British Literature Honors: Beowulf
Farmington Public Schools
Twelfth Grade Honors
English
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
1
Table of Contents
Unit Summary
………………….….…………..3
Stage One: Standards
Stage One identifies the desired results of the unit including the broad
understandings, the unit outcome statement and essential questions
that focus the unit, and the necessary knowledge and skills.
The Understanding by Design Handbook, 1999
…………………………….... 4-9
Stage Two: Assessment Package
Stage Two determines the acceptable evidence that students have acquired the
understandings, knowledge and skills identified in Stage One.
……………………………… 10-11
Stage Three: Curriculum and Instruction
Stage Three helps teachers plan learning experiences and instruction that
aligns with Stage One and enables students to be successful in Stage two.
Planning and lesson options are given, however teachers are encouraged to
customize this stage to their own students, maintaining alignment with Stages
One and Two.
………………..……………… 12-21
Appendices
….....………………………. 22-27
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
2
Unit Summary
British Literature Honors students will read, study, and explore the epic, Beowulf
as translated by Seamus Heaney. Through the development and application of high level
reading and thinking skills students will explore the concepts of linguistics, cultural
values, and the nature of good and evil. In addition to Beowulf, students will examine
excerpts from John Gardner’s Grendel, poetry, and film clips. The length of the unit will
be approximately six weeks and will open the year of study of British literature.
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
3
Stage One: Standards
Stage One identifies the desired results of the unit including the broad
understandings, the unit outcome statement and essential questions that focus the
unit, and the necessary knowledge and skills.
The Understanding by Design Handbook, 1999
Essential Understandings and Content Standards
Reading Essential Understanding#1
Students will understand that successful readers comprehend texts by reading fluently,
strategically, and accurately.
Content Standards:
Students will be able to:
• Use a variety of comprehension strategies before, during, and after
reading
• Communicate understanding orally and in writing
• Read and comprehend increasingly sophisticated literature
Reading Essential Understanding #2
Students will understand that accomplished readers read a wide range of literature and
respond in personal, interpretive, and critical ways.
Content Standards:
Students will be able to:
• Form an initial understanding by identifying or inferring
relationships among characters, setting, events, and conflicts
• Develop interpretations by examining text evidence, predicting events,
inferring characters’ motives, and generalizing beyond the text
• Explain how the themes reflect human nature and/or address
universal ideas
• Critique the elements of literary style
• Respond to the unique characteristics of a variety of literary forms
• Demonstrate how literary works reflect the culture that shapes them
Reading Essential Understanding #3
Students will understand that accomplished readers make effective decisions, explain
complex issues, draw conclusions, and solve problems by strategically reading
informational texts.
Content Standards:
Students will be able to:
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
4
•
•
•
•
Make effective decisions using explicit and implicit information from
texts
Solve problems by connecting background knowledge with new
information from the text
Evaluate the information from the text to draw logical conclusions
Explain complex issues by determining the essential ideas and
relationships within texts
Writing Essential Understanding #1
Students will understand that a deliberate process – prewriting, revision, editing, and
publishing – is essential to effective writing.
Content Standards:
Students will be able to:
Seek critical feedback to achieve personal writing goal
Writing Essential Understanding #2
Students will understand that to communicate effectively writers use a wide range of
forms.
Content Standards:
Students will be able to:
• select a form according to audience and purpose
• use models to develop students’ own writing
Writing Essential Understanding #3
Students will understand that effective writing has a clear purpose and is focused,
organized, elaborate, and fluent, and requires appropriate conventions.
Content Standards:
Students will be able to:
• use trait specific vocabulary in discussing and analyzing
strengths/weaknesses of written work, both their own and
professional writers’
• use a sophisticated variety of sentence structures
• meet expectations for conventions as defined by grade level criteria
• adjust tone and voice to fit audience and purpose
Information Accessing Standard #1
Students will demonstrate ability to synthesize information to answer a question or
support a thesis position.
Communication Standard #2
Students will use video, audio, and multi-media tools to create clear and meaningful
presentations of ideas.
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
5
Unit Outcome Statement
As a result of this unit on Beowulf, students will understand the role of etymology
and linguistics in the study of the English language; students will understand the
changing cultural values that drove early British history, and students will understand the
complex nature of defining good and evil.
In addition, students will:
• Employ reading strategies to become critical readers
• Use the elements of effective analytical writing
• Students will apply their understanding of linguistic and cultural values to their
performance of sections of Beowulf
Essential Questions
1.
Why do we still read Beowulf?
2.
How are the values of a culture expressed within a piece of literature?
3.
What determines our definitions of the nature of good and evil? Why is evil so
compelling?
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
6
Knowledge and Skills
The Knowledge and Skills section includes the key facts, concepts, principles,
skills, and processes called for by the content standards and needed by students to
reach desired understandings.
The Understanding by Design Handbook, 1999
Knowledge
• Background information on Anglo-Saxon culture and history
• Background information on the discovery, publication, and translation of the
Beowulf manuscript
• How to access and use the OED for etymological research
Skills/Processes
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Apply word recognition strategies including context clues, decoding, and structural
analysis to determine unknown or multiple meaning words
Increase reading vocabulary
Use a variety of comprehension skills during reading to monitor for understanding
(visualizing, retelling, clarifying, predicting)
Connect prior knowledge with text to enhance understanding
Ask and answer questions before, during, and after reading
Use strategies to expand comprehension during and after reading (inferring,
summarizing, synthesizing)
Use connections (text-to-self, text-to-text, text-to-world) to enhance understanding
of text
Demonstrate comprehension orally and in writing
Discuss the role of the protagonist(s) and antagonist(s)
Relate turning points to character change
Recognize literary archetypes
Explain the effect of point of view
Select significant quotes that show evidence of understanding of text
Use text evidence to support inferential thinking
Activate background knowledge prior to reading
Use a variety of vocabulary development strategies to determine the meaning of
unknown words
Use text features to support understanding
Locate, organize and summarize information
Select, synthesize and/or use relevant information within a work to include in a
response to or extension of the work
Take notes, make lists, and/or diagram to generate ideas about a subject or topic
Participate in group discussions: acknowledge other points of view, initiate
questions, share insights and opinions, and elaborate upon ideas
Create outlines, complete a variety of graphic organizers to create an organizing
structure appropriate to specific purpose, audience, and context
Use a prewriting organizer to write a coherent first draft
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
7
•
Confer with a peer on the five traits of good writing: focus, organization,
elaboration, and fluency, for the purpose of revision
• Produce multiple drafts Revise and edit written work to enhance organization and
clarity, e.g. selection of form, order, sequence, audience, information, word choice,
and sentence variation
• Use a variety of organizational structures to compose a written piece
• Write a response to literature that reflects an initial reaction to the text; uses
evidence to defend an interpretation; supports a judgment that is interpretive,
analytical, and evaluative; brings personal knowledge that supports understanding
of author’s intent
• Write a narrative account (fictional or autobiographical) that engages the reader by
establishing context, strong beginnings and endings, characters, plot, setting, and/or
conflict or goal
• Write an oral presentation that is informative and clear
• Write Anglo-Saxon riddles that reflect an understanding of a variety of structures
Focus
• Narrow a topic, define a clear thesis statement; include relevant detail and
eliminate extraneous detail
• Write from a consistent point of view and adjust the point of view in a written
piece, e.g. write from another point of view or write about a topic from several
points of view
Organize
• Generate engaging beginnings (leads), endings, and transitions which move a
piece from beginning to end
• Generate topic sentences, support topic sentences with related information/details,
and group sentences with related information into paragraphs, and then generate a
sequence of several paragraphs on a single topic
• Write in a sequential fashion and build to a logical conclusion
Elaborate
• Incorporate appropriate quotations seamlessly noting speaker and context of the
quote
• Use interpretive and reflective thinking grounded in text
• Use facts and details to support main idea or position
Become Fluent
• Use a range of appropriate strategies such as dialogue and tension and/or suspense
to enhance character development and plot
• Use a variety of sentence structures, sentence beginnings, and linking and
transition words and sequential signal words that create a flow throughout the
writing
• Expand use of figurative language; use metaphor, simile, alliteration and
personification as well as sensory images; adverbs/adjectives and
idioms/colloquialisms to generate more detailed writing and enhance meaning
• Choose words to create mood, voice, atmosphere within written pieces
Edit
• Use grade level conventions to shape and support meaning in the text
Thinking Skills
• Analyze internal and external conflicts and their resolution
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
8
•
•
•
•
•
•
•
•
•
•
•
•
•
Recognize and critique the author’s use of literary devices including symbolism,
imagery, irony, satire, figurative language, diction, dialogue, allusion
Investigate and describe how an author’s life experiences influence his/her work
Define and explain the concept of human nature (universal traits such as love,
kindness, greed, envy etc.) as it relates to the text
Develop and support a thematic idea through accurate interpretation and reflective
thinking throughout the text
Generalize enduring themes to contemporary life and times
Make connections (text-to-text, text-to-self, text-to-world)
Identify main ideas and details in sections of a text
Develop inferences using background knowledge and evidence from a text
Articulate the author’s purpose
Make judgments about the quality of the text and/or reliability of the author
Compare/contrast point of view using two or more texts
Brainstorm to find a subject/topic and elaborate upon ideas
Analyze a writer’s style and how the piece achieves its purpose
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
9
Stage Two: Assessment Package
Stage Two determines the acceptable evidence that students have acquired the
understandings, knowledge and skills identified in Stage One.
Authentic Performance Task
Beowulf Group Performance Project
Goal:
Students will write an analysis and a script for one section of Beowulf. Students
will then perform their interpretation of their chosen section. Students will participate in
a multi-layered process which includes brainstorming, drafting, peer collaboration,
teacher conferral, and producing a final product to submit and perform in class.
Students will analyze and interpret one of the following sections from Beowulf:
Section I: The Danes/The Battle with Grendel (pp. 3-57; ll. 1-851)
Section II The Battle with Grendel’s Mother (pp. 57-113; ll. 852-1631)
Section II: Beowulf’s Return and Reign (pp. 113-163; ll. 1632-2396)
Section IV: The Battle with the Fire Dragon/The Death and Funeral of
Beowulf (pp. 163-213; ll. 2397-3182)
Role:
The work product for the assigned section of Beowulf for each group will include:
• A fifteen minute presentation/performance using video, audio, and multi-media
tools.
• A written analysis of the assigned section. The analysis is an individual
assignment, however, students will be able to use and share their analyses while
drafting the group’s script.
• A written script that demonstrates student interpretation of the assigned section,
as well as original thinking and creativity.
Audience:
Students will submit their work and complete a self-assessment. Students will
also present their work to the class for peer assessment and teacher assessment.
Situation:
Students may choose to modernize any and/or all aspects of the section (except
character names), but must remain true to the thematic representation in the
original epic.
Recommendations for students:
ƒ Students will determine the setting for their section of Beowulf.
ƒ Scripts will demonstrate an interpretation of the section.
ƒ Analyses and scripts will show student understanding and
incorporation of etymological research.
ƒ Scripts will demonstrate student interpretation of the points of
view of the characters, especially as they reflect the nature of good
and evil.
ƒ Students will use script format including stage directions and other
directorial choices.
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
10
Standards and Criteria for Success:
Students will be formally assessed on their understanding and their performance
of their section of Beowulf and of the epic as a whole.
Student understanding:
• Analyses and scripts use etymological research
• Analyses and scripts clearly reflect thematic significance of the section
• Analyses and scripts demonstrate original interpretation of the section and epic
(this can be through time, setting, language use)
• Analyses and scripts demonstrate character motivations and points of view (this
includes cultural, religious, and/or philosophical aspects)
Student performance:
Quality of scripts, setting, staging, costumes, and props
Quality and clarity of dialogue, narration, and acting
Tests, Quizzes, and Other Quick and Ongoing Checks for Understanding
• Etymology (origin of words) vocabulary list and research through The Oxford
English Dictionary to establish basic Anglo-Saxon vocabulary and the
understanding of linguistic evolution. Student will pick from a list of AngloSaxon words and research words using the OED. Student will present and discuss
their findings in class.
• Reading Journal – see appendix B
• Reading quizzes on different sections of the epic will be given as needed to
monitor comprehension
• Final in-class essay – see appendix C
• Discussion: Student will partake in whole class, peer group, and partner
discussions
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
11
Stage Three: Learning Experiences and Instruction
Stage Three helps teachers plan learning experiences and instruction that align
with Stage One and enables students to be successful in Stage Two.
Learning Experiences and Instruction
The learning experiences and instruction described in this section provide
teachers with one option for meeting the standards listed in Stage One. Teachers
are encouraged to design their own learning experiences and instruction, tailored
to the needs of their particular students.
Guiding Questions
Instructional Strategies
Checking for
Understanding
Topic 1: Anglo-Saxon Culture – Riddles and Disputes
How can words be used as
Brief background on Anglo- In groups students will
weapons?
Saxon history and culture
decipher and answer AngloAnglo-Saxon use of riddles Saxon riddles – Class
to settle disputes and to
discussion to follow
taunt
Use Tolkien riddles as
HW: Students write their
models and practice
own riddle to share with
Hook
class
Rehearsal
Topic 2: The Importance of Beowulf Manuscript
Brief background on the
Why do we still read
discovery of Beowulf
Beowulf?
manuscript and Old English
writing and pronunciation
What do we inherit from
ancient cultures?
Introduce EQs, journal
assignment, reading
schedule, and assessment
package
Quick write in journal:
Describe earliest memory of
language use (written) –
what is life significance?
What does it say about who
you are? Do you still have
the document?
Teacher to share and to
ask for volunteers to share
Answer any clarifying
questions
HW: read Heaney
Introduction
Topic 3: Seamus Heaney – Translator and Poet
What potential problems or Brief background on
issues arise in translating a
Heaney – read and discuss
work like Beowulf?
sample of Heaney’s poetry
Discuss introduction – what
are key points Heaney
Debra Jeffers and Virginia Gillis
July 1, 2005
Students will echo a
sentence or two from the
introduction that they found
intriguing
Class discussion to follow
Farmington Public Schools
12
makes?
on our choices and how this
align with Heaney’s points
and topic’s guiding question
Topic 4: Close Reading Review
How will close reading
Brief review of “what
enhance our understanding
makes a good quote” and
of Beowulf?
ways to analyze text
Have students choose one
or two lines of text from the
previous nights reading.
Students will write at least
two questions about the
chosen text and at least two
statements about the chosen
text in their journals.
Rehearsal for etymological
research
Brief discussion for plot
clarification if needed.
Teacher will circulate
through pairs/small groups
and pose or answer
questions
Pairs will be asked to be
asked to share their lines
and conclusions
Informal poll – How many
have a better understanding
of the assigned reading?
In pairs/small groups,
students will share there
choices and discuss. After
discussion students will
write an analysis of the
lines in their journals.
Topic 5: Etymology
How does the study of
words effect meaning in a
text?
Define etymology and
assign/review etymological
research/presentation
project
In library, introduce
students to the OED
database and model how to
use
HW: Continue to follow
reading calendar and
journal assignment
Each student will conduct
etymological research on
one or more Anglo-Saxon
words found in the reading
to date.
Each student will write a
synopsis of findings and the
connection to meaning in
Beowulf.
Findings and connections
will be presented to class by
students with discussion to
follow
Collect journals
Revision
Topic 6: The Warrior
Code/Fame and Glory
What is the warrior code in
Beowulf?
Identify and discuss the
warrior code in Beowulf
Debra Jeffers and Virginia Gillis
July 1, 2005
Brief discussion for plot
clarification if needed
Farmington Public Schools
13
using textual evidence.
What kind of behavioral
codes do we have today?
Topic 7: Heroes and the
Character of Beowulf
Is a hero always a good
person?
What motivates heroic
behavior?
HW: Continue to follow
reading calendar and
journal assignment
In groups, students will
define hero (can access
prior knowledge and other
texts).
Groups will discuss if and
why Beowulf fits the
definition of hero and find
textual evidence to support
Rehearsal
Exit card – What is a/your
personal life code? Does it
align with Beowulf’s?
Brief discussion for plot
clarification if needed
Teacher will circulate
through groups for check of
understanding
Students will complete
journal write: what was
your most heroic moment?
What was your motivation?
HW: Continue to follow
reading calendar and
journal assignment
Topic 8: Pagan/Christian
Tradition
What evidence do we find
of the assimilation of
Druidism into Christianity?
Define and discuss
Druidism and the Great
Mother
Have students make
religious inferences, using
the language of the text,
regarding Grendel,
Grendel’s mother, and
Beowulf
Rehearsal
Brief discussion for plot
clarification if needed
Students will complete
Druidism/Christianity chart
(using text –Grendel,
Grendel’s mother, and
Beowulf’s God)
HW: Continue to follow
reading calendar and
journal assignment
Topic 9: Grendel and
Grendel’s Mother
Why is it significant that
Grendel has a mother?
What are the attributes of
motherhood?
Debra Jeffers and Virginia Gillis
As a class generate a list of
words which describe
motherhood in general
As a class, using the text,
generate a list of words
July 1, 2005
Brief discussion for plot
clarification if needed
Journal write:
Analyze the disparity
between Grendel/mother as
Farmington Public Schools
14
which describe Grendel and
Grendel’s mother
parent/child and how they
are described in the text.
Discuss connotation of
descriptions
What do you think is the
purpose of Grendel and his
mother in the epic?
HW: Continue to follow
reading calendar and
journal assignment
Topic 10: Oral
Tradition/Bards
Why is the oral tradition
important?
In class discussion identify
the role of bard and discuss
poem within poem
Quick write: record any
piece you can recite from
memory in part or in
entirety
Share recitation with
partner and discuss
implications of what you
can remember and recite
HW: Continue to follow
reading calendar and
journal assignment
Topic 11: Wyrd – Fate and
Family
What role does wyrd play in Have students complete
Beowulf?
questionnaire on fate and
inheritance
Hook
Take informal poll of
answers
Brief discussion for plot
clarification if needed
One minute thesis –
students will craft a thesis
for a potential essay
addressing what the shared
recitations reflect about our
culture.
Rehearsal
Share thesis statements and
discuss
Collect journals
Revision
Brief discussion for plot
clarification if needed
Journal Write: What role
does Fate play in your life?
Compare your destiny to
that of Beowulf.
As a class discuss evidence
of fate in Beowulf
Discuss the role of fate in
today’s world and any
connections to Beowulf
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
15
HW: Continue to follow
reading calendar and
journal assignment
Topic 12: The mothers
How do the mothers reflect
the pagan/Christian
conflict?
Topic 13: The battle and
Gardner’s Grendel
Are Grendel and his mother
evil?
Are they compelling?
Can they be both?
Brief discussion on the
story of Cain
Brief discussion for plot
clarification if needed
Have students diagram the
comparisons/contrasts
between the mothers using
graphic organizer
Rehearsal
HW: Continue to follow
reading calendar and
journal assignment
Discuss and collect
organizers
Students will create a visual
interpretation of Grendel
and his mother, with a
caption of text from either
Beowulf or Grendel
Read aloud excerpt from
Gardner’s Grendel and have Hook and Rehearsal
students annotate
Discuss battle with
Grendel’s mother, her
death, and the trophies
Each student echo one line
Discuss choices and
connections to Beowulf text
HW: Continue to follow
reading calendar and
journal assignment
Topic 14: Weaponry—
names and symbols
Why are weapons in
Beowulf personified?
Brief discussion of
names/symbolism, review
“anthropomorphism”
Brief discussion for plot
clarification if needed
Share and list items from
Quick write in journal: what quick write
possessions have you
anthropomorphized? Why? Journal write: What are the
conflicts between
anthropomorphism and
In pairs, have students list
the weapons and how they
Christian culture?
Rehearsal
are personified. Pairs
should then for a conclusion
about the implications of
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
16
personifying weaponry in
Beowulf’s culture
HW: Continue to follow
reading calendar and
journal assignment
Topic 15: Power/Abuse of
Power
What is Hrothgar’s message Fishbowl activity:
about power?
Have students debate and
respond to a number of
Is it reasonable?
prompts regarding power
and its use
Hook
Open discussion to outside
of fishbowl
Connect discussion/debate
to Hrothgar’s message
Brief discussion for plot
clarification if needed
Journal Write: Students
will respond to one of the
prompts not discussed in
class and connect ideas to
text, using evidence
Collect journals
Revision
HW: Continue to follow
reading calendar and
journal assignment
Topic 16: Oral Tradition
Continued
How does Beowulf
participate in his own oral
tradition? To what end?
Have students identify and
record most important part
of Beowulf’s story
Students will echo the
chosen section and note
repetition of choices
In pairs/small groups
students will draft a thesis
for a potential paper on
Beowulf’s fame and quality
as a potential king
Rehearsal
Brief discussion for plot
clarification if needed
Teacher will circulate and
informally check for
understanding
Share and discuss thesis
statements
Revision
HW: Continue to follow
reading calendar and
journal assignment
Topic 17: Emergence of
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
17
the Fire-Dragon/
Symbolism Continued
What does the Fire-Dragon
represent?
On one-half of paper, using
the language of the text,
have students make a quick
sketch of the Fire-Dragon
and label with words from
the text
Hook
Brief discussion for plot
clarification if needed
Teacher will circulate and
informally check for
understanding
Share and discuss words
and their connotations
On the other half of the
paper have students sketch
Judeo/Christian symbol and
label using the same words
Share and discuss clash of
pagan/Christian traditions
HW: Continue to follow
reading calendar and
journal assignment
Topic 18: Hygelac Dies
What is the relationship
between inheritance and
fate?
Brief discussion for plot
Have students locate and
record evidence of wyrd and clarification if needed
fate in Beowulf’s
Teacher will circulate and
ascendance to the throne
informally check of
understanding
Using the language of the
text have student
pairs/groups discuss and
record conclusions about
Beowulf’s own contribution
to his fate
Rehearsal
Possible section of Grendel
as comparison
HW: Continue to follow
reading calendar and
journal assignment
Topic 19: Battle with FireDragon (Geat Culture)
What are the implications of Discuss battle scene and
Debra Jeffers and Virginia Gillis
July 1, 2005
Brief discussion for plot
Farmington Public Schools
18
the battle with the FireDragon with the fate and
destiny of the Geat culture?
language of text
Rehearsal
clarification if needed
Have students complete
quick thesis and outline on
the role of loyalty in
Beowulf , including
potential textual support
Review and discuss outlines
Revision
Some discussion on essay
organization may be needed
at this time or during check
for understanding
HW: Continue to follow
reading calendar and
journal assignment
Topic 20: Wiglaf
How is Wiglaf’s character a
foil for Beowulf?
May need to review
definition of foil
Brief discussion for plot
clarification if needed
Read aloud and annotate
Wyglaf’s speech to the
shirkers
Quick write: What is
Wiglaf’s motivation? What
does it imply for the future
of Beowulf’s people?
Using the language of the
text discuss what his speech
reveals about the shifting
Anglo-Saxon culture
Rehearsal
HW: Continue to follow
reading calendar and
journal assignment
Topic 21: Beowulf’s
Battles
How is Beowulf’s faith in
God and in himself
reflected in his three major
battles?
Give students copies of
battle scenes from each text
and ask pairs/small groups
to annotate paying
particular attention to the
use of language and words
which seem to change in
signification
On an overhead, share and
record group findings and
statements for each section
of text
Revision
Collect journals
For each battle students
should write one concluding
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
19
analytical statement
Diagram battles and what
Beowulf brings to each
--Grendel
--Grendel’s mother
--Fire-Dragon
HW: Continue to follow
reading calendar and
journal assignment
Topic 22: Beowulf’s Death
How does the language of
Beowulf’s death reflect the
final ambiguity of the epic?
Have students isolate
Brief discussion for plot
descriptive language of
clarification if needed
Beowulf’s death and funeral
Informal check for
Have students relate their
understanding during
discussion – ask each
findings to the clash
between cultures
student to make a brief
(pagan/Christian)
statement
Rehearsal
Review performance project
packet and assign due dates
from analyses
Topic 23: Performance and
technology
Technology representative
to give brief presentation of
available equipment and
resources
Assess and grade analyses
conference with students
individually if necessary
Revision
Show model performances
Return analyses and assign
script and conference dates
Topic 24: Group
Performances
Show model script which
uses dramatis personae,
setting, stage direction, and
dialogue. Discuss how these
can display original
interpretation
Class time to meet in
groups and compose scripts
Debra Jeffers and Virginia Gillis
July 1, 2005
Conference with each group
(prior to filming) and
suggest areas for revision
Rehearsal
Revision
Groups submit scripts and
present project of
assessment and grade
Farmington Public Schools
20
Topic 25: writing a timed
essay review
Review thesis writing and
essay organization under
pressure and time
constraints
Rehearsal
Informal discussion to
check for understanding
As practice, have students
go back and revise one or
two of the quick writes,
thesis statements, or
outlines done during the
unit
Revision
Topic 26: In-Class Essay
Give a choice of prompts /
topics and have students
complete a formal timed
essay
Students will submit essay
for assessment and grade
Students may use journals
and texts
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
21
Appendices
Primary texts used:
Beowulf. Heaney, Seamus. Trans. New York: Norton, 2000.
Gardner, John. Grendel. 1971. New York: Vintage, 1989.
Assignments attached hereto:
Appendix A – performance project assessment package
Guidelines and Criteria for: Analysis
Script
Performance
Appendix B – Journal assignment, requirements, and criteria
Appendix C – In class essay final assessment
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
22
Appendix A
Honors British Literature
Beowulf
Group Performance Project
♦
You will be asked to break into four work groups.
♦
Each group will be assigned one of the following sections of Beowulf to present:
♦
♦
♦
♦
♦
Section I: The Danes/The Battle with Grendel (pp. 3 – 57; ll. 1 – 851)
Section II: The Battle with Grendel’s Mother (pp. 57 – 113; ll. 852 – 1631)
Section III: Beowulf’s Return and Reign (pp. 113 – 163; ll. 1632 – 2396)
Section IV: The Battle with the Fire-Dragon/The Death and Funeral of Beowulf (pp. 163 – 213; ll.
2397 – 3182)
The work product for the assigned section of Beowulf for each group will include:
◊
◊
◊
◊
◊
♦
Grades will be based on a performance rubric which will include the following criteria:
◊
◊
◊
◊
◊
♦
Accuracy of interpretation and richness of detail in script, set(s), costumes, and all visuals
Quality of work and effort in preparation of all aspects of the production, including effective
use of in-class work time
Effectiveness of presentation: quality of acting, pacing, line delivery, staging, directorial
choices
Full group participation
(Please see performance assessment rubric on reverse side)
Due dates/performances will be by assignment.
♦
♦
♦
A FIFTEEN-MINUTE PRESENTATION/PERFORMANCE
A PEER ASSESSMENT OF YOUR PERFORMANCE
A SELF-ASSESSMENT OF YOUR PERFORMANCE
A WRITTEN ANALYSIS OF THE ASSIGNED SECTION (Individual)
A WRITTEN INTERPRETATION OF/SCRIPT FOR THE ASSIGNED SECTION
(Group)
My group will perform Section __________ .
My group is scheduled to present on __________ .
This project will be worth 100 points.
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
23
Honors British Literature
Beowulf
Beowulf Individual Analysis Guidelines
The individual analysis of your section Beowulf will be due on Thursday, September ___, 2005. The
individual analysis must be typed, double-spaced, and in no larger than a twelve-point font, please. I will
be copying your work to distribute to your group to facilitate the writing of your script.
The individual analysis of your section of Beowulf will discuss the meaning of your group’s assigned
section of the poem and its relationship to the rest of the epic. Your analysis will also include an
examination of interesting linguistic features of your section. Since each group has at least 750 or so lines
of poetry to examine, an individual analysis of at least two to three pages in length is expected from each
group member.
Some literary considerations as you write:
¾ Does your analysis include discussion of the importance all of the main events of your section of
Beowulf? (Remember: this is not a synopsis, but an analysis: please do not “list” the events of the
section, but do discuss their importance to the epic.)
¾ Does your analysis include an examination of the characters in your section and their motivations and
relationships to one another?
¾ Does your analysis include discussion of the important linguistic features of your section? What do
you find interesting about the language and the translation? What did you discover about the origins
of some of the words in your section?
¾ Does your analysis consider and begin to answer the essential questions for the unit?
To help you frame and inform your analysis, I have listed several high-quality web sites below:
http://www.heorot.dk/beo-links.html
http://www.legends.dm.net/beowulf/
http://www.humanities.mcmaster.ca/~beowulf/main.html
http://www.library.unr.edu/subjects/guides/beowulf.html
http://www.bulfinch.org/fables/bull42.html
Please credit your sources and support your remarks with quotations from the text.
Your individual analysis will be graded separately from the group performance and will be worth 40
points. The FHS essay rubric will serve as the criteria for grading.
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
24
Honors British Literature
Beowulf
Group Interpretation/Script Guidelines
Working together and using your individual analyses as a guide, your group will interpret and write a script
for the production of your section of Beowulf. I will routinely confer with each group as you prepare your
scripts and as you prepare your performances. We will also have available software for playwriting that
will help you with remembering and placing the correct details: dramatis personae (characters), setting,
stage directions, performance notes, and other considerations.
Your group’s Beowulf script will be typewritten and must include:
¾ all of the important events of your section
¾ all of the characters in your section, including their names
¾ special linguistic and etymological features of your section’s language
You may wish to consider and update the time in which you will place your performance: you are welcome
to modernize the story to reach contemporary audiences. If you do so, you must still demonstrate an
awareness of the cultural aspects of the epic.
This portion of the performance assignment will be assessed as part of the overall group performance
project. Your script will be graded according to the criteria listed on the group performance rubric
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
25
Appendix B
Honors British Literature
Beowulf
I. Reading Journal
Essential Questions:
1.
How does the study of Beowulf enhance our understanding of the English language?
2.
How are the values of a culture expressed within a piece of literature?
3.
What determines our definitions of the nature of good and evil? Why is evil so compelling?
For each section of Beowulf (as defined in your Reading Schedule), please select three specific lines of the
epic to recount and discuss as they pertain to the essential questions of the unit. Our essential questions
suggest three main topics for exploration: linguistics and etymology (the study of words); cultural values
and mores; and the nature of good and evil. Your Reading Journal will also be used daily in class to house
your responses to topical prompts and etymological research.
I would like your Reading Journal to be organized in the following manner:
¾ Indicate each section by date (due), page, and line numbers;
¾ List one line that addresses linguistics and etymology and a brief discussion of why you selected the
line or words in question;
¾ List one line that addresses cultural considerations and a brief discussion of their importance to the
epic;
¾ List one line that addresses the changing nature of good and evil and a brief discussion of character
perspective in making your determination.
¾ You are welcome to include your questions about the text in your journal discussion.
Example:
9/15/05, pp. 3 – 13, ll. 1 – 163:
1. “…paet waes god cyning!” (“That was one good king!”)
In line ten, it is interesting that the Anglo-Saxon word “god” translates to “good.” I wonder if the
expression “God is good” has its origins here?
2.
“They stretched their beloved lord in his boat, / laid out by the mast, amidships, / the
great ring-giver…”
In lines 34 – 36, the dead lord Shield is laid to rest on his boat and sent out to sea. Shield is referred to as a
“great ring giver.” What is the significance of ring-giving in Anglo-Saxon culture? Were the bodies of
only great lords and kings sent out to sea with such ceremony?
3.
“So times were pleasant for the people there / until finally one, a fiend out of hell, / began to work his
evil in the world.”
This is the first description of Grendel in lines 99 – 101. The description goes on to mention Grendel as
being descended from Cain. It is interesting that Grendel is cast into Christian terms from his first
introduction. Why is Grendel’s character immediately depicted as evil? I believe the implication is that
Grendel is a symbolic pagan influence.
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
26
Appendix C
Honors British Literature
Name: _____________________________
Beowulf
Final Assessment
Essay Menu (40 points)
Select and respond to one essay question from the menu of choices below. Your essay
should be at least five paragraphs in length. You are welcome to use your Beowulf text
and your Reading Journal to assist in substantiating and supporting your response.
Please staple this cover page to the front of your essay when you have finished writing.
1. Discuss the concept of loyalty in Beowulf.
2. Discuss the importance and interplay of the Christian and pagan elements in Beowulf.
3. Analyze each of Beowulf’s three battles (with Grendel, with Grendel’s mother, and
with the Fire-Dragon). How do Beowulf’s faith and confidence change as these
battles unfold and the story progresses? What might these changes signify?
4. Discuss the changing nature of good and evil in Beowulf. Where is it manifested?
How is it resolved? How is Grendel “good”? How is Beowulf “evil”?
5. What kind of man is Beowulf? What is his motivation? What does he want from his
life, and from his death?
6. Discuss the idea of Wyrd, or fate, in Beowulf. How much of a role does it play as the
story progresses? Where does free will fit into the epic?
Debra Jeffers and Virginia Gillis
July 1, 2005
Farmington Public Schools
27