Dream of the Rood Lesson Title: Beowulf 7 100 minute lesson Lesson Objectives & Specific Learning Outcomes:

Lesson Date: 10/1/13

SWBAT: [Students will be able to:] Cognitive (know/understand): 1. Students will know that poets use specific diction, figurative devices, structure, and connotations to add meaning to their poems 2. Students will understand that discussing questions related to a text increases understanding Affective (feel/value): 1. Students will value discussion as a mode of learning Performance (do): 1. Students will be able to discuss the connotations and effects of language in The Dream of the Rood 2. Students will be able to discuss questions focused on the topic of heroism in The Dream of the Rood. SOLs: [List with numbers portrayed in the SOL document] 12.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. b) Use context, structure, and connotations to determine meanings of words and phrases. f) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts. 12.5 The student will read and analyze a variety of nonfiction texts. a) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts. Materials Needed: Beowulf The Dream of the Rood Do Now prompt (Appendix A) Discussion Questions (Appendix B) Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: When students enter the room, the desks will be arranged to face each other (for a debate). Students may choose their seats. [Changes in this arrangement that become necessary later will be noted in the plan]

1. [15 mins.] Bridge: Do Now To connect todays lesson with last week, todays Do Now will ask students to look back at the essays they just got back and answer the questions below. See Appendix A. 2. [10 mins.] Step 1: Students Ask Questions Students will have four minutes to turn to a partner and summarize the poem from the weekend. They should then ask each other any questions they have about the poem or about upcoming assignments to see if they can answer any questions before sharing them with the class. After four minutes, we will come back together. I will ask students to summarize the poem for me and then ask if there are any remaining questions. 3. [30 mins.] Step 2: Fishbowl Activity Students will help me rearrange desks and we will begin our fishbowl activity. I will begin by explaining the expectations for the activity. I will explain that every person must be in the fishbowl once. I will also explain that if there is a lull in the conversation, someone in the group may go fishing for a fish cutout with a discussion question written on it for inspiration. After I introduce the activity, I will ask if there are any students who would like to volunteer to begin and then post a discussion question on the Smart Board that will help begin the discussion. 4. [40 mins] Step 3: Beowulf Freeze Frame Activity/Workshop After the fishbowl, I will offer students a choice of activities. Any students who would like to use the remainder of class time to workshop their upcoming assignments may do so quietly and independently, and the rest of the students will do a Freeze Frame activity to review Beowulf. If they choose the Freeze Frame, they will number off into groups and choose a scene in Beowulf and plan how they can pose to convey that scene to everyone. They will have five minutes to plan and then, one at a time, the groups will pose. As they get into position, the class will close their eyes, and when they open them, they will yell out guesses of what scene they believe is being displayed.

5. [5 mins] Closure: I will review what we practiced today and then review what students should do for homework/the due dates for the week. I will go over the plan for tomorrows class and then ask if students have any other questions. I will then thank students for working so hard and dismiss them from class.

Methods of Assessment: (for evaluating the specific objectives listed above Formative: Fish Bowl- This fishbowl discussion will allow me to do evaluate students in two ways. First, I will be able to see that they understood the text. It will also allow me to see how students are improving in their abilities to draw conclusions based on what they read and use textual evidence as support.

Workshop- As students work, I will circulate the classroom to ensure that they remain on task. The behaviors that will tell me whether they are on-task are quiet, attentiveness toward something English-related on their desks, not texting/surfing the internet, facing forward and not each other. Do Now- The Do Now will allow me to judge how well students understand proper comma usage and whether or not they can apply their new knowledge as they edit their own papers. It will also show me that students are able to reflect on the strengths and weaknesses in their writing so that they can improve. In Retrospect: (Reflective notes following my instruction n/a Materials Appendix: (Included are all supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.)

Appendix A Do Now Think back to our last lesson and reflect on what you learned about proper comma usage. Now, take out your essay from Friday. If you do not have yours with you, use the sample prompt below. Examine the first paragraph and answer the following questions: 1. How many commas do you use? Are they all used appropriately? --------I will use the same prompt with the following questions for later Do Nows: 2. Is your thesis stated clearly in your introduction? Write it here: 3. Do you tell the reader what evidence you will use to support your thesis? What is the evidence? 4. What is the strongest part of this paragraph? 4. Think about what you have learned about organization. If you could go back, how would you improve this introduction?

Appendix B
Discussion Questions for Fish Bowl Who does the dreamer see as the hero in Dream of the Rood? Use textual evidence to support your answer.

The dreamer in Dream of the Rood never calls the man on the cross Jesus. He instead uses several titles for him. Based on these titles and the diction in the poem, how does the rood view Christ? Are the rood and Christ equals in the poem? Use textual evidence to support your answer. How does the poem view heroism? Do the narrator, rood, and Christ view heroism in the same way? Use textual evidence to support your answer. How does the hero(es) compare to the hero in Beowulf? Do the books share the same definition of hero? In our previous discussion, we argued that Beowulf may not be a perfect example of a hero. Is the hero/are the heroes in Dream of the Rood flawed in any way? Use textual evidence to support your answer.