The Hobbit

Passage Summary: Robert Louis Stevenson (1850-1894) was a Scottish novelist, poet, essayist, and travel writer. In this poem, the narrator speaks of his wish to travel the world, one day, when he is “a man.”

When and How to Pair: Introduce this poem to students after they have read chapter two of The Hobbit in order to help them to identify themes in the novel and make thematic connections across texts. Pair “Travel” with The Hobbit: Chapter Two and ask students to discuss the themes of journeying and adventure in both texts — would Stevenson’s poem appeal to Bilbo’s Tookish side? What convinces Bilbo to leave his home in the Shire?

Passage Summary: In this folktale, a wise king offers his daughter’s hand in marriage to whomever can make a fool out of him.

When and How to Pair: Have students read this text after completing chapter five — when Bilbo faces off with Gollum in a riddle contest — in order for them to use comparative analysis to study character. Pair “How Boots Befooled the King” with The Hobbit: Chapter Five, and ask students to compare the characters of Boots and Bilbo — how do both characters utilize their wits to either reach their goals or get them out of trouble? Alternatively, you may choose to introduce this text after students have completed chapter twelve, when Bilbo is confronted by Smaug.

Passage Summary: In this passage, the translation taken from the New King James Version Bible, the young and small shepherd David takes up the giant enemy warrior Goliath’s challenge for battle in a true underdog fashion.

When and How to Pair: Have students read this text after they have completed chapter eight of The Hobbit, in order to introduce them to idea of “the unlikely hero” as a literary motif. Pair “The Story of David and Goliath” with The Hobbit: Chapter Eight, and ask students to compare these two unlikely heroes, David and Bilbo, and to discuss how they are able to defeat their much larger foes. How has Bilbo been changed by his confrontation with the spiders, and why do you think this change takes place?

Passage Summary: In "The Soldier" (1914) by Rupert Brooke, a young English soldier reveals his dying wish - to be remembered and honored. Rupert Brooke's poetry is a reflection of the mood in England leading up to WWI. 

When and How to Pair: Introduce this poem after students have completed chapter seventeen, following the destruction of Laketown in chapter fourteen, and the Battle of the Five Armies in chapter seventeen. This pairing will help provide insight into the character of Bilbo Baggins, as well as Tolkien’s own experiences with World War I. Pair “The Soldier” with The Hobbit: Chapter Seventeen, and ask students to compare Bilbo’s experiences in battle with that of the speaker in the poem — how does Bilbo’s longing for the Shire resemble the soldier’s memories of England?

Passage Summary: Aesop was a slave and story-teller who was believed to have lived in ancient Greece between 620 and 560 BCE. This story, in which a man becomes greedily obsessed with a goose that lays golden eggs, is part of his collection of tales known as “Aesop’s Fables” which have influenced children’s literature and modern storytelling culture.

When and How to Pair: Introduce “The Goose with the Golden Egg” after students have read chapter seventeen of The Hobbit, in order to generate a discussion on the shared theme of greed. Ask students to analyze how the theme of greed lies at the heart of Aesop’s fable, and how it develops throughout The Hobbit. How does greed affect characters like Thorin and Smaug?

Passage Summary: A sailor grieves the loss of his captain in this poem that symbolizes the American experience of making it through the Civil War.

When and How to Pair: Introduce the poem after finishing chapter 18 of The Hobbit in order to have students draw thematic comparisons across genre and form. Pair “Oh Captain! My Captain!” with The Hobbit: Chapter Eighteen, and ask students to discuss the aftermath of the Battle of the Five Armies. How does it compare to the Whitman poem, a work inspired by the death of Abraham Lincoln?

Passage Summary: Published in 1916, this poem is one of the most frequently cited and most misunderstood of Frost’s poems.

When and How to Pair: Introduce “The Road Not Taken” after students have finished reading The Hobbit, in order to analyze grand themes through a comparative study across genres. Ask students to discuss the idea of journeys as a theme in both texts — how do Bilbo’s choices shape his journey and, eventually, himself?