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# Elizabeth McCallum Marlow

Book Collection

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- [cache](https://www.teachclassiclit.com/cache/) - Book Review
- [Book Review](https://www.teachclassiclit.com/book-review/) - The Diary of a Provincial Lady by E. M. Delafield has been popular on both sides of the Atantic since its publication in 1930. A charming, witty story about the daily trials of an English lady with a husband and two children. Adhering to standard British tradition, the son is packed off to boarding school,
- [A Whimsical Poem for the Year's End](https://www.teachclassiclit.com/a-whimsical-poem-for-the-years-end/) - I wrote the following poem (well, doggerel) and read it to a middle school class at the end of my first year of teaching in the 1970s. "Who'd Be a Teacher?" To be a good teacher requires dedication, For teaching's a tiring, demanding profession. Every day for nine months a teacher must face A
- [Student Expectations](https://www.teachclassiclit.com/student-expectations/) - Students have certain expectations about English class. The teacher talks alot. It's a good idea to look pleasant , cooperative, and interested. If possible, sit in the back behind a tall student. Be sure to grab someone's class notes. That attitude has to go! What do students expect from their English teachers? Quick feedback. Return
- [Middle School Book Report](https://www.teachclassiclit.com/middle-school-book-report/) - Here is a model book report by a 7th grade boy. Notice that the essay is well organized with a clear thesis, topic sentences, and conclusion. The Guns of Navarone by Alistair MacLean tells the gripping story of a combat team with orders to destroy a German gun emplacement. Set during World War II, this suspenseful
- [Essay Writing](https://www.teachclassiclit.com/essay-writing/) - Teachers don't like assigning essays. Students don't like writing them. But it doesn't have to be a no-win situation. Nothing works like repetition. Students need to write fairly lengthy essays (minimum 2 typed pages) frequently throughout high school. Although most essays are written out of class, a few should be written in class so that
- [George Orwell's Rules for Writers](https://www.teachclassiclit.com/george-orwells-rules-for-writers/) - In his essay "Politics and the English Language," George Orwell provides six simple rules for all writers of English. If a writer were to follow only six guidelines in their writing, these may well be the best six. As Orwell notes in his essay, simply following these rules won't make for good writing, but it's
- [Essays: Abbreviations for Common Errors](https://www.teachclassiclit.com/essays-abbreviations-for-common-errors/) - Abbreviations for Common Errors At the start of each school year, reproduce and distribute this handout. It lists abbreviations the teacher can place in the margin of students' essays. After essays are graded and returned, require each class to correct errors. Assuming essays were typed, students make corrections on their work using a brightly
- [Romeo and Juliet Act V:3](https://www.teachclassiclit.com/romeo-and-juliet-v3/) - Act V continued Scene 3 At this point, it's a popular idea to assign parts and select students to act the final tragic scene as they read their lines. Switch the tape off, and clear desks from the front of the classroom. Students actors wear minimal costumes such as a long brown tunic for the
- [Romeo and Juliet Act I:3-5](https://www.teachclassiclit.com/romeo-and-juliet-act-i3-4/) - Act I continued Scene 3 Observing Juliet and her mother interact in this scene, students realize that their relationship is formal and somewhat distant. The Nurse reacts in a more caring way than Lady Capulet to the proposal that Juliet should marry Count Paris. The Nurse lost her own daughter Susan and has cared for
- [Romeo and Juliet Act III: I](https://www.teachclassiclit.com/romeo-and-juliet-act-iii-i/) - Act III Scene 1 Students should understand the events that lead to Mercutio’s death. Always sensible, Benvolio attempts to persuade Mercutio to leave the neighborhood since the weather is hot (hot weather tends to make people irritable), and the Capulets are close by. These circumstances that will provoke another fight. When Mercutio, true to form,
- [Romeo and Juliet Act II:1-3](https://www.teachclassiclit.com/romeo-and-juliet-act-ii-1-5/) - The Prologue summarizes events in Act I. Scene 1 The next two Acts comprise complications for the lovers and the play’s turning point. The class should note that Romeo is hiding in the orchard outside Juliet’s house. Assuming Romeo still dotes on Rosaline, the irrepressible Mercutio mocks his friend’s passionate attitude to love. Giving up
- [Romeo and Juliet Act III:2-5](https://www.teachclassiclit.com/romeo-and-juliet-act-iii2-5/) - Act III continued Scene 2 The first twenty-five lines of Juliet’s speech that open this scene is another option for the girls’ memorization project. Shakespeare uses the Nurse’s obtuseness to create dramatic irony as Juliet struggles to deal with the meaning of her ambiguous wailing. Juliet’s brief happiness is shattered; her speech with all its
- [Romeo and Juliet Act IV: 1-5](https://www.teachclassiclit.com/romeo-and-juliet-act-iv-1-5/) - Scene 1 Why does Shakespeare make Act IV exclusively Juliet’s Act? Perhaps he centers on Juliet at this point in order to develop her character as the play’s protagonist. Certainly, Juliet faces her ordeal alone. Turning to Friar Laurence, it is ironic that both Juliet and Count Paris seek him out for opposing reasons—Paris to
- [Romeo and Juliet Act 5:1-2](https://www.teachclassiclit.com/romeo-and-juliet-act-51-2/) - Scene 1 Act V includes the play’s climax and dénouement. The setting is now Mantua. Romeo does not realize Juliet is in a coma rather than dead as his servant reports. The Friar’s plan has failed. Romeo has not received his message for reasons that Shakespeare will soon reveal. When Balthasar tells Romeo that Juliet
- [Romeo and Juliet Act II:4-6](https://www.teachclassiclit.com/romeo-and-juliet-act-ii4-6/) - Act II continued Scene 4 Tybalt, an accomplished swordsman, has challenged Romeo to a duel, a development that will end in tragedy. In the meanwhile, Mercutio keeps up his usual light-hearted banter, bandying names of famous lovers and continuing his light-hearted attempt to brighten Romeo’s mood. Having forgotten his love for Rosaline and engrossed in
- [Romeo and Juliet Act I:1-2](https://www.teachclassiclit.com/romeo-and-juliet-act-i-1-2/) - It certainly does not detract from Shakespeare’s genius to point out that his plays are usually based on other literature. He found material for his plays in the work of other writers. Romeo and Juliet, for example, is based on a sixteenth-century narrative poem by Arthur Brooke entitled The Tragical History of Romeus and
- [Drama: The 16th century theater](https://www.teachclassiclit.com/drama-the-16th-century-theater/) - A theater in Shakespeare’s day was very different from today’s modern theater with its stage raised above the seated audience and curtain that separates actors from audience. The Globe and other London theaters were much more accessible with one stage projecting into the audience that stood on all three sides of the platform. Elizabethan theater
- [Drama: William Shakespeare](https://www.teachclassiclit.com/drama-william-shakespeare/) - Drama is usually the most popular unit in any high school grade course. And one of the most popular plays to study among freshman students is undoubtedly Romeo and Juliet (although I secretly dreaded having to read it one more time). I suggest you have students listen to a professional tape of a play as
- [Drama: Shakespeare's Poetic Techniques](https://www.teachclassiclit.com/drama-shakespeares-poetic-techniques/) - Freshmen students should know that Shakespeare wrote his plays predominantly in a meter called iambic pentameter. A line of poetry is composed of feet or units of rhythm in verse. An iambic foot is composed of one unstressed syllable followed by one stressed syllable. Pentameter is a poetic line made up of five feet. I
- [Animal Farm #3](https://www.teachclassiclit.com/animal-farm-3/) - Ultimately, the animals' rebellion is forgotten. One tyrant has replaced the former tyrant. The commandments are subsumed into one, Orwell’s ultimate irony! The twentieth-century philosopher George Santayana has famously remarked that “Those who cannot remember the past are condemned to repeat it.” After we have discussed the novel, assign a short paragraph that applies this
- [Fahrenheit 451 #1](https://www.teachclassiclit.com/fahrenheit-451-1/) - Ray Bradbury wrote Fahrenheit 451 during the Cold War era and published it in 1953. Fahrenheit 451 is a dystopian novel, which means that instead of describing an ideal or utopian world like Sir Thomas More’s Utopia, the book depicts a world that is the stuff of nightmares. It describes a futuristic totalitarian state set in
- [Animal Farm #2](https://www.teachclassiclit.com/animal-farm-2/) - It's essential to circulate a sheet that lists the characters of Animal Farm and whom they represent; for example, Old Major represents Vladimir Lenin and Napoleon is Joseph Stalin. Napoleon's name suggests that Orwell also modeled Napoleon on the despotic French military leader Napoleon Bonaparte in addition to despots in general. In order to appreciate
- [Animal Farm #1](https://www.teachclassiclit.com/animal-farm-1/) - Orwell’s best-known novel, 1984, is inappropriate reading for most young teens, but Animal Farm is a good read for a freshman class since it raises questions that are similar to those raised in 1984 but without the nightmare vision and sordid content of the other book. Like Fahrenheit 451, both 1984 and Animal Farm
- [Fahrenheit 451 #3](https://www.teachclassiclit.com/fahrenheit-451-3/) - When studying Fahrenheit 451, students invariably question the fate of the woman who cherishes her leather-bound books. Like the sixteenth-century martyrs to whom Beatty refers, the woman probably hopes that her rejection of the government’s oppressive system, which includes book burning, will change her world. Beatty quotes the words that Hugh Latimer spoke to Nicholas
- [Fahrenheit 451 #2](https://www.teachclassiclit.com/fahrenheit-451-2/) - In addition to its theme, an initial element in Fahrenheit 451 to discuss is the main characters. At the start of the novel, Guy Montag enjoys destroying mankind’s history. The class needs to feel outraged by his mindlessly burning the literature of the ages. However, his satisfaction with his work is a façade he’s adopted
- [Introduction to the Novel](https://www.teachclassiclit.com/introduction-to-the-novel/) - After reading several short stories, freshman students should be ready to tackle a novel. I tell them the word means “new” since the novel is a relatively new genre that emerged as recently as the eighteenth century as opposed to poetry, an ancient literary genre that predates Homer. Literary scholars consider Daniel Defoe’s Robinson Crusoe
- [Timeless Devotional Poetry](https://www.teachclassiclit.com/timeless-devotional-poetry/) - I recently published a poetry anthology titled Timeless Devotional Poetry. Here is an excerpt from the preface of this book that is longer and more informative than the book's description on my website: "Poetry is the most ancient literary genre and the most abundant. It has endured because it appeals to readers of all ages.
- [The Book Tree: A Christian Reference for Children's Literature](https://www.teachclassiclit.com/the-book-tree-a-christian-reference-for-childrens-literature/) - My daughter, Jane Scott, and I spent many years compiling this recommended reading list for young people of all ages, from preschool through high school and beyond. The Book Tree includes a selective array of excellent books for each age group. We believe with Walter de la Mare that "only the rarest kind of best
- [American Education](https://www.teachclassiclit.com/american-education/) - Are you concerned about the state of education in America today? You should be. Challenge and high expectations for students are no longer teachers' main criteria. Lecturing is out. Group work is in. Teachers are expected to entertain, to divert, to achieve the Most Popular Teacher of the Year Award. Such goals, although not
- [“Top Man” by James Ullman](https://www.teachclassiclit.com/top-man-by-james-ullman/) - This is another adventure story with an exciting setting that resonates well with young high school students. James Ullman, one of the first Americans to climb Mount Everest, may have based some details in “Top Man” on George Mallory’s fateful climb up Mount Everest in 1924. Mallory was a British mountaineer who climbed Everest, although
- [“To Build a Fire” by Jack London](https://www.teachclassiclit.com/to-build-a-fire-by-jack-london/) - A story’s setting refers to the time and place of a literary text. The setting of a story has several possible functions: It often provides background for the story, a place where the characters live. It can evoke a specific mood. It may provide conflict; sometimes the characters are in conflict with hostile weather conditions
- [“Through the Tunnel” by Doris Lessing](https://www.teachclassiclit.com/through-the-tunnel-by-doris-lessing/) - I plan to discuss some short stories that are universally popular among young teenage students. The most basic aspect of a story is its plot or the sequence of related events. Without that there’s no story. A plot always involves conflict or struggle. Consider these examples: When the king got up in the morning, he
- [Young People’s Book Shelves](https://www.teachclassiclit.com/young-peoples-book-shelves/) - Great minds through the ages have centered on the importance for young minds of reading good books. Here’s a brief sampling: “A foundation of knowledge must be laid by reading.” Samuel Johnson “The habit of reading established early in life cannot fail to develop young people into intelligent, useful citizens.” William Thayer “There is more
- [Fostering Student Enthusiasm for Literature #2](https://www.teachclassiclit.com/blog-3-training-students-to-love-literature/) - How does one encourage young minds to enjoy literature? Students will study something they think is important like math and science. But with the possible exception of Shakespeare, many young people don’t see the point of, and do not enjoy, reading classic literature. In the immortal words of Flannery O’Connor, “If the student finds that
- [Fostering Student Enthusiasm for Literature #1](https://www.teachclassiclit.com/suggestions-about-qs-raised-in-blog-1/) - We live in a post-literate world. Many people don't read for pleasure due largely to electronic distractions. Many young people adopt the habits of their parents and only read books assigned for school or college courses. Although some teenagers enjoy reading good books, the vast majority of them do not. Bookstore employees
- [Has Everyone Read the Assignment?](https://www.teachclassiclit.com/has-everyone-read-the-assignment/) - Like anyone else, young people want things to be easy and fast. They rush through assignments given them by literature teachers—if they read them at all. On the first day of school, the teacher must establish ground rules: Incomplete homework results in a zero grade, and so on. When you have assigned a reading, you
- [Introduction to My Blog](https://www.teachclassiclit.com/blog-1-challenges-teaching-literature/) - I am a Brit remarried to an American. I have five children and fourteen grandchildren. For decades, I’ve taught at private schools and public universities. I loved teaching and teenagers (most of them), and I look back on those years in the classroom with great affection. I began teaching English accidentally. A few days before
- [Note Taking](https://www.teachclassiclit.com/note-taking/) - Note taking is unpopular. It's a chore. It takes effort. Young students don't know what to write down. They tend to turn themselves into human tape recorders and write down the teacher's every word. First, they need to understand that note taking is a life-long skill. We take notes all our lives--throughout high school and

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- [Home](https://www.teachclassiclit.com/) - Are you overwhelmed by the task of teaching literature to teenagers? These teaching guides are the answers you're looking for!
- [About the Author](https://www.teachclassiclit.com/author/) - Elizabeth McCallum Marlow, M.A., taught high school and College English for thirty-five years. She developed approaches that she found were effective in teaching teenagers to enjoy literature. Her four high school literature guides provide teachers with an experienced teacher’s methodology. Elizabeth is co-author of The Book Tree: A Christian Reference for Children's Literature, a
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- [Buy the Book](https://www.teachclassiclit.com/buy/) - Timeless Devotional Poetry: An Anthology I hope that this collection of Christian poetry provides you with many hours of pleasure, helps you to develop a new appreciation for Christian poetry, and draws you closer to Almighty God. ORDER A COPY NOW ISBN 13 (SOFT): 9781973684794 ISBN 13 (HARD): 9781973684817 ISBN 13 (eBook): 9781973684800

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## Categories

- [literature](https://www.teachclassiclit.com/category/literature/)
- [generating enthusiasm for literature](https://www.teachclassiclit.com/category/generating-enthusiasm-for-literature/)
- [the short story](https://www.teachclassiclit.com/category/the-short-story/)
- [essay writing](https://www.teachclassiclit.com/category/essay-writing/)
- [note taking](https://www.teachclassiclit.com/category/note-taking/)
- [reading an assignment](https://www.teachclassiclit.com/category/has-class-read-assignment/)
- [children's books](https://www.teachclassiclit.com/category/childrens-books/)
- [poetry](https://www.teachclassiclit.com/category/poetry/)
- [the novel](https://www.teachclassiclit.com/category/the-novel/)
- [drama](https://www.teachclassiclit.com/category/drama/)
- [education in America](https://www.teachclassiclit.com/category/education-in-america/)
- [spiritual poetry](https://www.teachclassiclit.com/category/spiritual-poetry/)
- [students' expectations](https://www.teachclassiclit.com/category/students-expectations/)
- [model 7th grade book report](https://www.teachclassiclit.com/category/model-7th-grade-book-report/)

## Tags

- [Shakespeare](https://www.teachclassiclit.com/tag/shakespeare/)
- [the Globe](https://www.teachclassiclit.com/tag/the-globe/)
- [Shakespearean theater](https://www.teachclassiclit.com/tag/shakespearean-theater/)
- [poetic techniques](https://www.teachclassiclit.com/tag/poetic-techniques/)
- [iambic pentameter](https://www.teachclassiclit.com/tag/iambic-pentameter/)
- [known facts about Shakespeare](https://www.teachclassiclit.com/tag/known-facts-about-shakespeare/)
- [parental conflict](https://www.teachclassiclit.com/tag/parental-conflict/)
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- [George Orwell](https://www.teachclassiclit.com/tag/george-orwell/)
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- [declining impact of written word](https://www.teachclassiclit.com/tag/declining-impact-of-written-word/)
- [dystopian fiction](https://www.teachclassiclit.com/tag/dystopian-fiction/)
- [theme of conformity](https://www.teachclassiclit.com/tag/theme-of-conformity/)
- [theme of pseudo-education](https://www.teachclassiclit.com/tag/theme-of-pseudo-education/)
- [dynamic main character](https://www.teachclassiclit.com/tag/dynamic-main-character/)
- [first novel](https://www.teachclassiclit.com/tag/first-novel/)
- [the novella](https://www.teachclassiclit.com/tag/the-novella/)
- [recommended classic books for children](https://www.teachclassiclit.com/tag/recommended-classic-books-for-children/)
- [recommended books Pre-K through high school](https://www.teachclassiclit.com/tag/recommended-books-pre-k-through-high-school/)
- [training note taking in high school](https://www.teachclassiclit.com/tag/training-note-taking-in-high-school/)
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- [cultivating love for literature](https://www.teachclassiclit.com/tag/cultivating-love-for-literature/)
- [graded discussion](https://www.teachclassiclit.com/tag/graded-discussion/)
- [the lost tools of learning](https://www.teachclassiclit.com/tag/the-lost-tools-of-learning/)
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- [classic children's books](https://www.teachclassiclit.com/tag/classic-childrens-books/)
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- [plot](https://www.teachclassiclit.com/tag/plot/)
- [setting](https://www.teachclassiclit.com/tag/setting/)
- [external and internal conflict](https://www.teachclassiclit.com/tag/external-and-internal-conflict/)
- [rite of passage story](https://www.teachclassiclit.com/tag/rite-of-passage-story/)
- [conflict](https://www.teachclassiclit.com/tag/conflict/)
- [man vs nature conflict](https://www.teachclassiclit.com/tag/man-vs-nature-conflict/)
- [antagonist](https://www.teachclassiclit.com/tag/antagonist/)
- [symbolism](https://www.teachclassiclit.com/tag/symbolism/)
- [educational goals](https://www.teachclassiclit.com/tag/educational-goals/)
- [ed](https://www.teachclassiclit.com/tag/ed/)
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- [the best children's boks](https://www.teachclassiclit.com/tag/the-best-childrens-boks/)
- [spiritual poetry](https://www.teachclassiclit.com/tag/spiritual-poetry/)
- [Christian poetry reviewed](https://www.teachclassiclit.com/tag/christian-poetry-reviewed/)
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- [coda](https://www.teachclassiclit.com/tag/coda/)
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- [Ray Bradbury](https://www.teachclassiclit.com/tag/ray-bradbury/)
- [irony](https://www.teachclassiclit.com/tag/irony/)
- [euphemism](https://www.teachclassiclit.com/tag/euphemism/)
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- [memorization](https://www.teachclassiclit.com/tag/memorization/)
- [prologue](https://www.teachclassiclit.com/tag/prologue/)
- [theme](https://www.teachclassiclit.com/tag/theme/)
- [Petrarchan lover](https://www.teachclassiclit.com/tag/petrarchan-lover/)
- [oxymorons](https://www.teachclassiclit.com/tag/oxymorons/)
- [comic relief](https://www.teachclassiclit.com/tag/comic-relief/)
- [foreshadowing](https://www.teachclassiclit.com/tag/foreshadowing/)
- [coincidence](https://www.teachclassiclit.com/tag/coincidence/)
- [climax](https://www.teachclassiclit.com/tag/climax/)
- [dramatic irony](https://www.teachclassiclit.com/tag/dramatic-irony/)
- [denouement](https://www.teachclassiclit.com/tag/denouement/)
- [turning point](https://www.teachclassiclit.com/tag/turning-point/)
- [coincidence vs human error](https://www.teachclassiclit.com/tag/coincidence-vs-human-error/)
- [decorum principle](https://www.teachclassiclit.com/tag/decorum-principle/)
- [tragic flaw](https://www.teachclassiclit.com/tag/tragic-flaw/)
- [foil characters](https://www.teachclassiclit.com/tag/foil-characters/)
- [puns](https://www.teachclassiclit.com/tag/puns/)
- [exposition](https://www.teachclassiclit.com/tag/exposition/)
- [correcting essays](https://www.teachclassiclit.com/tag/correcting-essays/)
- [good writing](https://www.teachclassiclit.com/tag/good-writing/)
- [book report](https://www.teachclassiclit.com/tag/book-report/)
- [middle school](https://www.teachclassiclit.com/tag/middle-school/)
- [what do students expect?](https://www.teachclassiclit.com/tag/what-do-students-expect/)