Intel® Teach Program
Essentials Course
Unit Plan Template
B. Vogt
Unit Author
First and Last Name
Barbara L. Vogt
School District
Dare County
School Name
Manteo High School
School City, State
Manteo, North Carolina
Unit Overview
Unit Title
From Legend to History (A.D. 449 -1465)
Unit Summary
The Seafarer; (Beowulf; The Canterbury Tales: The Prologue, The Pardoner’s Tale; The Wife of
Bath)
Protagonist and speaker: an old sailor
Antagonist: an indifferent culture
Conflict: person vs. self; person vs. nature
Point of view: first person, with narrator as character
Significant techniques: metaphor setting, characterization, atmosphere, personification
Setting: somewhere in northern Europe before A.D. 950
“The Seafarer” describes the sea voyage of its narrator, an old sailor. Readers are introduced to the
narrator’s love of the sea to be more exciting and fulfilling than life on land. This section also
concerns the transitory nature of earthly pleasures and glories, and of life itself. The last twenty-one
lines contain the narrator’s belief that all people should look to God for an answer to the question of
life’s meaning.
Subject Area
English
Grade Level
Grades: 12
Approximate Time Needed
2 weeks
Unit Foundation
Targeted Content Standards and Benchmarks
Students will apply, analyze, create and evaluate learned material in a new situation. Explore the
way that audience, purpose, and context shape oral communication, written communication, and
media and technology. While emphasis is placed on communicating for purpose of personal
expression, students also engage in meaningful communication for expressive, expository, and
argumentative purposes. Students will organize information about an entity and associate that
information with a word. Students will recognize relationships between or among concepts to
generate meaning or understanding by relating new information to prior knowledge; students will
analyzing and resolve a perplexing or difficult situation where they select form alternatives, and
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conduct research. Students will examine non-literary texts related to cultural studies. Students will
learn optimum testing strategies and learning strategies.
NC WL.1.02.5, CT.4.03.7, LT.5.01.1, LT.5.03.10, LT.5.03.1, GU.6.01.1, GU.6.01.5
Connections: NC WL.1.03.10
Analyze Literary Period: NC CT.4.03.7, LT.5.01.2
Autobiographical Narrative: NC WL.1.01.3, GU.6.01.4
Sequential Order: NC LT.5.03.2, LT.5.03.4
Delivering Autobiographical Presentation: NC GU.6.01.4
Student Objectives/Learning Outcomes
Respond to an elegiac poem: (An elegy is a poem that mourns the loss of a person, quality, or
thing. The mood of such a poem is usually sorrowful, or elegiac).
Identify and explain Kennings
Evaluate the contribution of poetic devices to setting, characterization, and atmosphere
Support an opinion
Learn and practice vocabulary. Generate examples to reinforce meaning.
Identify the elements of an epic poem including setting, character, plot, and theme.
Practice sorting poetic elements into a graphic organizer.
Practice analyzing the setting, characters, and Anglo-Saxon elements.
Use text marking to identify poetic elements.
Practice tracking poetic elements using a graphic organizer.
Review strategies for reading for detail.
Complete a Skills Check to demonstrate understanding of poetic elements.
Identify the mood of a poem.
Use text marking to identify words that reflect the mood
Find symbolism within a poem.
Identify imagery in a poem. Use text marking to indicate examples of imagery. Practice identifying
symbolism in a poem.
Review and use Target Words in new contexts, using the words expressively in discussion and in
writing. Practice word-study strategies: verb endings, word families.
Identify the topic, supporting details, and conclusion in a literature response.
Identify the form, audience, and purpose for writing.
Brainstorm ideas for writing using a graphic organizer.
Generate appropriate word Choices to respond to a writing prompt.
Plan a literature response using a graphic organizer
Write a first draft of a literature response.
Use a rubric to assess and then revise writing.
Write an autobiographical narrative.
Delivering Autobiographical Presentations
Analyze Literary Periods.
Recognize complete sentences; identify and correct run-on sentences.
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Identify and use correct word order.
Edit draft to correct specific spelling, grammar, and usage errors.
Proofread a writing sample for specific spelling, grammar and usage errors.
Read background information.
Practice test-taking strategies: restating the question.
Demonstrate understanding of text selection, vocabulary, and skills.
Practice on-demand writing by responding to a short answer prompt.
Curriculum-Framing Questions
Essential
Question
Are there recurring tasks in your life that you both enjoy and fear? What
Keeps you doing these tasks? Are these tasks obligations that you must meet?
Did the poem change your view of what matters most in life? (Students are
likely to mention the satisfaction they feel when they succeed at things they
were initially afraid to do.)
1. What impact did Alfred the Great have on the development of English?
Hint: What was one way Alfred earned the title “The Great”?
2. In what ways did literature keep history alive in Anglo-Saxon and
medieval England?
Hint: What was the Venerable Bede’s contribution to literature and
history?
3. In what ways did literature keep history alive in Anglo-Saxon and
medieval England?
Hint:How did Chaucer’s Canterbury Tales present a cross-section of
medieval society?
Unit
Questions
4. In what ways did literature keep history alive in Anglo-Saxon and
medieval England?
Hint: What was The Anglo-Saxon Chronicles, and in what language was
it written?
5. In what ways did literature keep history alive in Anglo-Saxon and
medieval England?
Hint: What role did medieval romances play, especially tales about
King Arthur?
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1. What kinds of feelings about the sea does the speaker experience? (He
seems both tormented by the sea and enamored with it).
2. What goals does the seafarer think the most worthy ones in life?
(keeping one’s mind on Heaven, living humbly, fearing God).
3. How would you describe the differences between the first and second
halves of the poem? (the first half of the poem is filled with action and
vivid description of life at sea. The second half explains the seafarer’s
ideas about fate and his religious beliefs).
4. What final thoughts does the speaker leave the reader? (The speaker
explains that God is stronger than any man, so ultimately people’s
thoughts should turn to eternity and the hope of heaven).
5. What kinds of feelings about the sea does the speaker experience? (He
seems both tormented by the sea and enamored with it).
6. What goals does the seafarer think the most worthy ones in life?
Content
Questions
(keeping one’s mind on Heaven, living humbly, fearing God).
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Intel® Teach Program
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Assessment Plan
Assessment Timeline
Before project work begins
Build
Background
Teach/Practice
/Apply
Anchor
Backgound
Anglo-Saxon
Elements
Preview/Teac
h Vocb.
Setting
Character
Atmosphere
Vocab. Study
Tone
Students work on projects
and complete tasks
Mood
Review and
Extend: with
Poster or
Power point
project:
Symbolism
Vocab. Study
Teach Literary
Element with a
poster project
or Power point:
Imagery
Text Type:
Personification
Anglo-Saxon
lyric/
Kennings
Elegy
Test Type:
Elegy
Kenning
Caesura
Epic
Review and
Extend:
Word
Challenge
Compound
Words
Word Families
After project work is
completed
Writing and
Grammar:
Real-World
Connection:
Literature
Response
Review Skills
Grammar and
Usage:
Correcting
Run-On
Sentences,
and
Compound
Sentences
Using Correct
Word Order,
Comprehension Vocab.
Short Answer
Questions and
discussions
Test Taking
Strategies
Critical
Thinking
Legendary hero
Character
capable of great
deeds
Frame story
Allegory
Medieval
romance
Folk ballad
Assessment Summary
Poster project; background quiz; elegy quiz; group work and discussion; test.
“The Seafarer”
translated by Burton Raffel Activity Sheet
Unit Details
Prerequisite Skills
Tell student that “The Seafarer” is an elegy, a solemn poem that laments how quickly life passes.
“The Seafarer: is about an old sailor who describes the dangers and rewards of his relationship with
the sea. Ask students to speculate on what causes people like the old sailor to place themselves
deliberately in challenging or dangerous circumstances. Ask: What personal qualities distinguish a
person who explores the Antarctic, climbs Mount Everest, rides a bicycle across China, or surfs the
big waves in Hawaii? (Possible responses: the thrill of pushing Physical limits; the excitement of
exploring the unknown.)
Instructional Procedures
Building Vocabulary: On the board, write the following words, without their definitions: unfurl
(unfold), heave (to rise and fall rhythmically), ravenous (intensely hungry), tarnished (spoiled),
strewing (covering), scorch (sear). Discuss the meaning of each word and have volunteers use the
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Intel® Teach Program
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words in sentences. Encourage students to watch for these words as they read “The Seafarer.”
Word Study: Compound Words: Review with the class the meaning of the term compound word. (A
compound word is a word that is made up of two or more smaller words.) A compound word can be
written in three different ways: as a single word (football), as a hyphenated word (merry-go-round),
or as two words (home run). Examples found in “The Seafarer” include: hailstorms, sea-fowl, and
others that may be kennings.
Setting a Purpose for Reading where the student read “The Seafarer” to explore an old sailor’s
mixed feeling about the sea and a bridge between the old world and the new.
Interpret Mood by having each student to take turns reading sections of the elegy aloud with a
partner. Students will analyze the elements—such as subject matter, language, setting, tone,
rhythm, and rhyme—(using TPCASTT and ancillary handouts) that contribute to the emotional quality
or atmosphere. Read aloud lines 1-19 from “The Seafarer.” Then model the process of interpreting
mood.
Modeling: When I read these lines, the overwhelming emotional quality, or mood, that comes
through to me is one of wretchedness and fear. The sailor has suffered “in a hundred ships,/ In a
thousand ports.” He has been freezing cold and starving. He says that one who has not experienced
the harshness of the ice-cold sea in winter cannot imagine how miserable the experience can make a
person. I wonder whether the mood of the poem will change.
Analyzing Personification: Tell students that personification is a figure of speech in which an
animal, object, force of nature, or idea is assigned human characteristics. In line 106, “Death leaps
at the fools who forget their God.” Ask: Can death leap? (no) What has the poet personified, or
assigned human powers to? (death) Why is this figure of speech appropriate and powerful? (Possible
response: Death can come on suddenly and take a person by surprise. The image of death leaping
suddenly is frightening and vivid.) In line 109, “A man must conquer pride, not kill it.” (Pride, an
abstract idea, has been personified. It cannot actually be conquered or killed.)
Identifying Tone: Tone of selection reflects the writer’s attitude toward his or her subject. For
example, a author’s tone might be humorous, skeptical, sarcastic, exasperated, or admiring.
Authors create tone through the words they choose, particularly their descriptions of how things look,
sound, or feel.
“The Seafarer” translated by Burton Raffel Activity Sheet
Prereading Activities: Viewing; Reading Comprehension; Vocabulary (2 days)
Reading Activities: Reading Comprehension; Anglo-Saxon poetic Elements; Vocabulary; Critical
Thinking group work.
Literary Elements: Poetry; Reading Comprehension; lit. elements; vocab; critical thinking (2-3
days).
Vocab. Word Study: Review and extend>Word Challenge; Verb Endings; Word Families (1-2 days).
Writing and Grammar: Writing>Literature Response; Grammar and Usage>Correcting Run-On
Sentences and Using Correct Word Order (3 days).
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Functional Literacy: Real-World Connections>Meet the Author
Workshop Wrap-Up: Review Skills>Comprehension, Vocabulary, Short Answer, Test-taking
strategies, and critical thinking summative assessment test (1 day).
A kenning is a basically a metaphor that uses two or more words usually joined by a hyphen. The
intention is to make a simple, mundane word/object into something beautiful and significant. They were
very popular in Old English poetry such as The Seafarer.
Kennings:
Line 17- "rime-crystals" = icicles.
"whale's home" and "whale-way" = the ocean
Line 44 - "ring-taking" meaning marriage
Line 55 - "breast-hoard" = heart
Line 94 - "flesh-home" = the human body
Providing Cultural Differences: Discuss attitudes toward nature one finds in contemporary life or in the
traditions of other cultures.
Accommodations for Differentiated Instruction
Special Needs
Students
Nonnative
Speakers
Gifted/Talented
Students
Introduce the elegy: have students write down events visual words from
the board. Use sentence starters: The character’s main problem is
____________; As the character tries to solve (name the problem),
he/she faces complications such as ________________; The turning
point of the story is when ______________; The elegy is resolved when
________________.
Play “Build the graphic scene.” A student begins by naming a character and an
event. Go around the class and have each student say an event to build the
graphic scene and mood of the elegy. Create a time line and flash cards to
discuss the atmosphere of the poem.
Write an autobiography.
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed)
Camera
Laser Disk
VCR
Computer(s)
Printer
Video Camera
Digital Camera
Projection System
Video Conferencing Equip.
DVD Player
Scanner
Other
Internet Connection
Television
Technology – Software (Click boxes of all software needed.)
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Intel® Teach Program
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Database/Spreadsheet
Image Processing
Web Page Development
Desktop Publishing
Internet Web Browser
Word Processing
E-mail Software
Multimedia
Other
Encyclopedia on CD-ROM
Printed Materials
Prentice Hall text; Prentice Hall ancillaries, vocab. list, class expectation
review, and other handouts
Supplies
Posters; highlighters; markers; Publisher; Power point; ancillary materials
from Prentice Hall
1.
project ideas and instructions.
Lecture II: A Close Reading of
Internet Resources
The Seafarer,
Other Resources
Teacher made handouts for understanding and making meaning
Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.
Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are
trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.
“The Seafarer” was first discovered in the Exeter Book, a hand-copied manuscript containing the largest
known collection of Old English poetry, which is kept at Exeter Cathedral, England. “The Seafarer” has
its origins in the Old English period of English literature, 450-1100, a time when very few people knew
how to read or write. Old English (the predecessor of modern English) is the name given to the Germanic
tongues brought to England by the invading tribes who crossed the English channel from Northern
Europe. Old English resembles German and Scandinavian languages, and one cannot read it without at
least one year of intense study. Even in its translated form, “The Seafarer” provides an accurate portrait of
the sense of stoic endurance, suffering, loneliness, and spiritual yearning so characteristic of Old English
poetry. “The Seafarer” is divisible into two sections, the first elegiac and the second didactic. “The
Seafarer” can be read as two poems on separate subjects or as one poem moving between two subjects.
Moreover, the poem can be read as a dramatic monologue, the thoughts of one person, or as a dialogue
between two people. The first section is a painfully personal description of the suffering and mysterious
attractions of life at sea. In the second section, the speaker makes an abrupt shift to moral speculation
about the fleeting nature of fame, fortune, and life itself, ending with an explicitly Christian view of God
as wrathful and powerful. In this section, the speaker urges the reader to forget earthly accomplishments
and anticipate God’s judgment in the afterlife. The poem addresses both pagan and Christian ideas about
overcoming this sense of suffering and loneliness. For example, the speaker discusses being buried with
treasure and winning glory in battle (pagan) and also fearing God’s judgment in the afterlife (Christian).
Moreover, “The Seafarer” can be thought of as an allegory discussing life as a journey and the human
condition as that of exile from God on the sea of life. For comparison, read Samuel Taylor Coleridge’s
poem “The Rime of the Ancient Mariner.” Whatever themes one finds in the poem, “The Seafarer” is a
powerful account of a sensitive poet’s interaction with his environment.
The Seafarer Summary
Lines 1-5:
The elegiac, personal tone is established from the beginning. The speaker pleads to his audience about his
honesty and his personal self-revelation to come. He tells of the limitless suffering, sorrow, and pain and
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his long experience in various ships and ports. The speaker never explains exactly why he is driven to
take to the ocean.
Lines 6-11:
Here, the speaker conveys intense, concrete images of cold, anxiety, stormy seas, and rugged shorelines.
The comparisons relating to imprisonment are many, combining to drag the speaker into his prolonged
state of anguish. The adverse conditions affect both his physical body (his feet) and his spiritual sense of
worth (his heart).
Lines 12-16:
The loneliness and isolation of the speaker’s ocean wanderings are emphasized in these lines. The speaker
highlights the opposition between the comfortable landlubber and the anguished, lonely, frozen mariner.
Alone physically and without a sense of connection to the rest of the human race, the seafarer pushes on
in his suffering.
Lines 17-19:
The speaker returns to depicting his adverse environment and the inclement weather conditions of hail,
high waves, cold, and wind.
Lines 20-26:
The first of several catalogues, or lists of items using similar grammatical structures, appears in these
lines; here the speaker invokes the names of four specific sea-birds that serve as his sole companions. The
birds’ plaintive cries only emphasize the distance from land and from other people. The speaker says that
the swan’s song might serve for pleasure, but in his case it will not. The swans, gulls, terns, and eagles
only increase the mariner’s sense of abandonment and illumine the lack of warm, human compassion in
his stormy ocean wandering. The speaker metaphorically drowns in his loneliness.
Lines 27-30:
The speaker constructs another opposition, one between himself and the comfortable city dweller who
puffs himself up with pride and drink. This city person cannot possibly know of the seafarer’s suffering.
The wilderness experience of the speaker cannot be translated for the sheltered urban inhabitant. The
landlocked man cannot possibly understand the seafarer’s motives; however, like all people, he will
eventually be held accountable for his choice of lifestyle. This theme becomes predominant in the poem’s
second half.
Lines 31-38: and through lines 43
The speaker again describes the changes in weather. As day turns to night, and snow and hail rain down
from black skies, the speaker says that he is once again drawn to his inexplicable wandering. The speaker
cannot find words to say why he is magically pulled towards suffering and into foreign seaports. The
phrase “seeking foreigners’ homes” is a paradox, because, while he searches for the shelter of homes, the
seafarer is isolated from the values represented by home: warmth, safety, compassion,.. There is a
physical fear because of the danger of sailing. The sailor is reminded of his dependence on fate.
The first 64 lines express contrasting feelings about seafaring where the old sailor tells of both the pain
and hardship and the excitement and romance of the sea
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In the spring the sailor wants to be off and journeying in the summer, he misses the beauty of the land. In
the winter, life at sea is harsh.
The transitional sentence, lines 64-66, connects seafaring with religion. Physical life is brief. A love of
God in our earthly life will bring eternal life when we die.
Lines 80 – 103 contrast the dismal present with the glorious past. In the past there were great and
generous rulers, who lived grandly. Glory, honor and love of God are now diminished.
Alienation and Loneliness
As a poetic genre, elegy generally portrays sorrow and longing for the better days of times past. To
conjure up its theme of longing, “The Seafarer” immediately thrusts the reader deep into a world of exile,
hardship, and loneliness. The speaker of the poem describes his feelings of alienation in terms of physical
privation and suffering: “My feet were cast / In icy bands, bound with frost, / With frozen chains, and
hardship groaned / Around my heart” (8b-11a). The cold that seizes his feet, immobilized in the hull of his
open-aired ship...
The Seafarer, with other poems including The Wanderer in lesson 8, is found in the Exeter Book, a latter
10th century volume of Anglo-Saxon poetry. The poem is an elegy, characterized by an attitude of
melancholy toward earthly life while, perhaps in allegory, looking forward to the life to come.
As with The Wanderer, authorship of The Seafarer is unknown and the time-frame is uncertain; it may
have originated a half century before the Exeter Book was compiled, but much clumsy modification is
apparent. This is not due to problems with the book itself, as it is undamaged and the penmanship is clear.
Whether some corruption is due to secondary Christian influence is not known, though it seems quite
possible.
Reading and Textual Analysis
Whether a dialogue or a monologue, the poem presents two views of life at sea. Gordon, in his AngloSaxon Poetry (op. cit., p. 84), characterizes the debate on one side as "a dialogue in which an old sailor
tells of the lonely sufferings of life at sea, and is answered by a youth who urges that it is the hardness of
the life which makes it attractive," vs. the other side as "a monologue in which the speaker tells of his
sufferings, but also admits the fascination of the sea." Either way, the transcendant message exposes "the
fleeting nature of earthly pomps and joys."
Various parts of this poem, some included in our selection, display signs of textual corruption, disturbing
the grammar and poetic structure and making some sections quite difficult to understand. Our selection
includes lines 1-43, found on pp. 152-153 in: Charles T. Onions, ed. (1959), Sweet's Anglo-Saxon Reader
in Prose and Verse, 14th edition, Oxford: Clarendon.
Mæg ic be mē sylfum
sōðgied wrecan,
sīþas secgan,
hū ic geswincdagum
earfoðhwīle
oft þrōwade,
bitre brēostceare
gebiden hæbbe,
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gecunnad in cēole
atol ȳþa gewealc.
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cearselda fela,
mæg -- modal (preterit-present) verb, class V; 1st person singular present indicative of <magan,
mæg, magon, meahte> may, be able to -- can
ic -- 1st person pronoun; nominative singular of <ic> I -- I
be -- preposition <be> at, by, near -- about
mē -- 1st person pronoun; dative singular of <ic> I -- mysylfum -- reflexive pronoun; dative singular of <self> self, same -- self
sōðgied -- noun, neuter; accusative singular of <sōð-gied> lit. true tale -- (a) true tale
wrecan -- strong verb, class V; infinitive of <wrecan, wræc, wræcon, wrecen> wreak, force; tell,
utter -- tell
sīþas -- noun, masculine; accusative plural of <sīð> journey, voyage -- (of) voyages
secgan -- weak verb, class III; infinitive of <secgan, sægde, sægd> say -- speak
hū -- adverbial conjunction <hū> how -- how
ic -- 1st person pronoun; nominative singular of <ic> I -- I
geswincdagum -- noun, masculine; dative plural of <geswinc-dæg> day of toil -- (in) days of toil
earfoðhwīle -- noun, feminine; accusative singular of <earfoð-hwīl> lit. hardship-time -- a time of
hardship
oft -- adverb <oft> often, frequently -- often
þrōwade -- weak verb, class II; 1st person singular preterite of <ðrōwian, ðrōwade, ðrōwad>
endure, suffer -- endured
bitre -- adjective; accusative singular feminine of <bitre> bitter, sharp -- bitter
brēostceare -- noun, feminine; accusative singular of <brēost-cearu> anxiety, heart-care -- sadness
gebiden -- strong verb, class I; past participle of <gebīdan, gebād, gebidon, gebiden> remain;
await; experience; attain -- experienced
hæbbe -- weak verb, class III; 1st person singular present of <habban, hæfde, hæfd> have, possess
-- have
gecunnad -- weak verb, class II; past participle of <gecunnian, gecunnade, gecunnad> know; try,
test, make trial of -- known
in -- preposition <in> in, into -- on
cēole -- noun, masculine; dative singular of <cēol> keel (of a ship) -- a ship
cearselda -- noun, neuter; genitive plural of <cear-seld> place of sorrow, care-place -- places of
sorrow
fela -- indeclinable adjective <fela> much, many -- much
atol -- adjective; accusative singular neuter of <atol> dire, repulsive -- dire
ȳþa -- strong noun, feminine; genitive plural of <ȳð> wave -- of the waves
gewealc -- noun, neuter; accusative singular of <gewealc> rolling, tossing -- tossing
Þǣr mec oft bigeat
nearo nihtwaco
æt nacan stefnan,
þonne hē be clifum cnossað.
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þǣr -- adverb <þǣr> there, where -- where
mec -- 1st person pronoun; accusative singular of <ic> I -- me
oft -- adverb <oft> often, frequently -- often
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Intel® Teach Program
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bigeat -- strong verb, class V; 3rd person singular preterite of <begietan, begeat, begēaton,
begieten> get, acquire -- kept
nearo -- adjective; accusative singular feminine of <nearu> narrow; full of hardship -- an anxious
nihtwaco -- noun, feminine; accusative singular of <niht-waco> night-watch -- night-watch
æt -- preposition <æt> at, against -- on
nacan -- noun, masculine; genitive singular of <naca> boat, ship -- of a ship
stefnan -- noun, masculine; dative singular of <stefn> stem; prow, stern -- the prow
þonne -- adverb <þonne> then, when -- when
hē -- 3rd person pronoun; nominative singular masculine of <hē, hēo, hit> he, she, it -- it
be -- preposition <be> at, by, near -- beneath
clifum -- noun, neuter; dative plural of <clif> cliff -- the cliffs
cnossað -- weak verb, class II; 3rd person singular present of <cnossian, cnossode, cnossod> drive,
pitch -- drives
Calde geþrungen
wǣron fēt mīne
caldum clommum;
hāt(e) ymb heortan;
merewērges mōd.
forste gebunden,
þǣr þā ceare seofedun
hungor innan slāt
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calde -- adjective; dative singular masculine of <ceald> cold -- cold
geþrungen -- strong verb, class III; past participle of <þringan, þrong, þrungon, þrungen> throng,
crowd, press -- pressed
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wǣron -- anomalous verb; 3rd person plural preterite indicative of <wesan> be, happen -- were
fēt -- noun, masculine; nominative plural of <fōt> foot -- feet
mīne -- 1st person pronoun; used as adjective; nominative plural masculine of <ic> I -- my
forste -- noun, masculine; dative singular of <forst> frost -- by the frost
gebunden -- strong verb, class III; past participle of <bindan, bond, bundon, bunden> bind, tie -bound
caldum -- adjective; dative plural masculine of <ceald> cold -- (in) frigid
clommum -- noun, masculine; dative plural of <clom> bond, fetter; grasp -- fetters
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þǣr -- adverb <þǣr> there, where -- where
þā -- definite article; nominative plural of <se, sēo, ðæt> the -- ...
ceare -- noun, feminine; nominative plural of <cearu> care, grief, sorrow -- sorrows
seofedun -- weak verb, class II; 3rd person plural preterite of <seofian, seofade, seofad> sigh,
lament -- sighed
hāte -- adjective; nominative plural feminine of <hāt> hot, fervid -- hot
ymb -- preposition <ymbe> at, around -- around
heortan -- noun, feminine; accusative singular of <heorte> heart -- (my) heart
hungor -- noun, masculine; nominative singular of <hungor> hunger -- hunger
innan -- preposition used as adverb <innan> in, within -- within
slāt -- strong verb, class I; 3rd person singular preterite of <slītan, slāt, sliton, sliten> slit, tear -gnawed
merewērges -- adjective <mere-wērig> sea-weary -- a sea-weary
mōd -- noun, neuter; nominative singular of <mōd> mood, mind -- mood
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Page 12 of 15
Intel® Teach Program
Essentials Course
Þæt se mon ne wāt,
þe him on foldan
fægrost limpeð,
hū ic earmcearig
winter wunade
īscealdne sǣ
wræccan lāstum
winemǣgum bidroren
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þæt -- demonstrative pronoun; accusative singular neuter of <sē, sēo, ðæt> that -- ...
se -- definite article; nominative singular masculine of <se, sēo, ðæt> the -- the
mon -- strong noun, masculine; nominative singular of <monn> man, person -- man
ne -- adverb <ne> not -- not
wāt -- preterite-present verb, class I; 3rd person singular present indicative of <witan, wāt, witon,
wiste> know, observe -- does ... know
þe -- relative particle <þe> that, which, who -- ...
him -- 3rd person pronoun; dative singular masculine of <hē, hēo, hit> he, she, it -- to whom
on -- preposition <on> on(to), upon -- on
foldan -- noun, feminine; dative singular of <folde> earth, ground -- earth
fægrost -- adverb; superlative of <fæger> fairly, beautifully -- most happily
limpeð -- strong verb, class III; 3rd person singular present of <limpan, lamp, lumpon, lumpen>
befall, happen -- (everything) happens
hū -- conjunction <hū> how -- how
ic -- 1st person pronoun; nominative singular of <ic> I -- I
earmcearig -- adjective; nominative singular masculine of <earm-cearig> miserable, lit. wretchedcaring -- wretched
īscealdne -- adjective; accusative singular masculine of <īs-ceald> ice-cold -- an ice-cold
sǣ -- noun, feminine; accusative singular of <sǣ> sea, lake -- at sea
winter -- noun, masculine; accusative singular of <winter> winter, year -- winter
wunade -- weak verb, class II; 1st person singular preterite of <wunian, wunode, wunod> dwell,
live, remain -- spent
wræccan -- weak noun, masculine; genitive singular of <wrecca> wretch, exile -- of exile
lāstum -- noun, masculine; dative plural of <lāst> track, footprint -- in the paths
winemǣgum -- noun, masculine; dative plural of <wine-mǣg> dear-, lit. friend-kinsman -kinsmen
bidroren -- strong verb, class II; past participle of <bedrēosan, bedrēas, bedruron, bedroren>
bereave, deprive of -- bereft of
bihongen hrīmgicelum:
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...
hægl scūrum flēag.
bihongen -- strong verb, class VII; past participle of <behōn, behēng, behēngon, behongen> hang
round -- behung
hrīmgicelum -- noun, masculine; dative plural of <hrīm-gicel> icicle -- with icicles
hægl -- noun, masculine; nominative singular of <hagol> hail -- the hail
scūrum -- noun, masculine; dative plural of <scūr> shower -- in showers
flēag -- strong verb, class II; 3rd person singular preterite of <flēogan, flēag, flugon, flogen> flee,
fly -- flew
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Page 13 of 15
Intel® Teach Program
Essentials Course
Þǣr ic ne gehȳrde
īscaldne wǣg,
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būtan hlimman sǣ,
hwīlum ylfete song:
þǣr -- adverb <þǣr> there, where -- there
ic -- 1st person pronoun; nominative singular of <ic> I -- I
ne -- adverb <ne> not -- no(thing)
gehȳrde -- weak verb, class I; 1st person singular preterite of <gehīeran, gehīerede, gehīered> hear
(of) -- heard
būtan -- preposition <būton> without, except for -- but
hlimman -- strong verb, class III; infinitive of <hlimman, hlamm, hlumon, hlummen> roar,
resound -- roar
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sǣ -- noun, feminine; accusative singular of <sǣ> sea, lake -- the sea
īscaldne -- adjective; accusative singular masculine of <īs-ceald> ice-cold -- ice-cold
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wǣg -- noun, masculine; accusative singular of <wǣg> wave, billow -- billow
hwīlum -- noun, feminine; dative plural of <hwīl> while, time -- sometimes
ylfete -- noun, feminine; genitive singular of <ilfetu> swan -- of a swan
song -- noun, masculine; accusative singular of <song> song -- the song
dyde ic mē tō gomene
ganetes hlēoþor
and huilpan swēg
fore hleahtor wera,
mǣw singende
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fore medodrince.
dyde -- anomalous verb; 1st person singular preterite indicative of <dōn> do, make -- made
ic -- 1st person pronoun; nominative singular of <ic> I -- I
mē -- 1st person pronoun; dative singular of <ic> I -- my own # "for myself"
tō -- preposition <tō> (in)to -- for
gomene -- noun, neuter; dative singular of <gomen> pastime, pleasure, entertainment -amusement
ganetes -- noun, masculine; genitive singular of <ganot> gannet, goose -- the gannet's
hlēoþor -- noun, neuter; accusative singular of <hlēoðor> song, sound -- song
and -- conjunction <and> and -- and
huilpan -- noun, feminine; genitive singular of <hwilpe> curlew? water-bird -- the water-bird's
swēg -- noun, masculine; accusative singular of <swēg> noise, sound -- call
fore -- preposition <fore> for, before -- for
hleahtor -- noun, masculine; accusative singular of <hleahtor> laughter, jubilation -- the laughter
wera -- noun, masculine; genitive plural of <wer> man -- of men
mǣw -- noun, masculine; accusative singular of <mǣw> mew, sea-gull -- mew
singende -- strong verb, class III; present participle of <singan, sang, sungon, sungen> sing,
compose -- singing
fore -- preposition <fore> for, before -- for
medodrince -- noun, masculine; accusative singular of <medu-drinc> mead-drink -- meaddrink(ing)
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Page 14 of 15
Intel® Teach Program
Essentials Course
Stormas þǣr stānclifu bēotan,
þǣr him stearn oncwæð
īsigfeþera;
ful oft þæt earn bigeal
ūrigfeþra.
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stormas -- noun, masculine; nominative plural of <storm> storm, tempest; attack -- storms
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þǣr -- adverb <þǣr> there, where -- there
stānclifu -- noun, neuter; accusative plural of <stān-clif> stony cliff -- stony cliffs
bēotan -- strong verb, class VII; 3rd person plural preterite of <bēatan, bēot, bēoton, bēaten> beat,
pound, strike -- pounded
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þǣr -- adverb <þǣr> there, where -- where
him -- 3rd person pronoun; dative plural of <hē, hēo, hit> he, she, it -- to them
stearn -- noun, masculine; nominative singular of <stearn> tern, sea-swallow -- sea-swallow
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oncwæð -- strong verb, class V; 3rd person singular preterite of <oncweðan, oncwæð, oncwǣdon,
oncweden> answer, reply to -- replied
īsigfeþera -- adjective; nominative singular masculine of <īsig-feðera> lit. icy-feathered -- with
frosted wings
ful -- adverb <ful> fully, completely -- ...
oft -- adverb <oft> often, frequently -- often
þæt -- demonstrative article; accusative singular neuter of <se, sēo, ðæt> that -- ... # the referent is
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highly uncertain
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earn -- noun, masculine; nominative singular of <earn> eagle -- the eagle
bigeal -- strong verb, class III; 3rd person singular preterite of <begiellan, begeall, begullon,
begollen> yell, scream, screech -- screamed
ūrigfeþra -- adjective; nominative singular masculine of <ūrig-feðera> lit. dewey-feathered -dewey-winged
Nǣnig hlēomǣga
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Page 15 of 15