The Seafarer © The Wanderer © The Wife's Lament LITERARY ANALYSIS A lyric poem expresses the thoughts and feelings of a single speaker. Anglo-Saxon lyrics were composed so they could easily be memorized and recited again. They have these elements: + Lines with regular rhythms, usually four strong beats * Caesuras, which are rhythmic breaks in the middle of lines where the reciter could pause for breath + Kennings, which are two-word poetic renamings of people, places, and things, such as the kenning whales’ home for the sea * Assonance, which is the repetition of vowel sounds in unrhymed, stressed syllables (for example, “batter these ramparts”) * Alliteration, which ts the repetition of initial consonant sounds in accented syllables (for example, “smashing surf") Notice how these elements add a unique flavor to Anglo-Saxon lyrics. READING STRATEGY Knowing about the period in which a work was written will help you understand it better. Apply historical background information as you read the poems in this grouping, Use a diagram like the one below for “The Wanderer.” Event/Idea Event/ldea Event/ldea The speaker is exiled when his lord dies. t t i Historical Historical storical Background Background Background ‘Anglo-Saxon warriors depended on the protection of a powerful lord. © Pasrean Education, Ine, publishing ae Pearson Prentice Hl. ‘The Seafarer «The Wanderer The Wife's Lament 1The Seafarer © The Wanderer Translated by Burton Raffel * Charles W. Kennedy Summaries In “The Seafarer,” a sailor returns again and again to the sea. He describes the fear and loneliness of such a life. He concludes that the only home he has is the “heavenly home.” “The Wanderer” tells of the sad journeying of a man who no longer has a lord. He wants the com- forts of the mead-hall. He concludes that the earth is a horrible place. Note-taking Guide Use this chart to recall things lost or missed by the persons in these two poems. Record examples of people, things, or experiences lost in each poem. Write the line number in parentheses after each example you find. The Seafarer The Wanderer shelter and quiet of land (line 13) his lord (line 12) 2 Reader's Notebook ‘© Pearson Eoueation, Ine, publishing at Pearson Pranic HallThe Wife's Lament Translated by Ann Stanford Summary In “The Wife's Lament,” a woman talks about her life in the dark, overgrown place where her husband has sent her to live. She is all alone and friendless. She wishes he would experience the same grief. Note-taking Guide Use this chart to recall things lost or missed by the speaker of the poem. Record examples of people, things, or experiences lost. Write the line number in parentheses after each example you find The Wife's Lament her husband's love and frriendship (lines 21-25) (© Poorson Education, Ine, publishing ax Person Prentice Hall ‘The Seafarer *The Wanderer +The Wife's Lament 3APPLY THE SKIL The Seafarer © The Wanderer © The Wife's Lament 1. Analyze: Choose one of the poems. Identify two images or details the poet uses to show his or her sadness or isolation. 2. Literary Analysis: Find two kennings in the poems. Explain what each kenning means. 3. Literary Analysis: Use the graphic organizer below to compare the lesson that each poem teaches about suffering. Poem Cause of Suffering Insight Gained “The Seafarer” He feels like an outcast | We are exiles on earth. at home and at sea. Heaven is home. Strategy: Why is understanding a warrior's relationship to his lord important, to appreciating “The Wanderer”? 5. Reading Strategy: How does understanding the position of Anglo-Saxon women help you understand “A Wife’s Lament”? 4 Reader's Notebook {© Peatson Eavestin, ne, publishing ae Pearson Prenie HallName Date “The Seafarer,” translated by Burton Raffel “The Wayfarer,” translated by Charles W. Kennedy “The Wife's Lament,” translated by Ann Stanford Reading Warm-up A Read the following passage. Pay special attention to the underlined words. Then, read it again, complete the activities. Use a separate sheet of paper for your written answers. Many cultures strive to extend their knowledge of the world. The Vikings, the Arabs, and the Polynesians are noteworthy for mapping the world’s oceans. These peoples were the earliest and most successful navigators. From the end of the eighth century, Scandinavians used the tides, currents, and stars to explore the rivers of Russia and the Black Sea. The billowing sails on their longships also permitted voyages across the freezing Atlantic to Iceland and North America. Once they arrived, they attempted early settlements, which quickly failed. The Norsemen were more successful in the British Isles and Northern France, where they built thriving kingdoms. During the same period, the Arabs discovered a sea route to China, via the Strait of Malacca. This allowed more goods to be transported to Europeans who were smitten by the riches of the east. Meanwhile, the Polynesians colonized the islands of the Pacific. Perched on their canoes and braving the hot sun that might scorch them, they trusted the winds to unfurl their sails and carry them great distances across emply oceans. Once they were closer to land, oars were essential. Without them, it was hard to avoid the reefs that destroyed larger European sailing ships centuries later. No matter when they lived, or what part of the world they explored, these sailors had one thing in common: the companionship of the terns that hovered and whirled over their vessels. meno Resour: From Lesend 6 te 1 Circle the words that tell what many ancient cultures strive to do. Then, explain what strive means. Circle the word that tells what was billowing, Then, rewrite the sentence, using a synonym for billowing. Circle the words that explain what had the Europeans smitten, Then, describe how someone who is smitten might behave. Circle the words that describe where the sailors perched. Explain what perched means. Underline the word that is a clue to the meaning of scorch. Describe something that might scorch. Circle the words that tell what the winds unfurl. Then, describe something you have seen unfurl. Circle the phrase that describes what the terns did Then, tell where you might find terns. Describe how something that whirled might lookName Date ‘The Seafarer,” translated by Burton Raffel “The Wanderer,” translated by Charles Kennedy “The Wife's Lament,” translated by Ann Stanford Literary Analysis: Anglo-Saxon Lyric Poetry Anglo-Saxon poetry was recited or chanted aloud to an audience by wandering poets. In order to make the poems easier to listen to and to be memorized, they were developed with strong rhythms. Each line has a certain number of beats, or accented syllables—almost always four. Many lines have a caesura, or pause, in the middle, after the second beat. Anglo-Saxon poetry also contained kennings, two-word metaphorical names for familiar things. Note these examples of rhythm, caesura, and kennings in these lines No harps ring in his héart, né rewards No passion for wémen, [pause] no wérldly pléasures Kenning: —Néthing, only the ocedn’s heave 1. Mark the syllables that have a strong accented beat (") in these lines from “The Seafarer.” But there isn’t a man on earth so proud, So born to greatness, so bold his youth, Grown so brave, or so graced by God That he feels no fear as the sails unfurl. 2. In the lines in passage 1, how many caesuras are there? Write the word that appears before each caesura. 3. Mark each syllable that has a strong accented beat (‘) in these lines from “The Seafarer.” Those powers have vanished, those pleasures are dead. The weakest survives and the world continues, Kept spinning by toll. All glory is tarnished. 4, Underline the kenning in these lines from “The Wife's Lament.” First my lord went out away from his people ‘over the wave-tumult. | grieved each dawn wondered where my lord my first on earth might be. mann SO Lee Fe eae ED etName Date “The Seafarer,” translated by Burton Raffel “The Wanderer,” translated by Charles Kennedy “The Wife's Lament,” translated by Ann Stanford Reading Strategy: Connect to Historical Context Recognizing the historical context and the characteristics of the period in which a work was written helps you notice relevant details and ideas. For example, if you know that Anglo- Saxon culture was male-dominated, you may be able (o understand the poet's line: “My lord commanded me to move my dwelling here.” Dmecrions: Use your understanding of Anglo-Saxon historical context to help you understand the following excerpts. In the right column, record how your comprehension is affected by what you know. Excerpt ‘How Historical Context Aids Understanding 1. "The Seafarer”: "This tale is true, andmine. | 1. It tells/How the sea took me, swept me back/ And forth in sorrow and fear and pain,/Showed me suffering in a thousand ships, ...” |2. "The Wanderer”: "'So have | also, often in wretchedness/Fettered my feelings, far from my kin,/Homeless and hapless, since days of old,/ When the dark earth covered my dear lord!'s face,/And | sailed away with sorrowlul heart,/ Over wintry seas, seeking a gold-lord.. 3. “The Wife's Lament”: “I must far and near/ |3. bear the anger of my beloved./The man sent me out to live in the woods/under an oak tree in this den in the earth./Ancient this earth hall./| am all longing.” nit Resources: From Legend to Histo ‘© Pearan Bestia, es pushing as fearser rene all it earedName Date ‘The Seafarer,” translated by Burton Raffel “The Wanderer,” translated by Charles Kennedy “The Wife's Lament,” translated by Ann Stanford Vocabulary Builder Using the Suffix -ness A. DiRECTIONS: Answer each of the following questions, changing the underlined word to a word with the suffix -ness. 1. Why did she think the cake was too sweet? _ 2. How did the bright light affect you? 8. Did you think Ryan was eager enough to convince Mrs. Malone that he should be in the band? 4, What do you think the teacher thought when Alan was so helpful on Thursday? Using the Word List admonish rapture compassionate fervent _ blithe rancor sentinel redress grievous winsomeness B. DiRECTIONS: On the line, write the letier of the definition for each word in the right column. __ 1. fervent A. ill-will __ 2. compassionate B. advise; caution __ 8. sentinel C. expression of joy __ 4. admonish D. someone who guards 5. grievous E. cheerful _— 6. rancor F. having great feeling __ 7. redress G. sympathizing; pitying __ 8. blithe H. causing sorrow; hard to bear __ 9. rapture 1. compensation, as for a wrong 10. winsomeness J. charm; appeal C. Directions: Circle the letter of the word that best completes each sentence. 1, James was kind and caring: he wasa_______person. A. flippant B. apathetic ©. blithe D. compassionate 2. Itwas the queen's __ hope that her subjects respected her Just rule. A. grievous B. fervent C. blithe D. important 3, The____kept watch over the sleeping troops. A. elegy B. sentinel C. tradition Dz exile Unit 1 Resources: From Legend to Histon ‘© Person uation Ine publishing mferaen Tene al Ab dts cre.Name Date “The Seafarer,” translated by Burton Raffel “The Wanderer,” translated by Charles Kennedy “The Wife's Lament,” translated by Ann Stanford Grammar and Style: Compound Predicates A compound predicate consists of two or more verbs having the same subject. The complete compound predicate includes the verbs: their modifiers, objects, and complements; and conjunctions. A. PRacTIceE: In each passage, underline the compound predicate, and circle the subject. 1... . and my soul/Called me eagerly out, sent me over/The horizon 2. The world’s honor ages and shrinks, . . 3. I grieved each dawn/wondered where my lord my first on earth might be. 4. ... the sea took me, swept me back/and forth in sorrow and fear and pai suffering. ... 5. ... and day by day/Alll this earth ages and droops into death. ./showed me B. Writing Application: Rewrite each sentence so that it has a compound predicate, 1. Hardship groaned around my heart. 2. The weakest survives. 3. Lonely and wretched, I wailed my woe. 4, Ever I know the dark of my exile. 5. I must far and near bear the anger of my beloved. urces: From Legend to Histon ramon dion oe plang pee en il Mo sereName Date “The Seafarer,” translated by Burton Raffel “The Wanderer,” translated by Charles Kennedy “The Wife's Lament,” translated by Ann Stanford Support for Writing Use the chart below to record images and details about feelings that relate to the theme of exile in each poem. Poem Feelings and Images The Seafarer” "The Wanderer” “The Wife's Lament” On a separate page, write a draft of an essay that explores the theme of exile in each poem. Use examples that show the richness of imagery and powerful feclings in the poems. Unit 1 Resources: From Legend to Histor Pearson Eduction, oe pba geforce al Al reservedName Date “The Seafarer,” translated by Burton Raffel “The Wanderer,” translated by Charles Kennedy “The Wife's Lament,” translated by Ann Stanford Support for Extend Your Learning Listening and Speaking Use the lines below to analyze ways of using performance strategies to make your oral interpretation of a poem more interesting. What mood should I project? Does the mood change during the poem? Where can I shift the tone and pitch of my voice? How and where can I use gestures and facial expressions while reading? Research and Technology Use the chart below to gather information for your Help Wanted page. List possible occupations in the first column. In the second column, list job requirements that include the duties of the job, along with the skills and experiences that are needed. Occupations Job Requirements Duties: Skil Experience needed: Duties: Skills: Experience needed: Experience needed: aan Se eae eteName Date ” translated by Burton Raffel translated by Charles Kennedy “The Wife's Lament,” translated by Ann Stanford Enrichment: Social Studies ‘These poems are about exiles—persons who for one reason or another find themselves far from home. During Britain’s Anglo-Saxon period, many people were exiles due to various migrations into and out of the British Isles. DIRECTIONS: Read the following paragraph about some of these fifth-century migrations. Label and draw lines on the map to illustrate these migrations. At the start of the fifth century, England was under Roman rule. In 410, the Romans began leaving England, having been called back to Rome to defend it. This left an opportunity for new groups of people to come and take the land. Beginning in 449, a wave of people came to the British Isles seeking new lands. The three main groups were the Angles, Saxons, and Jutes. The Angles came from southern Denmark, eventually settling in the eastern half of England. The Saxons came from northern Germany and settled in the southern part of England. This part of England is now the counties of Essex, Sussex, and Wessex. The Jutes probably came from northern Denmark and northern Germany, near the mouth of the Rhine River. They settled in an area just south of London, in what is now called Kent, and on the Isle of Wight. Many natives of these lands, the Celtic Britons, were forced to move west and north. Eventually many of them settled in Wales. MIGRATION TO “fe = THE BRITISH ISLES| North Sea : a 70 __ 0180200 Kilometers DENMARK GERMANY 2 % FRANCE oneeo nh Rereren From Lager estoy,