Biblioteca     Explorar por Libro     The Hobbit

Bilbo Baggins, a hobbit homebody, joins a party of dwarves and their wizard companion in a series of adventures to reclaim the dwarves’ homeland from the great dragon Smaug.

Abajo hay algunos pasajes que hemos seleccionado para complementar este libro. Asegúrese de leer los resúmenes de los pasajes y nuestras sugerencias para uso instructivo.

8 ° Grado Poema No prosa
Travel
Robert Louis Stevenson 1913
Resumen del pasaje: 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.”
Cuándo y cómo vincularlos: 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?
5 ° Grado Folklore 830L
How Boots Befooled the King
Howard Pyle 1888
Resumen del pasaje: In this folktale, a wise king offers his daughter’s hand in marriage to whomever can make a fool out of him.
Cuándo y cómo vincularlos: 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.
8 ° Grado Texto religioso 970L
The Story of David and Goliath
The Book of Samuel 1611
Resumen del pasaje: 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.
Cuándo y cómo vincularlos: 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?
9 ° Grado Poema No prosa
The Soldier
Rupert Brooke 1914
Resumen del pasaje: 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. 
Cuándo y cómo vincularlos: 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?
5 ° Grado Fábula 1020L
The Goose with the Golden Egg
Aesop 620-560 BCE
Resumen del pasaje: 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.
Cuándo y cómo vincularlos: 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?
8 ° Grado Poema No prosa
O Captain! My Captain!
Walt Whitman 1865
Resumen del pasaje: A sailor grieves the loss of his captain in this poem that symbolizes the American experience of making it through the Civil War.
Cuándo y cómo vincularlos: 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?
8 ° Grado Poema 1090L
The Road Not Taken
Robert Frost 1916
Resumen del pasaje: Published in 1916, this poem is one of the most frequently cited and most misunderstood of Frost’s poems.
Cuándo y cómo vincularlos: 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?
9 ° Grado Texto Informativo 1010L
The Hero's Journey
Jessica McBirney 2017
Resumen del pasaje: In the informational text “The Hero’s Journey,” Jessica McBirney discusses a common structure among many stories across genres.
Cuándo y cómo vincularlos: Have students read this text after finishing the book, as insight into the structure and plot of this literary pattern. Pair “The Hero’s Journey” with "The Hobbit" and ask students to compare Bilbo’s journey with that of the archetypal hero – is Bilbo Baggins a hero?