Beowulf Lesson Plan

Beowulf Lesson Plan: Overview

Class: 11^th Grade English

Unit: Beowulf

Teacher: Celeste Lempke

Duration: 20 day lesson plan for 50 minute class periods

Materials: 1. Books:

· Beowulf, translated by Ruth P. M. Lehmann

· dictionaries/encyclopedias (hardback or online)

2. Films:

· “Beowulf and Grendel” directed by Sturla Gunnarsson (2005)

· “The Thirteenth Warrior” directed by John McTiernan (1999)

· “Beowulf” directed by Graham Baker (1999)

3. Handouts:

· Old English Beowulf Passage Handout

· “Constructing Your Own Grendel” Handout

· “Build Your Own Hero” Handout

· Peer Evaluation Questions

· “Beowulf Limerick and Eulogy” Handout

· Beowulf Test

· Character Map Handout

· “Creating a Modern-Day Beowulf” Handout

4. Technology:

· computer with internet access and speakers

· markerboard/chalkboard

· projector and screen if available

· television

· DVD player

Standards:

¡ 12.1.1 By the end of the twelfth grade, students will identify the main idea and supporting details in what they have read.

¡ 12.1.3 By the end of the twelfth grade, students will identify and use characteristics to classify different types of text.

¡ 12.1.4 By the end of the twelfth grade, students will analyze literature to identify the stated or implied theme.

¡ 12.1.5 By the end of the twelfth grade, students will demonstrate the ability to analyze fiction through identifying and applying knowledge of elements and literary techniques.

¡ 12.1.8 By the end of the twelfth grade, students will demonstrate the ability to analyze literary works, nonfiction, films, and media.

¡ 12.2.1 By the end of the twelfth grade, students will write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling.

¡ 12.2.2 By the end of the twelfth grade, students will write compositions with focus, related ideas, and supporting details.

¡ 12.2.3 By the end of the twelfth grade, students will revise and edit persuasive compositions.

¡ 12.2.4 By the end of the twelfth grade, students will use multiple forms to write for different audiences and purposes.

¡ 12.3.2 By the end of the twelfth grade, students will make oral presentations that demonstrate consideration of audience, purpose, and information.

Objectives: By the end of this unit, students will have read a translation of the Old English poem Beowulf. After participating in both small group work and large group discussions, they will thoroughly understand the work’s underlying themes, such as loyalty, the heroic culture, leadership, fate, reputation, and the role of Christian and pagan values in society. Students will be able to identify elements of the poem’s construction like alliteration and kennings. In addition, students will be able to discuss the poem’s genre and will compare and contrast modern film adaptations to the poem.

Day 1(Monday):

Component #1—Desired Outcomes/Objectives for the Learner (Linked to Standards):

Standard(s):

¡ 12.2.2 By the end of the twelfth grade, students will write compositions with focus, related ideas, and supporting details.

Objective(s):

¡ Students will write a journal entry on the theme of heroics.

¡ Students will participate in a small group and a large group discussion on the theme heroics.

¡ Students will listen to background information on the poem Beowulf.

¡ Students will listen to portions of Beowulf read in Old English and follow along on their handouts.

Component #2—Assessment Plan:

Journal Response (10 points); Participation/Classroom discussion

Component #3—Instructional Sequence and Activities:

1. Journal Question #1 (10 minutes): What is a hero? Explain your definition, list characteristics, and give examples of people who fit your descriptions.

2. Small group discussion of the journal writing responses

3. Large group discussion: define the term “hero”

· Write a list of heroic qualities on the board

· Name some examples of people considered heroes. How did they earn this title?

· Agree/Disagree with the examples given?

4. Introduction to the Old English poem Beowulf

· Go to www.readwritethink.org for basic background information about the poem (specific directions = go to www.readwritethink.org; search Beowulf, Language Arts, 9-12; choose result #6: An Introduction to Beowulf: Language and Poetics; go to Literary Guide: Beowulf)

5. Give students the Old English Beowulf Passage Handout

· Have students listen to sections of the poem in Old English (specific directions = go back to #6: An Introduction to Beowulf: Language and Poetics; scroll down to Instruction and Activities: Session One; click on the website listed in #6 to hear Old English readings of the poem)

Component #4—Materials, Resources, Technology Needs:

¡ Computer with internet access and speakers; markerboard/chalkboard; projector and screen if available; Old English Beowulf Passage Handout

Day 2 (Tuesday):

Component #1—Desired Outcomes/Objectives for the Learner (Linked to Standards):

Standard(s):

¡ 12.1.4 By the end of the twelfth grade, students will analyze literature to identify the stated or implied theme.

¡ 12.1.5 By the end of the twelfth grade, students will demonstrate the ability to analyze fiction through identifying and applying knowledge of elements and literary techniques.

Objective(s):

Students will write a journal entry on the theme of leadership.
Students will follow along in their text while I read a portion of Beowulf aloud.
Students will participate in a large group discussion of the poem’s construction, themes, and plot.

Component #2—Assessment Plan:

Journal Response (10 points); Participation/Classroom discussion

Component #3—Instructional Sequence and Activities:

1. Journal Question #2 (10 minutes): What qualities do you believe a good leader should possess? Discuss leadership in our society. Name some modern leaders. What are the characteristics of contemporary leaders? What do we admire about them?—This journal entry will be discussed during Day 4.

2. Read pages 21-22 out loud to the class

3. Large group discussion

· What is the purpose/function of these 2 pages?

· What has just happened in the story?

· What do you notice about the poem’s language and how it sounds when read aloud?

w Define alliteration and give examples from the text: Alliteration = the repetition of stressed sounds, particularly consonants from the beginning of words or syllables. Poetically, alliteration can have a similar function as rhyme. An example of alliteration is the tongue-twister "She sells seashells by the sea shore."

w Define Kennings and give examples from the text (“ring-renderer,” line 35): Kenning = Kenning is usually a two-word metaphorical name for something, such as “sea-road” for ocean; other examples include "word-hoard," "treasure-giver," and "swan's way"

· What do these 2 pages tell us about the warrior culture?

· What word is repeated? (treasure) What does this word indicate about the culture’s values?

4. Begin reading the section “Grendel’s Coming: DANES, DANGER, DARING” out loud to the class

Component #4—Materials, Resources, Technology Needs:

¡ Beowulf translated by Ruth P. M. Lehmann; markerboard/chalkboard

Day 3 (Wednesday):

Component #1—Desired Outcomes/Objectives for the Learner (Linked to Standards):

Standard(s):

¡ 12.1.1 By the end of the twelfth grade, students will identify the main idea and supporting details in what they have read.

Objective(s):

Students will write a journal entry on the theme of courage.
Students will follow along in their text while I read a portion of Beowulf aloud.
Students will list descriptions of the characters Beowulf and Grendel as a homework assignment.

Component #2—Assessment Plan:

Journal Response (10 points); Homework assignment (40 points)

Component #3—Instructional Sequence and Activities:

1. Journal Question #3 (10 minutes): What is courage? How would most people today define courage? —This journal entry will be discussed during Day 4.

2. Continue reading the section “Grendel’s Coming: DANES, DANGER, DARING” out loud to the class.

3. Homework: Have students list descriptions of Grendel (his character qualities, appearance, titles/names he is given) and list descriptions of Beowulf on 2 separate sheets of paper (40 points).

Component #4—Materials, Resources, Technology Needs:

¡ Beowulf translated by Ruth P. M. Lehmann; markerboard/chalkboard

Day 4 (Thursday):

Component #1—Desired Outcomes/Objectives for the Learner (Linked to Standards):

Standard(s):

¡ 12.1.1 By the end of the twelfth grade, students will identify the main idea and supporting details in what they have read.

¡ 12.1.4 By the end of the twelfth grade, students will analyze literature to identify the stated or implied theme.

¡ 12.1.8 By the end of the twelfth grade, students will demonstrate the ability to analyze literary works, nonfiction, films, and media.

Objective(s):

Students will follow along in their text while I read a portion of Beowulf aloud.
Students will participate in small group work and a large group discussion of themes found within the poem, like Christian values, pagan values, fate, and motivation.

Component #2—Assessment Plan:

Participation/Classroom discussion

Component #3—Instructional Sequence and Activities:

1. Finish reading the section “Grendel’s Coming: DANES, DANGER, DARING” out loud to the class.

2. Small group work

· Find examples of Christian values in the section.

· Find examples of pagan values in the section.

· List references to fate.

3. Large group discussion

· Compare examples of Christian values and pagan values found in the section; list on the board

· Why is there an intermixing of both pagan and Christian values?

· Compare examples of fate.

· From what you have read so far, do you think fate will play a big role in the story’s end?

· What motivated Grendel to attack the mead hall (Heorot or Hart)?

· What was Beowulf’s motivation for coming to help King Hrothgar?

· Compile a list of Beowulf’s qualities on the board from the homework assignment. Does Beowulf possess some of the good leadership qualities listed in journal #2? How does Beowulf demonstrate courage? (reflect back to journal #3)

4. Begin reading the section “A Grieving Mother’s Vengeance: MONSTER-MOTHER OF THE MERE” out loud to the class.

Component #4—Materials, Resources, Technology Needs:

¡ Beowulf translated by Ruth P. M. Lehmann; markerboard/chalkboard

Day 5 (Friday):

Component #1—Desired Outcomes/Objectives for the Learner (Linked to Standards):

Standard(s):

¡ 12.1.8 By the end of the twelfth grade, students will demonstrate the ability to analyze literary works, nonfiction, films, and media.

Objective(s):

Students will follow along in their text while I read a portion of Beowulf aloud.
Students will participate in a large group discussion of motivation and the differences between the first two major sections in the poem.
Students will create a 3-D sculpture of Grendel (keeping in mind the poem’s descriptions of his character/appearance) and present their work to the class.

Component #2—Assessment Plan:

Participation/Classroom discussion; Homework assignment (75 points)

Component #3—Instructional Sequence and Activities:

1. Read the section “A Grieving Mother’s Vengeance: MONSTER-MOTHER OF THE MERE” out loud to the class.

2. Large Group Discussion

· What motivated Grendel’s mother to attack the mead hall (Heorot or Hart)?

· How does the episode with Grendel’s mother differ from the episode with Grendel?

w Motives: Grendel’s mother = vengeance; Grendel = envy, jealousy

w Setting: Grendel = fought in the mead hall; Grendel’s mother = fought in a swamp

w Weapons: Grendel = Beowulf used his hands; Grendel’s mother = Beowulf used a sword

w Battle: Grendel = this part of the poem must establish Beowulf as a hero, so the battle is short and not talked about much; Grendel’s mother = Beowulf has already been established as a hero, so there is more focus on the battle (detailed descriptions)

w Escalation: the battle has escalated because Beowulf must use armor and a sword to defeat Grendel’s mother

w Beowulf de-arms Grendel but he decapitates Grendel’s mother

w We read about the death of Grendel’s mother, but we don’t witness Grendel die

· List descriptions of Grendel on the board

3. Homework: “Constructing Your Own Grendel” (75 points for completion): As you can tell from our list on the board, few concrete physical descriptions of Grendel are given in the poem. Your assignment is to create a 3-D representation of Grendel, keeping in mind the few descriptions the poem does give. Use any materials you see fit (a few examples = Legos, clay, found objects, recycling materials, food, etc.; combinations of materials are welcome). Be prepared to show your sculpture to the class, describe your creative process, and tell why you chose the materials and method of presentation you did. This assignment will be due Monday.

Component #4—Materials, Resources, Technology Needs:

¡ Beowulf translated by Ruth P. M. Lehmann; markerboard/chalkboard; “Constructing Your Own Grendel” Handout

Constructing Your Own Grendel

Homework: As you can tell from the list we compiled on the board, few concrete physical descriptions of Grendel are given in the poem. Your assignment is to create a 3-D representation of Grendel, keeping in mind the few descriptions the poem does give. Use any materials you see fit (a few examples = Legos, clay, found objects, recycling materials, food, etc.; combinations of materials are welcome). Be prepared to show your sculpture to the class, describe your creative process, and tell why you chose the materials and method of presentation you did. This assignment will be due Monday.

* Project = 75 points; Presentation = 25 points

Day 6 (Monday):

Component #1—Desired Outcomes/Objectives for the Learner (Linked to Standards):

Standard(s):

¡ 12.1.8 By the end of the twelfth grade, students will demonstrate the ability to analyze literary works, nonfiction, films, and media.

¡ 12.3.2 By the end of the twelfth grade, students will make oral presentations that demonstrate consideration of audience, purpose, and information.

Objective(s):

Students will present their Grendel sculptures to the class.
Students will view excerpts from the film “Beowulf and Grendel” and compare it to the poem.
Students will follow along in their text while I read a portion of Beowulf aloud.

Component #2—Assessment Plan:

Presentation (25 points); Participation/Classroom discussion

Component #3—Instructional Sequence and Activities:

1. Presentation of 3-D Grendel sculptures to the class (25 points for completion).

2. Look at the representation of Grendel in the movie “Beowulf and Grendel,” directed by Sturla Gunnarsson (2005).

· View Chapter 1; Chapter 2; and Chapter 3 until the 11 minute marker

3. Large group discussion of the movie excerpt

· How would you describe Grendel in this adaptation?

· How does the portion we viewed differ from the poem?

· Does the representation of Grendel match the image you had when reading the poem? Why or why not?

· As the movie’s director, what would you have done differently?

· What does the director do well in his portrayal of Grendel?

4. If not done, finish reading the section “A Grieving Mother’s Vengeance: MONSTER-MOTHER OF THE MERE” out loud to the class.

5. Look at the representation of Grendel’s mother in the movie “Beowulf and Grendel,” directed by Sturla Gunnarsson (2005).

· View Chapter 19 until the marker 1:33:15 (approximately 2 minutes in length)

6. Large group discussion of the movie excerpt

· How would you describe Grendel’s mother in this adaptation?

· How does the portion we viewed differ from the poem?

· Does the representation of Grendel’s mother match the image you had when reading the poem? Why or why not?

· Is the representation of Grendel’s mother better or worse than the representation of Grendel? Why or why not?

· What does the director do well? What would you have done differently in representing Grendel’s mother?

Component #4—Materials, Resources, Technology Needs:

¡ Beowulf translated by Ruth P. M. Lehmann; markerboard/chalkboard; the film “Beowulf and Grendel” directed by Sturla Gunnarsson (2005); television; DVD player

Day 7 (Tuesday):

Component #1—Desired Outcomes/Objectives for the Learner (Linked to Standards):

Standard(s):

¡ 12.2.2 By the end of the twelfth grade, students will write compositions with focus, related ideas, and supporting details.

¡ 12.2.4 By the end of the twelfth grade, students will use multiple forms to write for different audiences and purposes.

Objective(s):

Students will write a creative story about a hero using interactive writing prompts found online.

Component #2—Assessment Plan:

Writing assignment (100 points)

Component #3—Instructional Sequence and Activities:

1. Writing Assignment: “Build Your Own Hero” paper (100 points): Have the students write a creative piece of fiction about a hero. Use the Interactive Writing Prompt on http://www.writingfix.com/leftbrain/Build_a_hero.htm

· Have each student go to the website listed and use the interactive buttons to generate a hero’s name and three qualities.

· Have each student write their hero’s name and three qualities on 2 notecards: one to keep for personal reference and one to hand into the teacher.

· Give students a handout of the assignment’s format, explain the format and answer any questions.

· Give students the remainder of the period to work on a rough draft of the paper.

· Rough Draft due Friday for peer review.

Component #4—Materials, Resources, Technology Needs:

¡ Computer with internet access; notecards; “Build Your Own Hero” Handout

Build Your Own Hero

Student/Writer Instructions: A hero is a fun person to write about. Your job is to write five paragraphs (or more) about one day in the life of a hero that you will create with the on-line writing game. After using the Interactive Writing Prompt to select your character’s name and three qualities, follow the paragraph organization below:

· Paragraph #1: Introduce the reader to your hero. Tell how he/she begins the day. Include details so the reader knows what type of person your hero is.

· Paragraph #2: In five or six sentences (+), describe your hero doing heroic quality #1. Show the quality through the hero’s actions, thoughts, and words (don’t just state the quality).

· Paragraph #3: In five or six sentences (+), describe your hero doing heroic quality #2. Show the quality through the hero’s actions, thoughts, and words (don’t just state the quality).

· Paragraph #4: In five or six sentences (+), describe your hero doing heroic quality #3. Show the quality through the hero’s actions, thoughts, and words (don’t just state the quality).

· Paragraph #5: Conclude your heroic story by telling the reader how your hero ends his/her day.

* The rough draft for this assignment is due Friday for peer review. The final draft will be due Monday.

* Remember to type your assignment in Times New Roman; use 12 point font; use 1 inch margins; double-space.

* Paper = 100 points; Peer Review = 50 points

Day 8 (Wednesday):

Component #1—Desired Outcomes/Objectives for the Learner (Linked to Standards):

Standard(s):

¡ 12.1.4 By the end of the twelfth grade, students will analyze literature to identify the stated or implied theme.

¡ 12.1.8 By the end of the twelfth grade, students will demonstrate the ability to analyze literary works, nonfiction, films, and media.

Objective(s):

Students will write a journal entry on the theme of loyalty.
Students will follow along in their text while I read a portion of Beowulf aloud.
Students will participate in a large group discussion of the poem’s plot, important themes, and cultural concepts.

Component #2—Assessment Plan:

Journal Response (10 points); Participation/Classroom discussion

Component #3—Instructional Sequence and Activities:

1. Journal Question #4 (10 minutes): What does it mean to be loyal? Tell about a time you were loyal or someone was loyal to you.

2. Begin reading the section “The Last Victory: THE DRAGON AND DEATH” out loud to the class.

3. Large group discussion

· How does Beowulf become king of the Geats?

· What does the sudden passage of time mean?

· What motivated the dragon to attack?

· Why does Beowulf believe that he must fight the dragon alone?

· Discussion of loyalty (reflect back to journal #4): What do Beowulf’s followers do when they realize he’s losing? What does Wiglaf do? What does the retainers’ flight mean in the Anglo-Saxon heroic culture?

Component #4—Materials, Resources, Technology Needs:

¡ Beowulf translated by Ruth P. M. Lehmann; markerboard/chalkboard

Day 9 (Thursday):

Component #1—Desired Outcomes/Objectives for the Learner (Linked to Standards):

Standard(s):

¡ 12.1.4 By the end of the twelfth grade, students will analyze literature to identify the stated or implied theme.

¡ 12.1.8 By the end of the twelfth grade, students will demonstrate the ability to analyze literary works, nonfiction, films, and media.

Objective(s):

Students will write a journal entry on the theme of reputation.
Students will follow along in their text while I read a portion of Beowulf aloud.
Students will participate in a small group and a large group discussion of important questions raised by the poem.

Component #2—Assessment Plan:

Journal Response (10 points); Participation/Classroom discussion

Component #3—Instructional Sequence and Activities:

1. Journal Question #5 (10 minutes): Why is a reputation important? What factors influence a person’s reputation?

2. Finish reading the section “The Last Victory: THE DRAGON AND DEATH” out loud to the class.

3. Small group discussion

· What attitudes and actions lead to Beowulf’s downfall? Defend your answer with examples.

· Is Beowulf ultimately a pagan or a Christian poem? Why? Give textual examples.

· Is Beowulf’s death caused by fate or by his personal choice to fight the dragon alone? Why? Give textual examples. Does reputation play a part? (think back to journal #5)

· Does Beowulf win or lose at the poem’s end? Why? Give textual examples.

4. Large group discussion of the four questions listed above.

Component #4—Materials, Resources, Technology Needs:

¡ Beowulf translated by Ruth P. M. Lehmann; markerboard/chalkboard

Day 10 (Friday):

Component #1—Desired Outcomes/Objectives for the Learner (Linked to Standards):

Standard(s):

¡ 12.1.8 By the end of the twelfth grade, students will demonstrate the ability to analyze literary works, nonfiction, films, and media.

¡ 12.2.1 By the end of the twelfth grade, students will write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling.

¡ 12.2.3 By the end of the twelfth grade, students will revise and edit persuasive compositions.

Objective(s):

¡ Students will write a journal entry explaining why Beowulf is or is not a hero at the poem’s end.

¡ Students will participate in a large group discussion of their journal response.

¡ Students will do peer evaluations on their “Build Your Own Hero” paper.

¡ Students will work on the final draft of their “Build Your Own Hero” paper.

Component #2—Assessment Plan:

Journal Response (10 points); Participation/Classroom discussion; Peer evaluations (50 points)

Component #3—Instructional Sequence and Activities:

1. Journal Question #6 (10 minutes): Is Beowulf a hero? Why or why not?

2. Large group discussion of the journal response

3. Peer evaluations of the “Build Your Own Hero” paper.

4. Work on final draft of the “Build Your Own Hero” paper. The final paper is due Monday (should hand in the peer responses you received along with your final draft).

Component #4—Materials, Resources, Technology Needs:

¡ Beowulf translated by Ruth P. M. Lehmann; markerboard/chalkboard; Peer Evaluation questions

Day 11 (Monday):

Component #1—Desired Outcomes/Objectives for the Learner (Linked to Standards):

Standard(s):

¡ 12.2.1 By the end of the twelfth grade, students will write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling.

¡ 12.2.4 By the end of the twelfth grade, students will use multiple forms to write for different audiences and purposes.

Objective(s):

Students will write a limerick about the poem and a eulogy for Beowulf’s funeral.

Component #2—Assessment Plan:

In-class work; Writing Assignment (100 points)

Component #3—Instructional Sequence and Activities:

1. Collect the final draft of the “Build Your Own Hero” paper (this includes collecting the peer responses).

2. In-class Writing Assignment: “Beowulf Limerick and Eulogy” (100 points for completion): Have the students write a eulogy (1-2 pgs) for Beowulf’s funeral and a limerick about any elements in the poem (plot, characterization, themes, form, etc.). Students should be prepared to read their writings to the class on Tuesday.

· Define limerick and give an example: Limerick = a kind of humorous verse of five lines, in which the first, second, and fifth lines rhyme with one another, and the third and fourth lines—which are shorter—form a rhymed couplet.

· Define a eulogy: Eulogy = a speech or piece of writing which praises a person or thing, especially an oration which honors a deceased person

· Give students a handout of the assignment’s format, explain the format and answer any questions.

· Give students the period to work on the assignment.

· Students will hand in their writing assignment immediately after reading it to the class on Tuesday.

Component #4—Materials, Resources, Technology Needs:

¡ Beowulf translated by Ruth P. M. Lehmann; markerboard/chalkboard; “Beowulf Limerick and Eulogy” Handout

Beowulf Eulogy and Limerick

Student/Writer Instructions: For this in-class writing assignment, you need to write a eulogy for Beowulf’s funeral and a limerick about any elements in the poem (plot, characterization, themes, form, etc.). Be prepared to read your writings to the class on Tuesday.

Limerick = a kind of humorous verse of five lines, in which the first, second, and fifth lines rhyme with one another, and the third and fourth lines—which are shorter—form a rhymed couplet.

Limerick example = “There once was a man from Peru,

Who dreamed he was eating his shoe.

He woke up one night

In a terrible fright,

And found that his dream had come true.”

Eulogy = a speech or piece of writing which praises a person or thing, especially an oration which honors a deceased person.

· Your Eulogy should be 1-2 pages long.

* You should do the bulk of your writing during class time….the only work you should do at home is type up what you have already written and proofread it.

* Remember to type your assignment in Times New Roman; use 12 point font; use 1 inch margins; double-space.

* Limerick = 50 points; Eulogy = 50 points; Presentation = 25 points

Day 12 (Tuesday):

Component #1—Desired Outcomes/Objectives for the Learner (Linked to Standards):

Standard(s):

¡ 12.1.3 By the end of the twelfth grade, students will identify and use characteristics to classify different types of text.

¡ 12.3.2 By the end of the twelfth grade, students will make oral presentations that demonstrate consideration of audience, purpose, and information.

Objective(s):

Students will read their limerick and eulogy to the class.
Students will participate in a small group and a large group discussion of the poem’s genre.

Component #2—Assessment Plan:

Writing presentations (25 points); Participation/Classroom discussion; Group work

Component #3—Instructional Sequence and Activities:

1. Have each student read their Beowulf limerick and eulogy to the class (25 points).

2. Collect the “Beowulf Limerick and Eulogy” writing assignment.

3. Genre Discussion

· What is the genre of the Old English poem Beowulf? Epic? Fairy tale? Elegy? Heroic narrative? Historical account?

· Have students break into small groups and use a dictionary or encyclopedia to define each of the suggested genres. Then, have the groups find examples from the text that fit these genres.

· Large group discussion of genre findings

w Write the definitions of each genre on the board

w Go over examples found in the text

Component #4—Materials, Resources, Technology Needs:

¡ Beowulf translated by Ruth P. M. Lehmann; markerboard/chalkboard; dictionaries/encyclopedias (hardback or online)

Day 13 (Wednesday):

Component #1—Desired Outcomes/Objectives for the Learner (Linked to Standards):

Standard(s):

¡ 12.1.3 By the end of the twelfth grade, students will identify and use characteristics to classify different types of text.

Objective(s):

Students will participate in a large group discussion of the poem’s genre.
Students will review for their Beowulf test.

Component #2—Assessment Plan:

¡ Participation/Classroom discussion

Component #3—Instructional Sequence and Activities:

1. Finish large group discussion of genre

2. Review for Beowulf test which will be given on Thursday.

· Discuss test format: Part 1 of the test = short answer which focuses on issues covered in class discussion; Part 2 = essay question based on issues covered in class discussion (students are allowed to use their books on this portion to get textual quotes which support their argument)

w Students will receive Part 2 of the test after they hand in Part 1

· Have students pose questions about the material we have covered in class.

Component #4—Materials, Resources, Technology Needs:

¡ Beowulf translated by Ruth P. M. Lehmann; markerboard/chalkboard

Day 14 (Thursday):

Component #1—Desired Outcomes/Objectives for the Learner (Linked to Standards):

Standard(s):

¡ 12.2.2 By the end of the twelfth grade, students will write compositions with focus, related ideas, and supporting details.

¡ 12.2.4 By the end of the twelfth grade, students will use multiple forms to write for different audiences and purposes.

Objective(s):

¡ Students will take a test over important concepts, characterization, and themes in Beowulf.

Component #2—Assessment Plan:

¡ Beowulf Test (100 points)

Component #3—Instructional Sequence and Activities:

1. Give students Part 1 of the Beowulf test (students are not allowed to use their book on this portion)

2. After students hand in Part 1, they receive Part 2 of the Beowulf test (students can use their book on this portion)

Component #4—Materials, Resources, Technology Needs:

¡ Beowulf translated by Ruth P. M. Lehmann; Beowulf Test

Beowulf Test: Part 1

Short Answer: (50 pts)

1. What motivated Grendel to attack the mead hall (Heorot or Hart)? (4 pts)

2. What was Beowulf’s motivation for coming to help King Hrothgar? (10 pts)

3. What motivated Grendel’s mother to attack the mead hall (Heorot or Hart)? (4 pts)

4. Name four ways in which the episode with Grendel’s mother differs from the episode with Grendel. (20 pts)

5. What motivated the dragon to attack? (4 pts)

6. Why does Beowulf believe that he must fight the dragon alone? (8 pts)

Bonus Question: What is a Kenning? Give an example. (5 pts)

Beowulf Test: Part 2

Essay: (50 pts)

Directions: Choose one of the following essay topics/questions. Write a persuasive answer which clearly illustrates your stance on the issue. Use at least 3 quotes from the Beowulf poem in your answer. Write in complete sentences.

1. Is Beowulf ultimately a pagan or a Christian poem? Why? Give textual examples.

2. Is Beowulf’s death caused by fate or by his personal choice to fight the dragon alone? Why? Give textual examples.

3. Does Beowulf win or lose at the poem’s end? Why? Give textual examples.

4. What genre does the Beowulf poem adhere to most? Why? Give textual examples.

Beowulf Test Answer Sheet: Part 1

Short Answer: (50 pts)

1. What motivated Grendel to attack the mead hall (Heorot or Hart)? (4 pts)

Envy/jealousy

2. What was Beowulf’s motivation for coming to help King Hrothgar? (10 pts)

Beowulf’s father had started a feud by slaying a member of the Wylfing clan; Hrothgar settled the feud by paying money to the Wylfing clan for Beowulf’s father; Beowulf’s father owed Hrothgar a favor; Beowulf’s father died, so Beowulf inherited the debt which he repays by killing Grendel

3. What motivated Grendel’s mother to attack the mead hall (Heorot or Hart)? (4 pts)

Revenge/vengeance

4. Name four ways in which the episode with Grendel’s mother differs from the episode with Grendel. (20 pts)

Motives: Grendel’s mother = vengeance; Grendel = envy, jealousy
Setting: Grendel = fought in the mead hall; Grendel’s mother = fought in a swamp
Weapons: Grendel = Beowulf used his hands; Grendel’s mother = Beowulf used a sword
Battle: Grendel = this part of the poem must establish Beowulf as a hero, so the battle is short and not talked about much; Grendel’s mother = Beowulf has already been established as a hero, so there is more focus on the battle (detailed descriptions)
Escalation: the battle has escalated because Beowulf must use armor and a sword to defeat Grendel’s mother
Beowulf de-arms Grendel but he decapitates Grendel’s mother
We read about the death of Grendel’s mother, but we don’t witness Grendel die

5. What motivated the dragon to attack? (4 pts)

Avarice/greed

6. Why does Beowulf believe that he must fight the dragon alone? (8 pts)

Beowulf is the king and it’s the king’s duty to protect his people; Beowulf has the mindset/values of a warrior where he believes “it is better to burn out than to rust out”; Beowulf wants to win eternal fame and glory, wants to guarantee his afterlife by becoming a hero

Bonus Question: What is a Kenning? Give an example. (5 pts)

A two-word metaphorical name; examples = “sea-road” for ocean, "word-hoard," "treasure-giver," and "swan's way"

Day 15 (Friday):

Component #1—Desired Outcomes/Objectives for the Learner (Linked to Standards):

Standard(s):

¡ 12.1.8 By the end of the twelfth grade, students will demonstrate the ability to analyze literary works, nonfiction, and media.

Objective(s):

Students will view the film “The Thirteenth Warrior” and compare it to the poem.

Component #2—Assessment Plan:

¡ Informal observation

Component #3—Instructional Sequence and Activities:

1. View the film “The Thirteenth Warrior” directed by John McTiernan (1999).

· Have students look for similarities to Beowulf

Component #4—Materials, Resources, Technology Needs:

¡ Beowulf translated by Ruth P. M. Lehmann; the film “The Thirteenth Warrior” directed by John McTiernan (1999); television; DVD player

Day 16 (Monday):

Component #1—Desired Outcomes/Objectives for the Learner (Linked to Standards):

Standard(s):

¡ 12.1.8 By the end of the twelfth grade, students will demonstrate the ability to analyze literary works, nonfiction, and media.

Objective(s):

Students will view the film “The Thirteenth Warrior” and compare it to the poem.

Component #2—Assessment Plan:

¡ Participation/Classroom discussion

Component #3—Instructional Sequence and Activities:

1. Finish watching the film “The Thirteenth Warrior” directed by John McTiernan (1999).

2. Large group discussion of the film

· What similarities do you find between Beowulf and “The Thirteenth Warrior?”

· What pivotal ideas/themes are present in both Beowulf and “The Thirteenth Warrior?”

w "Hurry to meet Death before your place is taken."

w “Luck often enough, will save a man, if his courage hold.” (Luck, meaning Wyrd or fate)

w “A man might be thought wealthy if someone were to draw the story of his deeds, that they may be remembered.”

· What does the director do well in his portrayal?

· As a director, what would you have done differently?

· How does the director modernize the Beowulf poem? Are these methods effective?

w Major innovation: Brings a man from an eastern culture into a western culture; the movie is seen through the eyes of an outsider (who becomes an insider because he’s chosen as the thirteenth warrior)

w Portrayal of “Grendel,” called “Wendo” in the film (a large band of human cannibals who worship a woman figure or mother; a more believable and plausible evil)

Component #4—Materials, Resources, Technology Needs:

¡ Beowulf translated by Ruth P. M. Lehmann; markerboard/chalkboard; the film “The Thirteenth Warrior” directed by John McTiernan (1999); television; DVD player

Day 17 (Tuesday):

Component #1—Desired Outcomes/Objectives for the Learner (Linked to Standards):

Standard(s):

¡ 12.1.8 By the end of the twelfth grade, students will demonstrate the ability to analyze literary works, nonfiction, and media.

Objective(s):

Students will view the film “The Thirteenth Warrior” and compare it to the poem.
Students will view scenes from the film “Beowulf” and compare it to the poem.

Component #2—Assessment Plan:

¡ Participation/Classroom discussion

Component #3—Instructional Sequence and Activities:

1. Finish large group discussion of the film “The Thirteenth Warrior” directed by John McTiernan (1999).

2. Show scenes from the film “Beowulf” directed by Graham Baker (1999)

· A science fiction adaptation of the poem Beowulf

· Discuss this modernized film version of the poem

w What similarities do you find between the poem Beowulf and the science fiction film “Beowulf?”

w What pivotal ideas/themes are present in both the poem Beowulf and sci-fi film “Beowulf?”

w What does the director do well in his portrayal?

w As a director, what would you have done differently?

w How does the director modernize the Beowulf poem? Are these methods effective?

Component #4—Materials, Resources, Technology Needs:

¡ Beowulf translated by Ruth P. M. Lehmann; markerboard/chalkboard; the film “Beowulf” directed by Graham Baker (1999); television; DVD player

Day 18 (Wednesday):

Component #1—Desired Outcomes/Objectives for the Learner (Linked to Standards):

Standard(s):

¡ 12.1.5 By the end of the twelfth grade, students will demonstrate the ability to analyze fiction through identifying and applying knowledge of elements and literary techniques.

¡ 12.1.8 By the end of the twelfth grade, students will demonstrate the ability to analyze literary works, nonfiction, and media.

Objective(s):

Students will view scenes from the film “Beowulf” and compare it to the poem.
Students (working in small groups) will fill out character maps on Beowulf.
Students will participate in a large group discussion of their character maps.

Component #2—Assessment Plan:

¡ Participation/Classroom discussion; Character Map (25 points)

Component #3—Instructional Sequence and Activities:

1. Finish the large group discussion of the film “Beowulf” directed by Graham Baker (1999).

2. Have students get into small groups and fill out the two-page Character Map Handout (25 points for completion).

· The Character Map should be filled out about the character Beowulf (the Beowulf depicted in Old English poem Beowulf)

3. Large group discussion of Character Maps

Component #4—Materials, Resources, Technology Needs:

¡ Beowulf translated by Ruth P. M. Lehmann; markerboard/chalkboard; Character Map Handout (go to www.writingfix.com; click on “Reading & Writing Connections” on the Quick Site Navigation; click on “Character Maps”)

Day 19 (Thursday):

Component #1—Desired Outcomes/Objectives for the Learner (Linked to Standards)

Standard(s):

¡ 12.2.1 By the end of the twelfth grade, students will write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling.

¡ 12.2.2 By the end of the twelfth grade, students will write compositions with focus, related ideas, and supporting details.

¡ 12.2.4 By the end of the twelfth grade, students will use multiple forms to write for different audiences and purposes.

Objective(s):

¡ Students will write a modernized version of the Beowulf story up to his defeat of Grendel.

Component #2—Assessment Plan:

¡ Writing Assignment (150 points)

Component #3—Instructional Sequence and Activities:

1. Writing Assignment: “Creating a Modern-Day Beowulf” (150 points): Have the students write a modernized version of the Beowulf story up to his defeat of Grendel (2-3 pgs).

· Give students a handout of the assignment’s format, explain the format and answer any questions.

· Remind students of the definition of a Kenning: Kenning = a two-word metaphorical name for something, such as “sea-road” for ocean; other examples include "word-hoard," "treasure-giver," and "swan's way"

· Have students reference their character sheets to get ideas for describing Beowulf in their own stories.

· Give students the remainder of the period to work on the assignment.

· Students will bring a rough draft to class on Friday for peer review.

· The final draft of the paper will be due Monday.

Component #4—Materials, Resources, Technology Needs:

¡ Beowulf translated by Ruth P. M. Lehmann; markerboard/chalkboard; “Creating a Modern-Day Beowulf” Handout

Creating a Modern-Day Beowulf

Student/Writer Instructions: For this assignment, you are to modernize the story of Beowulf up to his defeat of Grendel. To do so, you will need to place Beowulf in modern times. However, there aren’t many guys running around in armor with swords these days. Beowulf will need a job. Heorot will become something important to today’s society. Grendel will be someone who threatens it. Beowulf will need to defeat him somehow. He does not have to kill Grendel in your story. Think of an interesting, funny, or just an ordinary job. (Try to be creative. Grendel does not have to be a robber or a terrorist.)

Another important aspect of Beowulf is the way the poem is told/written. The scop uses kennings, alliteration, and foreshadowing in telling his story. He also takes great care in describing Beowulf’s appearance. For this assignment, you should use three kennings to refer to Beowulf and three kennings to refer to Grendel—remember, a kenning is a two-word metaphorical name. Have fun with them. Think of the job you have assigned to Beowulf and his responsibilities while at work. A cabbie: “Beowulf, driver of tourists.” A cashier: “Beowulf, giver of change.” (You may wish to be more serious, too. Pick whether you want to be serious or funny. It is your choice.) You should also describe what the modern-day Beowulf and Grendel look like. Does Beowulf still look like a warrior? Does he look like an ordinary guy?

* Your story should be 2-3 pages in length.

* Remember to type your assignment in Times New Roman; use 12 point font; use 1 inch margins; double-space.

* Paper = 150 points; Peer Review = 50 points

The rough draft for this assignment is due Friday for peer review. The final draft will be due Monday.

Creating a Modern-Day Beowulf Rubric

Total Points = 150	Advanced	Proficient	Progressing
Ideas (25 points)	The student has effectively modernized the story: Beowulf is given a job, Heorot represents something important in today’s society, and Grendel threatens Heorot.	The student satisfied 2 of the 3 requirements.	The student satisfied 1 of the 3 requirements.
Organization (20 points)	The story is well organized, sentences flow together, and transitions between paragraphs enhance the writing.	Organization is present and enables the reader to follow the text fairly easily. Transitions are used.	Organization is emerging so that the reader can follow most of the text.
Use of Kennings (30 points)	Three kennings are used to refer to Beowulf and three kennings refer to Grendel.	The writer uses a total of 4 kennings.	The writer uses a total of 2 kennings or less.
Word Choice/ Description (25 points)	The writer thoroughly describes the physical appearance of both Beowulf and Grendel. Rich, colorful, precise language enlightens the reader.	The writer describes the physical appearance of both Beowulf and Grendel. The language is interesting and fairly precise.	The writer briefly describes the appearance of either Beowulf or Grendel. The language is general and only slightly descriptive.
Spelling and Punctuation (25 points)	There are no errors in the final draft.	There are 1-3 errors in the final draft.	There are 5 or more errors in the final draft.
Length (15 points)	The story is 2-3 pages in length or longer.	The story is only 2 pages long.	The story is 1 page long or less.
Format (10 points)	The assignment is in Times New Roman; uses 12 point font; uses 1 inch margins; is double-spaced.	The assignment follows 3 of the 4 format requirements.	The assignment follows half of the format requirements or less.

Day 20 (Friday):

Component #1—Desired Outcomes/Objectives for the Learner (Linked to Standards):

Standard(s):

¡ 12.2.1 By the end of the twelfth grade, students will write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling.

¡ 12.2.3 By the end of the twelfth grade, students will revise and edit persuasive compositions.

Objective(s):

¡ Students will write a journal entry on their favorite portion of the Beowulf lesson.

¡ Students will do peer evaluations on their “Creating a Modern-Day Beowulf” paper.

¡ Students will work on the final draft of their “Creating a Modern-Day Beowulf” paper.

Component #2—Assessment Plan:

¡ Journal Response (10 points); Peer evaluations (50 points)

Component #3—Instructional Sequence and Activities:

1. Journal Question #7 (10 minutes): What was your favorite activity/assignment during our Beowulf lesson? Why?

2. Peer evaluations of the “Creating a Modern-Day Beowulf” paper.

3. Work on final draft of the “Creating a Modern-Day Beowulf” paper. The final paper is due Monday (should hand in the peer responses you received and your Character Map along with your final draft).

Component #4—Materials, Resources, Technology Needs:

¡ Beowulf translated by Ruth P. M. Lehmann; markerboard/chalkboard; Peer Evaluation questions