The re was a contention as far as asuit 3 in which both piety and dignity, religion and estimation, 4 weremingled which of the religious orders should ring to prayers firstin the morning; and it was determined that they should ring firstthat rose earliest. If we understand aright the dignity of this bellthat tolls for our evening prayer, we would be glad to make it oursby rising early, in that application, that it might be ours as well ashis whose indeed it is.
The bell doth toll for him that thinks it doth;and though it intermit again, yet from that minute that that occasionwrought upon him, he is united to God. Who casts not up his eye tothe sun when it rises? Who bends not his ear to any bell which upon anyoccasion rings? No man is an island, entire ofitself; every man is a piece of the continent, a part of the main.
The reforeherefore never sendto know for whom the bell tolls;it tolls for thee. According to Donne, forwhom does the bell toll? Remind students that metaphorsare comparisons that do not usethe words like or as.
Review informationon metaphysical conceits,extended comparisons that linkobjects or ideas not commonlyassociated. Answer: He asserts that man isnot set apart from mankind as anisland is from the mainland, but israther a part of a continent, andthereby joined together with therest of mankind.
Reteach: If students have difficultyidentifying the conceit,guide them to identify key nounsin the lines: mankind, author,volume, man, chapter, book.
Helpthem to group these nouns intotwo categories to identify the twothings Donne compares: mankindand a book. Suggest thatthey choose background music for the reading,as well as appropriate sound effects, includingthe obligatory tolling of a bell. Have them createaudio recordings of the resulting oral presentationor give a live presentation to the class.
Possible response: Affliction doesnot have a positive connotation. However, Donne presents it as a positiveexperience. He contends thata man learns and matures from hisafflictions. Some students may recoil at theidea, but others may observe howthey have grown as a result ofovercoming hardships. Possible response: He may beimplying such attachment is adistraction from spiritual priorities.
What is the relationship ofthe writer to tradition? The fates of individuals are moreconnected than ever, as the worldhas gotten smaller through developmentsin communication and transportation. The n, have students share theirorganizers and compare their analyses.
Ask them toexplain whether their thoughts have changedand, if so, how. Neither can we call this a begging of miseryor a borrowing of misery, as though we were not miserable enoughof ourselves but must fetch in more from the next house, in takingupon us the misery of our neighbors. Truly it were an excusablecovetousness if we did; for affliction is a treasure, and scarce anyman hath enough of it. No man hath affliction enough that is notmatured and ripened by it, and made fit for God by that affliction.
If a man carry treasure in bullion, or in a wedge of gold, and havenone coined into current money, 6 his treasure will not defray himas he travels. Tribulation is treasure in the nature of it, but it is notcurrent money in the use of it, except we get nearer and nearer ourhome, heaven, by it. Respond: Do you think suffering is ever a good thing?
What is the relationship of the writer to tradition? Why or why not? In your response, use at least two of theseEssential Question words: theme, heritage, individual. Havethem work individually or in groups, writing ordiscussing their thoughts, to formulate their newresponses. The n, lead a class discussion, probingfor what students have learned that confirms orinvalidates their initial thoughts.
Encourage studentsto cite specific textual details to supporttheir responses. Students may say that the words do reflecthis perspective and meaning, and thatDonne would agree that our common faterequires us to help others. Works of John Donne1. In Meditation 17, Donne uses a paradox to compare suffering andtreasure. For example, how might paradox prompt doubt anduncertainty in readers or listeners, as a way of pointing them towarda deeper truth?
Forexample, Donne compares tribulationto treasure. In Holy Sonnet 10, thespeaker addresses death. Possible response: Donne callsattention to the truth that thebell will toll for everyone eventually—everyonewill die someday.
This assertion may causedoubt or uncertainty in readers,yet Donne uses paradox to showthat readers should welcomethis knowledge, for it will makepeople more committed to selfcontemplation and serving God. AnswersVocabulary DevelopmentLesson1. Introduce the skill using theinstruction on the student page. Have students complete the activityand the vocabulary practice.
To guide students in writing theirbiographical narrative, give themthe Support for Writing page Unit 3 Resources, p. Have students follow the steps ofprewriting, drafting, and revisingto complete their biographicalnarratives.
If any of the words are unfamiliar,use a dictionary to clarify their meanings. Your assignment is to write a plan for your narrative. Prewriting Review the biographical and background information onDonne in the text.
Select the key events in his life, both personal andprofessional. You can also consult literary encyclopedias in print or onlineto gather more information. Drafting Following your prewriting notes, write an outline for your narrativewith the correct sequence of events.
Revising Read through your outline and revise points to make sure youcan use them to communicate clearly the significance of key events toyour audience. Model: Revising to Clarify SignificanceWeak explanation: —Donne a clergymanStrong explanation: —Donnethe clergybecamegained security by enteringVocabulary: AnalogiesAnalogies show the relationships between pairsof words.
Complete each analogy using a wordfrom the vocabulary list on page In each, yourchoice should create a word pair that matches therelationship between the first two words. The n,use the relationships to determine the meaning ofthe italicized words.
Crime is to law as is to faith. The is to the clergy as civilians are tomilitary personnel. Fear is to as joy is to smiling. Jealousy is to envy as is to quarrel. Hunger is to food as is to money. Specific language bestcommunicates thesignificance of events. Administer Test A to less advancedstudents. L3 L4 Selection Test B, pp. Administer Test B to on-level andmore advanced students. L3 L4 Open-Book Test, pp.
As an alternative, administer the Open-Book Test. All assessment resources are available at www. Conventions and Style Lesson: Comparative and Superlative Adjectivesand AdverbsUsing comparisons and contrasts in your writingwill often help you make your point.
When you useadjectives and adverbs to compare and contrast,be sure to use the forms correctly. Adjectives andadverbs can take three different forms as shown inthe chart below. Forms of Adjectives and AdverbsPositivesweetwittymildlywillinglymuchgoodComparativesweeterwittiermore mildlyFPOmore willinglymorebetterUsing the ComparativeSuperlativesweetestwittiestmost mildlymost willinglymostbestKeep in mind that the comparative degree is forcomparing two persons, places, or things.
The superlative is for comparing three or more. The days of his youth were wilder thanthose of his later life. Practice Supply the correct form of the adjectiveor adverb shown in parentheses. The mature John Donne was than hisyounger counterpart, Jack. She thought he was the man she hadever met.
He says she is the woman for him. The speaker says that he will travel thanthe sun. Death takes the men when they areyoung. It was determined that whoever roseshould be called to prayer first.
Donne says a person who suffers becomesthan one who does not. Which of the three poems did you enjoy? Some people thought John Donnewas the best poet at that time. Conventions and StyleLessonIntroduce and discuss the skill usingthe instruction on the student page. The comparative form of mildly isformed by adding the word more. Writing For each adjective or adverb below, write one sentence usingthe comparative form and one using the superlative form.
Superlative: Of all the mechanics, Hank works most carefully. Correctly use at least one comparative form and onesuperlative form. Further instruction and practiceis available in the Prentice HallGrammar Handbook. Answers will vary. Ask students what they notice about the sentences. Elicit from them that both sentenceseither contain comparative or superlative adjectivesand adverbs.
In the second sentence, Donnecontrasts the negative idea of death by comparingit to an enterprise that one should relish. Have students imitate one or more features ofthe sentence in a sentence of their own. For additional support, see the Tier 2 activities and resources listed above. One-on-one teaching Group work Whole-class instruction Independent work A AssessmentFor a complete guide to selection support, see pp. TX 96—TX Pay special attention to the underlined words. Just as dirt and sand clods are part of the European continent, so too is each man part of the entire human race; the removal of a clod diminishes the continent, and the removal of a human life diminishes mankind.
Since every death diminishes the rest of mankind in some way, when the bell tolls for a funeral it tolls in a sense for everyone. Although a man may not be able to make use of that wisdom himself as he suffers and dies, those who observe it can better prepare themselves for their own fate. The Question and Answer section for John Donne: Poems is a great resource to ask questions, find answers, and discuss the novel.
The Broken Heart. The speaker has a broken heart. A broken heart is an overwhelming grief. In a single blow, his Eliot described Donne's imagery as follows- "the elaboration Donne addresses humanity, asking everyone to reconsider how they perceive themselves and their relationship to everyone else.
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