Mark Twain 29
Change a poor boy’s outfit and he gets lucky—or does he? Well, you
are about to get lucky. Get ready to read this classic tale, The Prince
and the Pauper, in play form. Follow Tom Canty and the Prince of
Wales as they experience a dramatic change of luck.
Here’s what you need to know before you begin the play:
• The play is a version of Mark Twain’s story The Prince and the
Pauper.
• Characters’ names appear in front of their lines of dialogue (the
words that they speak).
• Stage directions appear in parentheses and italics. Stage directions
tell the reader or actor about the characters’ actions, thoughts,
and feelings.
• Each scene starts with a description of the time and setting.
The “At Rise” text describes what is happening onstage as the
curtain rises.
• The Prince of Wales is the title given to the person next in line to
the British throne.
• A pauper (pô√p¥r) is a very poor person.
• The Great Seal is the official insignia of the king, used to stamp
important documents. The seal indicates the king’s approval.
ReadingStandard 3.3Analyze theinfluence of setting on theproblem and its resolution.
30 Structures: Building Blocks of MeaningChapter 1
Characters
EDWARD, Prince of Wales
TOM CANTY, the Pauper
LORD HERTFORD
LORD ST. JOHN
KING HENRY VIII
HERALD
MILES HENDON
JOHN CANTY, Tom’s father
HUGO, a young thief
TWO WOMEN
JUSTICE
CONSTABLE
JAILER
SIR HUGH HENDON
TWO PRISONERS
TWO GUARDS
THREE PAGES
LORDS AND LADIES
VILLAGERS
10
20
Like most plays, this onebegins with a cast ofcharacters. Circle this list.Why is it important toinclude a cast of characters?
Mark Twaindramatized by Joellen Bland
”The Prince and the Pauper” by Mark Twain (adapted by Joellen Bland) from Plays, The Drama Magazine forYoung People, vol. 59, no. 6, April 2000. Copyright © 2000 by Kalmbach Publishing Co. Reprinted by permis-sion of the publisher.
Scene 1
Time: 1547.
Setting: Westminster Palace, London. Gates leading to a
courtyard are at right. Slightly to left, off the courtyard and
inside the gates, the interior of a palace room is visible.
There is a couch with a rich robe draped on it, a screen at
rear, bell cord, mirror, chairs, and a table holding a bowl of
nuts and a large golden seal. A piece of armor hangs on one
wall. Exits rear and down stage.
At Rise: TWO GUARDS stand left and right of gates. Several
VILLAGERS hover nearby, straining to see into the courtyard
where the PRINCE is playing. TWO WOMEN enter right.
First Woman. I have walked all morning just to have a
glimpse of Westminster Palace.
Mark Twain 31
30
Plays open with a descriptionof where and when theaction takes place. Circle thewords that give you thisinformation.
Westminster Palace, London.
• • • • • • Notes • • • • • •
Second Woman. Maybe if we can get near enough to the
gates, we can see the young prince.
[TOM CANTY, dirty and ragged, comes out of crowd and steps
close to gates.]
Tom. I have always dreamed of seeing a real prince!
(Excited, he presses his nose against gates.)
First Guard. Mind your manners, you young beggar!
(Seizes TOM by collar and sends him sprawling into crowd.)
[VILLAGERS laugh as TOM slowly gets to his feet.]
Prince (rushing to gates). How dare you treat a poor
subject of the king in such a manner! Open the gates and
let him in!
[As VILLAGERS see PRINCE, they remove hats and bow low.]
Villagers (shouting together). Long live the Prince of Wales!
[GUARDS open gates and TOM slowly passes through, as if in a
dream.]
Prince (to TOM). You look tired, and you have been treated
cruelly. I am Edward, Prince of Wales. What is your name?
Tom (in awe). Tom Canty, Your Highness.
Prince. Come into the palace with me, Tom. (PRINCE leads
TOM into anteroom.)
[VILLAGERS pantomime conversation, and all but a few exit.]
32 Structures: Building Blocks of MeaningChapter 1
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50
pantomime (pan√t¥•m¢m≈) v.:use actions or gestures with-out words as a means ofexpression.
Pause at line 47. What canyou tell about the princefrom his actions? Circle the text that answers thisquestion.
In line 55 is the wordanteroom. If you know thatthe prefix ante- means“comes before,” what wouldyou guess an anteroom is?
Where do you live, Tom?
Tom. In Offal Court, Your Highness.
Prince. Offal Court? That’s an odd name. Do you have
parents?
Tom. Yes, Your Highness.
Prince. How does your father treat you?
Tom. If it please you, Your Highness, when I am not able to
beg for a penny for our supper, he treats me to beatings.
Prince (shocked). What! My father is not a calm man, but
he does not beat me. (Looks at TOM thoughtfully) You speak
well and have an easy grace. Have you been schooled?
Tom. Very little, Your Highness. A good priest who shares
our house has taught me from his books.
Prince. Do you have a pleasant life in Offal Court?
Tom. Pleasant enough, Your Highness, save when I am
hungry. We have Punch and Judy shows, and sometimes we
lads have fights in the street.
Prince (eagerly). I should like that. Tell me more.
Tom. In summer, we run races and swim in the river, and
we love to wallow in the mud.
Prince (wistfully). If I could wear your clothes and play in
the mud just once, with no one to forbid me, I think I
could give up the crown!
Tom (shaking his head). And if I could wear your fine
clothes just once, Your Highness . . .
Prince. Would you like that? Come, then. We shall change
places. You can take off your rags and put on my clothes—
and I will put on yours. (He leads TOM behind screen, and
they return shortly, each wearing the other’s clothes.) Let’s
look in this mirror. (Leads TOM to mirror)
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70
80
Pause at line 84. The princehas just reached a decision.Retell what he has decidedto do. What does he want?
Offal means “waste parts” or“garbage,” usually the partsof butchered animals thatare thrown away. What does this name suggestabout the place Tom lives(line 60)?
Tom. Oh, Your Highness, it is not proper for me to wear
such clothes.
Prince (excitedly). Heavens, do you not see it? We look like
brothers! We have the same features and bearing. If we
went about together, dressed alike, there is no one who
could say which is the Prince of Wales and which is
Tom Canty.
Tom (drawing back, rubbing his hand). Your Highness, I am
frightened. . . .
Prince. Do not worry. (Seeing TOM rub his hand) Is that a
bruise on your hand?
Tom. Yes, but it is slight thing, Your Highness.
Prince (angrily). It was shameful and cruel of that guard to
strike you. Do not stir a step until I come back. I command
you! (He picks up the golden seal and carefully puts it into a
piece of armor. He then dashes out to gates.) Open! Unbar
the gates at once!
[SECOND GUARD opens gates, and as PRINCE runs out, FIRST
GUARD seizes him, boxes him on the ear, and knocks him to
ground.]
First Guard. Take that, you little beggar, for the trouble you
have made for me with the prince.
[VILLAGERS roar with laughter.]
Prince (picking himself up, turning on GUARD furiously).
I am Prince of Wales! You shall hang for laying your hand
on me!
34 Structures: Building Blocks of MeaningChapter 1
90
100
110
Notice what the prince doesas he exits. Circle his action.What do you predict itmeans?
• • • • • • Notes • • • • • •
First Guard (presenting arms, mockingly). I salute Your
Gracious Highness! (Then, angrily shoving PRINCE aside)
Be off, you mad bag of rags!
[PRINCE is surrounded by VILLAGERS, who hustle him off.]
Villagers (ad-lib as they exit, shouting). Make way for His
Royal Highness! Make way for the Prince of Wales! Hail to
the prince!
Tom (admiring himself in mirror). If only the boys in Offal
Court could see me! They will not believe me when I tell
them about this. (Looks around anxiously) But where is
the prince? (Looks cautiously into courtyard. TWO GUARDS
immediately snap to attention and salute. He quickly ducks
back into anteroom as LORDS ST. JOHN and HERTFORD enter
at rear.)
Hertford (going toward TOM, then stopping and bowing low).
My lord, you look distressed. What is wrong?
Tom (trembling). Oh, I beg of you, be merciful. I am no
prince, but poor Tom Canty of Offal Court. Please let
me see the prince, and he will give my rags back to me
and let me go unhurt. (Kneeling) Please, be merciful and
spare me!
Hertford (disturbed). Your Highness, on your knees? To
me? (Bows quickly, then aside to ST. JOHN) The prince has
gone mad! We must inform the king. (To TOM) A moment,
Your Highness.
[HERTFORD and ST. JOHN exit rear.]
Tom. Oh, there is no hope for me now. They will hang me
for certain!
Mark Twain 35
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130
140
Stage directions describecharacters’ actions or emotional states. They oftenappear in parentheses orbrackets and are italicized.Circle the word that tells youhow Tom feels when LordHertford begins speaking to him (line 129).
• • • • • • Notes • • • • • •
• • • • • • Notes • • • • • •
[HERTFORD and ST. JOHN reenter, supporting the KING. TOM
watches in awe as they help him to couch, where he sinks
down wearily.]
King (beckoning TOM close to him). Now, my son, Edward,
my prince. What is this? Do you mean to deceive me, the
king, your father, who loves you and treats you so kindly?
Tom (dropping to his knees). You are the king? Then I have
no hope!
King (stunned). My child, you are not well. Do not break
your father’s old heart. Say you know me.
Tom. Yes, you are my lord the king, whom God preserve.
King. True, that is right. Now, you will not deny that you
are Prince of Wales, as they say you did just a while ago?
Tom. Your Grace, believe me, I am the lowest of your sub-
jects, being born a pauper, and it is by great mistake that
I am here. I am too young to die. Oh, please, spare me, sire!
King (amazed). Die? Do not talk so, my child. You shall
not die.
Tom (gratefully). God save you, my king! And now, may
I go?
King. Go? Where would you go?
Tom. Back to the alley where I was born and bred
to misery.
King. My poor child, rest your head here. (He holds TOM’s
head and pats his shoulder, then turns to HERTFORD and ST.
JOHN.) Alas, I am old and ill, and my son is mad. But this
shall pass. Mad or sane, he is my heir and shall rule
England. Tomorrow he shall be installed and confirmed
in his princely dignity! Bring the Great Seal!
36 Structures: Building Blocks of MeaningChapter 1
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160
heir (er) n.: person whoinherits another’s property ortitle upon the other’s death.
With a partner, read theboxed passage aloud. Onepartner should read theking’s lines; the other, Tom’slines. Pay attention to thestage directions, and try tocapture the tone that Tomand the king might use.When finished, switch roles.
Why is it possible that Tomcan pass for the prince?
Hertford (bowing low). Please, Your Majesty, you took the
Great Seal from the chancellor two days ago to give to His
Highness the prince.
King. So I did. (To TOM) My child, tell me, where is the
Great Seal?
Tom (trembling). Indeed, my lord, I do not know.
King. Ah, your affliction hangs heavily upon you. ’Tis no
matter. You will remember later. Listen, carefully! (Gently
but firmly) I command you to hide your affliction in all
ways that be within your power. You shall deny to no one
that you are the true prince, and if your memory should
fail you upon any occasion of state, you shall be advised by
your uncle, the Lord Hertford.
Tom (resigned). The king has spoken. The king shall
be obeyed.
King. And now, my child, I go to rest. (He stands weakly,
and HERTFORD leads him off, rear.)
Tom (wearily, to ST. JOHN). May it please your lordship to let
me rest now?
St. John. So it please Your Highness, it is for you to
command and us to obey. But it is wise that you rest,
for this evening you must attend the lord mayor’s banquet
in your honor.
[He pulls the bell cord, and THREE PAGES enter and kneel
before TOM.]
Tom. Banquet? (Terrified, he sits on the couch and reaches
for a cup of water, but the FIRST PAGE instantly seizes the cup,
drops to one knee, and serves it to him. TOM starts to take off
Mark Twain 37
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180
190
banquet (ba«√kw¥t) n.:elaborate meal; feast.
affliction (¥•flik√◊¥n) n.:illness; pain; suffering.
We know what happened tothe Great Seal. Where is it?(Lines 101–102.)
The word pages has multiplemeanings. What do youguess it means in line 193?
his boots, but the SECOND PAGE stops him and does it for him.
He tries to remove his cape and gloves, and the THIRD PAGE
does it for him.) I wonder that you do not try to breathe for
me also! (Lies down cautiously. PAGES cover him with a robe,
then back away and exit.)
St. John (to HERTFORD, as he enters). Plainly, what do
you think?
Hertford. Plainly, this. The king is near death, my nephew
the Prince of Wales is clearly mad and will mount the
throne mad. God protect England, for she will need it!
St. John. Does it not seem strange that madness could so
change his manner from what it used to be? It troubles
me, his saying he is not the prince.
Hertford. Peace, my lord! If he were an impostor and
called himself the prince, that would be natural. But was
there ever an impostor who, being called prince by the
king and court, denied it? Never! This is the true prince
gone mad. And tonight all London shall honor him.
[HERTFORD and ST. JOHN exit. TOM sits up, looks around
helplessly, then gets up.]
Tom. I should have thought to order something to eat.
(Sees a bowl of nuts on the table) Ah! Here are some nuts!
(Looks around, sees the Great Seal in the armor, takes it out,
looks at it curiously) This will make a good nutcracker. (He
takes the bowl of nuts, sits on the couch, and begins to crack
nuts with the Great Seal and eat them as curtain falls.)
38 Structures: Building Blocks of MeaningChapter 1
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210
220
This is the end of the firstscene. Pause here to retellwhat has happened so far inthe plot.
impostor (im•päs√t¥r) n.:person who pretends to besomeone or something thathe or she is not.
Scene 2
Time: Later that night.
Setting: A street in London near Offal Court.
At Rise: PRINCE limps in, dirty and untidy. He looks around
wearily. Several VILLAGERS pass by, pushing against him.
Prince. I have never seen this poor section of London. I
must be near Offal Court. If only I can find it before I
drop!
[JOHN CANTY steps out of crowd, seizes PRINCE roughly.]
Canty. Out at this time of night, and I warrant you haven’t
brought a farthing home! If that is the case and I do not
break all the bones in your miserable body, then I am not
John Canty!
Prince (eagerly). Oh, are you his father?
Canty. His father? I am your father, and—
Prince. Take me to the palace at once, and your son will be
returned to you. The king, my father, will make you rich
beyond your wildest dreams. Oh, save me, for I am indeed
the Prince of Wales.
Canty (staring in amazement). Gone stark mad! But mad or
not, I’ll soon find where the soft places lie in your bones.
Come home! (Starts to drag PRINCE off)
Prince (struggling). Let me go! I am the Prince of Wales,
and the king shall have your life for this!
Canty (angrily). I’ll take no more of your madness! (Raises
stick to strike, but PRINCE struggles free and runs off. CANTY
runs after him.)
Mark Twain 39
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240
250
What is the prince learning,as Scene 2 ends?
Circle the words thatdescribe the setting ofScene 2. How is it differentfrom Scene 1?
40 Structures: Building Blocks of MeaningChapter 1
Scene 3
Setting: Same as Scene 1, with addition of a dining table,
set with dishes and goblets, on a raised platform.
Thronelike chair is at the head of table.
At Rise: A banquet is in progress. TOM, in royal robes, sits
at the head of table, with HERTFORD at his right and ST. JOHN
at his left. LORDS and LADIES sit around the table, eating and
talking softly.
Tom (to HERTFORD). What is this, my lord? (Holds up plate)
Hertford. Lettuce and turnips, Your Highness.
Tom. Lettuce and turnips? I have never seen them before.
Am I to eat them?
Hertford (discreetly). Yes, Your Highness, if you so desire.
[TOM begins to eat food with his fingers. Fanfare of trumpets
is heard, and HERALD enters carrying scroll. All turn to look.]
Herald (reading from scroll). His Majesty, King Henry VIII,
is dead! The king is dead!
[All rise and turn to TOM, who sits stunned.]
All (together). The king is dead. Long live the king! Long
live Edward, the king of England! (All bow to TOM. HERALD
bows and exits.)
Hertford (to TOM). Your Majesty, we must call the council.
Come, St. John.
[HERTFORD and ST. JOHN lead TOM off at rear. LORDS and
LADIES follow, talking among themselves. At gates, down right,
260
270
Pause at line 277. What newproblem has come up forTom?
Pause at line 265. In whatway do Tom’s actions revealwho he truly is?
VILLAGERS enter and mill about. PRINCE enters right, pounds
on gates, and shouts.]
Prince. Open the gates! I am the Prince of Wales! Open, I
say! And though I am friendless with no one to help me, I
will not be driven from my ground.
Miles Hendon (entering through crowd). Though you be
prince or not, you are indeed a gallant lad and not friend-
less. Here I stand to prove it, and you might have a worse
friend than Miles Hendon.
First Villager. ’Tis another prince in disguise. Take the lad
and dunk him in the pond!
[He seizes PRINCE, but MILES strikes him with flat of his sword.
Crowd, now angry, presses forward threateningly when the
fanfare of trumpets is heard offstage. HERALD, carrying scroll,
enters up left at gates.]
Herald. Make way for the king’s messenger! (Reading
from scroll) His Majesty, King Henry VIII is dead! The
king is dead!
[He exits right, repeating the message, and VILLAGERS stand in
stunned silence.]
Prince (stunned). The king is dead!
First Villager (shouting). Long live Edward, king of
England!
Villagers (together). Long live the king! (Shouting, ad-lib)
Long live King Edward! Heaven protect Edward, king
of England!
Mark Twain 41
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290
300
• • • • • • Notes • • • • • •
Circle the word gallant inline 283. Then underline lines in the dialogue abovethat help you figure out the meaning of the word.What might gallant mean?
Miles (taking PRINCE by arm). Come, lad, before the crowd
remembers us. I have a room at the inn, and you can stay
there. (He hurries off with stunned PRINCE.)
[TOM, led by HERTFORD, enters courtyard up rear. VILLAGERS
see them.]
Villagers (together). Long live the king! (They fall to their
knees as curtains close.)
Scene 4
Setting: MILES’s room at inn. At right is table set with
dishes and bowls of food, a chair at each side. At left is bed,
with table and chair next to it, and a window. Candle is
on table.
At Rise: MILES and PRINCE approach table.
Miles. I have had a hot supper prepared. I’ll bet you’re
hungry, lad.
Prince. Yes, I am. It’s kind of you to let me stay with you,
Miles. I am truly Edward, king of England, and you shall
not go unrewarded. (Sits at table)
Miles (to himself). First he called himself prince, and now
king. Well, I will humor him. (Starts to sit)
Prince (angrily). Stop! Would you sit in the presence of
the king?
Miles (surprised, standing up quickly). I beg your pardon,
Your Majesty. I was not thinking. (Stares uncertainly at
PRINCE, who sits at table expectantly. MILES starts to uncover
dishes of food, serves PRINCE, and fills glasses.)
42 Structures: Building Blocks of MeaningChapter 1
310
320
Take time to picture thescene described in the setting. Draw a box aroundthe descriptions. How is the setting different fromOffal Court?
What has happened to theprince by the end of Scene 3?
Prince. Miles, you have a gallant way about you. Are you
nobly born?
Miles. My father is a baronet, Your Majesty.
Prince. Then you also must be a baronet.
Miles (shaking his head). My father banished me from
home seven years ago, so I fought in the wars. I was taken
prisoner, and I have spent the past seven years in prison.
Now I am free, and I am returning home.
Prince. You must have been shamefully wronged! But I
will make things right for you. You have saved me from
injury and possible death. Name your reward and if it be
within the compass of my royal power, it is yours.
Miles (pausing briefly, then dropping to his knee). Since
Your Majesty is pleased to hold my simple duty worthy
of reward, I ask that I and my successors may hold the
privilege of sitting in the presence of the king.
Prince (taking MILES’s sword, tapping him lightly on each
shoulder). Rise and seat yourself. (Returns sword to MILES,
then rises and goes over to bed)
Miles (aside). He should have been born a king. He plays
the part to a marvel! If I had not thought of this favor, I
might have had to stand for weeks. (Sits down and begins
to eat)
Prince. Sir Miles, you will stand guard while I sleep. (Lies
down and instantly falls asleep)
Miles. Yes, Your Majesty. (With a rueful look at his uneaten
supper, he stands up.) Poor little chap. I suppose his mind
has been disordered with ill usages. (Covers PRINCE with his
cape) Well, I will be his friend and watch over him. (Blows
out candle, then yawns and sits on chair next to bed, and falls
asleep.)
Mark Twain 43
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340
350 Circle the word disordered(line 355). The prefix dis-means “not.” If the worddisinterested means “notinterested,” what does theword disordered mean?
What do you guess a baronetis (line 331)?
Is Miles serious here (line 343)?
[JOHN CANTY and HUGO appear at window, peer around
room, then enter cautiously through window. They lift the
sleeping PRINCE, staring nervously at MILES.]
Canty (in a loud whisper). I swore the day he was born he
would be a thief and a beggar, and I won’t lose him now.
Lead the way to the camp, Hugo!
[CANTY and HUGO, a thief, carry the PRINCE off right, as MILES
sleeps on and curtain falls.]
Scene 5
Time: Two weeks later.
Setting: Country village street. May be played before
curtain.
Before Rise: VILLAGERS walk about. CANTY, HUGO, and
PRINCE enter.
Canty. I will go in this direction. Hugo, keep my mad son
with you, and see that he does not escape again! (Exits)
Hugo (seizing PRINCE by the arm). He won’t escape! I’ll see
that he earns his bread today, or else!
Prince (pulling away). I will not beg with you, and I will
not steal! I have suffered enough in this miserable company
of thieves!
Hugo. You shall suffer more if you do not do as I tell you!
(Raises clenched fist at PRINCE) Refuse if you dare! (WOMAN
enters, carrying wrapped bundle in a basket on her arm.)
Wait here until I come back. (HUGO sneaks along after
WOMAN, then snatches her bundle, runs back to PRINCE, and
thrusts it into his arms.) Run after me and call “Stop, thief!”
Be sure you lead her astray! (Runs off.)
44 Structures: Building Blocks of MeaningChapter 1
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370
380
Retell what has happened inScene 4. What new problemshave come up for the prince?
• • • • • • Notes • • • • • •
Circle the word lead (line364). Lead (l≤d), meaning“guide,” and lead (led),meaning “the material pipes are made of,” arehomographs. Homographsare words that are spelledthe same and oftenpronounced the same, butthey mean different things.
[PRINCE throws down bundle in disgust.]
Woman. Help! Thief! Stop, thief! (Rushes at PRINCE and
seizes him just as several VILLAGERS enter) You little thief!
What do you mean by robbing a poor woman? Somebody
bring the constable!
[MILES enters and watches.]
First Villager (grabbing PRINCE). I’ll teach him a lesson, the
little villain!
Prince (struggling). Unhand me! I did not rob this woman!
Miles (stepping forth and pushing man back with the flat
of his sword). Let us proceed gently, my friends. This is a
matter for the law.
Prince (springing to MILES’s side). You have come just in
time, Sir Miles. Carve this rabble to rags!
Miles. Speak softly. Trust in me and all shall go well.
[CONSTABLE enters.]
Constable (reaching for PRINCE). Come along, young rascal!
Miles. Gently, good friend. He shall go peaceably to
the justice.
Prince. I will not go before a justice! I did not do
this thing!
Miles (taking him aside). Sire, will you reject the laws of the
realm, yet demand that your subjects respect them?
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400
Pause at line 401. What doyou think will happen to theprince?
What do you guess a constable is (line 391)?
Prince (after a pause; calmly). You are right, Sir Miles.
Whatever the king requires a subject to suffer under the
law, he will suffer himself while he holds the station of
a subject.
[CONSTABLE leads them off right. VILLAGERS follow.]
Scene 6
Setting: Office of the justice. A high bench is at center.
At Rise: JUSTICE sits behind bench. CONSTABLE enters with
MILES and PRINCE, followed by VILLAGERS. WOMAN carries
wrapped bundle.
Constable (to JUSTICE). A young thief, your worship,
is accused of stealing a dressed pig from this poor woman.
Justice (looking down at PRINCE, then WOMAN). My good
woman, are you absolutely certain this lad stole
your pig?
Woman. It was none other than he, your worship.
Justice. Are there no witnesses to the contrary? (All shake
their heads.) Then the lad stands convicted. (To WOMAN)
What do you hold this property to be worth?
Woman. Three shillings and eight pence, your worship.
Justice (leaning down to WOMAN). Good woman, do you
know that when one steals a thing above the value of
thirteen pence, the law says he shall hang for it?
Woman (upset). Oh, what have I done? I would not hang
the poor boy for the whole world! Save me from this, your
worship. What can I do?
Justice (gravely). You may revise the value, since it is not
yet written in the record.
46 Structures: Building Blocks of MeaningChapter 1
410
420
430
What does this detail sayabout the laws in England atthis time (lines 430–432)?
Pause at line 413. What doesthis decision reveal about theprince’s character?
Circle the words shilling andpence (line 429). These coinswere used in England at thetime the story is set.
Woman. Then call the pig eight pence, your worship.
Justice. So be it. You may take your property and go.
[WOMAN starts off and is followed by CONSTABLE. MILES follows
them cautiously down right.]
Constable (stopping WOMAN). Good woman, I will buy
your pig from you. (Takes coins from his pocket) Here is
eight pence.
Woman. Eight pence! It cost me three shillings and
eight pence.
Constable. Indeed! Then come back before his worship
and answer for this. The lad must hang!
Woman. No! No! Say no more. Give me the eight pence
and hold your peace.
[CONSTABLE hands her coins and takes pig. WOMAN exits,
angrily. MILES returns to bench.]
Justice. The boy is sentenced to a fortnight in the common
jail. Take him away, Constable! (JUSTICE exits.)
[PRINCE gives MILES a nervous glance.]
Miles (following CONSTABLE). Good sir, turn your back a
moment and let the poor lad escape. He is innocent.
Constable (outraged). What? You say this to me? Sir, I arrest
you in—
Miles. Do not be so hasty! (Slyly) The pig you have pur-
chased for eight pence may cost you your neck, man.
Constable (laughing nervously). Ah, but I was merely jest-
ing with the woman, sir.
Mark Twain 47
440
450
460
Pause at line 444. What is theconstable up to here?
• • • • • • Notes • • • • • •
48 Structures: Building Blocks of MeaningChapter 1
Miles. Would the justice think it a jest?
Constable. Good sir! The justice has no more sympathy
with a jest than a dead corpse! (Perplexed) Very well, I will
turn my back and see nothing! But go quickly! (Exits)
Miles (to PRINCE). Come, my liege. We are free to go.
And that band of thieves shall not set hands on you again.
I swear it!
Prince (wearily). Can you believe, Sir Miles, that in the last
fortnight, I, the king of England, have escaped from thieves
and begged for food on the road? I have slept in a barn
with a calf! I have washed dishes in a peasant’s kitchen and
narrowly escaped death. And not once in all my wanderings
did I see a courier searching for me! Is it not matter for
commotion and distress that the head of state is gone?
Miles (sadly, aside). Still busy with his pathetic dream.
(To PRINCE) It is strange indeed, my liege. But come, I will
take you to my father’s home in Kent. There you may rest
in a house with seventy rooms! I am all impatient to be
home again!
[They exit, MILES cheerful, PRINCE puzzled, as curtains close.]
Scene 7
Setting: Village jail. Bare stage, with barred window on
one wall.
At Rise: TWO PRISONERS, in chains, are onstage. JAILER
shoves MILES and PRINCE, in chains, onstage. They struggle
and protest.
Miles. But I tell you, I am Miles Hendon! My brother,
Sir Hugh, has stolen my bride and my estate!
470
480
490
Where are the prince andMiles in Scene 7? What new complication has occurred?
Why is no one looking forthe prince (lines 476–477)?
Jailer. Be silent! Sir Hugh will see that you pay well for
claiming to be his dead brother and for assaulting him in
his own house! (Exits)
Miles (sitting with head in hands). Oh, my dear Edith . . .
now wife to my brother, Hugh, against her will, and my
poor father . . . dead!
First Prisoner. At least you have your life, sir. I am to be
hanged for killing a deer in the king’s park.
Second Prisoner. And I must hang for stealing a yard of
cloth to dress my children.
Prince (moved; to PRISONERS). When I mount the throne,
you shall all be free. And the laws that have dishonored
you shall be swept from the books. (Turning away) Kings
should go to school to learn their own laws and be
merciful.
First Prisoner. What does the lad mean? I have heard that
the king is mad, but merciful.
Second Prisoner. He is to be crowned at Westminster
tomorrow.
Prince (violently). King? What king, good sir?
First Prisoner. Why, we have only one, his most sacred
majesty, King Edward VI.
Second Prisoner. Whether he be mad or not, his praises
are on all men’s lips. He has saved many innocent lives,
and plans to destroy the cruelest laws that oppress people.
Prince (turning away, shaking his head). How can this be?
Surely it is not that little beggar boy!
[SIR HUGH enters with JAILER.]
Mark Twain 49
500
510
What do you learn Tom isdoing as king (lines514–516)?
What is the prince learningabout the laws of his owncountry (lines 498–502)?
Whom are the prisoners talk-ing about (lines 507–513)?
Sir Hugh. Seize the imposter!
[JAILER pulls MILES to his feet.]
Miles. Hugh, this has gone far enough!
Sir Hugh. You will sit in the public stocks, and the boy
would join you if he were not so young. See to it, jailer, and
after two hours, you may release them. Meanwhile, I ride to
London for the coronation!
[SIR HUGH exits and MILES is hustled out by JAILER.]
Prince. Coronation! There can be no coronation
without me!
[Curtain.]
Scene 8
Time: Coronation Day.
Setting: Outside gates of Westminster Abbey. Throne is
center. A bench is near it.
At Rise: LORDS and LADIES crowd abbey. Outside gates,
GUARDS drive back cheering VILLAGERS, among them MILES.
Miles (distraught). I’ve lost him! Poor little chap! He has
been swallowed up in the crowd!
[Fanfare of trumpets is heard, then HERTFORD, ST. JOHN,
LORDS and LADIES enter slowly, followed by PAGES, one of
whom carries the crown on small cushion. TOM follows the
50 Structures: Building Blocks of MeaningChapter 1
520
530
540
This scene takes place oncoronation day. Who do youthink will be crowned theking on this day?
Retell what has happened tothe prince and the pauper inScene 7.
procession, looking about nervously. Suddenly, the PRINCE,
in rags, steps from the crowd, his hand raised.]
Prince. I forbid you to set the crown of England upon that
head. I am the king!
Hertford. Seize the vagabond!
Tom. I forbid it! He is the king! (Kneeling before PRINCE)
Oh, my lord the king, let poor Tom Canty be the first
to say, “Put on your crown and enter into your own
right again.”
[HERTFORD and several LORDS look closely at both boys.]
Hertford. This is strange indeed. (To TOM) By your favor,
sir, I wish to ask certain questions of this lad.
Prince. I will answer truly whatever you may ask, my lord.
Hertford. But if you have been well trained, you may
answer my questions as well as our lord the king. I need
definite proof. (Thinks a moment) Ah! Where lies the Great
Seal of England? It has been missing for weeks, and only
the true Prince of Wales can say where it lies.
Tom. Wait! Was the seal round and thick, with letters
engraved on it? (HERTFORD nods.) I know where it is, but it
was not I who put it there. The rightful king shall tell you.
(To PRINCE) Think, my king, it was the very last thing you
did that day before you rushed out of the palace wearing
my rags.
Prince (pausing). I recall how we exchanged clothes, but
have no recollection of hiding the Great Seal.
Tom (eagerly). Remember when you saw the bruise on my
hand you ran to the door, but first you hid this thing you
call the seal.
Mark Twain 51
550
560
570
How does Hertford test the prince to see if he is the true king?
• • • • • • Notes • • • • • •
Prince (suddenly). Ah! I remember! (To ST. JOHN) My good
St. John, you shall find the Great Seal in the armor that
hangs on the wall in my chamber.
[ST. JOHN hesitates, but at a nod from TOM hurries off.]
Tom (pleased). Right, my king! Now the scepter of England
is yours again.
[ST. JOHN returns in a moment with Great Seal, holds it up
for all to see.]
All (shouting). Long live Edward, king of England!
[TOM takes off cape and throws it over PRINCE’s rags. Trumpet
fanfare is heard. ST. JOHN takes the crown and places it on the
PRINCE. All kneel.]
Hertford. Let the small impostor be flung into the tower!
Prince (firmly). I will not have it so. But for him, I would
not have my crown. (To TOM) My poor boy, how was it you
could remember where I hid the seal?
Tom (embarrassed). I did not know what it was, my king,
and I used it to . . . to crack nuts.
[All laugh. MILES steps forward, staring in amazement.]
52 Structures: Building Blocks of MeaningChapter 1
580
How is the prince’s problemfinally resolved?
Miles. Is he really the king, the sovereign of England, and
not the poor and friendless Tom o’ Bedlam I thought he
was? (Sinks down on bench) I wish I had a bag to hide my
head in!
First Guard (rushing up to him). Stand up, you mannerless
clown! How dare you sit in the presence of the king!
Prince. Do not touch him! He is my trusty servant, Miles
Hendon, who saved me from shame and possible death.
For his service, he owns the right to sit in my presence.
Miles (bowing, then kneeling). Your Majesty!
Prince. Rise, Sir Miles. I command that Sir Hugh Hendon,
who sits within this hall, be seized and put under lock and
key until I have need of him. (Beckons to TOM) From what I
have heard, Tom Canty, you have governed the realm with
royal gentleness and mercy in my absence. Henceforth, you
shall hold the honorable title of king’s ward! (TOM kneels
and kisses PRINCE’s hand.) And because I have suffered with
the poorest of my subjects and felt the cruel force of unjust
laws, I pledge myself to a reign of mercy for all!
[All bow low, then rise.]
All (shouting). Long live the king! Long live Edward, king
of England!
[Curtain]
THE END
590
600
610
Mark Twain 53
Why was it important for theprince to leave the court andlive as a commoner?
“Tom o’ Bedlam” is a termthat refers to someone whois mentally ill. What doesMiles discover?
54 Structures: Building Blocks of MeaningChapter 1
Plot and Setting Write a scene-by-scene summary of the play. Be
sure to indicate where each scene is set. Before you begin writing, fill
out the chart on the next page to gather your key events. At the end
of your plot summary, tell what message you think is contained in
this story about a king who lives for a time as a poor person. (What
does he learn?)
Personal Word List Record the words you learned from this story in
your Personal Word List. Then, say something to a partner using one
of those words. Your partner can reply using another word from the
list. Continue the conversation until one of you runs out of words—
or ways to use them.
Personal Reading Log Record this selection in your Personal Reading
Log. Write a few sentences telling how you think the play would
work as a TV series. Give yourself 10 points on the Reading Meter for
reading the selection.
Checklist for Standards Mastery Use the Checklist for Standards
Mastery to track your progress in mastering the standards.
Graphic Organizer 55
The Prince and the Pauper Interactive Reading, page 30
Interact with a Literary Text
Plot and Setting Chart Fill out the chart with details from ThePrince and the Pauper. First, fill in the eight settings as described inthe notes at the beginning of the scenes. Then fill in at least one keyevent that happened in each setting.
Settings Play Events
Scene 1:
Scene 2:
Scene 3:
Scene 4:
Scene 5:
Scene 6:
Scene 7:
Scene 8:
Chapter 1 7
DIFFERENTIATING INSTRUCTION
The Prince and the Pauper
■ Learners Having DifficultyThis play has many characters,scenes, and stage directions.Students having difficulty willbenefit from listening to thisselection on the audio CDbefore they read. You may alsowant to play specific scenes asthey read.
■ Benchmark StudentsBecause this play uses somearchaic language and termi-nology, ask on-level learnersto circle any unfamiliar wordsnot listed as vocabulary. Thenhave them work with a part-ner to look up the words in adictionary and make a list torefer to as they read.
■ Advanced StudentsChallenge advanced studentsto critique the effectiveness ofthe play’s plot and characteri-zations.
READING OPTION
Because of its many roles andonstage activity, this play may beconfusing for some readers. Youmay want students to becomethoroughly familiar with thisclassic by having them stage aclass production of the play.
TEACHER TO TEACHER
As students read and dramatizethe entire play or part of it, theywill increase their understandingof the characters. Point out thatduring the rehearsal process,directors and actors will discovermore about the characters.
The Prince and the Pauperbased on a novel by Mark Twain ■ page 30
■ Have the class read the material in Before You Read. Since studentspresumably know what a prince is, explain that a pauper is a verypoor person. Speculate about what might happen if a prince and apauper could somehow meet.
■ Note that students will use the “Retelling” strategy to help themunderstand the play. Encourage them to follow the sequence ofevents carefully to prepare for their retellings.
■ Have students locate and read the first note about Text Structure.Point out that the play has a large cast, which might make it suit-able for a class performance.
■ Model the “Retelling” strategy for students, emphasizing the orderof events. Use signal words and expressions such as before, then,later, however, on the next day, and since.
■ Have volunteers read the parts of the prince and Tom Canty as theplay begins. Later, if the class seems to enjoy reading the playaloud, invite students of all abilities to take various parts, readingthe lines and gesturing as they imagine the characters would.
■ Pause occasionally to have a student retell a scene that was just read.■ Have students continue reading the play, using the side-column
questions and comments as a guide.■ When students have finished reading the play, have them complete
the Plot and Setting Chart on page 55, and add the play to theirPersonal Reading Logs.
■ Photocopy and distribute the Retellings Rubric in Section Three ofthe Teacher’s Edition. Then, have students evaluate one another’sretellings. Bring the class back together to complete Own the Play.
■ Finally, use the Vocabulary Check on Teacher’s Edition page 14 andthe Comprehension Check on Teacher’s Edition page 15 to evalu-ate students’ mastery of the vocabulary and literary standards.
14 Interactive Reading
Name ______________________________ Class _____________ Date _____________
Co
pyr
igh
t ©
by
Ho
lt, R
ineh
art
and
Win
sto
n. A
ll ri
gh
ts r
eser
ved
.
Vocabulary CheckVocabulary CheckThe Prince and thePauper ■ Interactive Reading, page 30
Reading Standard 1.4 Monitor expository text for unknownwords or words with novel meanings by using word, sentence, andparagraph clues to determine meaning.
A. Words in ContextWrite the correct vocabulary word in each blank. Use each word only once.
No one believed poor Tom Canty when he said he was not the
(1) _______________ to the throne of England. He managed to get through the
royal (2) _______________, though his table manners were rude. Once he confessed
that he was an (3) _______________, not even the king knew what to make
of him. In fact, everyone thought the boy was suffering from a terrible
(4) _______________ of the mind. They would (5) _______________ behind
his back, signaling that they thought he was ill.
B. Word CluesWrite the vocabulary word suggested by each clue.
1. Do this to communicate without words.
2. If you plan to attend one, be sure you have an appetite.
3. If you are suffering from one, see a doctor.
4. If your family is rich, you probably are one.
5. You could say that this person is not really himself.
use actions or gestures without words as a means ofexpression
person who has the right to inherit another person’sproperty or title
illness; pain; suffering
elaborate meal; great feast
person who pretends to be someone he or she is not
pantomime, verb
heir, noun
affliction, noun
banquet, noun
impostor, noun
Vocabulary DevelopmentVocabulary Development
Chapter 1 15
Name ______________________________ Class _____________ Date _____________
Comprehension CheckComprehension CheckThe Prince and thePauper ■ Interactive Reading, page 30
Reading Standard 3.3 Analyze the influence of setting on theproblem and its resolution.
Co
pyr
igh
t ©
by
Ho
lt, R
ineh
art
and
Win
sto
n. A
ll ri
gh
ts r
eser
ved
.
the places and times in which a story takes place
struggle between opposing forces
final part of the plot, in which the loose ends ofthe story are tied up
A. Circle the letter of the correct response to each item.
1. The conflict in the play stems from the fact that—A no one believes that the prince and Tom Canty have switched placesB the prince wants to keep playing Tom CantyC Tom Canty wants to be crowned KingD Tom’s father wants to be crowned King
2. Which statement is not true about the play’s setting?F The setting is in a fantasy world.G The play has several settings.H The play is set in England.J The play is set in 1547.
3. What happens in the resolution of the play?A The true prince gives Tom a title.B Tom’s father seizes the prince, thinking that the boy is his son.C Tom is put in chains.D Both boys are punished.
B. Which scene in The Prince and the Pauper did you like best? Tell where the sceneis set, name the characters in the scene, and summarize its main action. Writethree or four sentences.
setting
conflict
resolution
Academic VocabularyAcademic Vocabulary
110 Interactive Reading: Teacher’s Edition
Chapter 1
Practice Read: ZooVocabulary Check, page 8
A: 1. wonderment2. breed3. offspring4. mate5. parting
B: 1. parting2. mate3. breed4. offspring5. wonderment
Comprehension Check, page 9A: 1. C
2. J3. D4. F
B: Answers will vary. Encourage students to usetheir imaginations. Strong answers will reflect an understanding of setting and story events.
from The Martian ChroniclesVocabulary Check, page 10
A: 1. atomized2. depopulated3. extinguished 4. conscious5. anesthetic
B: 1. extinguished 2. atomized3. anesthetic4. depopulated5. conscious
Comprehension Check, page 11A: 1. B
2. G3. D
B: Students’ responses should note that the plot isdirectly related to the setting.
Tricky ScienceVocabulary Check, page 12
A: 1. hoax2. abductions3. herds4. sapphire5. traces
B: 1. taking away 2. remaining signs of its presence3. trick4. pack5. jewel
Comprehension Check, page 13A: 1. C
2. J3. D4. G
B: Memos should be based on a reasonable evalua-tion of the article’s accuracy.
The Prince and the PauperVocabulary Check, page 14
A: 1. heir 2. banquet 3. impostor 4. affliction 5. pantomime
B: 1. pantomime 2. banquet 3. affliction 4. heir 5. impostor
Comprehension Check, page 15A: 1. A
2. F 3. A
B: Be sure students respond to the three aspects ofthe prompt: setting, characters, action.
134 Interactive Reading: Teacher’s Edition
Mar
k Tw
ain
2
9
Ch
ang
e a
po
or
bo
y’s
ou
tfit
an
d h
e g
ets
luck
y—o
r d
oes
he?
Wel
l, yo
u
are
abo
ut
to g
et lu
cky.
Get
rea
dy
to r
ead
th
is c
lass
ic t
ale,
Th
e Pr
ince
and
th
e Pa
up
er,i
n p
lay
form
. Fo
llow
To
m C
anty
an
d t
he
Prin
ce o
f
Wal
es a
s th
ey e
xper
ien
ce a
dra
mat
ic c
han
ge
of
luck
.
Her
e’s
wh
at y
ou
nee
d t
o k
no
w b
efo
re y
ou
beg
in t
he
pla
y:
•Th
e p
lay
is a
ver
sio
n o
f M
ark
Twai
n’s
sto
ry T
he
Prin
ce a
nd
th
e
Pau
per
.
•C
har
acte
rs’ n
ames
ap
pea
r in
fro
nt
of
thei
r lin
es o
f d
ialo
gu
e (t
he
wo
rds
that
th
ey s
pea
k).
•St
age
dir
ecti
on
s ap
pea
r in
par
enth
eses
an
d it
alic
s. S
tag
e d
irec
tio
ns
tell
the
read
er o
r ac
tor
abo
ut
the
char
acte
rs’ a
ctio
ns,
th
ou
gh
ts,
and
fee
ling
s.
•Ea
ch s
cen
e st
arts
wit
h a
des
crip
tio
n o
f th
e ti
me
and
set
tin
g.
The
“At
Ris
e” t
ext
des
crib
es w
hat
is h
app
enin
g o
nst
age
as t
he
curt
ain
ris
es.
•Th
e Pr
ince
of
Wal
es is
th
e ti
tle
giv
en t
o t
he
per
son
nex
t in
lin
e to
the
Bri
tish
th
ron
e.
•A
pau
per
(pô
√p¥r
) is
a v
ery
po
or
per
son
.
•Th
e G
reat
Sea
l is
the
off
icia
l in
sig
nia
of
the
kin
g, u
sed
to
sta
mp
imp
ort
ant
do
cum
ents
. Th
e se
al in
dic
ates
th
e ki
ng
’s a
pp
rova
l.
Readin
gSta
ndard
3.3
Ana
lyze
the
infl
uenc
e of
se
ttin
g on
the
prob
lem
and
it
s re
solu
tion
.
Tric
ky S
cien
ceIn
tera
ctiv
e R
ead
ing
,pag
e 19
Inte
ract
wit
h In
form
atio
nal
Tex
t
Mai
n-I
dea
Ch
art
Pre
pare
to
wri
te a
su
mm
ary
ofth
is a
rtic
le b
yfi
llin
g ou
t a
char
t th
at s
um
s u
p th
e m
ain
top
ic o
fth
e ar
ticl
e an
d lis
tsth
e su
ppor
tin
g de
tails
.You
r su
ppor
tin
g de
tails
sh
ould
com
e fr
omth
e th
ree
maj
or s
ecti
ons
ofth
e ar
ticl
e. Mai
n T
op
ic
Sup
po
rtin
g d
etai
lsSu
pp
ort
ing
det
ails
Sup
po
rtin
g d
etai
ls
28
Stru
ctu
res:
Bu
ildin
g B
lock
s o
f M
ean
ing
Chap
ter
1
Scie
nti
fic
ho
axes
fo
ol
man
y p
eop
le.
The
New
Yo
rk S
un
sold
man
y p
aper
s
that
to
ld o
f th
e
mo
on
’s in
hab
itan
ts.
Man
y p
eop
le s
till
bel
ieve
th
at t
he
Loch
Nes
s m
on
ster
exi
sts.
The
Tasa
day
ho
ax
last
ed f
or
year
s
bec
ause
no
on
e
do
ub
ted
th
e st
ory
.
Chapter 1Pupil Pages xx–55
Pupil Pages with Answers 135
Scen
e 1
Tim
e:15
47.
Sett
ing:
Wes
tmin
ster
Pal
ace,
Lon
don
.Gat
es le
adin
g to
a
cou
rtya
rd a
re a
t ri
ght.
Slig
htl
y to
left
,off
the
cou
rtya
rd a
nd
insi
de t
he
gate
s,th
e in
teri
or o
fa
pala
ce r
oom
is v
isib
le.
Th
ere
is a
cou
ch w
ith
a r
ich
rob
e dr
aped
on
it,a
scr
een
at
rear
,bel
l cor
d,m
irro
r,ch
airs
,an
d a
tabl
e h
oldi
ng
a bo
wl o
f
nu
ts a
nd
a la
rge
gold
en s
eal.
A p
iece
of
arm
or h
angs
on
on
e
wal
l.E
xits
rea
r an
d do
wn
sta
ge.
At R
ise:
TW
OG
UA
RD
Sst
and
left
and
rig
ht o
fga
tes.
Seve
ral
VIL
LAG
ER
Sho
ver
near
by,s
trai
ning
to s
ee in
to t
he c
ourt
yard
whe
re t
he P
RIN
CE
is p
layi
ng.T
WO
WO
ME
Nen
ter
righ
t.
Firs
t Wom
an.I
hav
e w
alke
d al
l mor
nin
g ju
st t
o h
ave
a
glim
pse
ofW
estm
inst
er P
alac
e.
Mar
k Tw
ain
31
30
Play
s o
pen
wit
h a
des
crip
tio
no
f w
her
e an
d w
hen
th
eac
tio
n t
akes
pla
ce. C
ircl
e th
ew
ord
s th
at g
ive
you
th
isin
form
atio
n.
Wes
tmin
ster
Pal
ace,
Lo
nd
on
.
• •
•
•
• •
No
tes
• •
•
•
• •
30
Stru
ctu
res:
Bu
ildin
g B
lock
s o
f M
ean
ing
Chap
ter
1
Ch
arac
ters
ED
WA
RD
,Pri
nce
of
Wal
es
TO
MC
AN
TY
,th
e Pa
upe
r
LOR
DH
ER
TFO
RD
LOR
DST
.JO
HN
KIN
GH
EN
RY
VII
I
HE
RA
LD
MIL
ES
HE
ND
ON
JOH
NC
AN
TY
,Tom
’s f
ath
er
HU
GO
,a y
oun
g th
ief
TW
OW
OM
EN
JUST
ICE
CO
NST
AB
LE
JAIL
ER
SIR
HU
GH
HE
ND
ON
TW
OP
RIS
ON
ER
S
TW
OG
UA
RD
S
TH
RE
EPA
GE
S
LOR
DS
AN
DLA
DIE
S
VIL
LAG
ER
S
10 20
Like
mo
st p
lays
, th
is o
ne
beg
ins
wit
h a
cas
t o
fch
arac
ters
. Cir
cle
this
list
.W
hy
is it
imp
ort
ant
toin
clu
de
a ca
st o
f ch
arac
ters
?
Sug
ges
ted
res
po
nse
:
It t
ells
peo
ple
pu
ttin
g
on
th
e p
lay
wh
at r
ole
s
to f
ill.
Mar
k Tw
ain
dra
mat
ized
by
Joel
len
Bla
nd
”Th
e Pr
ince
an
d t
he
Pau
per
” b
y M
ark
Twai
n (
adap
ted
by
Joel
len
Bla
nd
) fr
om
Pla
ys, T
he
Dra
ma
Mag
azin
e fo
rY
ou
ng
Peo
ple
,vo
l. 59
, no
. 6, A
pri
l 200
0. C
op
yrig
ht
© 2
000
by
Kal
mb
ach
Pu
blis
hin
g C
o.R
epri
nte
d b
y p
erm
is-
sio
n o
f th
e p
ub
lish
er.
Chapter 1Pupil Pages xx–55
136 Interactive Reading: Teacher’s Edition
Wh
ere
do y
ou li
ve,T
om?
Tom
.In
Off
al C
ourt
,You
r H
igh
nes
s.
Pri
nce
.Off
al C
ourt
? T
hat
’s a
n o
dd n
ame.
Do
you
hav
e
pare
nts
?
Tom
.Yes
,You
r H
igh
nes
s.
Pri
nce
.How
doe
s yo
ur
fath
er t
reat
you
?
Tom
.If
it p
leas
e yo
u,Y
our
Hig
hn
ess,
wh
en I
am
not
abl
e to
beg
for
a pe
nny
for
ou
r su
pper
,he
trea
ts m
e to
bea
tin
gs.
Pri
nce
(sho
cked
).W
hat
! My
fath
er is
not
a c
alm
man
,bu
t
he
does
not
bea
t m
e.(L
ooks
at
TO
Mth
ough
tful
ly)
You
spe
ak
wel
l an
d h
ave
an e
asy
grac
e.H
ave
you
bee
n s
choo
led?
Tom
.Ver
y lit
tle,
You
r H
igh
nes
s.A
goo
d pr
iest
wh
o sh
ares
our
hou
se h
as t
augh
t m
e fr
om h
is b
ooks
.
Pri
nce
.Do
you
hav
e a
plea
san
t lif
e in
Off
al C
ourt
?
Tom
.Ple
asan
t en
ough
,You
r H
igh
nes
s,sa
ve w
hen
I a
m
hun
gry.
We
hav
e P
un
ch a
nd
Judy
sh
ows,
and
som
etim
es w
e
lads
hav
e fi
ghts
in t
he
stre
et.
Pri
nce
(eag
erly
).I
shou
ld li
ke t
hat
.Tel
l me
mor
e.
Tom
.In
su
mm
er,w
e ru
n r
aces
an
d sw
im in
th
e ri
ver,
and
we
love
to
wal
low
in t
he
mu
d.
Pri
nce
(wis
tful
ly).
IfI
cou
ld w
ear
you
r cl
oth
es a
nd
play
in
the
mu
d ju
st o
nce
,wit
h n
o on
e to
for
bid
me,
I th
ink
I
cou
ld g
ive
up
the
crow
n!
Tom
(sha
king
his
hea
d).A
nd
ifI
cou
ld w
ear
you
r fi
ne
clot
hes
just
on
ce,Y
our
Hig
hn
ess
...
Pri
nce
.Wou
ld y
ou li
ke t
hat
? C
ome,
then
.We
shal
l ch
ange
plac
es.Y
ou c
an t
ake
off
you
r ra
gs a
nd
put
on m
y cl
oth
es—
and
I w
ill p
ut
on y
ours
.(H
e le
ads
TO
Mbe
hind
scr
een,
and
they
ret
urn
shor
tly,
each
wea
ring
the
oth
er’s
clot
hes.
) Le
t’s
look
in t
his
mir
ror.
(Lea
ds T
OM
to m
irro
r)
Mar
k Tw
ain
33
60 70 80
Pau
se a
t lin
e 84
. Th
e p
rin
ceh
as ju
st r
each
ed a
dec
isio
n.
Ret
ell w
hat
he
has
dec
ided
to d
o. W
hat
do
es h
e w
ant?
Sug
ges
ted
ret
ellin
g:
The
Prin
ce w
ants
to
kno
w w
hat
it’s
like
to b
e a
com
mo
ner
, so
he
dec
ides
to
sw
itch
pla
ces
wit
h T
om
.
Off
alm
ean
s “w
aste
par
ts”
or
“gar
bag
e,”
usu
ally
th
e p
arts
of
bu
tch
ered
an
imal
s th
atar
e th
row
n a
way
. Wh
at
do
es t
his
nam
e su
gg
est
abo
ut
the
pla
ce T
om
live
s(l
ine
60)?
It m
ust
be
very
po
or.
It p
rob
ably
sm
ells
bad
.
It m
igh
t b
e in
th
e ar
ea
wh
ere
anim
als
are
bu
tch
ered
.
Seco
nd
Wom
an.M
aybe
ifw
e ca
n g
et n
ear
enou
gh t
o th
e
gate
s,w
e ca
n s
ee t
he
you
ng
prin
ce.
[TO
MC
AN
TY,
dirt
y an
d ra
gged
,com
es o
ut o
fcro
wd
and
step
s
clos
e to
gat
es.]
Tom
.I h
ave
alw
ays
drea
med
of
seei
ng
a re
al p
rin
ce!
(Exc
ited
,he
pres
ses
his
nose
aga
inst
gat
es.)
Firs
t G
uar
d.M
ind
you
r m
ann
ers,
you
you
ng
begg
ar!
(Sei
zes
TO
Mby
col
lar
and
send
s hi
m s
praw
ling
into
cro
wd.
)
[ VIL
LAG
ER
Sla
ugh
as T
OM
slow
ly g
ets
to h
is fe
et.]
Pri
nce
(rus
hing
to
gate
s).H
ow d
are
you
tre
at a
poo
r
subj
ect
ofth
e ki
ng
in s
uch
a m
ann
er! O
pen
th
e ga
tes
and
let
him
in!
[As
VIL
LAG
ER
Sse
e P
RIN
CE,t
hey
rem
ove
hats
and
bow
low
.]
Vil
lage
rs(s
hout
ing
toge
ther
).Lo
ng
live
the
Pri
nce
of
Wal
es!
[ GU
AR
DS
open
gat
es a
nd T
OM
slow
ly p
asse
s th
roug
h,as
ifin
a
drea
m.]
Pri
nce
(to
TO
M).
You
look
tir
ed,a
nd
you
hav
e be
en t
reat
ed
cru
elly
.I a
m E
dwar
d,P
rin
ce o
fW
ales
.Wh
at is
you
r n
ame?
Tom
(in
awe)
.Tom
Can
ty,Y
our
Hig
hn
ess.
Pri
nce
.Com
e in
to t
he
pala
ce w
ith
me,
Tom
.(P
RIN
CE
lead
s
TO
Min
to a
nter
oom
.)
[ VIL
LAG
ER
Spa
nto
mim
eco
nver
sati
on,a
nd a
ll bu
t a
few
exi
t.]
32
Stru
ctu
res:
Bu
ildin
g B
lock
s o
f M
ean
ing
Chap
ter
1
40 50
pan
tom
ime
(pan
√t¥
•m
¢m≈)
v.:
use
act
ion
s o
r g
estu
res
wit
h-
ou
t w
ord
s as
a m
ean
s o
fex
pre
ssio
n.
Pau
se a
t lin
e 47
. Wh
at c
anyo
u t
ell a
bo
ut
the
pri
nce
fro
m h
is a
ctio
ns?
Cir
cle
the
text
th
at a
nsw
ers
this
qu
esti
on
.
The
pri
nce
is f
air
and
com
pas
sio
nat
e.
In li
ne
55 is
th
e w
ord
ante
roo
m.I
f yo
u k
no
w t
hat
the
pre
fix
ante
-m
ean
s“c
om
es b
efo
re,”
wh
at w
ou
ldyo
u g
ues
s an
an
tero
om
is?
An
an
tero
om
is a
ro
om
lead
ing
to
an
oth
er
roo
m, u
sual
ly a
larg
er r
oo
m.
Chapter 1Pupil Pages xx–55
Pupil Pages with Answers 137
Firs
t G
uar
d(p
rese
ntin
g ar
ms,
moc
king
ly).
I sa
lute
You
r
Gra
ciou
s H
igh
nes
s! (
The
n,an
grily
sho
ving
PR
INC
Eas
ide)
Be
off,
you
mad
bag
of
rags
!
[PR
INC
Eis
sur
roun
ded
by V
ILLA
GE
RS,
who
hus
tle
him
off
.]
Vil
lage
rs(a
d-lib
as
they
exi
t,sh
outi
ng).
Mak
e w
ay f
or H
is
Roy
al H
igh
nes
s! M
ake
way
for
th
e P
rin
ce o
fW
ales
! Hai
l to
the
prin
ce!
Tom
(adm
irin
g hi
mse
lfin
mir
ror)
.If
only
th
e bo
ys in
Off
al
Cou
rt c
ould
see
me!
Th
ey w
ill n
ot b
elie
ve m
e w
hen
I t
ell
them
abo
ut
this
.(Lo
oks
arou
nd a
nxio
usly
) B
ut
wh
ere
is
the
prin
ce?
(Loo
ks c
auti
ousl
y in
to c
ourt
yard
.TW
OG
UA
RD
S
imm
edia
tely
sna
p to
att
enti
on a
nd s
alut
e.H
e qu
ickl
y du
cks
back
into
ant
eroo
m a
s LO
RD
SST
.JO
HN
and
HE
RT
FOR
Den
ter
at r
ear.
)
Her
tfor
d(g
oing
tow
ard
TO
M,t
hen
stop
ping
and
bow
ing
low
).
My
lord
,you
look
dis
tres
sed.
Wh
at is
wro
ng?
Tom
(tre
mbl
ing)
.Oh
,I b
eg o
fyo
u,b
e m
erci
ful.
I am
no
prin
ce,b
ut
poor
Tom
Can
ty o
fO
ffal
Cou
rt.P
leas
e le
t
me
see
the
prin
ce,a
nd
he
will
giv
e m
y ra
gs b
ack
to m
e
and
let
me
go u
nhu
rt.(
Kne
elin
g) P
leas
e,be
mer
cifu
l an
d
spar
e m
e!
Her
tfor
d(d
istu
rbed
).Yo
ur
Hig
hn
ess,
on y
our
knee
s? T
o
me?
(B
ows
quic
kly,
then
asi
de t
o ST
.JO
HN
) T
he
prin
ce h
as
gon
e m
ad! W
e m
ust
info
rm t
he
kin
g.(T
o T
OM
) A
mom
ent,
You
r H
igh
nes
s.
[HE
RT
FOR
Dan
dST
.JO
HN
exit
rea
r.]
Tom
.Oh
,th
ere
is n
o h
ope
for
me
now
.Th
ey w
ill h
ang
me
for
cert
ain
!
Mar
k Tw
ain
35
120
130
140
Stag
e d
irec
tio
ns
des
crib
ech
arac
ters
’ act
ion
s o
r em
oti
on
al s
tate
s. T
hey
oft
enap
pea
r in
par
enth
eses
or
bra
cket
s an
d a
re it
alic
ized
.C
ircl
e th
e w
ord
th
at t
ells
yo
uh
ow
To
m f
eels
wh
en L
ord
Her
tfo
rd b
egin
s sp
eaki
ng
to
him
(lin
e 12
9).
• •
•
•
• •
No
tes
• •
•
•
• •
• •
•
•
• •
No
tes
• •
•
•
• •
Tom
.Oh
,You
r H
igh
nes
s,it
is n
ot p
rope
r fo
r m
e to
wea
r
such
clo
thes
.
Pri
nce
(exc
ited
ly).
Hea
ven
s,do
you
not
see
it?
We
look
like
brot
her
s! W
e h
ave
the
sam
e fe
atu
res
and
bear
ing.
Ifw
e
wen
t ab
out
toge
ther
,dre
ssed
alik
e,th
ere
is n
o on
e w
ho
cou
ld s
ay w
hic
h is
th
e P
rin
ce o
fW
ales
an
d w
hic
h is
Tom
Can
ty.
Tom
(dra
win
g ba
ck,r
ubbi
ng h
is h
and)
.You
r H
igh
nes
s,I
am
frig
hte
ned
....
Pri
nce
.Do
not
wor
ry.(
Seei
ng T
OM
rub
his
hand
) Is
th
at a
bru
ise
on y
our
han
d?
Tom
.Yes
,bu
t it
is s
ligh
t th
ing,
You
r H
igh
nes
s.
Pri
nce
(ang
rily
).It
was
sh
amef
ul a
nd
cru
el o
fth
at g
uar
d to
stri
ke y
ou.D
o n
ot s
tir
a st
ep u
nti
l I c
ome
back
.I c
omm
and
you
! (H
e pi
cks
up t
he g
olde
n se
al a
nd c
aref
ully
put
s it
into
a
piec
e of
arm
or.H
e th
en d
ashe
s ou
t to
gat
es.)
Ope
n! U
nba
r
the
gate
s at
on
ce!
[SE
CO
ND
GU
AR
Dop
ens
gate
s,an
d as
PR
INC
Eru
ns o
ut,F
IRST
GU
AR
Dse
izes
him
,box
es h
im o
n th
e ea
r,an
d kn
ocks
him
to
grou
nd.]
Firs
t G
uar
d.T
ake
that
,you
litt
le b
egga
r,fo
r th
e tr
oubl
e yo
u
hav
e m
ade
for
me
wit
h t
he
prin
ce.
[VIL
LAG
ER
Sro
ar w
ith
laug
hter
.]
Pri
nce
(pic
king
him
self
up,t
urni
ng o
n G
UA
RD
furi
ousl
y).
I am
Pri
nce
of
Wal
es! Y
ou s
hal
l han
g fo
r la
yin
g yo
ur
han
d
on m
e!
34
Stru
ctu
res:
Bu
ildin
g B
lock
s o
f M
ean
ing
Chap
ter
1
90 100
110
No
tice
wh
at t
he
pri
nce
do
esas
he
exit
s. C
ircl
e h
is a
ctio
n.
Wh
at d
o y
ou
pre
dic
t it
mea
ns?
An
swer
s w
ill v
ary.
Stu
den
ts m
ay p
red
ict
that
th
e g
old
en s
eal
will
get
bro
ken
or
lost
.
No
te t
hat
th
e Pr
ince
pu
ts it
in “
care
fully
.”
• •
•
•
• •
No
tes
• •
•
•
• •
Chapter 1Pupil Pages xx–55
138 Interactive Reading: Teacher’s Edition
Her
tfor
d(b
owin
g lo
w).
Ple
ase,
You
r M
ajes
ty,y
ou t
ook
the
Gre
at S
eal f
rom
th
e ch
ance
llor
two
days
ago
to
give
to
His
Hig
hn
ess
the
prin
ce.
Kin
g.So
I d
id.(
To T
OM
) M
y ch
ild,t
ell m
e,w
her
e is
th
e
Gre
at S
eal?
Tom
(tre
mbl
ing)
.In
deed
,my
lord
,I d
o n
ot k
now
.
Kin
g.A
h,y
our
affl
icti
onh
angs
hea
vily
upo
n y
ou.’
Tis
no
mat
ter.
You
will
rem
embe
r la
ter.
List
en,c
aref
ully
! (G
entl
y
but
firm
ly)
I co
mm
and
you
to
hid
e yo
ur
affl
icti
on in
all
way
s th
at b
e w
ith
in y
our
pow
er.Y
ou s
hal
l den
y to
no
one
that
you
are
th
e tr
ue
prin
ce,a
nd
ifyo
ur
mem
ory
shou
ld
fail
you
upo
n a
ny o
ccas
ion
of
stat
e,yo
u s
hal
l be
advi
sed
by
you
r u
ncl
e,th
e Lo
rd H
ertf
ord.
Tom
(res
igne
d).T
he
kin
g h
as s
poke
n.T
he
kin
g sh
all
be o
beye
d.
Kin
g.A
nd
now
,my
child
,I g
o to
res
t.(H
e st
ands
wea
kly,
and
HE
RT
FOR
Dle
ads
him
off
,rea
r.)
Tom
(wea
rily
,to
ST.J
OH
N).
May
it p
leas
e yo
ur
lord
ship
to
let
me
rest
now
?
St.J
ohn
.So
it p
leas
e Yo
ur
Hig
hn
ess,
it is
for
you
to
com
man
d an
d u
s to
obe
y.B
ut
it is
wis
e th
at y
ou r
est,
for
this
eve
nin
g yo
u m
ust
att
end
the
lord
may
or’s
ban
quet
in y
our
hon
or.
[He
pulls
the
bel
l cor
d,an
d T
HR
EE
PAG
ES
ente
r an
d kn
eel
befo
re T
OM
.]
Tom
.Ban
quet
? (T
erri
fied
,he
sits
on
the
couc
h an
d re
ache
s
for
a cu
p of
wat
er,b
ut t
he F
IRST
PAG
Ein
stan
tly
seiz
es t
he c
up,
drop
s to
one
kne
e,an
d se
rves
it t
o hi
m.T
OM
star
ts t
o ta
ke o
ff
Mar
k Tw
ain
37
170
180
190
ban
qu
et(b
a«√k
w¥t
)n
.:el
abo
rate
mea
l; fe
ast.
affl
icti
on
(¥•fl
ik√◊
¥n)
n.:
illn
ess;
pai
n; s
uff
erin
g.
We
kno
w w
hat
hap
pen
ed t
oth
e G
reat
Sea
l. W
her
e is
it?
(Lin
es 1
01–1
02.)
See
pag
e 34
. Wh
en
he
left
, th
e Pr
ince
pu
t
a g
old
sea
l in
a p
iece
of
arm
or.
The
wo
rd p
ages
has
mu
ltip
lem
ean
ing
s. W
hat
do
yo
ug
ues
s it
mea
ns
in li
ne
193?
We
kno
w f
rom
co
nte
xt
that
pag
es a
re p
eop
le
wh
o a
tten
d t
he
Kin
g.
Form
erly
, th
ey w
ere
bo
ys in
tra
inin
g f
or
knig
hth
oo
d.
[HE
RT
FOR
Dan
dST
.JO
HN
reen
ter,
supp
orti
ng t
he K
ING
.TO
M
wat
ches
in a
we
as t
hey
help
him
to
couc
h,w
here
he
sink
s
dow
n w
eari
ly.]
Kin
g(b
ecko
ning
TO
Mcl
ose
to h
im).
Now
,my
son
,Edw
ard,
my
prin
ce.W
hat
is t
his
? D
o yo
u m
ean
to
dece
ive
me,
the
kin
g,yo
ur
fath
er,w
ho
love
s yo
u a
nd
trea
ts y
ou s
o ki
ndl
y?
Tom
(dro
ppin
g to
his
kne
es).
You
are
th
e ki
ng?
Th
en I
hav
e
no
hop
e!
Kin
g(s
tunn
ed).
My
child
,you
are
not
wel
l.D
o n
ot b
reak
you
r fa
ther
’s o
ld h
eart
.Say
you
kn
ow m
e.
Tom
.Yes
,you
are
my
lord
th
e ki
ng,
wh
om G
od p
rese
rve.
Kin
g.Tr
ue,
that
is r
igh
t.N
ow,y
ou w
ill n
ot d
eny
that
you
are
Pri
nce
of
Wal
es,a
s th
ey s
ay y
ou d
id ju
st a
wh
ile a
go?
Tom
.You
r G
race
,bel
ieve
me,
I am
th
e lo
wes
t of
you
r su
b-
ject
s,be
ing
born
a p
aupe
r,an
d it
is b
y gr
eat
mis
take
th
at
I am
her
e.I
am t
oo y
oun
g to
die
.Oh
,ple
ase,
spar
e m
e,si
re!
Kin
g(a
maz
ed).
Die
? D
o n
ot t
alk
so,m
y ch
ild.Y
ou s
hal
l
not
die
.
Tom
(gra
tefu
lly).
God
sav
e yo
u,m
y ki
ng!
An
d n
ow,m
ay
I go
?
Kin
g.G
o? W
her
e w
ould
you
go?
Tom
.Bac
k to
th
e al
ley
wh
ere
I w
as b
orn
an
d br
ed
to m
iser
y.
Kin
g.M
y po
or c
hild
,res
t yo
ur
hea
d h
ere.
(He
hold
s T
OM
’s
head
and
pat
s hi
s sh
ould
er,t
hen
turn
s to
HE
RT
FOR
Dan
dST
.
JOH
N.)
Ala
s,I
am o
ld a
nd
ill,a
nd
my
son
is m
ad.B
ut
this
shal
l pas
s.M
ad o
r sa
ne,
he
is m
y h
eir
and
shal
l ru
le
En
glan
d.To
mor
row
he
shal
l be
inst
alle
d an
d co
nfi
rmed
in h
is p
rin
cely
dig
nit
y! B
rin
g th
e G
reat
Sea
l!
36
Stru
ctu
res:
Bu
ildin
g B
lock
s o
f M
ean
ing
Chap
ter
1
150
160
hei
r(e
r)n
.:p
erso
n w
ho
inh
erit
s an
oth
er’s
pro
per
ty o
rti
tle
up
on
th
e o
ther
’s d
eath
.
Wit
h a
par
tner
, rea
d t
he
bo
xed
pas
sag
e al
ou
d. O
ne
par
tner
sh
ou
ld r
ead
th
eki
ng
’s li
nes
; th
e o
ther
, To
m’s
lines
. Pay
att
enti
on
to
th
est
age
dir
ecti
on
s, a
nd
try
to
cap
ture
th
e to
ne
that
To
man
d t
he
kin
g m
igh
t u
se.
Wh
en f
inis
hed
, sw
itch
ro
les.
Wh
y is
it p
oss
ible
th
at T
om
can
pas
s fo
r th
e p
rin
ce?
They
loo
k al
ike.
On
pag
e 34
, th
e Pr
ince
no
tes
that
To
m h
as h
is
“bea
rin
g,”
or
man
ner
.
Tom
als
o is
ed
uca
ted
.
See
pag
e 33
.
Chapter 1Pupil Pages xx–55
Pupil Pages with Answers 139
Scen
e 2
Tim
e:La
ter
that
nig
ht.
Sett
ing:
A s
tree
t in
Lon
don
nea
r O
ffal
Cou
rt.
At
Ris
e:P
RIN
CE
limps
in,d
irty
an
d u
nti
dy.H
e lo
oks
arou
nd
wea
rily
.Sev
eral
VIL
LAG
ER
Spa
ss b
y,pu
shin
g ag
ain
st h
im.
Pri
nce
.I h
ave
nev
er s
een
th
is p
oor
sect
ion
of
Lon
don
.I
mu
st b
e n
ear
Off
al C
ourt
.If
only
I c
an f
ind
it b
efor
e I
drop
!
[JO
HN
CA
NT
Yst
eps
out
ofcr
owd,
seiz
es P
RIN
CE
roug
hly.
]
Can
ty.O
ut
at t
his
tim
e of
nig
ht,
and
I w
arra
nt
you
hav
en’t
brou
ght
a fa
rth
ing
hom
e! I
fth
at is
th
e ca
se a
nd
I do
not
brea
k al
l th
e bo
nes
in y
our
mis
erab
le b
ody,
then
I a
m n
ot
Joh
n C
anty
!
Pri
nce
(eag
erly
).O
h,a
re y
ou h
is f
ath
er?
Can
ty.H
isfa
ther
? I
am y
our
fath
er,a
nd—
Pri
nce
.Tak
e m
e to
th
e pa
lace
at
once
,an
d yo
ur
son
will
be
retu
rned
to
you
.Th
e ki
ng,
my
fath
er,w
ill m
ake
you
ric
h
beyo
nd
you
r w
ildes
t dr
eam
s.O
h,s
ave
me,
for
I am
inde
ed
the
Pri
nce
of
Wal
es.
Can
ty(s
tari
ng in
am
azem
ent)
.Gon
e st
ark
mad
! Bu
t m
ad o
r
not
,I’ll
soo
n f
ind
wh
ere
the
soft
pla
ces
lie in
you
r bo
nes
.
Com
e h
ome!
(St
arts
to
drag
PR
INC
Eof
f)
Pri
nce
(str
uggl
ing)
.Let
me
go! I
am
th
e P
rin
ce o
fW
ales
,
and
the
kin
g sh
all h
ave
you
r lif
e fo
r th
is!
Can
ty(a
ngri
ly).
I’ll
take
no
mor
e of
you
r m
adn
ess!
(R
aise
s
stic
k to
str
ike,
but
PR
INC
Est
rugg
les
free
and
run
s of
f.C
AN
TY
runs
aft
er h
im.)
Mar
k Tw
ain
39
230
240
250
Wh
at is
th
e p
rin
ce le
arn
ing
,as
Sce
ne
2 en
ds?
He
lear
ns
ho
w b
ruta
l
Tom
’s li
fe is
. He
lear
ns
wh
at it
mea
ns
to h
ave
no
po
wer
.
Cir
cle
the
wo
rds
that
des
crib
e th
e se
ttin
go
fSc
ene
2. H
ow
is it
dif
fere
nt
fro
m S
cen
e 1?
Off
al C
ou
rt is
po
or
and
dir
ty. S
cen
e 1
was
set
in t
he
pal
ace.
his
boot
s,bu
t th
e SE
CO
ND
PAG
Est
ops
him
and
doe
s it
for
him
.
He
trie
s to
rem
ove
his
cape
and
glo
ves,
and
the
TH
IRD
PAG
E
does
it fo
r hi
m.)
I w
onde
r th
at y
ou d
o n
ot t
ry t
o br
eath
e fo
r
me
also
! (Li
es d
own
caut
ious
ly.P
AG
ES
cove
r hi
m w
ith
a ro
be,
then
bac
k aw
ay a
nd e
xit.
)
St.J
ohn
(to
HE
RT
FOR
D,a
s he
ent
ers)
.Pla
inly
,wh
at d
o
you
th
ink?
Her
tfor
d.P
lain
ly,t
his
.Th
e ki
ng
is n
ear
deat
h,m
y n
eph
ew
the
Pri
nce
of
Wal
es is
cle
arly
mad
an
d w
ill m
oun
t th
e
thro
ne
mad
.God
pro
tect
En
glan
d,fo
r sh
e w
ill n
eed
it!
St.J
ohn
.Doe
s it
not
see
m s
tran
ge t
hat
mad
nes
s co
uld
so
chan
ge h
is m
ann
er f
rom
wh
at it
use
d to
be?
It
trou
bles
me,
his
say
ing
he
is n
ot t
he
prin
ce.
Her
tfor
d.P
eace
,my
lord
! If
he
wer
e an
imp
osto
ran
d
calle
d h
imse
lfth
e pr
ince
,th
at w
ould
be
nat
ura
l.B
ut
was
ther
e ev
er a
n im
post
or w
ho,
bein
g ca
lled
prin
ce b
y th
e
kin
g an
d co
urt
,den
ied
it?
Nev
er! T
his
is t
he
tru
e pr
ince
gon
e m
ad.A
nd
ton
igh
t al
l Lon
don
sh
all h
onor
him
.
[HE
RT
FOR
Dan
dST
.JO
HN
exit
.TO
Msi
ts u
p,lo
oks
arou
nd
help
less
ly,t
hen
gets
up.
]
Tom
.I s
hou
ld h
ave
thou
ght
to o
rder
som
eth
ing
to e
at.
(See
s a
bow
l ofn
uts
on t
he t
able
) A
h! H
ere
are
som
e n
uts
!
(Loo
ks a
roun
d,se
es t
he G
reat
Sea
l in
the
arm
or,t
akes
it o
ut,
look
s at
it c
urio
usly
) T
his
will
mak
e a
good
nu
tcra
cker
.(H
e
take
s th
e bo
wl o
fnu
ts,s
its
on t
he c
ouch
,and
beg
ins
to c
rack
nuts
wit
h th
e G
reat
Sea
l and
eat
the
m a
s cu
rtai
n fa
lls.)
38
Stru
ctu
res:
Bu
ildin
g B
lock
s o
f M
ean
ing
Chap
ter
1
200
210
220
This
is t
he
end
of
the
firs
tsc
ene.
Pau
se h
ere
to r
etel
lw
hat
has
hap
pen
ed s
o f
ar in
the
plo
t.
The
Prin
ce m
akes
To
m
trad
e p
lace
s w
ith
him
.
Wh
en T
om
pro
test
s
to t
he
Lord
s an
d K
ing
that
he
is n
ot
real
ly
the
Prin
ce, h
e is
tho
ug
ht
to b
e in
san
e.
The
Prin
ce, m
ean
wh
ile,
has
left
th
e p
alac
e. A
s
the
scen
e en
ds,
To
m
has
fo
un
d t
he
Gre
at
Seal
, bu
t h
e d
oes
n’t
kno
w w
hat
it is
.
imp
ost
or
(im
•p
äs√t
¥r)
n.:
per
son
wh
o p
rete
nd
s to
be
som
eon
e o
r so
met
hin
g t
hat
he
or
she
is n
ot.
Chapter 1Pupil Pages xx–55
140 Interactive Reading: Teacher’s Edition
VIL
LAG
ER
Sen
ter
and
mill
abo
ut.P
RIN
CE
ente
rs r
ight
,pou
nds
on g
ates
,and
sho
uts.
]
Pri
nce
.Ope
n t
he
gate
s! I
am
th
e P
rin
ce o
fW
ales
! Ope
n,I
say!
An
d th
ough
I a
m f
rien
dles
s w
ith
no
one
to h
elp
me,
I
will
not
be
driv
en f
rom
my
grou
nd.
Mil
es H
end
on(e
nter
ing
thro
ugh
crow
d).T
hou
gh y
ou b
e
prin
ce o
r n
ot,y
ou a
re in
deed
a g
alla
nt
lad
and
not
fri
end-
less
.Her
e I
stan
d to
pro
ve it
,an
d yo
u m
igh
t h
ave
a w
orse
frie
nd
than
Mile
s H
endo
n.
Firs
t Vil
lage
r.’T
is a
not
her
pri
nce
in d
isgu
ise.
Take
th
e la
d
and
dun
k h
im in
th
e po
nd!
[He
seiz
es P
RIN
CE,b
ut M
ILE
Sst
rike
s hi
m w
ith
flat
ofhi
s sw
ord.
Cro
wd,
now
ang
ry,p
ress
es fo
rwar
d th
reat
enin
gly
whe
n th
e
fanf
are
oftr
umpe
ts is
hea
rd o
ffst
age.
HE
RA
LD,c
arry
ing
scro
ll,
ente
rs u
p le
ft a
t ga
tes.
]
Her
ald
.Mak
e w
ay f
or t
he
kin
g’s
mes
sen
ger!
(R
eadi
ng
from
scr
oll)
His
Maj
esty
,Kin
g H
enry
VII
I is
dea
d! T
he
kin
g is
dea
d!
[He
exit
s ri
ght,
repe
atin
g th
e m
essa
ge,a
nd V
ILLA
GE
RS
stan
d in
stun
ned
sile
nce.
]
Pri
nce
(stu
nned
).T
he
kin
g is
dea
d!
Firs
t Vil
lage
r (s
hout
ing)
.Lon
g liv
e E
dwar
d,ki
ng
of
En
glan
d!
Vil
lage
rs(t
oget
her)
.Lon
g liv
e th
e ki
ng!
(Sh
outi
ng,a
d-lib
)
Lon
g liv
e K
ing
Edw
ard!
Hea
ven
pro
tect
Edw
ard,
kin
g
ofE
ngl
and!
Mar
k Tw
ain
41
280
290
300
• •
•
•
• •
No
tes
• •
•
•
• •
Cir
cle
the
wo
rd g
alla
nt
inlin
e 28
3. T
hen
un
der
line
lines
in t
he
dia
log
ue
abo
veth
at h
elp
yo
u f
igu
re o
ut
the
mea
nin
g o
f th
e w
ord
.W
hat
mig
ht
gal
lan
tm
ean
?
Sug
ges
ted
def
init
ion
:
Gal
lan
tm
ean
s “b
rave
.”
40
Stru
ctu
res:
Bu
ildin
g B
lock
s o
f M
ean
ing
Chap
ter
1
Scen
e 3
Sett
ing:
Sam
e as
Sce
ne
1,w
ith
add
itio
n o
fa
din
ing
tabl
e,
set
wit
h d
ish
es a
nd
gobl
ets,
on a
rai
sed
plat
form
.
Th
ron
elik
e ch
air
is a
t th
e h
ead
ofta
ble.
At
Ris
e:A
ban
quet
is in
pro
gres
s.T
OM
,in
roy
al r
obes
,sit
s
at t
he
hea
d of
tabl
e,w
ith
HE
RT
FOR
Dat
his
rig
ht
and
ST.J
OH
N
at h
is le
ft.L
OR
DS
and
LAD
IES
sit
arou
nd
the
tabl
e,ea
tin
g an
d
talk
ing
soft
ly.
Tom
(to
HE
RT
FOR
D).
Wh
at is
th
is,m
y lo
rd?
(Hol
ds u
p pl
ate)
Her
tfor
d.L
ettu
ce a
nd
turn
ips,
You
r H
igh
nes
s.
Tom
.Let
tuce
an
d tu
rnip
s? I
hav
e n
ever
see
n t
hem
bef
ore.
Am
I t
o ea
t th
em?
Her
tfor
d(d
iscr
eetl
y).Y
es,Y
our
Hig
hn
ess,
ifyo
u s
o de
sire
.
[TO
Mbe
gins
to
eat
food
wit
h hi
s fi
nger
s.Fa
nfar
e of
trum
pets
is h
eard
,and
HE
RA
LDen
ters
car
ryin
g sc
roll.
All
turn
to
look
.]
Her
ald
(rea
ding
from
scr
oll)
.His
Maj
esty
,Kin
g H
enry
VII
I,
is d
ead!
Th
e ki
ng
is d
ead!
[All
rise
and
tur
n to
TO
M,w
ho s
its
stun
ned.
]
All
(tog
ethe
r).T
he
kin
g is
dea
d.Lo
ng
live
the
kin
g! L
ong
live
Edw
ard,
the
kin
g of
En
glan
d! (
All
bow
to
TO
M.H
ER
ALD
bow
s an
d ex
its.
)
Her
tfor
d(t
oT
OM
).Yo
ur
Maj
esty
,we
mu
st c
all t
he
cou
nci
l.
Com
e,St
.Joh
n.
[HE
RT
FOR
Dan
dST
.JO
HN
lead
TO
Mof
fat
rea
r.LO
RD
San
d
LAD
IES
follo
w,t
alki
ng a
mon
g th
emse
lves
.At
gate
s,do
wn
righ
t,
260
270
Pau
se a
t lin
e 27
7. W
hat
new
pro
ble
m h
as c
om
e u
p f
or
Tom
?
The
Kin
g h
as d
ied
.
Tom
is n
ow
hai
led
as k
ing
.
Pau
se a
t lin
e 26
5. In
wh
atw
ay d
o T
om
’s a
ctio
ns
reve
alw
ho
he
tru
ly is
?
Tom
eat
s h
is f
oo
d w
ith
his
fin
ger
s, w
hic
h t
he
tru
e Pr
ince
wo
uld
no
t d
o.
Chapter 1Pupil Pages xx–55
Pupil Pages with Answers 141
Pri
nce
.Mile
s,yo
u h
ave
a ga
llan
t w
ay a
bou
t yo
u.A
re y
ou
nob
ly b
orn
?
Mil
es.M
y fa
ther
is a
bar
onet
,You
r M
ajes
ty.
Pri
nce
.Th
en y
ou a
lso
mu
st b
e a
baro
net
.
Mil
es(s
haki
ng h
is h
ead)
.My
fath
er b
anis
hed
me
from
hom
e se
ven
yea
rs a
go,s
o I
fou
ght
in t
he
war
s.I
was
tak
en
pris
oner
,an
d I
hav
e sp
ent
the
past
sev
en y
ears
in p
riso
n.
Now
I a
m f
ree,
and
I am
ret
urn
ing
hom
e.
Pri
nce
.You
mu
st h
ave
been
sh
amef
ully
wro
nge
d! B
ut
I
will
mak
e th
ings
rig
ht
for
you
.You
hav
e sa
ved
me
from
inju
ry a
nd
poss
ible
dea
th.N
ame
you
r re
war
d an
d if
it b
e
wit
hin
th
e co
mpa
ss o
fm
y ro
yal p
ower
,it
is y
ours
.
Mil
es(p
ausi
ng b
rief
ly,t
hen
drop
ping
to
his
knee
).Si
nce
You
r M
ajes
ty is
ple
ased
to
hol
d m
y si
mpl
e du
ty w
orth
y
ofre
war
d,I
ask
that
I a
nd
my
succ
esso
rs m
ay h
old
the
priv
ilege
of
sitt
ing
in t
he
pres
ence
of
the
kin
g.
Pri
nce
(tak
ing
MIL
ES’
s sw
ord,
tapp
ing
him
ligh
tly
on e
ach
shou
lder
).R
ise
and
seat
you
rsel
f.(R
etur
ns s
wor
d to
MIL
ES,
then
ris
es a
nd g
oes
over
to
bed)
Mil
es(a
side
).H
e sh
ould
hav
e be
en b
orn
a k
ing.
He
play
s
the
part
to
a m
arve
l! If
I h
ad n
ot t
hou
ght
ofth
is f
avor
,I
mig
ht
hav
e h
ad t
o st
and
for
wee
ks.(
Sits
dow
n an
d be
gins
to e
at)
Pri
nce
.Sir
Mile
s,yo
u w
ill s
tan
d gu
ard
wh
ile I
sle
ep.(
Lies
dow
n an
d in
stan
tly
falls
asl
eep)
Mil
es.Y
es,Y
our
Maj
esty
.(W
ith
a ru
eful
look
at
his
unea
ten
supp
er,h
e st
ands
up.
) Po
or li
ttle
ch
ap.I
su
ppos
e h
is m
ind
has
bee
n d
isor
dere
d w
ith
ill u
sage
s.(C
over
s P
RIN
CE
wit
h hi
s
cape
) W
ell,
I w
ill b
e h
is f
rien
d an
d w
atch
ove
r h
im.(
Blo
ws
out
cand
le,t
hen
yaw
ns a
nd s
its
on c
hair
nex
t to
bed
,and
falls
asle
ep.)
Mar
k Tw
ain
43
330
340
350
Cir
cle
the
wo
rd d
iso
rder
ed(l
ine
355)
.Th
e p
refi
x d
is-
mea
ns
“no
t.”
If t
he
wo
rdd
isin
tere
sted
mea
ns
“no
tin
tere
sted
,” w
hat
do
es t
he
wo
rdd
iso
rder
edm
ean
?
The
wo
rd m
ean
s “n
ot
ord
ered
,” o
r “n
ot
pu
t
tog
eth
er in
an
ord
erly
fash
ion
.” H
ere,
it
mea
ns
“in
san
e.”
Wh
at d
o y
ou
gu
ess
a b
aro
net
is (
line
331)
?
Stu
den
ts s
ho
uld
gu
ess
that
it’s
a t
itle
of
the
no
bili
ty. A
bar
on
et
is b
elo
w a
bar
on
an
d
abo
ve a
kn
igh
t. H
e
can
be
calle
d “
Sir.”
Is M
iles
seri
ou
s h
ere
(lin
e 34
3)?
No
. He
is h
um
ori
ng
the
bo
y, w
ho
he
thin
ks
is m
ad.
Mil
es(t
akin
gP
RIN
CE
by a
rm).
Com
e,la
d,be
fore
th
e cr
owd
rem
embe
rs u
s.I
hav
e a
room
at
the
inn
,an
d yo
u c
an s
tay
ther
e.(H
e hu
rrie
s of
fwit
h st
unne
d P
RIN
CE.)
[ TO
M,l
ed b
y H
ER
TFO
RD
,ent
ers
cour
tyar
d up
rea
r.V
ILLA
GE
RS
see
them
.]
Vil
lage
rs(t
oget
her)
.Lon
g liv
e th
e ki
ng!
(T
hey
fall
to t
heir
knee
s as
cur
tain
s cl
ose.
)
Scen
e 4
Sett
ing:
MIL
ES’
s ro
om a
t in
n.A
t ri
ght
is t
able
set
wit
h
dish
es a
nd
bow
ls o
ffo
od,a
ch
air
at e
ach
sid
e.A
t le
ft is
bed
,
wit
h t
able
an
d ch
air
nex
t to
it,a
nd
a w
indo
w.C
andl
e is
on t
able
.
At
Ris
e:M
ILE
San
dP
RIN
CE
appr
oach
tab
le.
Mil
es.I
hav
e h
ad a
hot
su
pper
pre
pare
d.I’
ll be
t yo
u’re
hun
gry,
lad.
Pri
nce
.Yes
,I a
m.I
t’s k
ind
ofyo
u t
o le
t m
e st
ay w
ith
you
,
Mile
s.I
am t
ruly
Edw
ard,
kin
g of
En
glan
d,an
d yo
u s
hal
l
not
go
un
rew
arde
d.(S
its
at t
able
)
Mil
es(t
o hi
mse
lf).F
irst
he
calle
d h
imse
lfpr
ince
,an
d n
ow
kin
g.W
ell,
I w
ill h
um
or h
im.(
Star
ts t
o si
t)
Pri
nce
(ang
rily
).St
op! W
ould
you
sit
in t
he
pres
ence
of
the
kin
g?
Mil
es(s
urpr
ised
,sta
ndin
g up
qui
ckly
).I
beg
you
r pa
rdon
,
You
r M
ajes
ty.I
was
not
th
inki
ng.
(Sta
res
unce
rtai
nly
at
PR
INC
E,w
ho s
its
at t
able
exp
ecta
ntly
.MIL
ES
star
ts t
o un
cove
r
dish
es o
ffoo
d,se
rves
PR
INC
E,a
nd fi
lls g
lass
es.)
42
Stru
ctu
res:
Bu
ildin
g B
lock
s o
f M
ean
ing
Chap
ter
1
310
320
Take
tim
e to
pic
ture
th
esc
ene
des
crib
ed in
th
e se
ttin
g.D
raw
a b
ox
aro
un
dth
e d
escr
ipti
on
s. H
ow
is
the
sett
ing
dif
fere
nt
fro
mO
ffal
Co
urt
?
Sug
ges
ted
res
po
nse
:
This
sce
ne
is w
arm
an
d
cozy
. In
Off
al C
ou
rt,
the
Prin
ce w
as h
orr
ibly
thre
aten
ed.
Wh
at h
as h
app
ened
to
th
ep
rin
ce b
y th
e en
d o
f Sc
ene
3?
No
on
e b
elie
ves
he
is t
he
Prin
ce. H
e is
resc
ued
fro
m t
he
mo
b
by
Mile
s, w
ho
tak
es
him
to
his
ro
om
at
the
inn
.
Chapter 1Pupil Pages xx–55
142 Interactive Reading: Teacher’s Edition
[PR
INC
Eth
row
s do
wn
bund
le in
dis
gust
.]
Wom
an.H
elp!
Th
ief!
Sto
p,th
ief!
(R
ushe
s at
PR
INC
Ean
d
seiz
es h
im ju
st a
s se
vera
l VIL
LAG
ER
Sen
ter)
You
litt
le t
hie
f!
Wh
at d
o yo
u m
ean
by
robb
ing
a po
or w
oman
? So
meb
ody
brin
g th
e co
nst
able
!
[MIL
ES
ente
rs a
nd w
atch
es.]
Firs
t Vil
lage
r(g
rabb
ing
PR
INC
E).
I’ll
teac
h h
im a
less
on,t
he
littl
e vi
llain
!
Pri
nce
(str
uggl
ing)
.Un
han
d m
e! I
did
not
rob
th
is w
oman
!
Mil
es(s
tepp
ing
fort
h an
d pu
shin
g m
an b
ack
wit
h th
e fla
t
ofhi
s sw
ord)
.Let
us
proc
eed
gen
tly,
my
frie
nds
.Th
is is
a
mat
ter
for
the
law
.
Pri
nce
(spr
ingi
ng t
o M
ILE
S’s
side
).Yo
u h
ave
com
e ju
st in
tim
e,Si
r M
iles.
Car
ve t
his
rab
ble
to r
ags!
Mil
es.S
peak
sof
tly.
Tru
st in
me
and
all s
hal
l go
wel
l.
[CO
NST
AB
LEen
ters
.]
Con
stab
le(r
each
ing
for
PR
INC
E).
Com
e al
ong,
you
ng
rasc
al!
Mil
es.G
entl
y,go
od f
rien
d.H
e sh
all g
o pe
acea
bly
to
the
just
ice.
Pri
nce
.I w
ill n
ot g
o be
fore
a ju
stic
e! I
did
not
do
this
th
ing!
Mil
es(t
akin
g hi
m a
side
).Si
re,w
ill y
ou r
ejec
t th
e la
ws
ofth
e
real
m,y
et d
eman
d th
at y
our
subj
ects
res
pect
th
em?
Mar
k Tw
ain
45
390
400
Pau
se a
t lin
e 40
1. W
hat
do
you
th
ink
will
hap
pen
to
th
ep
rin
ce?
An
swer
s w
ill v
ary
bu
t
stu
den
ts m
ay p
red
ict
that
th
e Pr
ince
will
be
jaile
d.
Wh
at d
o y
ou
gu
ess
a co
nst
able
is (
line
391)
?
A p
olic
eman
[JO
HN
CA
NT
Yan
dH
UG
Oap
pear
at
win
dow
,pee
r ar
ound
room
,the
n en
ter
caut
ious
ly t
hrou
gh w
indo
w.T
hey
lift
the
slee
ping
PR
INC
E,s
tari
ng n
ervo
usly
at
MIL
ES.
]
Can
ty(i
n a
loud
whi
sper
).I
swor
e th
e da
y h
e w
as b
orn
he
wou
ld b
e a
thie
fan
d a
begg
ar,a
nd
I w
on’t
lose
him
now
.
Lead
th
e w
ay t
o th
e ca
mp,
Hu
go!
[CA
NT
Yan
dH
UG
O,a
thi
ef,c
arry
the
PR
INC
Eof
fri
ght,
as M
ILE
S
slee
ps o
n an
d cu
rtai
n fa
lls.]
Scen
e 5
Tim
e:Tw
o w
eeks
late
r.
Sett
ing:
Cou
ntr
y vi
llage
str
eet.
May
be
play
ed b
efor
e
curt
ain
.
Bef
ore
Ris
e:V
ILLA
GE
RS
wal
k ab
out.
CA
NT
Y,H
UG
O,a
nd
PR
INC
Een
ter.
Can
ty.I
will
go
in t
his
dir
ecti
on.H
ugo
,kee
p m
y m
ad s
on
wit
h y
ou,a
nd
see
that
he
does
not
esc
ape
agai
n! (
Exi
ts)
Hu
go(s
eizi
ng P
RIN
CE
by t
he a
rm).
He
won
’t e
scap
e! I
’ll s
ee
that
he
earn
s h
is b
read
tod
ay,o
r el
se!
Pri
nce
(pul
ling
away
).I
will
not
beg
wit
h y
ou,a
nd
I w
ill
not
ste
al! I
hav
e su
ffer
ed e
nou
gh in
th
is m
iser
able
com
pany
ofth
ieve
s!
Hu
go.Y
ou s
hal
l su
ffer
mor
e if
you
do
not
do
as I
tel
l you
!
(Rai
ses
clen
ched
fist
at
PR
INC
E)
Ref
use
ifyo
u d
are!
(W
OM
AN
ente
rs,c
arry
ing
wra
pped
bun
dle
in a
bas
ket
on h
er a
rm.)
Wai
t h
ere
un
til I
com
e ba
ck.(
HU
GO
snea
ks a
long
aft
er
WO
MA
N,t
hen
snat
ches
her
bun
dle,
runs
bac
k to
PR
INC
E,a
nd
thru
sts
it in
to h
is a
rms.
) R
un
aft
er m
e an
d ca
ll “S
top,
thie
f!”
Be
sure
you
lead
her
ast
ray!
(R
uns
off.)
44
Stru
ctu
res:
Bu
ildin
g B
lock
s o
f M
ean
ing
Chap
ter
1
360
370
380
Ret
ell w
hat
has
hap
pen
ed in
Scen
e 4.
Wh
at n
ew p
rob
lem
sh
ave
com
e u
p f
or
the
pri
nce
?
He
is r
escu
ed b
y M
iles,
then
kid
nap
ped
by
Tom
’s c
ruel
fat
her
.
• •
•
•
• •
No
tes
• •
•
•
• •
Cir
cle
the
wo
rd le
ad(l
ine
364)
. Lea
d(l
≤d),
mea
nin
g“g
uid
e,”
and
lead
(led
),m
ean
ing
“th
e m
ater
ial
pip
es a
re m
ade
of,
” ar
eh
om
og
rap
hs.
Ho
mo
gra
ph
sar
e w
ord
s th
at a
re s
pel
led
the
sam
e an
d o
ften
pro
no
un
ced
th
e sa
me,
bu
tth
ey m
ean
dif
fere
nt
thin
gs.
Chapter 1Pupil Pages xx–55
Pupil Pages with Answers 143
Wom
an.T
hen
cal
l th
e pi
g ei
ght
pen
ce,y
our
wor
ship
.
Just
ice.
So b
e it
.You
may
tak
e yo
ur
prop
erty
an
d go
.
[WO
MA
Nst
arts
off
and
is fo
llow
ed b
y C
ON
STA
BLE
.MIL
ES
follo
ws
them
cau
tiou
sly
dow
n ri
ght.
]
Con
stab
le(s
topp
ing
WO
MA
N).
Goo
d w
oman
,I w
ill b
uy
you
r pi
g fr
om y
ou.(
Take
s co
ins
from
his
poc
ket)
Her
e is
eigh
t pe
nce
.
Wom
an.E
igh
t pe
nce
! It
cost
me
thre
e sh
illin
gs a
nd
eigh
t pe
nce
.
Con
stab
le.I
nde
ed! T
hen
com
e ba
ck b
efor
e h
is w
orsh
ip
and
answ
er f
or t
his
.Th
e la
d m
ust
han
g!
Wom
an.N
o! N
o! S
ay n
o m
ore.
Giv
e m
e th
e ei
ght
pen
ce
and
hol
d yo
ur
peac
e.
[CO
NST
AB
LEha
nds
her
coin
s an
d ta
kes
pig.
WO
MA
Nex
its,
angr
ily.M
ILE
Sre
turn
s to
ben
ch.]
Just
ice.
Th
e bo
y is
sen
ten
ced
to a
for
tnig
ht
in t
he
com
mon
jail.
Take
him
aw
ay,C
onst
able
! (JU
STIC
Eex
its.
)
[ PR
INC
Egi
ves
MIL
ES
a ne
rvou
s gl
ance
.]
Mil
es(f
ollo
win
g C
ON
STA
BLE
).G
ood
sir,
turn
you
r ba
ck a
mom
ent
and
let
the
poor
lad
esca
pe.H
e is
inn
ocen
t.
Con
stab
le(o
utra
ged)
.Wh
at?
You
say
th
is t
o m
e? S
ir,I
arr
est
you
in—
Mil
es.D
o n
ot b
e so
has
ty! (
Slyl
y) T
he
pig
you
hav
e pu
r-
chas
ed f
or e
igh
t pe
nce
may
cos
t yo
u y
our
nec
k,m
an.
Con
stab
le(l
augh
ing
nerv
ousl
y).A
h,b
ut
I w
as m
erel
y je
st-
ing
wit
h t
he
wom
an,s
ir.
Mar
k Tw
ain
47
440
450
460
Pau
se a
t lin
e 44
4. W
hat
is t
he
con
stab
le u
p t
o h
ere?
He
wan
ts t
o t
ake
adva
nta
ge
of
the
wo
man
an
d g
et h
er
pig
ch
eap
.
• •
•
•
• •
No
tes
• •
•
•
• •
Pri
nce
(aft
er a
pau
se; c
alm
ly).
You
are
rig
ht,
Sir
Mile
s.
Wh
atev
er t
he
kin
g re
quir
es a
su
bjec
t to
su
ffer
un
der
the
law
,he
will
su
ffer
him
self
wh
ile h
e h
olds
th
e st
atio
n o
f
a su
bjec
t.
[CO
NST
AB
LEle
ads
them
off
righ
t.V
ILLA
GE
RS
follo
w.]
Scen
e 6
Sett
ing:
Off
ice
ofth
e ju
stic
e.A
hig
h b
ench
is a
t ce
nte
r.
At
Ris
e:JU
STIC
Esi
ts b
ehin
d be
nch
.CO
NST
AB
LEen
ters
wit
h
MIL
ES
and
PR
INC
E,f
ollo
wed
by
VIL
LAG
ER
S.W
OM
AN
carr
ies
wra
pped
bu
ndl
e.
Con
stab
le(t
oJU
STIC
E).
A y
oun
g th
ief,
you
r w
orsh
ip,
is a
ccu
sed
ofst
ealin
g a
dres
sed
pig
from
th
is p
oor
wom
an.
Just
ice
(loo
king
dow
n at
PR
INC
E,t
hen
WO
MA
N).
My
good
wom
an,a
re y
ou a
bsol
ute
ly c
erta
in t
his
lad
stol
e
you
r pi
g?
Wom
an.I
t w
as n
one
oth
er t
han
he,
you
r w
orsh
ip.
Just
ice.
Are
th
ere
no
wit
nes
ses
to t
he
con
trar
y? (
All
shak
e
thei
r he
ads.
) T
hen
th
e la
d st
ands
con
vict
ed.(
To W
OM
AN
)
Wh
at d
o yo
u h
old
this
pro
pert
y to
be
wor
th?
Wom
an.T
hre
e sh
illin
gs a
nd
eigh
t pe
nce
,you
r w
orsh
ip.
Just
ice
(lea
ning
dow
n to
WO
MA
N).
Goo
d w
oman
,do
you
know
th
at w
hen
on
e st
eals
a t
hin
g ab
ove
the
valu
e of
thir
teen
pen
ce,t
he
law
say
s h
e sh
all h
ang
for
it?
Wom
an(u
pset
).O
h,w
hat
hav
e I
don
e? I
wou
ld n
ot h
ang
the
poor
boy
for
th
e w
hol
e w
orld
! Sav
e m
e fr
om t
his
,you
r
wor
ship
.Wh
at c
an I
do?
Just
ice
(gra
vely
).Yo
u m
ay r
evis
e th
e va
lue,
sin
ce it
is n
ot
yet
wri
tten
in t
he
reco
rd.
46
Stru
ctu
res:
Bu
ildin
g B
lock
s o
f M
ean
ing
Chap
ter
1
410
420
430
Wh
at d
oes
th
is d
etai
l say
abo
ut
the
law
s in
En
gla
nd
at
this
tim
e (l
ines
430
–432
)?
On
e co
uld
be
pu
t to
dea
th f
or
stea
ling
13 p
enn
ies.
Th
e la
ws
wer
e h
arsh
.
Pau
se a
t lin
e 41
3. W
hat
do
esth
is d
ecis
ion
rev
eal a
bo
ut
the
pri
nce
’s c
har
acte
r?
Sug
ges
ted
res
po
nse
:
The
Prin
ce is
ho
no
r-
able
; he
is w
illin
g t
o
abid
e b
y th
e la
ws
of
his
ow
n la
nd
.
Cir
cle
the
wo
rds
shill
ing
and
pen
ce(l
ine
429)
.Th
ese
coin
sw
ere
use
d in
En
gla
nd
at
the
tim
e th
e st
ory
is s
et.
Chapter 1Pupil Pages xx–55
144 Interactive Reading: Teacher’s Edition
Jail
er.B
e si
len
t! S
ir H
ugh
will
see
th
at y
ou p
ay w
ell f
or
clai
min
g to
be
his
dea
d br
oth
er a
nd
for
assa
ult
ing
him
in
his
ow
n h
ouse
! (E
xits
)
Mil
es(s
itti
ng w
ith
head
in h
ands
).O
h,m
y de
ar E
dith
...
now
wif
e to
my
brot
her
,Hu
gh,a
gain
st h
er w
ill,a
nd
my
poor
fat
her
...
dead
!
Firs
t P
riso
ner
.At
leas
t yo
u h
ave
you
r lif
e,si
r.I
am t
o be
han
ged
for
killi
ng
a de
er in
th
e ki
ng’
s pa
rk.
Seco
nd
Pri
son
er.A
nd
I m
ust
han
g fo
r st
ealin
g a
yard
of
clot
h t
o dr
ess
my
child
ren
.
Pri
nce
(mov
ed; t
o P
RIS
ON
ER
S).W
hen
I m
oun
t th
e th
ron
e,
you
sh
all a
ll be
fre
e.A
nd
the
law
s th
at h
ave
dish
onor
ed
you
sh
all b
e sw
ept
from
th
e bo
oks.
(Tur
ning
aw
ay)
Kin
gs
shou
ld g
o to
sch
ool t
o le
arn
th
eir
own
law
s an
d be
mer
cifu
l.
Firs
t P
riso
ner
.Wh
at d
oes
the
lad
mea
n?
I h
ave
hea
rd t
hat
the
kin
g is
mad
,bu
t m
erci
ful.
Seco
nd
Pri
son
er.H
e is
to
be c
row
ned
at
Wes
tmin
ster
tom
orro
w.
Pri
nce
(vio
lent
ly).
Kin
g? W
hat
kin
g,go
od s
ir?
Firs
t P
riso
ner
.Why
,we
hav
e on
ly o
ne,
his
mos
t sa
cred
maj
esty
,Kin
g E
dwar
d V
I.
Seco
nd
Pri
son
er.W
het
her
he
be m
ad o
r n
ot,h
is p
rais
es
are
on a
ll m
en’s
lips
.He
has
sav
ed m
any
inn
ocen
t liv
es,
and
plan
s to
des
troy
th
e cr
uel
est
law
s th
at o
ppre
ss p
eopl
e.
Pri
nce
(tur
ning
aw
ay,s
haki
ng h
is h
ead)
.How
can
th
is b
e?
Sure
ly it
is n
ot t
hat
litt
le b
egga
r bo
y!
[SIR
HU
GH
ente
rs w
ith
JAIL
ER
.]
Mar
k Tw
ain
49
500
510
Wh
at d
o y
ou
lear
n T
om
isd
oin
g a
s ki
ng
(lin
es51
4–51
6)?
He
is s
avin
g li
ves
and
tryi
ng
to
des
tro
y
cru
el la
ws.
Wh
at is
th
e p
rin
ce le
arn
ing
abo
ut
the
law
s o
f h
is o
wn
cou
ntr
y (l
ines
498
–502
)?
He
lear
ns
they
are
un
fair
to
th
e p
oo
r.
They
sh
ow
no
mer
cy.
Wh
om
are
th
e p
riso
ner
s ta
lk-
ing
ab
ou
t (l
ines
507
–513
)?
They
are
tal
kin
g a
bo
ut
Tom
Can
ty, t
he
pau
per
.
48
Stru
ctu
res:
Bu
ildin
g B
lock
s o
f M
ean
ing
Chap
ter
1
Mil
es.W
ould
th
e ju
stic
e th
ink
it a
jest
?
Con
stab
le.G
ood
sir!
Th
e ju
stic
e h
as n
o m
ore
sym
path
y
wit
h a
jest
th
an a
dea
d co
rpse
! (Pe
rple
xed)
Ver
y w
ell,
I w
ill
turn
my
back
an
d se
e n
oth
ing!
Bu
t go
qu
ickl
y! (
Exi
ts)
Mil
es(t
oP
RIN
CE).
Com
e,m
y lie
ge.W
e ar
e fr
ee t
o go
.
An
d th
at b
and
ofth
ieve
s sh
all n
ot s
et h
ands
on
you
aga
in.
I sw
ear
it!
Pri
nce
(wea
rily
).C
an y
ou b
elie
ve,S
ir M
iles,
that
in t
he
last
fort
nig
ht,
I,th
e ki
ng
ofE
ngl
and,
hav
e es
cape
d fr
om t
hie
ves
and
begg
ed f
or f
ood
on t
he
road
? I
hav
e sl
ept
in a
bar
n
wit
h a
cal
f! I
hav
e w
ash
ed d
ish
es in
a p
easa
nt’s
kit
chen
an
d
nar
row
ly e
scap
ed d
eath
.An
d n
ot o
nce
in a
ll m
y w
ande
rin
gs
did
I se
e a
cou
rier
sea
rch
ing
for
me!
Is
it n
ot m
atte
r fo
r
com
mot
ion
an
d di
stre
ss t
hat
th
e h
ead
ofst
ate
is g
one?
Mil
es(s
adly
,asi
de).
Still
bu
sy w
ith
his
pat
het
ic d
ream
.
(To
PR
INC
E)
It is
str
ange
inde
ed,m
y lie
ge.B
ut
com
e,I
will
take
you
to
my
fath
er’s
hom
e in
Ken
t.T
her
e yo
u m
ay r
est
in a
hou
se w
ith
sev
enty
roo
ms!
I a
m a
ll im
pati
ent
to b
e
hom
e ag
ain
!
[The
y ex
it,M
ILE
Sch
eerf
ul,P
RIN
CE
puzz
led,
as c
urta
ins
clos
e.]
Scen
e 7
Sett
ing:
Vill
age
jail.
Bar
e st
age,
wit
h b
arre
d w
indo
w o
n
one
wal
l.
At
Ris
e:T
WO
PR
ISO
NE
RS,
in c
hai
ns,
are
onst
age.
JAIL
ER
shov
es M
ILE
San
dP
RIN
CE,i
n c
hai
ns,
onst
age.
Th
ey s
tru
ggle
and
prot
est.
Mil
es.B
ut
I te
ll yo
u,I
am
Mile
s H
endo
n! M
y br
oth
er,
Sir
Hu
gh,h
as s
tole
n m
y br
ide
and
my
esta
te!
470
480
490
Wh
ere
are
the
pri
nce
an
dM
iles
in S
cen
e 7?
Wh
at n
ew
com
plic
atio
n h
as o
ccu
rred
?
They
are
in ja
il
bec
ause
Mile
s’s
bro
ther
has
sto
len
his
esta
te a
nd
bri
de.
Wh
y is
no
on
e lo
oki
ng
fo
rth
e p
rin
ce (
lines
476
–477
)?
Tom
is p
assi
ng
as
the
Prin
ce. N
o o
ne
kno
ws
he
is n
ot
the
Prin
ce.
Chapter 1Pupil Pages xx–55
Pupil Pages with Answers 145
proc
essi
on,l
ooki
ng a
bout
ner
vous
ly.S
udde
nly,
the
PR
INC
E,
in r
ags,
step
s fr
om t
he c
row
d,hi
s ha
nd r
aise
d.]
Pri
nce
.I f
orbi
d yo
u t
o se
t th
e cr
own
of
En
glan
d u
pon
th
at
hea
d.I
am t
he
kin
g!
Her
tfor
d.S
eize
th
e va
gabo
nd!
Tom
.I f
orbi
d it
! He
isth
e ki
ng!
(K
neel
ing
befo
re P
RIN
CE)
Oh
,my
lord
th
e ki
ng,
let
poor
Tom
Can
ty b
e th
e fi
rst
to s
ay,“
Pu
t on
you
r cr
own
an
d en
ter
into
you
r ow
n
righ
t ag
ain
.”
[HE
RT
FOR
Dan
d se
vera
l LO
RD
Slo
ok c
lose
ly a
t bo
th b
oys.
]
Her
tfor
d.T
his
is s
tran
ge in
deed
.(To
TO
M)
By
you
r fa
vor,
sir,
I w
ish
to
ask
cert
ain
qu
esti
ons
ofth
is la
d.
Pri
nce
.I w
ill a
nsw
er t
ruly
wh
atev
er y
ou m
ay a
sk,m
y lo
rd.
Her
tfor
d.B
ut
ifyo
u h
ave
been
wel
l tra
ined
,you
may
answ
er m
y qu
esti
ons
as w
ell a
s ou
r lo
rd t
he
kin
g.I
nee
d
defi
nit
e pr
oof.
(Thi
nks
a m
omen
t) A
h! W
her
e lie
s th
e G
reat
Seal
of
En
glan
d? I
t h
as b
een
mis
sin
g fo
r w
eeks
,an
d on
ly
the
tru
e P
rin
ce o
fW
ales
can
say
wh
ere
it li
es.
Tom
.Wai
t! W
as t
he
seal
rou
nd
and
thic
k,w
ith
lett
ers
engr
aved
on
it?
(HE
RT
FOR
Dno
ds.)
I k
now
wh
ere
it is
,bu
t it
was
not
I w
ho
put
it t
her
e.T
he
righ
tfu
l kin
g sh
all t
ell y
ou.
(To
PR
INC
E)
Th
ink,
my
kin
g,it
was
th
e ve
ry la
st t
hin
g yo
u
did
that
day
bef
ore
you
ru
shed
ou
t of
the
pala
ce w
eari
ng
my
rags
.
Pri
nce
(pau
sing
).I
reca
ll h
ow w
e ex
chan
ged
clot
hes
,bu
t
hav
e n
o re
colle
ctio
n o
fh
idin
g th
e G
reat
Sea
l.
Tom
(eag
erly
).R
emem
ber
wh
en y
ou s
aw t
he
bru
ise
on m
y
han
d yo
u r
an t
o th
e do
or,b
ut
firs
t yo
u h
id t
his
th
ing
you
call
the
seal
.
Mar
k Tw
ain
51
550
560
570
Ho
w d
oes
Her
tfo
rd t
est
the
pri
nce
to
see
if h
e is
th
e tr
ue
kin
g?
He
asks
a q
ues
tio
n h
e
thin
ks o
nly
th
e Pr
ince
can
an
swer
.
• •
•
•
• •
No
tes
• •
•
•
• •
Sir
Hu
gh.S
eize
th
e im
post
er!
[ JA
ILE
Rpu
llsM
ILE
Sto
his
feet
.]
Mil
es.H
ugh
,th
is h
as g
one
far
enou
gh!
Sir
Hu
gh.Y
ou w
ill s
it in
th
e pu
blic
sto
cks,
and
the
boy
wou
ld jo
in y
ou if
he
wer
e n
ot s
o yo
un
g.Se
e to
it,j
aile
r,an
d
afte
r tw
o h
ours
,you
may
rel
ease
th
em.M
eanw
hile
,I r
ide
to
Lon
don
for
th
e co
ron
atio
n!
[SIR
HU
GH
exit
s an
d M
ILE
Sis
hus
tled
out
by
JAIL
ER
.]
Pri
nce
.Cor
onat
ion
! Th
ere
can
be
no
coro
nat
ion
wit
hou
t m
e!
[Cur
tain
.]
Scen
e 8
Tim
e:C
oron
atio
n D
ay.
Sett
ing:
Ou
tsid
e ga
tes
ofW
estm
inst
er A
bbey
.Th
ron
e is
cen
ter.
A b
ench
is n
ear
it.
At
Ris
e:LO
RD
San
dLA
DIE
Scr
owd
abbe
y.O
uts
ide
gate
s,
GU
AR
DS
driv
e ba
ck c
hee
rin
g V
ILLA
GE
RS,
amon
g th
em M
ILE
S.
Mil
es(d
istr
augh
t).I
’ve
lost
him
! Poo
r lit
tle
chap
! He
has
been
sw
allo
wed
up
in t
he
crow
d!
[Fan
fare
oft
rum
pets
is h
eard
,the
n H
ER
TFO
RD
,ST.
JOH
N,
LOR
DS
and
LAD
IES
ente
r sl
owly
,fol
low
ed b
y PA
GE
S,on
e of
who
m c
arri
es t
he c
row
n on
sm
all c
ushi
on.T
OM
follo
ws
the
50
Stru
ctu
res:
Bu
ildin
g B
lock
s o
f M
ean
ing
Chap
ter
1
520
530
540
This
sce
ne
take
s p
lace
on
coro
nat
ion
day
. Wh
o d
o y
ou
thin
k w
ill b
e cr
ow
ned
th
eki
ng
on
th
is d
ay?
An
swer
s w
ill v
ary,
bu
t m
ost
stu
den
ts
will
pre
dic
t th
at t
he
Prin
ce’s
tri
ck w
ill b
e
reve
aled
, an
d t
he
real
Pri
nce
will
be
cro
wn
ed k
ing
.
Ret
ell w
hat
has
hap
pen
ed t
oth
e p
rin
ce a
nd
th
e p
aup
er in
Scen
e 7.
The
Prin
ce h
as b
een
jaile
d w
ith
Mile
s,
wh
o is
ch
arg
ed b
y h
is
bro
ther
wit
h b
ein
g a
n
imp
ost
or.
Mea
nw
hile
,
Tom
is t
o b
e cr
ow
ned
kin
g o
f En
gla
nd
.
Chapter 1Pupil Pages xx–55
146 Interactive Reading: Teacher’s Edition
Mil
es.I
s h
e re
ally
th
e ki
ng,
the
sove
reig
n o
fE
ngl
and,
and
not
th
e po
or a
nd
frie
ndl
ess
Tom
o’B
edla
m I
th
ough
t h
e
was
? (S
inks
dow
n on
ben
ch)
I w
ish
I h
ad a
bag
to
hid
e m
y
hea
d in
!
Firs
t G
uar
d(r
ushi
ng u
p to
him
).St
and
up,
you
man
ner
less
clow
n! H
ow d
are
you
sit
in t
he
pres
ence
of
the
kin
g!
Pri
nce
.Do
not
tou
ch h
im! H
e is
my
tru
sty
serv
ant,
Mile
s
Hen
don
,wh
o sa
ved
me
from
sh
ame
and
poss
ible
dea
th.
For
his
ser
vice
,he
own
s th
e ri
ght
to s
it in
my
pres
ence
.
Mil
es(b
owin
g,th
en k
neel
ing)
.You
r M
ajes
ty!
Pri
nce
.Ris
e,Si
r M
iles.
I co
mm
and
that
Sir
Hu
gh H
endo
n,
wh
o si
ts w
ith
in t
his
hal
l,be
sei
zed
and
put
un
der
lock
an
d
key
un
til I
hav
e n
eed
ofh
im.(
Bec
kons
to
TO
M)
From
wh
at I
hav
e h
eard
,Tom
Can
ty,y
ou h
ave
gove
rned
th
e re
alm
wit
h
roya
l gen
tlen
ess
and
mer
cy in
my
abse
nce
.Hen
cefo
rth
,you
shal
l hol
d th
e h
onor
able
tit
le o
fki
ng’
s w
ard!
(T
OM
knee
ls
and
kiss
es P
RIN
CE’s
hand
.) A
nd
beca
use
I h
ave
suff
ered
wit
h
the
poor
est
ofm
y su
bjec
ts a
nd
felt
th
e cr
uel
for
ce o
fu
nju
st
law
s,I
pled
ge m
ysel
fto
a r
eign
of
mer
cy f
or a
ll!
[All
bow
low
,the
n ri
se.]
All
(sho
utin
g).L
ong
live
the
kin
g! L
ong
live
Edw
ard,
kin
g
ofE
ngl
and!
[Cur
tain
]
TH
E E
ND
590
600
610
Mar
k Tw
ain
53
Wh
y w
as it
imp
ort
ant
for
the
pri
nce
to
leav
e th
e co
urt
an
dliv
e as
a c
om
mo
ner
?
Sug
ges
ted
res
po
nse
:
Wh
en t
he
Prin
ce
leav
es t
he
cou
rt, h
e
exp
erie
nce
s fi
rsth
and
the
life
of
a p
oo
r
com
mo
ner
. Th
e Pr
ince
real
izes
th
at h
is la
ws
are
un
fair,
an
d h
e
reso
lves
to
ch
ang
e
them
.
“To
m o
’ Bed
lam
” is
a t
erm
that
ref
ers
to s
om
eon
e w
ho
is m
enta
lly il
l. W
hat
do
esM
iles
dis
cove
r?
Mile
s re
aliz
es t
he
“cra
zy”
bo
y h
e h
ad
bef
rien
ded
rea
lly is
th
e
Kin
g o
f En
gla
nd
.
Pri
nce
(sud
denl
y).A
h! I
rem
embe
r! (
To S
T.JO
HN
) M
y go
od
St.J
ohn
,you
sh
all f
ind
the
Gre
at S
eal i
n t
he
arm
or t
hat
han
gs o
n t
he
wal
l in
my
cham
ber.
[ST.
JOH
Nhe
sita
tes,
but
at a
nod
from
TO
Mhu
rrie
s of
f.]
Tom
(ple
ased
).R
igh
t,m
y ki
ng!
Now
th
e sc
epte
r of
En
glan
d
is y
ours
aga
in.
[ ST.
JOH
Nre
turn
s in
a m
omen
t w
ith
Gre
at S
eal,
hold
s it
up
for
all t
o se
e.]
All
(sho
utin
g).L
ong
live
Edw
ard,
kin
g of
En
glan
d!
[ TO
Mta
kes
offc
ape
and
thro
ws
it o
ver
PR
INC
E’s
rags
.Tru
mpe
t
fanf
are
is h
eard
.ST.
JOH
Nta
kes
the
crow
n an
d pl
aces
it o
n th
e
PR
INC
E.A
ll kn
eel.]
Her
tfor
d.L
et t
he
smal
l im
post
or b
e fl
un
g in
to t
he
tow
er!
Pri
nce
(fir
mly
).I
will
not
hav
e it
so.
Bu
t fo
r h
im,I
wou
ld
not
hav
e m
y cr
own
.(To
TO
M)
My
poor
boy
,how
was
it y
ou
cou
ld r
emem
ber
wh
ere
I h
id t
he
seal
?
Tom
(em
barr
asse
d).I
did
not
kn
ow w
hat
it w
as,m
y ki
ng,
and
I u
sed
it t
o ..
.to
crac
k n
uts
.
[All
laug
h.M
ILE
Sst
eps
forw
ard,
star
ing
in a
maz
emen
t.]
52
Stru
ctu
res:
Bu
ildin
g B
lock
s o
f M
ean
ing
Chap
ter
1
580
Ho
w is
th
e p
rin
ce’s
pro
ble
mfi
nal
ly r
eso
lved
?
The
Prin
ce c
laim
s h
is
rig
htf
ul c
row
n b
y
answ
erin
g a
qu
esti
on
corr
ectl
y.
Chapter 1Pupil Pages xx–55
Pupil Pages with Answers 147
Gra
ph
ic O
rgan
izer
55
The
Prin
ce a
nd t
he P
aupe
rIn
tera
ctiv
e R
ead
ing
,pag
e 30
Inte
ract
wit
h a
Lit
erar
y Te
xt
Plo
t an
d S
etti
ng
Ch
art
Fill
out
the
char
t w
ith
det
ails
fro
m T
heP
rinc
e an
d th
e Pa
uper
.Fir
st,f
ill in
th
e ei
ght
sett
ings
as
desc
ribe
d in
the
not
es a
t th
e be
gin
nin
g of
the
scen
es.T
hen
fill
in a
t le
ast
one
key
even
t th
at h
appe
ned
in e
ach
set
tin
g.
Sett
ing
sPl
ay E
ven
ts
Scen
e 1:
Scen
e 2:
Scen
e 3:
Scen
e 4:
Scen
e 5:
Scen
e 6:
Scen
e 7:
Scen
e 8:
Wes
tmin
ster
Pal
ace
Off
al C
ou
rt
Wes
tmin
ster
Pal
ace
An
inn
Co
un
try
villa
ge
Off
ice
of
the
Just
ice
Vill
age
jail
Ou
tsid
e W
estm
inst
er A
bb
ey
The
Prin
ce’s
fat
her
die
s, b
ut
he
can
’t g
o t
o t
he
pal
ace.
Tom
an
d t
he
Prin
ce t
rad
e p
lace
s.
No
on
e b
elie
ves
Tom
isn
’t t
he
Prin
ce.
The
Prin
ce is
mis
trea
ted
.
No
on
e b
elie
ves
his
pro
test
s.
The
Kin
g d
ies.
The
Prin
ce is
res
cued
by
Mile
s.
The
Prin
ce is
tre
ated
kin
dly
by
Mile
s.
Then
he
is k
idn
app
ed b
y C
anty
.
The
Prin
ce is
arr
este
d f
or
stea
ling
.
The
Prin
ce le
arn
s ab
ou
t th
e la
ws
of
the
lan
d.
The
tru
e Pr
ince
is r
eco
gn
ized
an
d
cro
wn
ed. H
is r
escu
ers
are
rew
ard
ed.
The
kin
gd
om
’s la
ws
will
ch
ang
e.
54
Stru
ctu
res:
Bu
ildin
g B
lock
s o
f M
ean
ing
Chap
ter
1
Plot
and
Set
ting
Wri
te a
sce
ne-
by-
scen
e su
mm
ary
of
the
pla
y. B
e
sure
to
ind
icat
e w
her
e ea
ch s
cen
e is
set
. Bef
ore
yo
u b
egin
wri
tin
g, f
ill
ou
t th
e ch
art
on
th
e n
ext
pag
e to
gat
her
yo
ur
key
even
ts. A
t th
e en
d
of
you
r p
lot
sum
mar
y, t
ell w
hat
mes
sag
e yo
u t
hin
k is
co
nta
ined
in
this
sto
ry a
bo
ut
a ki
ng
wh
o li
ves
for
a ti
me
as a
po
or
per
son
. (W
hat
do
es h
e le
arn
?)
Pers
onal
Wor
d Li
stR
eco
rd t
he
wo
rds
you
lear
ned
fro
m t
his
sto
ry in
you
r Pe
rso
nal
Wo
rd L
ist.
Th
en, s
ay s
om
eth
ing
to
a p
artn
er u
sin
g o
ne
of
tho
se w
ord
s. Y
ou
r p
artn
er c
an r
eply
usi
ng
an
oth
er w
ord
fro
m t
he
list.
Co
nti
nu
e th
e co
nve
rsat
ion
un
til o
ne
of
you
ru
ns
ou
t o
f w
ord
s—
or
way
s to
use
th
em.
Pers
onal
Rea
ding
Log
Rec
ord
th
is s
elec
tio
n in
yo
ur
Pers
on
al R
ead
ing
Log
. Wri
te a
few
sen
ten
ces
telli
ng
ho
w y
ou
th
ink
the
pla
y w
ou
ld
wo
rk a
s a
TV s
erie
s. G
ive
you
rsel
f 10
po
ints
on
th
e R
ead
ing
Met
er f
or
read
ing
th
e se
lect
ion
.
Chec
klis
t fo
r St
anda
rds
Mast
ery
Use
th
e C
hec
klis
t fo
r St
and
ard
s
Mas
tery
to
tra
ck y
ou
r p
rog
ress
in m
aste
rin
g t
he
stan
dar
ds.
Chapter 1Pupil Pages xx–55