2 Select the correct answer. Read this excerpt from Howard Pyle's "The Water of Life." What aspect shows that the king is a foil to the faithful servant? So the princess told the king what the wise bird had bidden her to say, and the king went straightway to the faithful servant. "You must let me have your armlet," said he. "Alas, master," said the faithful servant, "that is a woeful thing for me, for the armlet is too tight to take off." "Sol" says the king, "that is a great pity, but the princess will not have me without the armlet." "Then you shall have it," says the faithful servant; but the king had to pull it off, injuring the faithful servant, for he could not do it himself. But, bless your heart! The armlet was ever so much too large for the king to wear. Nevertheless, he tied it to his wrist with a bit of ribbon, and off he marched to the princess's castle. O A The faithful servant allows the king to take the armlet away from him. B. The armlet, which was tight on the faithful servant, is loose on the king, O C. The king injures the faithful servant while he is taking the armlet from him. OD. The wise bird, who is kind to the faithful servant, is unkind to the king.​

Follow the directions (and example) given to create your own sonnet. william shakespeare's sonnet 130 my mistress' eyes are nothing like the sun, coral is far more red, than her lips red, if snow be white, why then her breasts are dun: if hairs be wires, black wires grow on her head: i have seen roses damasked, red and white, but no such roses see i in her cheeks, and in some perfumes is there more delight, than in the breath that from my mistress reeks. i love to hear her speak, yet well i know, that music hath a far more pleasing sound: i grant i never saw a goddess go, my mistress when she walks treads on the ground. and yet by heaven i think my love as rare, as any she belied with false compare. instructions: write fourteen lines of iambic pentameter. use a sonnet rhyme scheme. use the first eight lines to set up your idea (the octave). use the last six lines to conclude your idea (sestet). (variety may be added by including a substitute foot from time to time such as the two anapests in line 3 above.) work in small groups giving each other feedback. reading the sonnet aloud allows you to hear the words and rhythms of the lines. generate questions that will clarify the use of words and forms. for example: was the idea of the sonnet presented in the first eight lines? how was sound used to enhance the meaning of the sonnet?