Beowulf

Lesson Title: Beowulf 6 100 minute lesson Lesson Objectives & Specific Learning Outcomes: Lesson Date: 9/24/13 or 9/25/13

SWBAT: [Students will be able to:] Cognitive (know/understand): 1. Students will know what happens in Beowulf 2. Students will know that perspective alters the way in which a text is written and interpreted
by readers 3. Students will know the difference between simple, compound, and complex sentences 4. Students will know that archetypes are present in Beowulf

Affective (feel/value): 1. Students will value the effects of different perspectives 2. Students will value different types of sentences as parts of sophisticated writing 3. Students will value the archetypes present in Beowulf Performance (do): 1. Students will be able to discuss what happens in portions of Beowulf 2. Students will be able to discuss how the perspective in Grendel changes the reception of the
traditional story 3. Students will be able to create their own compound and complex sentences 4. Students will be able to find the archetypes present in Beowulf 5. Student will be able to draw images of characters that show how they fill a specific archetype.

SOLs: [List with numbers portrayed in the SOL document] 12.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. b) Determine the authors purpose and intended effect on the audience for media messages. 12.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. f) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts. 12.4 The student will read, comprehend, and analyze the development of British literature

and literature of other cultures. g) Compare and contrast traditional and contemporary poems from many cultures. h) Analyze how dramatic conventions including character, scene, dialogue, and staging contribute to the theme and effect. Materials Needed: Beowulf in Holt Grendel text/worksheet (Appendix A) Mini Lesson Powerpoint (Separate Document) Mini-Lesson worksheet (Appendix B) Sections for Archetype Drawing (Appendix C) Timeline Handout (Appendix D) Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: Students will sit in their assigned seats [Changes in this arrangement that become necessary later will be noted in the plan] 1. [18 mins.] Bridge: SSR/ Go over Timeline Students will read books of their choice silently. When they finish, we will review what we have read so far to make sure we all understand what we have read. I will hand out a timeline to review the story and we will complete it as a class. (See Appendix D) 2. [15 mins.] Step 1: Read Aloud I will read (lines 518-569, 570-632), and after each stanza, I will ask students to summarize what has happened and we will record the events on our class timeline. 3. [35 mins.] Step 2: Students Read Grendel. Students will read a scene from Grendel and answer questions about perspective as they work. (See Appendix A) 4. [30 mins] Step 3: Mini-Lesson on Compound and Complex Sentences I will briefly explain the difference between compound, complex, and simple sentences. As a class, we will combine sentences and then I will release students to complete their own. If they do not finish their worksheets, they must turn them in by Friday. (See Appendix B) 5. [Back Up Actvity] Students Draw Archetypes. If students finish the above activities early, I will assign students a small section of text and they will work in groups to determine the archetype that is present in that section. They will draw that character in a way that shows how he/she fulfills that archetype. Under their drawings, they will write a sentence describing their characters. (See Appendix C) 6. [2 mins] Closure: Discuss Tomorrows Plans

As students move back to their seats from their groups, I will go over what we will do in class tomorrow and tell them that they must finish their sentence worksheet and Grendel questions by Friday.

Methods of Assessment: (for evaluating the specific objectives listed above Formative: Participation during Read Aloud- During our read aloud, I will stop frequently to ask questions and check for understanding. My students responses will tell me whether or not they were able to follow a section in the text or if I need to spend more time on a particular section. Grendel Questions- Students responses on the worksheet accompanying the Grendel text will show me how well they understand how perspective changes the way in which a story is told. Archetype Drawings- Students will work in groups to draw an assigned archetype, as it is presented in the text. They will be given a stanza in the epic and will need to identify the archetype portrayed there, then draw it, which will show me how well they understand archetypes and they ways in which they are portrayed in Beowulf. This activity will also show me how students work in groups. Summative Sentence Type Worksheet- This worksheet will help me gauge how well students can identify and create compound/complex sentences.

In Retrospect: (Reflective notes following my instruction n/a Differentiation In order to really stress the importance of prediction making in Collab, we spent more time in class on that than we did on reading. For this reason, we will be slightly behind the other 12A classes. In this class, we will read lines 472-517, 518-569 Materials Appendix: (Included are all supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) Appendix A Grendel Text/Worksheet (Below)

Grendel
By John Gardner I touch the door with my fingertips and it bursts, for all its fire-forged bands it jumps away like a terrified deer and I plunge into the silent hearth-lit hall with a laugh that I wouldnt much care to wake up to myself. I trample the planks that a moment before protected the hall like a hand raised in horror to a terrified mouth (sheer poetry, ah!) and the broken hinges rattle like swords down the timbered walls. The Geats are stones, and whether its because theyre numb with terror or stiff from too much mead, I cannot tell. I am swollen with excitement, bloodlust and joy and a strange fear that mingle in my chest like the twisting rage of a bonfire. I step onto the brightly shining floor and angrily advance on them. Theyre all asleep, the whole company! I can hardly believe my luck, and my wild heart laughs, but I let out no sound. Swiftly, softly, I will move from bed to bed and destroy them all, swallow every last man. I am blazing, half-crazy with joy. For pure, mad prank, I snatch a cloth from the nearest table and tie it around my neck to make a napkin. I delay no longer. I seize up a sleeping man, tear at him hungrily, bite through his bone-locks and suck hot, slippery blood. He goes down in huge morsels, head, chest, hips, legs, even the hands and feet. My face and arms are wet, matted. The napkin is sopping. The dark floor steams. I move on at once and I reach for another one (whispering, whispering, chewing the universe down to words), and I seize a wrist. A shock goes through me. Mistake! Its a trick! His eyes are open, were open all the time, cold-bloodedly watching to see how I work. The eyes nail me now as his hand nails down my arm. I jump back without thinking (whispering wildly: jump back without thinking). Now hes out of his bed, his hand still closed like a dragons jaws on mine. Nowhere on middle earth, I realize, have I encountered a grip like his. My whole arms on fire, incredible, searing pain its as if his crushing fingers are charged like fangs with poison. I scream, facing him, grotesquely shaking hands dear long-lost brother, kinsman thane and the timbered halls scream back at me. I feel the bones go, ground from their sockets, and I scream again. I am suddenly awake. The long pale dream, my history, falls away. The mead hall is alive, great cavernous belly, gold-adorned, bloodstained, howling back at me, lit by the flickering fire in the strangers eyes. He has wings. Is it possible? And yet its true: out of his shoulders come terrible fiery wings. I jerk my head, trying to drive out illusion. The world is what it is and always was. Thats our hope, our chance. Yet even in times of catastrophe we people it with tricks. Grendel, Grendel, hold fast to what is true! Suddenly, darkness. My sanity has won. Hes only a man. I can escape him. I plan. I feel the plan moving inside me like thaw-time waters rising between cliffs. When Im ready I give a ferocious kick but somethings wrong: I am spinning Wa! snatching at the huge twisted roots of an

oaka blinding flash of fireno, darkness. I concentrate. I have fallen! Slipped on blood. He viciously twists my arm behind my back. By accident, it comes to me; I have given him a greater advantage. I could laugh. Woe! Woe! And now something worse. Hes whispering spilling words like showers of sleet, his mouth three inches from my ear. I will not listen. I continue whispering. As long as I whisper myself I need not hear. His syllables lick at me, chilly fire. His syllables lick at me, chilly fire. His syllables lick at me, chilly fire. His syllables lick
---------------------------------------------------------------------------------------------------------------------------Questions: 1. In 3-4 sentence, describe the scene Gardner is retelling. What comes next?

2. What are Grendels motives here? What does he want?

3. What is your impression of Grendel here? What is his personality? Is he evil? Friendly? Conniving/Tricky? Etc Underline three words in the text that give you this impression.

3. What is your Impression of Beowulf here? What is his personality? Is he heroic? Cocky? Helpful? Etc. Circle three words that give you this impression.

4. Look back at your archetype notes. What archetype does Grendel fulfill in Beowulf? _______________________________________

Does he fulfill the same one here?

5. Does this story affect your feelings about Grendel? Did you opinion change of him from our previous reading? Why?

6. Do you think the perspective of this piece influenced your feelings about Grendel? How?

Appendix B

Compound and Complex Sentences

Look at the following paragraph: Underline any compound sentences and circle any complex sentences you see, then label their clauses. (IC) (C) (IC) Mark got in his car and he never looked back. He hated that small town, as if it had done something terrible to him. Before graduation, he swore that he would leave Virginia within the month. Now he was finally leaving, and he couldnt be happier about it.

Now write your own:

Make the following into a compound sentence: Ms. Brady is the best English teacher. I never want her to leave. ____________________________________________________________________________ ____________________________________________________________________________ _______________________________________________________ Children should listen to their parents. Parents should respect their children. ____________________________________________________________________________ ____________________________________________________________________________ _______________________________________________________ Make the following into a complex sentence: I never talk in class. Ms. Brady is talking. ____________________________________________________________________________ ____________________________________________________________________________ _______________________________________________________ I walk my dog. I listen to music. ____________________________________________________________________________ ____________________________________________________________________________ _______________________________________________________

Appendix C Sections for Archetype Drawing (Teachers Reference Only) The following line numbers will be written on pieces of paper for students to read and illustrate. Beowulf - Lines 142-159 -Lines 262-276- tells of competition with Brecca -504-517- Beowulf rips off Grendels arm Hrothgar -44-58- king loses men to grendel in beginning -104-108- king is upset

Unferth -Lines 233-239- calls Beowulf out

Grendel -30-40- kills men -16-23- related to cain -79-85- wont touch throne -415- 427- kills geat

----------The following explanation for the activity will be projected on the Smart Board Work in pairs/Groups of three to determine which archetype is present in excerpts from the text. Each group will draw a section of the text at random. Each group should reread that section and identify the main character in it. Match that character to an archetype and draw him or her fulfilling that archetype. Each drawing should also have a sentence or two, explaining what the character is doing in the drawing to characterize them as fitting that archetype

Appendix D

Beowulf Review
Major Characters:
The hero who comes to the land of the Danes to defeat the monster who has been killing warriors. Hrothgar Herot Unferth The warrior who insults Beowulf at the kings party and tells him that Beowulf cannot beat Grendel. The monster who kills the kings men in the great mead hall The King of the Danes.

Timeline
___ ___ ___ ___ Hrothgar accepts Beowulfs help and throws him a big party before he fights Grendel Grendel returns to the hall to kill Beowulf and his men Grendel kills one of Beowulfs men and tries to attack Beowulf Hrothgar builds Herot and all of his warriors gather there to celebrate Grendel begins killing all of Hrothgars men and the hall becomes deserted

___ ___ ___ ___ ___ ___

Grendel runs away, back to his lake to die