme is unstated.

Web Overhead Transparency



Student Activity Sheet Word Identification: Prefixes

Name ___________________________________________________ Date _________________________



A prefix appears before the root, or base word, and adds to its meaning. Learn themeanings of the common prefixes listed in the chart, and you will be able to identifymore words.

Prefix Meaning Examples

a- not, without; in, on atypical, ashore

anti- against antisocial

de- away from, off deface

dis- away, apart; negative discover, disagree

en- / em- in, within, on endanger, encase, embed

ex- from, out exchange

in- / im- in, into insert, imprison

in- / im- not inaccurate, impatient

inter- between international

mis- wrong mistaken

mono- one, alone monorail

non- not nonessential

pre- before prevent, preview

re- again, back review, return

sub- beneath, under submarine

syn- together with synchronize

trans- over, across transmit

un- not; reversal of uncover

Common Prefixes

Determine the meanings of the prefixes of the vocabulary words that have prefixes. Use thelist above or a dictionary as needed. List each word below. Then, write original sentencesusing each of the words.

Vocabulary Word Prefix Meaning

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The Form of the NovelWriting that tells a story is called narrative

literature. One of the most complex—andlongest—forms of narrative literature is thenovel.

When you begin reading a novel, you mayfeel as if you are reading a particularly longshort story. Like a short story, a novel• presents and develops characters.

• shows the characters’ action in a particularsetting (time and place).

• includes dialogue (character’s words presented as they spoke them).

• features a plot (sequence of connectedevents) that centers on a conflict and buildsto a climax, or turning point. After the cli-max, the central conflict is resolved.A novel is not simply an overgrown short

story, however, as seen in the following chart:

Short Story Novelgenerally focuses on may present a few majora few characters characters and also develop

minor characters

tells about one exciting may weave together manyor critical event in a incidents and includecharacter’s life subplots, each involving

a different set of characters

builds to a moment of builds a complex structuredecision or insight out of events: subplots may

present a common theme, or concern about life, fromdifferent angles

The History of the NovelThe novel is one of the most recent forms

of fiction. During the Middle Ages, long storiescalled romances were popular among thenobility. Romances told of knights, dragons,and damsels in distress, painting a world governed by honor and love. In the fourteenthcentury, Italian and French writers began toproduce long narratives offering a less idealized, even disenchanted, view of life. TheEnglish name for this kind of work was novell(from the Latin word novus, meaning “new”),to distinguish the form from traditional stories.

In 1605, Miguel de Cervantes published thefirst part of what many consider to be the firsttrue novel: Don Quixote. Don Quixote is anelderly gentleman who, after reading toomany romances, gets carried away by his

imagination and sets out on a quest, doingbattle with evildoers such as wicked “giants”(actually windmills). The contrast betweenQuixote’s idealism and the practicality of hissquire Sancho Panza introduces a key themedeveloped in later novels.

By the eighteenth century, novels hadbecome part of social life—people read to oneanother for entertainment. The works of DanielDefoe and Samuel Richardson helped to establish the novel in England. Richardson’sPamela; or, Virtue Rewarded (1740) is consid-ered by many to be the first English novel.

The audience for novels in the eighteenthcentury was largely middle class. They wereeducated enough to read and had both thetime and the money to spend on books. It isnot surprising that the heroes of many earlynovels were not noble knights but middle- oreven lower-class people.A Literary Blossoming As the middle classflourished in the nineteenth century, so did the novel. Novels were often published inmagazines as a series, and each new episodeleft readers hungry or more. Novelists of the period include English writers Charles Dickens,Jane Austen, and George Eliot; French authorsHonoré de Balzac, Gustave Flaubert, and ÉmileZola; Russian writers Leo Tolstoy and FyodorDostoevsky; and American authors HermanMelville and Henry James.

Many of these novelists tried to mirror thesociety of their own day, showing life as it waslived from the slums of the poor to the parlorsof the rich. Literary movements such asRealism and Naturalism focused on the issueof accurately representing the world. Realistssuch as Balzac depicted ordinary life and itstroubles. Naturalists such as Zola traced thefateful forces—raw passions or constrainingsocial systems—that shaped people’s lives.New Directions In the twentieth century, novelists began to experiment with form. For example, Irish writer James Joyce wrotestream-of-consciousness narratives, which fol-lowed the flow of impressions and emotionsin characters’ minds rather than presentingevents from an objective perspective.

However experimental the form of theirwriting, novelists continue to account for lifein their time—dramatizing its larger issues andchallenging its terms. Like nineteenth-centuryreaders, people today turn to novels for ideasof what life in our world is all about.

Background on the Novel


Directions: Use this study sheet to help you identify important information about a novel or play.

Title: ___________________________________________________________________________________

Author: ________________________________________________________________________________

Genre: _________________________________________________________________________________

Main Characters:Character Name Character Traits

_____________________________________ _____________________________________

_____________________________________ _____________________________________

_____________________________________ _____________________________________

Minor Characters:Character Name Character Traits

_____________________________________ _____________________________________

_____________________________________ _____________________________________

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Setting: ________________________________________________________________________________

Narrative point of view: _________________________________________________________________

Plot: ___________________________________________________________________________________

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Basic conflict:___________________________________________________________________________

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Main events in rising action:_____________________________________________________________

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Climax: ________________________________________________________________________________

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Main events in falling action:____________________________________________________________

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Resolution: _____________________________________________________________________________

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Mood or atmosphere: ___________________________________________________________________

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Theme(s): ______________________________________________________________________________

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Name ___________________________________________________ Date _________________________


Novel or Play Study Sheet

Directions: Use this study sheet to help you analyze a major character in a literary work. You can use another sheet of paper to answer the same questions about other characters inthe work.

Title/Author: ____________________________________________________________________________

Name of character: ______________________________________________________________________

External Characteristics

1. What does the character look like?

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2. How old is the character?

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3. In what kind of conditions does the character live? Is the character rich or poor?

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4. What is the character’s occupation? Does the character work? Go to school? Neither? Both?

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5. What can you conclude about the character based on these external characteristics?

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Internal Characteristics

1. What kind of person is the character? On another sheet of paper, identify three characteristics. Next to each, identify either the character’s words or actions that suggest each characteristic.

2. What does the character value in life?

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3. Does the character change as a result of events in the story? If so, how?

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4. What are the character’s attitudes toward other characters in the story?

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5. What motivates the character to act in a certain way in the story?

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Character Study Sheet

Name ___________________________________________________ Date _________________________


Directions: Use this page to help you find a topic for a book report. First, complete the itemsbelow. Then, review your responses to find an issue that interests you, and develop that topicin an essay or a book report.

Book title: ______________________________________________________________________________

Author: ________________________________________________________________________________

Genre: __________________________________________________________________________________

In two sentences, what this book is about: ________________________________________________

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What I liked most about the book: _______________________________________________________

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What I didn’t like, and why: _____________________________________________________________

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My favorite character, and why:__________________________________________________________

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The scene, line, or passage that meant something to me, and why: _________________________

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What sets this book apart from others I have read: ________________________________________

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What I would say about this book to someone else:________________________________________

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The questions I have after reading this book:______________________________________________

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My strongest reason for recommending or not recommending this book: ___________________

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Book Report Topic Generator

Name ___________________________________________________ Date _________________________


After students have finished reading anovel, a play, or an anthology, refer to thislist of alternatives to a book report.

Narrative Point of ViewHave students select a scene or episode fromthe book and rewrite it using a different narrative point of view. As a prewriting activity, encourage students to identify thepoint of view in the original selection and to discuss the characteristics of this narrative perspective and of the narrative point of viewthey will use in their own story.

Interview QuestionsHave pairs of students work together to cre-ate a list of eight to ten questions to ask oneof the main characters from a book that both students have read. Alternatively, the studentscan write the questions to ask the author of the book. Students should role-play theinterview, with students reversing roles andplaying both the interviewer and the charac-ter or author answering the questions.

PantomimeHave small groups of students select a sceneor episode from a book to pantomime byusing gestures and facial expressions. Askthem to present their pantomimes in class, and have other students identify what is happening in the pantomime.

StoryboardHave small groups of students create a storyboard that outlines the main events in the novel for a movie version of the book.Display the storyboards in class, and discussthe similarities and differences between thescreen version and the original book.

Newspaper ArticleAsk students to select a major event in thebook and write a newspaper article about theincident. The news story should be written fora periodical that would have been publishedat the time of the story. Post the article on aclass bulletin board.

Historical ResearchHave students research the historical periodin which the story was set. Students canpresent their findings in a variety of formats,

including a series of eight to ten newspaperheadlines focusing on key events of the period;a three- to five-page report about the period;or a series of first-person written narrativesfrom the point of view of a student living dur-ing that historical period. Call on volunteersto present their research projects in class.

DebateStage a debate in which small groups of students who have read the same bookdebate an issue that played a key role in theplot of the story. Other students can ask thedebaters questions about their views on thetopic at the end of the debate.

Movie ScriptHave students select a scene or an episodefrom the book to use as the basis of a moviescript. They should include detailed camerainstructions and descriptions of the sets aswell as dialogue. Point out that the dialogueshould include the characters’ words fromthe book along with additional dialogue writ-ten by the students. Refer students to a bookabout screenplay or teleplay formatting fromyour school library if necessary.

Video Game DesignStudents can design a video game based on the books they read. The project shouldinclude a cover sheet, in which studentsdescribe the game and name it. They shouldalso present a series of sketches showingwhat the game will look like and how it willbe played.

Letter to the AuthorEncourage students to respond to the story by writing a letter to the author. In the letter,students should explain whether or not they found the story believable and how they responded to the characters and their problems.

Journal EntriesStudents should write a series of three jour-nal entries by their favorite character in thebook that reflects his or her feelings about an important event or series of events in thestory. Remind students to write the journalentry in that character’s voice.

Book Report Alternatives


EpilogueHave students write an epilogue to the bookthat extends the story. The epilogue shouldinclude characters from the book who are ina new situation or facing a new conflict thatis related to events in the story. Call on volun-teers to read their epilogue in small groupsor to the entire class.

Books on FilmIf a movie or telefilm version of the book was produced, screen it in class. Encouragestudents to compare the book and film versions of the same story. Students shouldthen identify the actors whom they wouldcast in the roles of the major characters fromthe book if a movie or telefilm were beingproduced today.

Travel PosterStudents should research the setting of thebook. Then, have them create travel postersadvertising the setting or encouraging peopleto move there. Display the completed postersin class.

InterviewHave students research the author’s life.Student pairs can then role-play interviewsbetween a newspaper reporter and theauthor shortly after the publication of thebook. They should take turns reversing rolesin the role play. Call on volunteers to presenttheir role plays in class.

DramatizationHave small groups of students dramatize a scene from the book. Students can act,write, direct, and produce the dramatization.Encourage them to select appropriate back-ground music to help create the mood of the drama.

Book JacketHave students design a book jacket for thebook. As a preparatory activity, encourage students to discuss book jackets from booksin your school and classroom library andidentify elements that they like about eachone. Display the completed book jackets inclass.

TimelineEncourage students to create a timeline ofimportant events from the book. The timelineshould include the date (or approximate date)of the event, a brief description, and an illustration. Display the timelines in class.

Story MapStudents can create a story map to representthe main events in the story. The story mapshould include the details of the exposition,including the setting, the main characters, aone-sentence summary of the basic situation,and a description of the conflict; the mainevents in the rising action; the climax; themain events in the falling action; and the resolution.

World Events TimelineStudents can research world events that might have influenced the author. Encouragestudents to present this information on a timeline that identifies the world event andshows a link between it and the author’s life.

PoetryHaave students discuss figurative languagein the book, including similes, metaphors,personifications, and descriptive passagesthat were particularly moving. Then, ask stu-dents to write a poem in response to thebook. The poem can be lyric, epic, narrative,or dramatic. Call on volunteers to read theirpoems aloud in small groups.

LettersHave students write a series of letters betweentwo of the characters in the book, in whicheach responds to an event in the story. Callon volunteers to read their letters aloud insmall groups.

RésuméHave students select one of the major characters from the story and write a résuméfor that character. The résumé should includepertinent information about that character’slife, experiences, educational background,and job goals. Ask students who have readthe same book to discuss their résumés insmall groups.



CollageEncourage students to create a collage withimages from newspapers and magazines, as well as original designs, in response to a book they have read. The collage mightexpress the experiences of a particular char-acter or illustrate the events in a key episodeor event. Encourage students to display anddiscuss their collages.

Travel LogHave students write a log of a character’s journey through the book. The entries in thetravel log should include a description of thesetting of key events from the story and theactions of the characters. Call on volunteersto read their travel logs aloud in smallgroups.

Newspaper or Magazine AdHave students create a newspaper or maga-zine ad for the book that includes both anexciting visual and a catchy slogan line to interest potential readers. Display the completed ads in class. Discuss similaritiesand differences between advertisements forthe same book.

Panel DiscussionEncourage several students who have readthe same book to discuss their reactions in a panel discussion. Another student can actas the panel moderator. The other studentsshould ask the panel members questions atthe conclusion of the discussion.

SpeechHave students write a speech by a major char-acter in the book. The speech can be writtento follow the climax of the story; to defend hisor her actions in the story; to defend anothercharacter; to inspire action; or to defend thestory. Call on students to role-play the charac-ter as they present their speeches in class.

Multimedia PresentationHave students create a multimedia presenta-tion about some aspect of the work they haveread. Among the media students can use arewritten materials, a slide show, a video, anoral or audiocassette presentation, soundeffects, music, art, photographs, models,charts, and diagrams. Encourage students to work in pairs or small groups to researchand put together their final products.



Alliteration Alliteration is the repetition of ini-tial consonant sounds in accented syllables.

Allusion An allusion is a reference within awork to something famous outside it, such as a well-known person, place, event, story, orwork of art.

Antagonist The antagonist is the characterwho opposes the protagonist in a work of fiction.

Apostrophe An apostrophe is a figure ofspeech in which a speaker directly addressesan absent person as if he or she were presentor addresses some personified quality, object,or idea as if it were capable of hearing.

Aside In drama, an aside is a brief commentmade by one character that is not heard byother characters. An aside is spoken to the audience or to the character himself or herself. It is generally assumed that the informationrevealed in an aside is true.

Atmosphere Atmosphere is the mood or feeling of a work of literature created by detailsof setting or action. In poetry, rhythm, rhyme,and other sound devices can also contribute toatmosphere.

Author’s bias Author’s bias refers to thewriter’s feelings toward or personal interest inhis or her subject.

Author’s message The author’s messageincludes the ideas, information, and attitudesthat the writer of a work wants to convey to hisor her audience.

Author’s purpose Author’s purpose is theauthor’s reason for writing a particular work.The four most common purposes of authorsare to inform, to entertain, to persuade, and toreflect.

Autobiography Autobiography is a form of nonfiction in which a person tells his or her lifestory. Autobiographical writing may tell aboutthe person’s whole life or only part of it.

Biography Biography is a form of nonfiction in which a writer tells the life story of another person.

Blank verse Blank verse is unrhymed lines ofpoetry, mostly in iambic pentameter.

Character A character is a person or animalthat takes part in the action of a literary work.Major characters are individuals who dominatea narrative. Minor characters are individualswho enrich a narrative but are not the focus of attention. A dynamic character is one whochanges over the course of a story. A static character is one who does not change. A roundcharacter is one with many aspects to his orher personality, possibly including internal con-flicts. A flat character is one who is defined byonly one or a few qualities.

Character motivation Character motivation isthe reason or reasons behind a character’sbehavior.

Characterization Characterization is the way or ways in which a writer reveals informationabout a character. In direct characterization, awriter makes direct statements about a char-acter’s appearance, personality, and actions.In indirect characterization, a writer suggestsinformation about a character through whatthe character says and does, what other characters say about him or her, or how other characters behave toward him or her.

Conflict A conflict is a struggle between opposing forces in a narrative. Internal conflictoccurs within a character who faces opposingideas, feelings, or choices. External conflictoccurs between characters or between a character and a larger force, such as nature orsociety.

Dialect Dialect is the form of language spokenby people in a particular region or group.Pronunciation, vocabulary, and sentence structure are affected by dialect.

Dialogue In a drama or play, the dialogue isthe words that characters speak to one anotheror to the audience.

Diction Diction is the writer’s choice of wordsin a literary work. It might be described as formal or informal, abstract or concrete, plainor ornate, or ordinary or technical.

Dramatic monologue A dramatic monologueis a poem in which a single character speaksto a listener or listeners who remain silent. In the poem, the speaker reveals his or herpersonality and attitudes.

Glossary of Literary Terms


Epic An epic is a long, serious narrative—oftena poem—about the deeds and adventures ofgods or of a hero. Epics usually tell a story thatbears great historical significance to a nationor people.

Epic conventions Epic conventions are traditional characteristics of epic poems. Theyinclude an invocation, an opening statement ofthe theme, a beginning in medias res (Latin for“in the middle of things”), and epic similes(also called Homeric or extended similes).

Epic hero An epic hero is the central figure ofan epic. This character usually is a figure ofgreat, even larger-than-life, stature.

Essay An essay is a short nonfiction work ofprose about a specific subject. An expositoryessay is one that informs or explains. A persuasive essay is one that attempts to convince the reader to accept a position or takea desired action. A personal essay is one inwhich the writer relates a personal experience.A reflective essay is one in which the writershares his or her insight about something orsomeone.

Fable A fable is a brief story or poem, oftenwith animal characters, that teaches a lesson.

Fantasy Fantasy includes elements not foundin real life, such as supernatural occurrencesand imaginary places, creatures, and things.

Figurative language Figurative language is language that is not meant to be taken literally.Simile, metaphor, personification, apostrophe,oxymoron, paradox, and hyperbole are examples of figurative language.

Folk literature Folk literature is the body of stories, legends, folk tales, fables, myths, andother works arising out of the oral traditions ofpeoples around the world. Folk literature usual-ly reflects the values of the culture from whichit originates.

Folk tale A folk tale is a short traditional narrative, often based on a larger-than-lifehero. Folk tales often include elements of fanta-sy. These stories tend to evolve as they are modified and embellished by the variousgroups and tellers who pass them downthrough oral tradition.

Foreshadowing Foreshadowing is the use ofclues to suggest events that have yet to occur.

Genre A genre is a category, or type, of literature. Literature is commonly divided intothree major genres: poetry, prose, and drama.Each major genre can be divided into smallergenres.

Heroic couplets In poetry, heroic coupletsare rhymed pairs of lines, mostly in iambic pentameter.

Historical and cultural context The historicaland cultural context of a work is the back-ground of events, laws, beliefs, and customsof the particular time and place in which awork is set or in which it was written.

Humor Humor is a quality in writing that ismeant to amuse. A writer may use several techniques to achieve humor. Situationalhumor can arise from a setting or turn ofevents that is unpredictable and not in linewith the reader’s expectations. Verbal humor isthe surprising and comic use of words (forexample, exaggeration, puns, and odd names).Physical humor arises from odd motions,actions, or appearances (for example, clumsybehavior, unusual facial expressions, or othersight gags).

Hyperbole Hyperbole is a deliberate exaggeration or overstatement.

Iambic pentameter In poetry, iambic pentameter is a meter, or pattern of rhythm, in which a line has five unstressed syllables,each followed by a stressed syllable.

Imagery Imagery is the use of language thatappeals to one or more of the five senses:sight, hearing, taste, smell, and touch. Aninstance of imagery—a word or phrase thatappeals to one or more of the five senses—iscalled an image.

Interior monologue An interior monologue isa poem that presents the thoughts and feelingsof a single character as though the characterwere speaking aloud.

Irony Irony is the result of a contrast betweenappearance or expectation and reality. In verbal irony, words are used to suggest theopposite of their usual meaning. In dramatic



irony, what appears to be true to a characteris not what the reader or audience knows tobe true. In situational irony, an event occursthat directly contradicts expectations.

Legend A legend is a traditional story thattends to have more historical truth and fewersupernatural elements than other forms of folk literature. Usually, a legend deals with a particular person, such as a hero, a saint, or anational leader.

Lyric poetry Lyric poetry is poetry that expresses the observations and feelings of asingle speaker. Odes, sonnets, elegies, andsongs are all forms of lyric poetry.

Metaphor A metaphor is a direct comparisonof two unlike things, describing one as if itwere the other, without using like or as.

Meter Meter is the rhythmical pattern of apoem. This pattern is determined by the num-ber and types of stresses, or beats, in each line.

Modernism Modernism was a literary move-ment of the early to mid-twentieth century inwhich writers tried to break away from the traditional forms and styles of the past.

Monologue In drama, a monologue is a long,uninterrupted speech by one character, towhich other characters may or may not listen.

Mystery A mystery is a work that centers on acrime or puzzle that is usually solved near theend. Common elements in mysteries includedanger, a strong sense of suspense, a detectivehero, the hero’s partner, and a red herring (aplot element or misleading clue used to divertthe reader’s attention from the real issue).

Myth A myth is a story that explains theactions of gods or heroes or the causes ofnatural phenomena, such as the origins ofearthly life.

Narrative poetry Narrative poetry is poetrythat tells a story. Epics and ballads are exam-ples of narrative poetry.

Narrative structure Narrative structure is theway in which story events are organized andrevealed. Chronological order is time order, the order in which events normally happen. A flashback is a scene or incident that jumps back

to an earlier time. A frame story contains astory inside a larger narrative framework—a story within a story. Some longer worksconsist of interrelated stories, stories that areseparate but share a common element.

Naturalism Naturalism was a literary move-ment that occurred around the same time asRealism. Naturalism expanded on Realism byputting forth the idea that people and theirlives are often deeply affected and even con-trolled by natural and social forces that arebeyond their control.

Onomatopoeia Onomatopoeia is the use ofwords that imitate sounds.

Oxymoron An oxymoron combines two wordswith opposite or conflicting meanings.

Paradox A paradox is a statement that seemsto be contradictory but actually presents atruth.

Personification Personification is a descriptionof something nonhuman as if it were human.

Persuasive writing Persuasive writing containsa message that tries to convince readers tohold particular views or take particular actions.

Plot Plot is the sequence of events in a liter-ary work. It is structured around a characteror characters involved in a conflict. Mostplots can be broken down into many or all of the following parts:

1. The exposition introduces the setting, characters, and basic situation.

2. The inciting incident introduces the centralconflict.

3. During the rising action, or development,the conflict runs its course and usually intensifies.

4. The climax is the turning point of the plot,during which the conflict reaches the heightof its interest or suspense.

5. The falling action includes the events that follow the plot’s climax.

6. At the resolution, the conflict is ended.

7. The denouement ties up loose ends thatremain after the resolution of the conflict.



Point of view The point of view is the perspective from which a literary work is told.In a work with a first-person point of view,the narrator is part of the action and uses the pronouns I, me, and my. The reader knowsonly what the narrator knows and chooses toshare about other characters and the eventsin which they are involved. A narrative with athird-person point of view is told by someoneoutside the action. Sometimes, this narratoris limited and reveals only his or her ownthoughts and feelings. At other times, the narrator is omniscient, or all-knowing, andable to reveal the thoughts and feelings of allcharacters in the story.

Prose Prose is the ordinary form of written language. Most writing that is not poetry,drama, or song is considered prose. Prose isone of the major genres of literature andoccurs in two forms: fiction and nonfiction.

Protagonist The protagonist is the main character in a work of fiction and usually thecharacter that readers most want to succeed.

Realism Realism was a literary movement ofthe late nineteenth century that tried to represent people and their lives as realisticallyas possible. Unlike the earlier Romantic movement, which favored the dramatic,Realism dealt with the everyday occurrencesof common people’s lives.

Repetition Repetition in a poem is the reiteration of a word, phrase, or sound.

Rhyme Rhyme is the repetition of sounds atthe ends of words. Specifically, rhyme involvesthe vowels and succeeding consonants in the stressed syllables of two or more words.End rhyme occurs when rhyming wordsappear at the ends of two or more lines.Internal rhyme occurs when the rhymingwords fall within a single line. Exact rhymeoccurs when the stressed syllables of two ormore words share the same vowel sound andsucceeding consonant sound but not the samepreceding consonants. Approximate, slant, orhalf rhyme occurs when the sounds repeatedin words are similar but not identical.

Rhyme scheme Rhyme scheme is the regularpattern of rhyming words at the ends of linesin a poem or stanza. A rhyme scheme is

expressed using the letters of the alphabet,with each letter indicating the final sound in aline—for example, abab.

Rhythm Rhythm in a poem is the beat or pulsethat results from the repetition of certain com-binations of stressed and unstressed syllables.

Romanticism Romanticism was a literarymovement of the eighteenth and nineteenthcenturies. It was a reaction to the Neoclassicismof the previous age. Neoclassicism empha-sized reason, intellect, and order; Romanticismemphasized the individual, emotions, andnature. Characteristics of Romanticism includeimagination, writing from the heart, love ofnature, a sense of freedom, and the idea thateach person is unique.

Satire Satire is writing that pokes fun at socie-ty or human behavior, usually with the aim ofimproving it.

Science fiction Science fiction is writing thattells about imaginary events involving scienceor technology. Many science-fiction stories areset in the future and include technology thatthe writer suggests might someday exist.

Setting The setting of a literary work is thetime and place of the action.

Simile A simile is a comparison of two unlikethings that uses the word like or as.

Soliloquy In drama, a soliloquy is a longerspeech in which a character reveals his or hertrue thoughts or feelings. Soliloquies areunheard by other characters, and they usuallyoccur when the speaker is alone on stage.

Sonnet A sonnet is a fourteen-line lyric poemwith a single theme. Sonnets vary, but they areusually written in rhymed iambic pentameter,following one of two traditional patterns:Petrarchan/Italian or Shakespearean/English.

Speaker The speaker is the voice in a poem.Although the speaker is often the poet, thespeaker may also be a fictional character oreven an inanimate object or another type ofnonhuman entity.

Speech A speech is an oral presentation of facts or ideas. A speech can be made topersuade, to inform, to entertain, or to reflecton an experience.



Stage directions Stage directions are theplaywright’s instructions and other informa-tion for staging, or putting on, the play.

Staging Staging is the act of putting on aplay. It includes all the elements that bring a drama to life, such as scenery, props, costumes, makeup, lighting, visual effects,music, sound effects, directing, and acting.

Stanza A stanza is a group of lines in a poemthat are seen as a unit. Stanzas are differentfrom verse paragraphs in that they usually arepart of some pattern with other stanzas interms of length, rhyme, or meter.

Subplot Subplots are the smaller stories contained in a literary work that either enrichand add interest to the main plot or providerelief from it.

Surprise ending A surprise ending is a con-clusion that is unexpected. The reader has certain expectations about the ending basedon details in the story. Often, a surprise end-ing is foreshadowed, or subtly hinted at, inthe course of the work.

Suspense Suspense is a feeling of curiosityor uncertainty about the outcome of eventsthat keeps the reader interested in the plot ofa story.

Symbol A symbol is a person, place, or thingthat stands for something else.

Theme A theme is a central message orinsight conveyed in a work of literature. Astated theme is stated directly in the text ofthe work. An implied theme is not stated butis merely suggested by the details in thework.

Tone The tone of a literary work is the narra-tor or speaker’s attitude toward his or heraudience or subject as revealed through diction. Tone can be described using wordslike friendly, distant, serious, or playful.

Tragedy A tragedy is a work of literature, especially a play, that shows the downfall ordestruction of a noble or outstanding person.

Tragic hero A tragic hero is the main charac-ter of a tragedy. Traditionally, the tragic hero possesses a character trait called his or her tragic flaw, which causes his or her downfall.

Transcendentalism Transcendentalism was aphilosophical and literary movement of the mid-nineteenth century that placed great importance on intuition, self-reliance, and theidea that divinity is present in all forms ofbeing. Transcendentalists believed that human intuition can transcend (rise above) the limitsof the senses and logic to receive highertruths and greater knowledge. They believedthis could best be achieved by living simply,spiritually, and close to nature.

Verse drama A verse drama is a play in whichmost or all of the dialogue is in the form ofpoetry.

Verse paragraph A verse paragraph is aseries of lines in a poem grouped together by content. Verse paragraphs are differentfrom stanzas in that they vary in length withina poem and don’t follow a set pattern



As you study literature, you will find that your discussions with other readerswill help you develop interpretations of the works you read. Use the followingtips to help you practice the good speaking and listening skills necessary for success in group discussions:

■ Communicate EffectivelyEffective communication requires thinking before speaking. Plan the points

that you want to make, and decide how you will express them. Organize thesepoints in logical order, and cite details from the work to support your ideas. Also,remember to speak clearly, pronouncing words slowly and carefully.

■ Make Relevant ContributionsEspecially when responding to literature, avoid simply summarizing the plot.

Instead, consider what you think might happen next, why events took place asthey did, or how a writer provoked a response in you. Let your ideas inspiredeeper thought or discussion about the literature that you are reading.

■ Consider Other Ideas and InterpretationsOne of the exciting parts of literature study is the varied responses that a work

can generate in readers. Be open to the idea that many interpretations can bevalid. To support your own ideas, point to the events, descriptions, characters, orother literary elements in the work that led to your interpretation. To considersomeone else’s ideas, decide whether details in the work support the interpreta-tion he or she presents.

■ Ask QuestionsGet in the habit of asking questions. This can help you clarify your understand-

ing of another reader’s ideas. Questions can also be used to call attention to possible areas of confusion or debate or to errors in the speaker’s points. Whendiscussions become interactive, you can take your analysis and understanding of a work further.

As you meet with a discussion group, use a chart such as the following to analyze the discussion:

Discussion Guide


Work Being Discussed:

Focus Question:

Your Response: Another Student’s Response:

Supporting Evidence: Supporting Evidence:

One New Idea That You Considered About the Work During the Discussion:

Documents

The Count of Monte Cristo · • Suspense is a feeling of curiosity or uncertainty about the outcome of events that keeps you interested in the plot of a story. Suspense includes