Indigenous and Norse Narratives
* Refer to the curriculum document for assessment, evaluation, resources, and teaching strategies. *
Middle Level English Language Arts (ELA)
Grade 9A
Indigenous and Norse Narratives
Unit Overview
Context: Multi-genre thematic
Timeline: Approximately six weeks
Indigenous and Norse Narratives: exposes the students to a variety of Indigenous and Norse narratives that will help the students gain an
understanding of creation, laws of nature, and personal responsibility. Students will examine many of the values of these two cultures as well
as how these two cultures are both similar and different.
English Language Arts Goals and Outcomes Overview
Comprehend and Respond (CR). Students will extend their abilities to view, listen to, read, comprehend, and respond to
a range of contemporary and traditional grade-level texts from First Nations, Métis, and other cultures in a variety of
forms (oral, print, and other texts) for a variety of purposes including for learning, interest, and enjoyment.
CR9.1a View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., The Search for Self), social responsibility (e.g., Our
Shared Narratives), and efficacy (e.g., Doing the Right Thing).
CR9.1b View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Exploring Loyalty, Love, and Relationships), social
responsibility (e.g., Equal Opportunity), and efficacy (e.g., Surviving and Conquering).
CR9.2a and CR9.2b Select and use appropriate strategies to construct meaning before (e.g., formulating focus questions), during (e.g., adjusting rate to
the specific purpose and difficulty of the text), and after (e.g., analyzing and evaluating) viewing, listening, and reading.
CR9.3a and CR9.3b Use pragmatic (e.g., language suitable for intended audience), textual (e.g., author’s thesis or argument, how author organized text
to achieve unity, coherence, and effect), syntactic (e.g., parallel structures), semantic/lexical/morphological (e.g., connotation and denotation),
graphophonic (e.g., common spellings and variants for effect or dialect), and other cues (e.g., fonts, colour) to construct and to confirm meaning.
CR9.4a View and demonstrate comprehension and evaluation of visual and multimedia texts including illustrations, maps, charts, graphs, pamphlets,
photography, art works, video clips, and dramatizations to glean ideas suitable for identified audience and purpose.
CR9.4b View and demonstrate comprehension of visual and multimedia texts to synthesize and summarize ideas from multiple visual and multimedia
sources.
CR9.5a Listen purposefully to understand, analyze, and evaluate oral information and ideas from a range of texts including conversations, discussions,
interviews, and speeches.
CR.5b Listen purposefully to understand, analyze, and evaluate oral information and ideas from a range of texts including directions and train of thought,
main points, and presentation techniques.
CR9.6a and CR9.6b Read and demonstrate comprehension and interpretation of grade-level appropriate texts including traditional and contemporary
prose fiction, poetry, and plays from First Nations, Métis, and other cultures to develop an insightful interpretation and response.
CR9.7a and CR9.7b Read independently and demonstrate comprehension of a variety of information texts including expository essays, historical
accounts, news articles, and scientific writing.
CR9.8a and CR9.8b Read grade 9 appropriate texts to increase fluency and expression (150+wcpm orally; 215-260 silently)
Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms of representation to
explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.
CC9.1a Create various visual, multimedia, oral, and written texts that explore identity (e.g., The Search for Self), social responsibility (e.g., Our Shared
Narratives), and efficacy (e.g., Doing the Right Thing).
CC9.1b Create various visual, multimedia, oral, and written texts that explore identity (e.g., Exploring Loyalty, Love, and Relationships), social
responsibility (e.g., Equal Opportunity), and efficacy (e.g., Surviving and Conquering)
C9.2a and CC9.2b Create and present an individual researched inquiry project related to a topic, theme, or issue studied in English language arts.
CC9.3.a and CC9.3b Select and use appropriate strategies to communicate meaning before (e.g., considering and valuing own observations,
experiences, ideas, and opinions as sources for ideas), during (e.g., shaping and reshaping drafts with audience and purpose in mind), and after (e.g.,
ensuring that all parts support the main idea or thesis) speaking, writing, and other representing activities.
CC9.4a and CC9.4b Use pragmatic (e.g., inclusive language that supports people across cultures, genders, ages, and abilities), textual (e.g., strong
leads, coherent body, and effective endings), syntactic (e.g., subordination to show more precisely the relationships between ideas),
semantic/lexical/morphological (e.g., both the denotative and connotative meaning of words), graphophonic (e.g., knowledge of spelling patterns and rules
to identify, analyze, and correct spelling errors), and other cues (e.g., combine print and visuals to enhance presentations) to construct and to
communicate meaning.
CC9.5a Create and present a variety of visual and multimedia presentations to best represent message for an intended audience and purpose.
CC9.5b Create and present a variety of visual and multimedia presentations including addressing various audiences for one proposal.
CC9.6a and CC9.6b Use oral language to interact purposefully, confidently, and appropriately in a variety of situations including participating in one-toone, small group, and large group discussions (e.g., prompting and supporting others, solving problems, resolving conflicts, building consensus,
articulating and explaining personal viewpoint, discussing preferences, speaking to extend current understanding, celebrating special events and
accomplishments).
CC9.7a and CC9.7b Use oral language intentionally to express a range of information and ideas in formal and informal situations including dramatic
readings of poems, monologues, scenes from plays, and stories and presenting reasoned arguments of opposing viewpoints.
CC9.8a Write to describe (a profile of a character), to narrate (a narrative essay), to explain and inform (a researched report), and to persuade (a review).
CC9.8b Write to describe (a description of a scene), to narrate (a personal essay), to explain and inform (a multi-paragraph letter), and to persuade (a
letter to the editor).
CC9.9a and CC9.9b Experiment with a variety of text forms (e.g., debates, meetings, presentations to unfamiliar audiences, poetry, précis, short script,
advice column, video documentary, comic strip) and techniques (e.g., tone, persona, point-of-view, imagery, dialogue, figurative language).
Assess and Reflect on Language Abilities (AR). Students will extend their abilities to assess and reflect on their own
language skills, discuss the skills of effective viewers, representers, listeners, speakers, readers, and writers, and set
goals for future improvement.
AR9.1a and AR9.1b Assess personal strengths and needs as a viewer, listener, reader, representer, speaker, and writer and contributions to the
community of learners, and develop goals based on assessment and work toward them.
AR9.2a and AR9.2b Assess own and others’ work for clarity, correctness, and impact.
Each outcome is supported by indicators which provide the breadth and depth of the expectations for the outcomes. The outcomes and their indicators are
listed on pages 33-51. Teachers are encouraged to build upon outcomes in the previous grades and provide scaffolding to support student achievement of
the Grade 9 outcomes.
Resources Used in This Unit
First Narratives – lesson 1
Web link - http://www.pitt.edu/~dash/folktexts.html#b – First Narratives lesson 1
Web link - http://www.lkpstoryteller.com/listen.htm# - “The Storytelling Stone” oral narrative
Indigenous Creation Narratives – lesson 1
Information sheet on narratives
Indigenous Trickster Narratives– lesson 1
Wesakachak an the Geese (Voices Under One Sky)
Irraweka, Mischief-maker (Sightlines)
Web link - http://members.cox.net/academia/coyote.html#introduction trickster narratives
Indigenous Animal Narratives – lesson 1
Direction (Whispering Winds)
The Last Word (Voices Under One Sky)
Grandfather Bear (Voices Under One Sky)
Indigenous Hero and Legend Narratives – lesson 1
Running Eagle – Woman Warrior of the Blackfeet (Voices Under One Sky)
List of Indigenous Proverbs
Norse Creation Narratives – lesson 1
Out of Ice (The Illustrated Book of Myths)
The Tree of Life (The Illustrated Book of Myths)
Norse God and Goddess Narratives – lesson 1
Loki The Trickster (The Illustrated Book of Myths)
Thor In The Land Of Giants (The Illustrated Book of Myths)
The Death Of Balder (The Illustrated Book of Myths)
Norse End of World Narratives – lesson 1
Ragnarok (The Illustrated Book of Myths)
Norse Saga and Legend Narratives – lesson 1
Beowulf
Purpose /
Outcomes
Intro unit
Comprehend
meaning
CR 9.1 CR 9.2
Strategies and
Assessment
Introduction to unit
Unit Organizer
Introduce Unit Organizer to students.
>> Unit Organizer <<
Focus Questions
Hand out the extended focus question sheets. Discuss these as a whole group. Then
give students time to individually record any initial comments they might have for each
of the questions.
>> Focus Question Sheets<<
First Narratives
First Narratives
Comprehend
meaning
CR 9.1 CR 9.2
First Narratives
Learning Activities
 Why Stories are Told
Background Info
CR 9.2
Think Aloud
** Find out what students know about narratives.
What are these stories about?
How effective are they?
Where did they originate?
Why do we remember them?




Clarify concept
CC 9.1
Concept Clarifier
Snow White
Rumpelstitlskin
Jack and the Beanstalk
The Three Billy Goats Gruff
Sleeping Beauty
Little Red Riding Hood
The Pied Piper
Wesakechak
** Complete a Concept Clarifier with the class on the term ‘Narrative’.
>> Concept Clarifier<<
>> Concept Clarifier teacher copy <<
 Lessons in folktales
What lessons are learned from various folktales?
Multi-media Texts
CR 9.4 CR 9.6
Construct Meaning
CR 9.2
** Have students locate several folktales, recording lessons learned from the folktale.
InterNet Link: http://www.pitt.edu/~dash/folktexts.html#b
2 column chart
** Have students complete a two column chart
Title of Narrative /
Lesson
 Source and Role of Stories
Think Aloud
Where do stories come from?
What if we had no stories?
** Listen to “The Storytelling Stone” - http://www.lkpstoryteller.com/listen.htm#
Listen Purposefully
CR 9.5
What images came to mind as you listen to the story?
Visual Message
CC 9.5
Visual Depiction
** Have students sketch the strongest image that came to mind. **
 Elements in effective narratives
Appropriate Strategy
CR 9.2
CE FRAME
Discuss with students the necessary elements for an effective narrative. Begin a 6
column FRAME for these elements.






Setting (time, place, and circumstance)
Character
Dialogue
Problem or interesting event (initiating incident)
Series of events (plot)
Resolution
** Complete the 6 Column FRAME using details from “The Storytelling Stone”
>> Elements FRAME<<
>> Elements FRAME teacher copy <<
Oral Expression
CC 9.6 CC 9.7
Oral retelling
Assess Strengths
AR 9.2
----------------------
** Assignment **
Have each student choose a folktale, fable, or a legend that he/she has heard or
has found. Have the students practice retelling the story and prepare it for
presentation to other members of the class. Divide the students into groups of five
for the presentations / assessments.
Note: Students are not being assessed on presentation style at this time. Lessons on
presentation occur later. The purpose here is to introduce all students to narratives they
may not have heard and get them comfortable telling narratives to a group.
>> Oral Assessment Sheet <<
----------------------
---------------------Explain to students that during the unit, two very different styles of narratives will be
studied.
1. Indigenous (America)
2. Norse (Europe)
Concept
Comparison Table
** Begin an Indigenous / Norse Concept Comparison Table on the two styles of
narratives.
>> Concept Comparison Table<<
>> Concept Comparison teacher copy <<
Comprehend
meaning
CR 9.2
Unit Organizer
Revisit Unit Organizer. Add jot notes to the first section on the Expanded Unit Map.
Allow students time to add additional thoughts to the Focus Questions sheet.
Creation
Creation
Indigenous Creation Narratives
Comprehend
meaning
CR 9.2
Unit Organizer
Briefly review and discuss the unit from the Unit Organizer. Point out the Learning
Processes that have been used to this point to extend learning.
 Indigenous Narratives
** What does the following mean?
Comprehend
CR 9.1
Think Aloud
“Old tales last because they teach so much – without hitting you over the head
that you’re leaning something worthwhile. In American Indian cultures,
traditional tales are used instead of physical punishment to correct the behaviour
of children. Stories as lessons stay longer and sink deeper” (Bruchac)
 Listen for Key Ideas
Listen purposefully
CR 9.5
Jot Notes
** Read to students the information on Indigenous narratives. Have students
make jot notes as they listen.
>> Narrative Information<<
Read non fiction
CR 9.7
TRIMS Sheet
** After discussing their successes and difficulties in making jot notes while listening,
hand out the information sheet you just read from and complete a Note-making sheet
with your students.
>> Note-making Sheet <<
Assess Strengths
AR 9.1
** Have students assess the accuracy of their original jot notes.
Concept
Comparison Table
Listen purposefully
CR 9.5
** Add information to the Indigenous / Norse Concept Comparison Table started
earlier.
** Have students listen to a creation narrative. Hand out a 6 column FRAME and fill
in the ‘main idea’ sections with the 6 elements discussed earlier. Have the students
analyze the narrative by completing the FRAME as they listen to the same narrative a
second time.
FRAME






Setting (time, place, and circumstance)
Character
Dialogue
Problem or interesting event (initiating incident)
Series of events (plot)
Resolution
>> Creation Narrative <<
>> 6 Column FRAME <<
http://tigerlily_1.tripod.com/creeworld.html
 Storytellers Capture a Reader’s Attention
Listen Purposefully
CR 9.5
Record notes
** Have a discussion with the students on the important aspects of successfully
sharing a narrative with others. Have them make a note of the following points.




Various Text Forms
CC 9.9
Oral Narrative
Oral Expression
CC 9.7
Know the story well
Use variety in voice
Use hand and body movements
Make elements come to life
** Assignment **
Have students develop an oral creation narrative following the elements and
story points discussed in class. Divide the students into groups of five to present
the narrative in a ‘story circle’ setting. Have other students assess the narrative.
>> Creation Narrative Assignment Sheet <<
>> Oral Narrative Rubric <<
>> Oral Assessment Sheet <<
Assess Strengths
AR 9.2
Comprehend
meaning
CR 9.2
Unit Organizer
Revisit Unit Organizer. Add jot notes to the next section on the Expanded Unit Map.
Allow students time to add additional thoughts to the Focus Questions sheet.
Trickster
Trickster
Indigenous Trickster
Comprehend
meaning
CR 9.2
Unit Organizer
Briefly review and discuss the unit from the Unit Organizer. Point out the Learning
Processes that have been used to this point to extend learning.
 Qualities of a Character
Comprehend
CR 9.1
Think Aloud
Before Reading
** Discuss with students how we find out about a character.
What the character says?
What the character does?
What others say about the character?
** Read “Wesakachak and the Geese” (Voices Under One Sky).
Provide answers to the three questions to gain an understanding of the character.
Read Purposefully
CR 9.6
 Components used in narrative
** Have students read “How Rocks Were Born” or “Irraweka, Mischief-maker”
(Sightlines). Have students note the following for the narrative.
Read Purposefully
CR 9.6




Texts/Techniques
CC 9.9
Poem
Multi-media Texts
CR 9.4 CR 9.6
** Assignment **
Have students write a pattern poem using any “trickster” as a subject. Use the
pattern provided below.
 Name
 A key quality (noun)
 Two describing words (adjective, adjective)
 Three action words (verb, verb, verb)
 A four word conclusion (adjective, noun, adjective, noun)
** Have students use the following link to locate “trickster” narratives.
http://members.cox.net/academia/coyote.html#introduction
Cues & Conventions
CC 9.4
Assess Strengths
AR 9.2
Comprehend
meaning
CR 9.2
Key Events
Point of View (1st person, 3rd person)
Character Qualities (virtues and transgressions)
Moral or Lesson
>> Pattern Poem Assignment Sheet <<
>> Pattern Poem Rubric <<
Concept
Comparison Table
** Add information to the Indigenous / Norse Concept Comparison Table started
earlier.
Unit Organizer
Revisit Unit Organizer. Add jot notes to the next section on the Expanded Unit Map.
Allow students time to add additional thoughts to the Focus Questions sheet.
Animal
Animal
Indigenous Animal Narratives
Comprehend
meaning
CR 9.2
Unit Organizer
Briefly review and discuss the unit from the Unit Organizer. Point out the Learning
Processes that have been used to this point to extend learning.
Read Purposefully
CR 9.6
Before Reading
 Importance of Elements: Earth, Wind, Sky and Directions
What is the role of natural elements?
How do the elements affect us as people?
** Have students read the poem “Direction” (Lopez) or “I Go Forth to Move About
the Earth” (Lopez), both found in Whispering Winds and reflect on the questions.
Comprehend
CR 9.1
 Role of Animals in Indigenous Narratives
Think Aloud
Comprehend
CR 9.1
“The relationships between peoples, animals, plants, and the land are carefully
explained in an extensive lore, and the … ceremonies that form a core part of
native life underline the links between the world people inhabit and the realm of
the spirits” (Zimmerman)
 Values and morals of ‘animal’ characters
Think Aloud
Before Reading
Read Purposefully
CR 9.6
Representing
What values or morals did the animal have?
What did the people respect in each animal?
What symbolic significance was communicated?
What did the narrative teach about interconnectedness?
** Have students read the following narratives and reflect on the questions.
“Grandfather Bear” (Voices Under One Sky)
“The Last Word” (Voices Under One Sky)
“The Crow and Vanity” (Inkonze)
“Beynat and Frogs and Ecology” (Inkonze)
Visual Collage
** Assignment **
Using ideas, images, and symbolism from various Indigenous narratives, create a
CC 9.5
collage representing the morals and values of Indigenous peoples.
Assess Strengths
AR 9.2
>> Collage Assignment <<
>> Collage Rubric <<
Concept
Comparison Table
** Add information to the Indigenous / Norse Concept Comparison Table started
earlier.
Revisit Unit Organizer. Add jot notes to the next section on the Expanded Unit Map.
Allow students time to add additional thoughts to the Focus Questions sheet.
Hero
Hero
Indigenous Hero and Legend Narratives
Comprehend
meaning
CR 9.2
Unit Organizer
Briefly review and discuss the unit from the Unit Organizer. Point out the Learning
Processes that have been used to this point to extend learning.
 Traits and Qualities of Heroes and of Monsters (past & present)
Comprehend
CR 9.1
Think Aloud
Before Reading
Do heroes and monsters exist in our world today?
Are there heroes or monsters in the worlds of sports, history, science, or politics?
What does it take to be a hero or a monster?
** Have students read the following. What traits did each of the characters
demonstrate that would make them either a hero or a monster?
Read Purposefully
CR 9.6
Two Giants (Inkonze)
Running Eagle – Woman Warrior of the Black feet
(Voices Under One Sky)
 Value of Proverbs
Proverbs are time-honoured truths which condense the collected wisdom and
experience of a people and their culture.
Appropriate Strategy
Arrange students in groups. Have students reflect on the importance of the following
proverbs by completing the rotating statements handouts.
CR 9.2
“With all things and in all things, we are relatives” (Sioux)
“Life is both giving and receiving” (Mohawk)
“Give me knowledge, so I may have kindness for all” (Plains)
“It is less of a problem to be poor than to be dishonest” (Anishinabe)
“We will be known forever by the tracks we leave” (Dakota)
“Never sit while your seniors stand” (Cree)
“The more you give, the more good things come to you” (Crow)
“Let your nature be known and proclaimed” (Huron)
“Everything the Power does, it does in a circle” (Lakota)
“When an elder speaks, be silent and listen” (Mohawk)
“Guard your tongue in youth, and in age you may mature a thought that will be of service to
your people” (Sioux)
“Most of us do not look as handsome to others as we do to ourselves” (Assiniboine)
“Only two relationships are possible – to be a friend or to be an enemy” (Cree)
“Deeds speak louder than words” (Assiniboine)
“Friendship cannot be bought; you have to help make it” (Sauk)
Interpret Texts
CR 9.6
Interact orally
CC 9.6
>> Rotating Statement Handout 1 <<
>> Handout 3 <<
>>Handout 4 <<
Write to Explain
CC 9.8
Expository
Paragraph
>> Handout 2 <<
** Assignment **
Have students write an expository paragraph explaining the significance one of
the proverbs has had on his/her life.
Expository Paragraph Guideline








Sentence 1 – topic sentence
Sentence 2 – introduce the proverb
Sentence 3 – meaning of the proverb
Sentence 4 – personal significance #1
Sentence 5 & 6 – detail sentences
Sentence 7 – personal significance #2
Sentence 8 & 9 – detail sentences
Sentence 10 – concluding sentence
** Have the students complete a writing FRAME outlining the paragraph. **
Assess Strengths
AR 9.2
FRAME
>> Expository Paragraph Assignment <<
>> Writing Frame <<
>> Expository Rubric <<
Concept
Comparison Table
** Add information to the Indigenous / Norse Concept Comparison Table started
earlier.
Comprehend
meaning
CR 9.2
Unit Organizer
Revisit Unit Organizer. Add jot notes to the next section on the Expanded Unit Map.
Allow students time to add additional thoughts to the Focus Questions sheet.
Norse Creation
Norse Creation
Norse Creation Narratives
Comprehend
meaning
CR 9.2
Unit Organizer
Briefly review and discuss the unit from the Unit Organizer. Point out the Learning
Processes that have been used to this point to extend learning.
Comprehend
CR 9.1
Think Aloud
 How the world came to be, existence of people and animals, mystery of nature
How was the world created?
What relationship is there between gods and humans?
What caused the downfall of gods?
How was the new heaven and earth created?
** Have students read “The Beginning of All Things” (Tales of the Norse Gods).
Which of the questions does this narrative answer?
 Comparing Indigenous and Norse narratives
Appropriate Strategy
CR 9.2
Concept
Comparison
Create Visual
CC 9.5
Visual
Representation
** Have students complete a Concept Comparison Routine for Indigenous and Norse
creation narratives.
>> Concept Comparison Table <<
** Assignment **
Create a visual representation of Norse Cosmology. Try to represent the three
levels of the universe as they believed it to be. Remember, be creative!
Level 1 – home of the gods
Level 2 – home of people, giants, elves, and dwarfs
Level 3 – home of fiery creatures
** All held together by a World-Tree **
>> Norse Cosmology Assignment <<
>> Norse Cosmology Rubric <<
Concept
Comparison Table
** Add information to the Indigenous / Norse Concept Comparison Table started
earlier.
Comprehend
meaning
CR 9.2
Unit Organizer
Revisit Unit Organizer. Add jot notes to the next section on the Expanded Unit Map.
Allow students time to add additional thoughts to the Focus Questions sheet.
God and Goddess
God and Goddess
Norse God and Goddess Narratives
Comprehend
meaning
CR 9.2
Unit Organizer
Briefly review and discuss the unit from the Unit Organizer. Point out the Learning
Processes that have been used to this point to extend learning.
 Character’s Actions, Motives, and Traits
Comprehend
CR 9.1
Think Aloud
Norse gods and goddesses were like the Norsemen themselves. They felt human
emotions, loved emotions, and often fought. The gods were in conflict with the
monsters and giants, and eventually, brought order to the chaos.
** Divide the students into groups of four. Assign one of the three narratives to each
group allowing time for students to read. Then have each group complete a rotating
questions sheet with the following questions for their narrative.
Appropriate Strategy
CR 9.2
Interact Orally
CC 9.6
Rotating Questions
What is the reason or motive for the character’s actions?
Why does the character behave the way he/she does?
What is the result of the character’s actions?
What do the actions reveal about human nature?
Loki: “Loki the Trickster”
Thor: “Thor in the Land of Giants”
Balder: “The Death of Balder”
>> Rotating Narrative Sheet <<
Assess Strengths
AR 9.2
FRAME
** Have students choose one of the characters from those listed below and complete a
6 column FRAME with the following headings in preparation for the character
assignment. The students will locate information from the online sites listed below.
Physical Traits
Actions/Behaviours
Motivation/Morals
Strengths/Weaknesses Relationship with Others
Other Details
>> FRAME<<
A good starting point of “who’s who” for Norse Narratives can be found at the
following site.
http://www.pantheon.org/areas/genealogy/principal_norse.html
Multi-media Texts
CR 9.4 CR 9.6
Odin: “Odin Gores to Mimirs Well”
http://www.pantheon.org/articles/o/odin.html
http://en.wikipedia.org/wiki/Odin
Assess Needs
AR 9.1
Frigga/Freya: “How Freya Gained Her Necklace”
http://www.pantheon.org/articles/f/freya.html
http://en.wikipedia.org/wiki/Freyja
Loki: “How Loki Outwitted a Giant”
http://www.pantheon.org/articles/l/loki.html
http://en.wikipedia.org/wiki/Loki
Thor: “Thor and Loki in the Giant’s City”
http://www.pantheon.org/articles/t/thor.html
http://en.wikipedia.org/wiki/Thor
Sif: “Sif’s Golden Hair”
http://www.pantheon.org/articles/s/sif.html
http://www.ugcs.caltech.edu/~cherryne/myth.cgi/Sif.html
Balder: “Balder’s Boom”
http://www.pantheon.org/articles/b/balder.html
http://en.wikipedia.org/wiki/Baldr
Write to describe
CC 9.8
Character Analysis
** Assignment**
Have students write a character analysis on one of the characters found in the
Norse narratives. Have them use the information recorded on the FRAME.
>> Character Analysis Handout <<
>> Character Analysis Assignment <<
>> Character Analysis Rubric <<
Assess Strengths
AR 9.2
Concept
Comparison Table
** Add information to the Indigenous / Norse Concept Comparison Table started
earlier.
Comprehend
meaning
CR 9.2
Unit Organizer
Revisit Unit Organizer. Add jot notes to the next section on the Expanded Unit Map.
Allow students time to add additional thoughts to the Focus Questions sheet.
End of World
End of World
Norse End of World Narratives
Comprehend
meaning
CR 9.2
Unit Organizer
Briefly review and discuss the unit from the Unit Organizer. Point out the Learning
Processes that have been used to this point to extend learning.
 Compare Norse Beliefs to Christian beliefs
The Norse believed that Loki’s wickedness and Balder’s death would bring
about the coming of the end of the world (Ragnarok). The quarrels between
gods and giants will become fiercer and more frequent. There will be constant
war on Earth and men will slay their own fathers and brothers. Midgard will
freeze, killing all humans, except one pair.
Comprehend
CR 9.1
Think Aloud
What similarities are there between Christian beliefs and the Norse belief?
 Analyze Predictions
Read Purposefully
CR 9.6
Purposeful Reading
** Have students read “The End of All Things”, by Barbara Picard. Then have
students compare this narrative to “Revelations” from the Bible (pdf summary from
http://www.goldnuggetwebs.com/revelation/revelation.PDF ).
Appropriate Strategy
CR 9.2
Concept
Comparison
** Have students complete a Concept Comparison Table for Christian and Norse
beliefs.
>> Concept Comparison Table <<
Concept
Comparison Table
** Add information to the Indigenous / Norse Concept Comparison Table started
earlier.
Comprehend
meaning
CR 9.2
Unit Organizer
Revisit Unit Organizer. Add jot notes to the next section on the Expanded Unit Map.
Allow students time to add additional thoughts to the Focus Questions sheet.
Norse Saga
Norse Saga
Norse Saga and Legend Narratives
Comprehend
meaning
CR 9.2
Unit Organizer
Briefly review and discuss the unit from the Unit Organizer. Point out the Learning
Processes that have been used to this point to extend learning.
Comprehend
CR 9.1
Think Aloud
 Purpose of Legends
Why do civilizations tell legends?
What human traits are shown to be important?
 Persuasive Techniques
 Hero appeal – only person who can do the job
 Basic humanity appeal – is a really good person
 Courage appeal – not afraid to do something
 Promise appeal – some kind of reward for doing something
FRAME
** Have students complete a 4 Column FRAME outlining the characteristics of the
persuasive techniques discussed in class.
>> FRAME <<
** Have students read one of the legends listed below and make jot-notes to answer
the following questions.
Comprehend
CR 9.1
When and where does the story take place?
What are the traits of the key characters?
Why do the characters appeal to the reader?
What might the characters look like?
Think Aloud

Listen Purposefully
CR 9.5
Beowulf legend
 The following link may be used to listen to a digital version of
Beowulf.
http://digicoll.library.wisc.edu/Literature/subcollections/RinglB
eowulfAbout.html


Write to Persuade
CC 9.8
Persuasive MultiParagraph
Assignment
Sigurd (Siefgried) legend
** Assignment **
Have students use three of the four persuasion techniques discussed in class to
organize the writing of a five paragraph persuasive essay convincing the reader
that either Beowulf or Sigurd is a hero worthy of honour.




Assess Strengths
AR 9.2
This is an easier digital version. http://librivox.org/stories-ofbeowulf-told-to-the-children-by-h-e-marshall/
Hero appeal –
Basic humanity appeal –
Courage appeal –
Promise appeal –
>> Persuasive Essay Assignment <<
>> Persuasive Writing Organizer <<
>> Persuasive Essay Rubric <<
** Add information to the Indigenous / Norse Concept Comparison Table started
Concept
Comparison Table
earlier.
Comprehend
meaning
CR 9.2
Unit Organizer
Revisit Unit Organizer. Add jot notes to the last section on the Expanded Unit Map.
Allow students time to add additional thoughts to the Focus Questions sheet.
Culmination
Culmination
Culmination
Concept
Comparison
 What is a narrative
** Complete a Concept Mastery Routine to ensure knowledge.
 Review Unit Organizer questions
** Complete Extended Unit Organizer, if not completed already.
 Prepare students for unit evaluation