Unit 1: What is worth the effort?
Beowulf Trailer
 What predictions/inferences can you make about this
text based on the film trailer?
 Characters
 Plot events
 Conflict
 Themes
 Why do we continue to study ancient to medieval
texts?
 List four reasons individually
 Pair up with the person next to you; narrow down to two
reasons
 Pull together with another pair to make a group of four;
decide the One Big Idea that answers the question
 On the bottom half of the paper, free write to explore
the answer to the question with your One Big Idea.
Academic Vocabulary
Allusion
Characterization
Foil
(make sure definition is literary)
Kenning
Archetype
Epic
Motif
Symbol
Definition
Example
Academic Vocabulary
Definition
Example
Allusion
Reference to something known from
literature, history, religion, culture,
etc.
Minecraft Easter Egg in Borderlands 2
Characterization
The process by which an author reveals
a character.
Author reveals character’s origin
through Southern-sounding speech
Foil
A character that strongly contrasts
with a main character.
Batman’s foil is The Joker
Kenning
Metaphorical phrase or compound
word that name a person or place
indirectly
Frodo is the Ring-Bearer
Gandalf carries the Foe-Hammer
Archetype
A pattern in literature (such as
character, plot type, image, setting)
across cultures and ages.
Cinderella is an archetype
Epic
A long narrative poem about a
national hero.
The Iliad and The Odyssey
Motif
A word, character, object, idea, etc.
that appears several times in a work.
The phone and weather in The Great
Gatsby
Symbol
A person, place, thing, or event that
represents an abstract idea beyond
itself.
The eyes of Dr. T.J. Eckleberg in The
Great Gatsby
 Explain why reading ancient to medieval texts is
difficult for the modern reader. Describe a strategy or
strategies to deal with this difficulty.
Read the historical context article and keep notes using
some kind of outline.
1)
Main topic of section
a)
Supporting idea
i.
ii.
b)
Supporting
idea
Detail
Detail
Main
idea
Main topic of section
a)
Supporting idea
i.
ii.
b)
Detail
Detail
Supporting
Idea
Supporting idea
i.
ii.
Detail
Detail
Detail
Supporting idea
i.
ii.
2)
Detail
Detail
Detail
Detail
Detail
 Characteristics of an Objective Summary: FABO
 Focused – relay the central idea and specific, relevant
details
 Accurate – be true to the essence of the text
 Brief – balance brevity and thoroughness
 Objective – refrain from opinions, reactions, personal
reflections
 Write a summary of the historical context article using
your notes.
Going around the room, each of you will be assigned a
number. Read the section about your group in the
textbook.
1. Celts, p. 7-8
2. Romans, p. 8-9
3. Anglo-Saxons arrive in England, p. 9-10
4. Danes/Vikings, p. 10-11
5. Anglo-Saxons monks, p. 16-17
6. Anglo-Saxon lifestyle, p. 11-13
7. Anglo-Saxon pagan warrior-gods, p. 14
8. Anglo-Saxon bards, p. 14-15



Meet with other people
who researched the same
group.
Synthesize information
from the textbook and
the context article to
answer as many of the
below questions as
possible.
Create a poster to present
that answers the
discussion questions
using visuals and explicit
textual evidence.
1.
2.
3.
Describe the origin and
time period of your
group.
Describe how your group
influenced language
and/or literature,
particularly Beowulf.
Describe how your group
influenced religion
and/or culture.
 Imagine you are an Anglo-Saxon or Viking from the
year A.D. 750. Describe your daily life and point of view
on the world.
 Conduct a close reading of Lorde’s song “Royals”.
 Circle any words you don’t know; in the line spacing,
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


attempt to infer the meanings based on the context
Underline words that evoke strong images
Highlight ideas or images that are repeated
In the line spacing, paraphrase lines that are complex
or use figurative language
In the left margin, summarize the central idea of each
section.
On the back, analyze the theme of the song. Use
explicit references to lines and details in the lyrics.
 Repeat the close reading, this time as your imagined
Viking character.
 Consider how he/she would understand this song.
 What would he/she struggle to understand?
 What would he/she still understand?
 Allusion: Reference to something
known from
literature, history, religion, culture, etc.
 Literary shout-outs
 When reading complex or historical texts,
understanding allusions is important to understand
the text itself
 What allusions appear in the lyrics of “Royals”?
 What are some ways to understand allusions?
 Same as unknown vocab - infer based on the context
 Use reference materials: footnotes, appendix,
encyclopedia, Internet
 Read the first section of Beowulf and identify any
allusions.
 Use your smartphone or other reference material
(dictionary, teacher, footnotes) to understand the
allusion.
 Analyze the Biblical allusion in the first section of
Beowulf.
 What does this allusion refer to?
 How does understanding this allusion help in
understanding the story?
 Vocabulary Log – 20 points per page
 As you read, select your own vocabulary words (these
may also be allusions)
 Higher level questions at the bottom must be attempt or
no credit will be given
 Reading Log – 60 points total , 20 points per heading;
2 points per quote, 2 points per answer
 Complete the reading log for sections 1-3: The Monster
Grendel.
 Speech:
 Direct: what the character actually says
about himself
 Indirect: how the character speaks
(dialect), what the character talks about
 Characterization is the
process by which an author
reveals a character; focus is
on the author’s choices.
 Two types of characterization:
 Direct (EXPLICIT): the text
explicitly tells something
about the character’s
personality
 Indirect (IMPLICIT): the
text implies something about
the character’s personality
 Thoughts/Emotions:
 Direct: description of character’s actual
thoughts and feelings
 Indirect: how the character reacts
 Effect on Others:
 Direct: description of effects on others
 Indirect: reactions of other characters
 Actions:
 Direct: description of what the character
actually does
 Indirect: what the actions say about inner
character
 Looks:
 Direct: description of character dress and
looks
 Indirect: what the dress and looks say
about the inner character
Characterization of
Grendel in Beowulf
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Powerful monster
Lives in darkness
Demon, fiend
Born of Cain
Spawned in slime
Haunted moors and marshes
Greedy
Claws
Snatched up and smashed men sleeping
in hall
Delighted with slaughter
Set on murder; lust for evil
Fought with righteous
Could not touch Hrothgar
Characterization of
Grendel in Grendel
 List examples of characterization from the first three
sections of Beowulf.
 Analyze how the author characterizes Grendel in Beowulf.
 Does he use mostly indirect or direct characterization?
 What aspects of Grendel’s character does the author focus on
(STEAL)?
 How do these choices impact the reader’s understanding of
the monster?
 Read the first two chapters of Grendel; while reading, list
examples of characterization.
 Analyze how this author characterizes Grendel.
 Does he use mostly indirect or direct characterization?
Provide examples.
 What aspects of Grendel’s character does the author focus on
(STEAL)?
 How do these choices impact the reader’s understanding of
the monster?
 Grab a copy of Grendel.
 Take out your monster comparison T-chart; if you no
longer have it, work on creating a new one.
 Continue reading Grendel through chapter 2 and add
examples of the monster’s characterization to the chart.
Characterization of Grendel in
Beowulf
Characterization of Grendel in
Grendel
Characterization of
Grendel in Beowulf
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









Powerful monster
Lives in darkness
Demon, fiend
Born of Cain
Spawned in slime
Haunted moors and marshes
Greedy
Claws
Snatched up and smashed men sleeping
in hall
Delighted with slaughter
Set on murder; lust for evil
Fought with righteous
Could not touch Hrothgar
Characterization of
Grendel in Grendel
 “Do not think my brains are
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
squeezed shut like the ram’s.”
Hates everything
Doesn’t believe he is noble
Believes creatures that can’t
think are happy
Lots of inner thoughts and
emotions
Grew up in darkness
Bizarre relationships with
mother
Acrostic
Artwork
 Create an acrostic for each
 Create a drawing for each
characterization of the
monster (one on each side of
the paper) using Grendel’s
name (25 points each)
 Each of the 7 letters should
represent a trait the author
presents in that version
 Include textual evidence
under each letter (25 points)
 Acrostics should be visually
appealing (25 points)
characterization of the
monster (one on each side of
the paper); 25 points each
 The picture should represent
or reference 7 traits the
author presents in that
specific version
 Label the drawings with
textual evidence (25 points)
 Drawings should be visually
appealing (25 points)
 Write a reflection comparing the two stories in terms of
characterizations.
 How do these different types of characterization reflect the
way their societies view villains?
 Which do you prefer? Why?
 Explain what an epic is and give an example.
 In your journal, continue to track examples of
Grendel’s characterization.
 Describe Grendel’s first interactions with the world
and how they shaped his opinion of the universe. (5
sentence minimum)
 Epic: a long narrative poem about a
national hero
 Carries culture’s history, values, myths,
legends, and traditions
 Epic heroes are related to Gods but still
face obstacles and death
 Today, the form has migrated to other
genres such as film, music, novels, and
video games
 Fold a sheet of paper into four squares; as the notes are
rotated around, complete the following in each square:
 Elements/definition
 Class Example:
 Group Example:
Lord of the Rings
Batman
Harry Potter
Superman
Star Wars
Skyrim
 Hero on a Quest: often of noble or semi-divine
birth, he sets out on a quest, a dangerous
journey that tests his spirit
 Class Example
 Epic of Gilgamesh: Gilgamesh is the son of a
goddess and king who journeys to the end of
the world
 Valorous Deeds: acts that reveal the hero’s
extraordinary qualities and reflect the values
cherished by his culture
 Class Example
 Epic of Gilgamesh: Gilgamesh dives
underwater to find a magic plot to help his
people conquer death
 Supernatural Forces: include deities that watch
over the hero and monsters
 Class Example
 Epic of Gilgamesh: fights monsters and the
Bull of Hell; gods grant immortality
 Elevated Style: lofty diction that heightens the
importance of events; includes catalogues, or
lists of battles, weapons, and royal gifts
 Class Example
 Epic of Gilgamesh: “O Urshanabi, was it for
this that I toiled with my hands, is it for this I
have wrung out my heart’s blood?”
 Read sections 3-5 of Beowulf and complete the reading
log.
 Quiz Friday:
 Allusion
 Characterization
 Epic
 On your four-square notes from yesterday, add details
from Beowulf for each category.
 Brainstorm your own epic with the following:
 Hero on a Quest:
 Valorous Deeds:
 Supernatural Forces
 Elevated Style
 In your journal, continue to track examples of
Grendel’s characterization.
 Describe Grendel’s first interactions with the world
and how they shaped his opinion of the universe. (5
sentence minimum)
 For at each major character (hero, villain, etc.), describe
their characteristics and how you will introduce and
develop those traits for the audience.
Describe Trait
Speech:
Thoughts/Emotions:
Effects on Others:
Actions:
Looks:
Introduce
Develop
 For at each major character (hero, villain, etc.), describe
their characteristics and how you will introduce and
develop those traits for the audience.
Describe Trait
Introduce
Develop
Speech: doesn’t talk much
Refuses to respond when
first spoken to
Only ever speaks to his own
reflection
Thoughts/Emotions:
Loves the queen
Protects her in fight from Discussions in mirror
his own minions
reveal feelings
Effects on Others:
Disgusted, terrified
Comes across child who
runs away
Continually insulted and
harassed during battles
Actions: terrorizes people,
controlled by higher evil
Destroying village and
fighting men
Continues to do evil under
curse
Looks: not explicitly
described; imposing figure
Towers over the child he
meets; only shadow
described
Reflection only finally
described in ending
Answer each question below accurately in a full
paragraph with specific references to the text.
1. Define an epic in terms of the literary genre.
2. Identify the hero and describe how the author
characterizes him.
3. Describe the hero’s quest in this epic.
4. Describe the supernatural forces in this epic.
5. Explain what elevated style is and quote or describe
an example from this epic.
 Define allusion. Explain the allusion made to history
in this text.
Epic Element
Points
Possible
Elements Brainstorm
50
Characterization Pre-write
50
TOTAL
100
Epic Element
Points
Possible
Tells of a hero and his quest
25
Includes the hero’s valorous deeds
25
Involves supernatural forces
25
Written in elevated style
25
Employs effective characterization
25
Writing is neat and organized
25
Correct grammar and spelling
25
Length – two pages, single spaced
25
TOTAL
200
 Chapter Three: Summarize the main events in this
chapter; focus on how events, ideas, and individuals
affect each other to shape the story.
 Chapter Four: Analyze Grendel’s philosophy about life
and the meaning of the universe; use specific quotes
and/or examples.
 Answer ONE of the following questions in your journal:
1.
2.
3.
4.
5.
With reference to specific examples from your group
work, explain how an epic reflects the culture it was
written in.
Epic heroes are epic because they are larger than real life.
Defend whether or not they are believable characters.
Defend whether or not they are relatable characters.
Evaluate why people continue to enjoy the epic genre.
Many major cultures have one or two epics that define
their society’s history. Choose and argue what story might
be the epic of America.
The elements we studied are only a few of the elements
that form an epic. Discuss another element that an epic
might or should include.
 Complete a Venn Diagram contrasting the two men in
the clip.
 Foil: a character who provides a contrast for another
character
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

Luke Skywalker and Hans Solo
Will and Jack in Pirates
Sam and Frodo in LOTR
Marshall and Barney in HIMYM
 Read “Unferth’s Challenge”, sections 6-7; focus on
answering question #11.
 Explain how foils advance the plot and character
development.
 Complete a Venn Diagram contrasting the two men in
the clip.
 Foil: a character who provides a contrast for another
character
 Luke Skywalker and Hans Solo
 Will and Jack in Pirates
 Sam and Frodo in LOTR
 Marshall and Barney in HIMYM
 Read “Unferth’s Challenge”, sections 6-7; focus on
answering question #11.
 Grendel 3-4
 Chapter Three: Summarize the main events in this
chapter; focus on how events, ideas, and individuals
affect each other to shape the story.
 Chapter Four: Analyze Grendel’s philosophy about life
and the meaning of the universe; use specific quotes
and/or examples.
 Beowulf 1-7
 Complete reading log
 Three vocab words
 Meet with your group and discuss a set of foils that you
are familiar with. Discuss how the foils help you to
better understand the characters and plot of a story.
Prepare to share with the class.
 On the back of your Venn diagram from yesterday,
explain how foils advance the plot and character
development. Use specific examples from Beowulf,
Star Trek, or another epic story you are familiar with.
 Grendel 3-4
 Chapter Three: Summarize the main events in this
chapter; focus on how events, ideas, and individuals
affect each other to shape the story.
 Chapter Four: Analyze Grendel’s philosophy about life
and the meaning of the universe; use specific quotes
and/or examples.
 Beowulf 8-11
 Complete reading log
 Four vocab words
 Reflect on your reading so far; rate yourself on the
below scale:
 1: I do not understand the text on a basic level.
 2: I understand the text, but do not understand the
deeper meaning or purpose.
 3: I understand the text, but don’t like the format.
 4: I understand the text, I understand the deeper
meaning and purpose, and I like the format.
 Summarize chapters 1 & 2
 Skips in time through the twelve year war with Hrothgar
 Always thinking, trapped in his own head; thinks about how
dumb animals are
 Mother is foul creature who abandoned language
 Finds the world through a lake of firesnakes
 Attacked by both bull and band of humans; even though
Grendel has language he can communicate with neither
 Author background: John Gardner
 Parents were a preacher and an English teacher
 Ran over his brother with farm machinery
 Genre background: postmodern/metafiction
 POMO: Focus on how people experience the world rather
than what they actually experience (JT concert)
 META: fiction about fiction
 Work together with your group to create a poster that
identifies and describes the major events, individuals,
and ideas in the THIRD CHAPTER of Grendel.
 Use a different shape to represent each topic; find at
least three of each; use a direct quote from the chapter
about each.
CHARACTER
EVENT
IDEA
 Think about how these events, individuals, and ideas
affect each other; connect the various elements of your
poster with association lies that describe the
relationship.
Men fought each other and
pillaged each other’s halls
Grendel is
disgusted by
all the waste
Grendel: monster
spying on the
humans
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Describe the advancement of men and explain why it
disgusted Grendel.
Describe how the Shaper inspired Hrothgar and his men.
Describe how the Shaper tortured Grendel.
In terms of format, how is Grendel different than
Beowulf? How does this relate to the difference between
epics and metafiction?
In terms of message, how is Grendel different than
Beowulf?
Based on this chapter and the above discussions, analyze
the theme or universal message of Grendel.
 Archetype: A pattern in literature (such as character,
situation, symbol) that spans cultures and ages.
 Cabin in the Woods clip; metafiction like Grendel
 Common character archetypes?
 Mentors, loyal companions, friendly beasts, devils, damsel
in distress, star-crossed lovers,
 Common situation archetypes?
 Journey, the fall, ritual, good vs. evil, coming of age,
nature vs. technology, father/son conflict
 Common symbol archetypes?
 Water vs. desert, colors, numbers,
 Choose three archetypes, one of each type, from the list
and describe how they occur in a piece of literature or
film.
 Explain the archetype
 Specifically explain the example
 In your group, name as many archetype examples as
possible.
 What are the pros and cons of archetypes?
 How does Grendel complicate the idea of the archetype?
 Describe the archetypes so far in Beowulf.
 Quest
 Hero, Monster
 Light vs. darkness
 Complete reading for sections 12-13: The Monster’s
Mother; look for new archetypes in plot, character, and
symbolism
 Answer question #14
 Characterization
 Characterization is the process by which an author
reveals a character.
 Direct vs. indirect (speech, thoughts/emotions, effects
on others, actions, looks)
Character
Character in Characterization
written epic in epic
Hrothgar
Grendel
Beowulf
-banished by
God
-savage
-direct
-indirect, based on
actions
Character in
film
Characterization
in film
 Compare and contrast a character from the written and
film versions of Beowulf. Focus not only on the
character’s traits, but also the process of
characterization.
 Kennings are compound words or phrases, often
metaphorical, that indicate a person or thing by a
characteristic or quality.
 Gas- guzzler
 Ankle-biter
 Tree-hugger
 The Hobbit; make a quick list of the kennings Bilbo usesx
 Discuss the pros and cons of using kennings.
 Pro: Adds instant shorthand characterization
 Pro: Adds to the elevated style, both for the epic and the
person
 Con: becomes cliché
 Con: requires background knowledge
 On a separate sheet of paper, write an introduction for
yourself using kennings like Bilbo.
 Read The Final Battle, sections 14-17, of Beowulf and
focus on question #15, which deals with kennings.
 In your journal, describe the relationship between
kennings and characterization.
 Available after school Monday and Wednesday to
bring up grades
 Monday: test review, finish reading logs
 Tuesday: Beowulf test, last day of 6 weeks
 Wednesday: Theme
 Thursday: Film
 Friday: Film
 Week after: begin Brave New World and study of
dystopias
Term/Definition
Foil:
Archetype:
Kenning:
Examples in film
Compare/contrast with
written epic
 Describe a foil that appears in the film version of
Beowulf. Explain how this set of characters helps the
viewer better understand a character.
 Compare and contrast archetypes that appear in both
the written and film versions of Beowulf.
 Identify a kenning that appears in the film version of
Beowulf. Explain how this kenning helps the viewer
better understand a character, setting, or plot event.
 Describe a major change from the written epic to the
film. Analyze the reasons a director may have made
this change.
 Turn in borrowed textbooks or copies of Grendel.
 Epic assessment tomorrow!
 Beowulf reading log due
 Must complete ALL sections
 Study guide
 Complete study guide outline on your own paper
 Today’s participation grade
 Turn in completed tomorrow before test for extra credit
 Turn in any checked out books directly to me
 Clear your desk except for something to write with.
 You may write on both the test and the reading.
 When finished, turn over on desk.
 Work quietly on reading log.
Theme: the universal ideas in a literary work.
Theme is NOT a plot summary.
Theme is NOT one word, it is a full idea.
Mature works have a variety of themes; there will usually be
main themes and then smaller ideas as well.
 The theme is sometimes stated directly or explicitly.
 Otherwise, the theme is found indirectly or implicitly by
considering:
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Character personalities, motives, and fates
Plot events, conflict, resolution
Setting and historical context
Mood/tone
Motifs/symbols
 In your journal, discuss the theme of Beowulf. Support
your answer with evidence from the text.
 Meet with your group and share themes.
 Each group will be given a theme of Beowulf. Working
backwards, consider how that theme is supported by
the various literary elements. Identify quotes that
support these examples.
 Share out theme discussions with the whole class.
 Common themes found in Beowulf:
1.
2.
3.
4.
5.
6.
7.
8.
Violence is not evil - it is a way of life.
Courage is accepting the inevitability of death.
Heroism is defending man and fighting monsters, not
fighting other men.
Fame and fortune outlive death.
You can’t fight fate.
Success in life depends on a strong reputation.
Gifts demonstrate love and loyalty.
Pure strength is better than skill.
 Other themes your groups identified:
 The themes of films are sometimes different than the
themes of written works because the literary elements
themselves are often changed.
 Attempt to find the theme of the film version of
Beowulf by examining the literary elements as they are
presented on screen.
 Analyze the theme of the film version of Beowulf.
 Compare/contrast this theme with the written epic.