WOODLAND HILLS SECONDARY LESSON PLAN
Name __Lisa Silverman___
Date __9-29-14_
Length of Lesson __week__ Content Area _AP Literature & Composition
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
Anglo-Saxon England/Beowulf/epic poetry
Analysis of the characteristics of epic poetry in Beowulf
Identification of cultural conflict--Christian and pagan
elements in poetry
Epic poetry archetypes
Epic hero in Victorian poet Alfred Lord Tennyson's
"Ulysses"
Diction analysis: compare/contrast three different
translations of Beowulf
AP diagnostic exam (multiple choice)
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:

Essential content, literary elements and devices inform meaning
•
Textual structure, features and organization inform meaning
•
Acquiring and applying a robust vocabulary assists in constructing
meaning
VOCABULARY:
see textbook index or p. 22 for literary terms:
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
CC1.3.11-12, CC1.4.11-12
•
Comprehension requires and enhances critical thinking and is
constructed through the intentional interaction between reader and text
•
Purpose, topic and audience guide types of writing
ESSENTIAL QUESTIONS:
•
How does interaction with text provoke thinking and
response?
•
What role does writing play in our lives?
•
How do we develop into effective writers?
•
How do diction, syntax, and other word choices of an
author affect the overall mood of a text?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
critical thinking/ dialectical engagement with text
Students will be able to:
epic poetry
epic hero
caesura
kennning
in medias res
archetypes
alliterative verse
carpe diem and dramatic monologue (Tennyson's
"Ulysses")
•
Use and cite evidence from texts to make assertions,
inferences, generalizations, and to draw conclusions
•
Analyze and evaluate author’s/authors’ use of
conflict, theme and /or point of view within and among texts
•
Summarize, draw conclusions, and make
generalizations from a variety of mediums
•
Develop new and unique insights based on extended
understanding derived from critical examinations of text(s)
•
Evaluate the relevance and reliability of information,
citing supportive evidence in texts
•
Analyze the impact of societal and cultural influences
in texts
•
Evaluate the characteristics of various genre (e.g.
fiction and nonfiction forms of narrative, poetry, drama and
essay) to determine how the form relates to purpose.
•
Evaluate organizational features of text (e.g.
sequence, question/answer, comparison/contrast, cause/effect,
problem/solution) as related to content to clarify and enhance
meaning
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Do a close reading of Victorian poem “Ulysses” by Alfred
Lord Tennyson and contrast depiction of the epic hero with
Beowulf
FORMATIVE ASSESSMENTS:
Summarizing main ideas
Open-ended questions
Do a diction/style analysis of various Beowulf translations
AP diagnostic multiple choice exam
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Do Now;
SAT vocabulary warm-up
Mini Lesson:
Compare/ contrast Beowulf
with Tennyson's "Ulysses" in
terms of masculinity and epic
literature conventions
Guided Practice:
Group work for analyzing diction in
various Beowulf translations
Independent Practice:
Dialectical reading logs for
independent readings
Summations/Formative Assessments:
Reflections: see above
MATERIALS AND
RESOURCES:
Glencoe British Lit textbook
pp 20-53
Norton Anthology for
Tennyson's "Ulysses"
INTERVENTIONS:
ASSIGNMENTS:
tutoring Tues. and Thurs.
with me
parent contact
English lab
keep reading log on
independent reading Beowulf
Ongoing: Read independent
novel for first nine weeks