British Literature, Quarter 1, Unit 1 of 3
Introduction to British Literature (Beowulf )
Overview
Overall days: 10
(1 day = 50 minutes)
Purpose
The focus of this unit is on having students use the epic poem Beowulf to develop an understanding of
literary qualities through analysis of literary elements. The intended outcome includes the expectation that
students will be able to demonstrate command of the structures of an epic poem and write a plot summary
of one of the episodes from Beowulf.
Content to be learned
Processes to be learned and used

Analyze the development of two or more
themes or the central idea of heroism.

Show understanding of how themes in Beowulf
interact and build on one another.

Analyze epic poetry, including where text
leaves matters uncertain.

Offer insightful inferences from Beowulf.


Understand figurative language, word
relationships, and nuances in word meanings.
Use specific details and references to text or
relevant citations to support conclusions.


Analyze, examine, and convey complex ideas,
concepts, and information.
Write an informative/explanatory text in the
form of a summary.


Examine conflict and sequence.
Analyze how author’s choices of elements of
story impact the development of the story.
Essential questions students should be able to answer by end of unit

To what extent are Beowulf’s heroic qualities
timeless and universal?

Why do people want to be famous, and how do
people achieve undying fame?
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin

Why is the struggle between good and evil a
source of timeless entertainment?
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British Literature, Quarter 1, Unit 1
Version 2
Introduction to British Literature (Beowulf) (10 days)
Written Curriculum
Common Core State Standards for English Language Arts
Reading
Reading Standards for Literature
Key Ideas and Details
RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.
RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to produce
a complex account; provide an objective summary of the text.
RL.11-12.3
Analyze the impact of the author’s choices regarding how to develop and relate elements of
a story or drama (e.g., where a story is set, how the action is ordered, how the characters are
introduced and developed).
Writing
Text Types and Purposes
W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and
analysis of content.
a.
Introduce a topic; organize complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a unified whole; include formatting
(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
b.
Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c.
Use appropriate and varied transitions and syntax to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and concepts.
d.
Use precise language, domain-specific vocabulary, and techniques such as metaphor,
simile, and analogy to manage the complexity of the topic.
e.
Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
Production and Distribution of Writing
W.11-12.6
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Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Introduction to British Literature (Beowulf) (10 days)
British Literature, Quarter 1, Unit 1
Version 2
Research to Build and Present Knowledge
W.11-12.9
Draw evidence from literary or informational text to support analysis, reflection and
research.
Speaking and Listening
Comprehension and Collaboration
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
d.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the investigation
or complete the task.
Language
Vocabulary Acquisition and Use
L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grades 11–12 reading and content, choosing flexibly from a range of strategies.
a.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase.
b.
Identify and correctly use patterns of word changes that indicate different meanings or
parts of speech (e.g., conceive, conception, conceivable).
c.
Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning, its part of speech, its etymology, or its standard usage.
d.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
L.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
a.
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in
the text.
b.
Analyze nuances in the meaning of words with similar denotations.
L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
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British Literature, Quarter 1, Unit 1
Version 2
Introduction to British Literature (Beowulf) (10 days)
Notes, Clarifications, and Prerequisites
In previous grades, students have studied literary elements and poems for basic understanding and
analysis. They continue the study of poetry in this unit, with a focus on the epic poem, epic warrior, and
plot and genre characteristics.
Examining characterization through words and actions is highlighted in this unit, but it is not new to the
grade span and should be taught for the mastery level.
The following writing standard is to be covered at least once per year and preferably once per quarter as
technology access allows.
W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
Taught Curriculum
Learning Objectives
Resources
Students will be able to:
British Literature, Glencoe McGraw-Hill, Teacher
Edition, 2009

Offer insightful inferences from Beowulf to
support analysis of what it says, including
determining where Beowulf leaves matters
uncertain.

Understand figurative language, word
relationships, and nuances in word meanings.

Analyze, examine, and convey complex ideas,
concepts, and information by writing an
informative/explanatory text.




Beowulf (pp. 24-52)

Reading Practice and Writer’s Technique
(p. 26)

The Epic and the Epic Hero (pp. 20-21)

Teach, Big Idea (p. 21)

Teach, Assess (p. 21)

Literary Elements (pp. 24-52)
Analyze the development of two or more
themes or the central idea of heroism in
Beowulf by understanding how these themes
interact and build on one another.

“Conflict” (pp. 25, 28, 30-31, 33, 36, 39-42, 46)

After You Read (pp. 53-54)

Respond Through Writing (p. 55)
Analyze how author’s choices of elements of
story, particularly conflict and sequence,
impact the development of the story.

Literature and Reading Preview (p. 23)

Literary Elements Transparencies 22: Conflict
Develop a summary by selecting relevant facts
to support their response.
Materials
Overhead projector or ELMO
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Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Introduction to British Literature (Beowulf) (10 days)
British Literature, Quarter 1, Unit 1
Version 2
Instructional Considerations
Key Vocabulary
antagonist
epic
archetype
epic warrior
catalyst
protagonist
conflict
sequence
Planning and Instructional Delivery Considerations
The focus of this unit is for students to use the epic poem Beowulf to develop an understanding of literary
qualities through analysis of literary elements. The intended outcome includes the expectation that
students will be able to demonstrate command of the structures of an epic poem and write a plot summary
of one of the episodes from Beowulf.
BEGINNING of the unit (2-3 days)
Introduce the unit, Learning Objectives, and Essential Questions.
Provide students with necessary background information and a variety of critical thinking opportunities
that support direct, explicit instruction with the Beowulf section of the textbook (Glencoe, pp. 24-52).
MIDDLE of the unit (5-6 days)
The following teaching strategies will provide students with a variety of learning experiences that align to
and support the learning objectives.
Use the following reading journal strategy to provide students with a frame of learning to support
inference and analysis:

Have students establish a before, during, and after reading journal for their reading of Beowulf. Use
questions from the Big Idea and Literary Elements sections throughout the unit for journal entry
topics.
Select from the following strategies to assist students with understanding figurative language:

Use the Reading Practice and Writer’s Technique section (Glencoe, p. 26) to provide practice with
understanding the author’s use of metaphorical technique.

Use discussion to check for understanding. This can be prompted by the journal activities and through
the Reading Practice ideas at the bottom of the even-numbered pages.
Use the following text-supported strategy to promote critical thinking around complex ideas and concepts
in writing:

Have students consider and write about some of the questions in the Respond and Think Critically
section throughout the reading of the text; this will support their writing process when they work on
the formative and summative assessments for the unit. Consider using their responses to support their
understanding of the text prior to assessment.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
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British Literature, Quarter 1, Unit 1
Version 2
Introduction to British Literature (Beowulf) (10 days)
Have students practice analysis of themes or central ideas using the following text-supported strategies:

Use the Review: Epic Hero section (Glencoe, p. 54) to analyze the central idea of heroism. Have
students follow the Literature and Reading Preview: Big Idea heading (Glencoe, p. 23) throughout the
text to aid in understanding the concept of epic warrior.
Select from the following text-supported strategies to assist students with understanding elements such as
conflict and sequence:

Have students demonstrate understanding of the epic poem and its elements through use of the Visual
Literacy activity (Glencoe, p. 53). Most students will be familiar with reading stories only in the form
of prose, and the poetic form may be hard for them. Have students use graphic organizers to keep
track of the plot, characters, and developing conflict.

Have students follow the Literature and Reading Preview: Literary Element heading (Glencoe, p. 23)
throughout the text to aid in understanding the concept of conflict. Use the Literary Element: Conflict
section (Glencoe, p. 54) to assess understanding of the concept.

Have students follow the Literature and Reading Preview: Reading Strategy heading (Glencoe, p. 23)
throughout the text to aid in understanding sequence. Use the Reading Strategy—Identify Sequence
section (Glencoe, p. 54) to assess understanding of the concept.

Refer to the Visual Literacy: Storyboard Activity (Glencoe, p. 53) to provide students with a means to
better understand sequence of events.

Use the differentiated instruction ideas to support all learners. These are listed in the Teacher Edition
at the bottom of the odd-numbered pages.
Continually reference and discuss the Essential Questions.
END of the unit (2 days)
Revisit the Essential Questions.
Use the following activity to provide students with a structure for their summary:

Have students use the writing process to create a concise plot summary using the Respond Through
Writing graphic organizer (Glencoe, p. 55).
Assessed Curriculum
Formative Assessments

Students maintain a daily reading journal focused on understanding literary elements, plot, antagonist,
protagonist, conflict, and the qualities of an epic hero.

Students answer questions 1–8 in Respond and Think Critically (Glencoe, p. 53).

Provide feedback to students on the following products: storyboard, plot summary, and graphic
organizers.
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Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Introduction to British Literature (Beowulf) (10 days)
British Literature, Quarter 1, Unit 1
Version 2
Summative Assessment

Have students write a plot summary of one of the episodes in Beowulf. Use the Assess: Responding
Through Writing (p. 55) to assess student work.
Notes
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
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British Literature, Quarter 1, Unit 1
Version 2
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Introduction to British Literature (Beowulf) (10 days)
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin