Kelsey Dougherty
Unit Plan
TE 432
Dr. Miller
Fall 2013-11-12
Unit Intro
Dr. Miller
T.E. 432/5432
TEACHING THE Learning Segments
Name of course: English Fundamentals
Your name: Kelsey Dougherty
Date of learning: Spring Semester
Grade level and ability group: 12
Meeting time: 11:35
Number of students: 25
Room number: 107
School name: East High School
CMT name: Mrs. Chavez
Time period: 50 minutes
Unit Rationale
Beowulf is an excellent text that exposes students to several timeless literary devices.
The idea of the epic with all of its conventions is something that they will continue to
encounter for the rest of their education. Each student that will participate in this unit is
likely to have a hero of some kind, and getting a more clear understanding of heroic
qualities, traits, and behaviors may influence them in their choice of heroes. Learning
about heroes will also aid them in their own writing, as many pieces of literature employ
some of the heroic traits in main characters. Life for reach student is bound to be a
journey, so being able to define the various aspects of a journey will be very important
in their own lives. This will also help them to understand that people can overcome the
most unlikely odds, and the best plan is to take it a step at a time. Furthermore,
teaching students that literature often reflects the views and behaviors of society is an
excellent chance to view things with a culturally responsive lens. With this unit the lack
of women in early literature can really be explored and discussed. This will get students
thinking about gender and exclusion in a way they might not have up to this point.
Beowulf provides countless opportunities for teachable moments as well as many
opportunities to relate classic literature to modern every day life. This unit involves a
great deal of creating. Students are highly responsible for the “doing” this particular
practice really channels the constructivist approach.
Objectives:
Objective: As a result of this learning segment students will be able to apply the understanding that language usage is
a matter of convention, can change over time, and is sometimes contested.
Students will participate in a class discussion, and will take notes over the progression of the English language; the
notes will be turned in at the end of the unit.
Objective: As a result of this learning segment students will be able to analyze the impact of the author’s choices
regarding how to develop an relate elements of the epic.
Students will complete an Epic Element worksheet after participating in a class discussion and reviewing definitions.
Objective: As a result of this learning segment students will be able to determine two or more themes or central ideas
of a text and analyze their development over the course of the text.
Students will complete several writing prompts about heroism and what constitutes a good leader, the class will
discuss the traits that good leaders and hero’s possess, and students will provide examples.
Objective: As a result of this learning segment students will be able to conduct short as well as more sustained
research projects to answer a question synthesizing multiple sources and demonstrating understanding.
Students will respond to a question about how Beowulf reflects the Anglo-Saxon culture in a mini-research paper, the
class will also discuss how elements in Beowulf mirror the warrior culture.
Standards:
Reading:
CCSS.ELA-Literacy.RL.11-12.2
CCSS.ELA-Literacy.RL.11-12.3
CCSS.ELA-Literacy.RL.11-12.5
Writing:
CCSS.ELA-Literacy.WHST.11-12.4
CCSS.ELA-Literacy.WHST.11-12.6
CCSS.ELA-Literacy.WHST.11-12.7
Speaking & Listening:
CCSS.ELA-Literacy.SL.11-12.1 a-d
CCSS.ELA-Literacy.SL.11-12.6
Language:
CCSS.ELA-Literacy.L.11-12.1a
CCSS.ELA-Literacy.L.11-12.4c
CCSS.ELA-Literacy.L.11-12.5a
Materials:
Beowulf
Vocabulary Worksheet
Tongue Twister Handout
Epic Convention Worksheet
Hero Worksheet
Hero Handout
Section 1 Summary
Section 2 Summary
Computer
Composition Notebooks
Dictionary
Week 1
You might
consider how each
goal builds up, i.e.,
backwards
planning
Ask: what do I
hope to achieve
and then plan
backwards from
there?
In each box to the
right, brainstorm
what you intend to
do during that
period
M
Goal:
Evolution of
English Language
Procedures:
Do now: What
does English mean
to you?
Give padlet
presentation about
the evolution of
English
Divide the class in
to their groups to
complete the
assignment
Walk around
making sure
students
understand and
are on track
Closure:
Exit Slip.
What is one thing
that you learned
today?
What is something
that you did not
know before this
presentation?
What is something
that you found
surprising about
today’s lesson?
Assessment:
Assessments
should be
formative,
summative and
always authentic
List all materials
and texts you will
need for the
learning segment
Was the student
involved in the
discussion? Did
the student
participate in the
group work?
Materials:
Computer
Padlet
Presentation
Composition
notebooks
T
Goal:
W
Goal:
Goal:
Fr
Goal:
Evolution of
English Language
Elements of an
Epic
Elements of an
Epic
What Constitutes a
hero?
Procedures:
Do now:
What do you know
about poetry?
Pass out tongue
twister hand out.
Discuss Kennings.
Divide the students
back into groups to
work on their
assignment.
Walk around
making sure
groups are
progressing and
on task. Info
should be written
on posters.
Procedures:
Do now: Describe
an Epic event in
your own life.
Have the groups
present their
posters of info.
Introduce Epics.
Pass out the Epic
Element
worksheets.
Review epic
conventions and
their definitions.
Pass out vocab
sheet.
Procedures:
Do now:
Based on the
conventions we
talked about
yesterday, which
do you think will
appear in
Beowulf?
Class discussion
over elements,
address questions
from exit slips.
Allow the students
more time to
complete their epic
element handouts.
Walk through and
make sure
everyone is getting
the worksheet
filled out.
Start reading
Beowulf
First 2 Pages
Procedures:
Do now:
Describe one of
your hero’s.
Introduce hero’s
Show PP.
Read 3 pages of
Beowulf.
Hand out hero
worksheet
Closure:
Give me one
example of a
Kenning.
Closure:
Exit Slip
Two questions that
you have about
today’s discussion
Two things that
you’d like to learn
more about
regarding today’s
topic
Assessment:
Did the student
hand in the
Kenning? Were
group members
focused and
working?
Assessment:
Did the groups
complete their
posters?
Did the students
hand in their exit
slips?
Was the class on
task?
Materials:
Computers
Tongue Twister
Handout
“Age of Anxiety”
Computers
Comp. notebooks
Materials:
Epic element hand
out
Beowulf text
Comp notebooks
Vocab sheet
Computer
Th
Closure:
Homework: Write a
short story using 3
epic themes. No
more than a page
long.
Assessment:
Grade epic
element handout
Materials:
Beowulf Text
Epic element
handout
Comp . Notebooks
Computer
Dictionary
Vocab Sheet
Closure:
What is heroic to
you?
Assessment:
Participation in
discussion of
hero’s/heroism
Did students read?
Materials:
Beowulf Text
Comp. Books
Hero Handout
Computer
Dictionary
Vocab Sheets
Week 2
Notes to self
M
Goal:
What constitutes a
hero?
Procedures:
Do now:
What characters
do you like/dislike
so far?
Work on hero
worksheet
Read 3 pages of
the text
Closure:
Exit Slip, which
character do you
want to see again?
Why?
Assessment:
Section 1
Summary
Materials:
Beo. Text
Hero Handout
Comp. Book
Computer
Vocab Sheet
Dictionary
T
Goal:
How does Lit
reflect Society?
Procedures:
Do now: If you
could have 1
heroic skill, what
would it be?
Students will turn
in hero handout
Presentation about
Anglo-Saxon
Culture compared
to Beowulf’s
culture.
Read 3 pages of
text
Closure:
Exit Slip
Based on what
we’ve read and
discussed so far,
what were major
themes in AngloSaxon life?
Assessment:
Grade Hero
Handout
HW: Mini-research
Beowulf’s/AngloSaxon culture.
What were their
beliefs?
How did they
compare?
W
Goal:
How does Lit
reflect Society
Th
Goal:
Being a good
leader
Fr
Goal:
Being a good
leader
Procedures:
Do now:
Do you think that
books show how
society works?
Discuss do now
Lit Circles to read
3 pages of text.
Work on minipaper
Procedures:
Do now:
Who do you think
of as a good
leader?
Presentation about
leadership
Break into Lit
circles to read 3
pages of Beo
If time, work on
mini-papers
Procedures:
Do now:
What is your
favorite part of
Beofwulf so far?
House cleaning
day. Finish minipapers.
Finish section 2
summary
Finish Vocab sheet
Closure:
Exit slip
How do you feel
about the absence
of women in
Beowulf?
Assessment:
Progress check on
mini-paper
Materials:
Beo text
Comp books
Computer
Dictionary
Vocab Sheets
Mini-papers
Materials:
Beo Text
Mini-paper
handout
Comp books
Computer
Mini-paper rubric
Vocab Sheets
Week 3
Closure:
Exit Slip
Do you think
Beowulf is a good
leader?
Assessment:
Participation in Lit
Circle
Hw: Section 2
Summary
Materials:
Beo Text
Comp books
Computer
Dictionary
Vocab sheets
Mini-papers
Closure:
How do you think
the epic ends?
Assessment:
Grade mini-paper
Section 2
summary
Materials:
Beo Text
Comp books
Computer
Dictionary
Vocab sheets
Mini-papers
Notes to self:
M
Goal:
What makes a
good leader?
Procedures:
Do now:
Thoughts on Beo
Read Final pages
Discuss the end of
the book
Introduce project
Handout project
materials
Closure:
Exit Slip
According to
Anglo-Saxon
tradition, did
Beowulf die a good
death?
Assessment:
Completed Vocab
Sheet
Materials:
Beo Text
Comp books
Computer
Dictionary
Vocab sheets
Project handouts
T
Goal:
Project
W
Goal:
Project
Procedures:
Do now:
Which project did
you choose?
Vocab Quiz
Work on projects
Procedures:
Do now:
How is your project
coming?
Work on projects
Inform this is last
class day to work
on projects, due
the following
Monday
Closure:
Exit Slip
Three things you
did on your project
today
Assessment:
Grade vocab quiz
Check to see if all
chose project
Materials:
Beo Text
Comp books
Computer
Dictionary
Th
Fr
Goal:
Goal:
Procedures:
Do now:
Procedures:
Do now:
Closure:
Closure:
Assessment:
Assessment:
Materials:
Materials:
Closure:
Questions,
comments,
concerns over Beo
or projects
Assessment:
Progress slip on
projects
Materials:
Beo Text
Computer
Step-by-step procedures:
1.The class will open with a do now. The do now for the first day will be: What does
English mean to you?
2. After the do now is complete, I will turn on the smart board. Once the smart board is
on, I will play the clip of the opening lines of Beowulf.
3. After the clip is over, I will ask student for a quick reaction.
4. I will then display the first page of the Beowulf manuscript.
5. Once students have had 1-2 minutes to look over the manuscript I will display the
question and answer section, which students will answer in their composition
notebooks. They will have 5 minutes to answer the questions. I will walk around the
class, doing status checks.
6. After the students have answered the questions, I will open up the Prezi on the
English language. Students will be asked to take notes in their composition notebooks.
7. After the Prezi is finished, I will display the webpage with the runic alphabet and the
Old English alphabet. Students will be able to look at the differences between these
writing systems and the one used today.
8. Students will then be broken up into groups of five to work on the assigned project.
The groups will be based on the letters a-e.
9. The assignment will remain displayed on the board.
10. In order to close the lesson, students will have to fill out an exit slip.
Classroom arrangement and management issues:
The class will be set up into it’s usual rows for the first part of the class while the
presentation is being given and notes are being taken. Once the presentation is over,
the students will break into 5 groups of 4-5. They will work with these groups on their
projects and will remain sitting in the groups until the end of class.
I do not think that there will be a lot of issues with management. Students will know that
this is a no device day, and if I see the use of devices I will deliver one verbal warning. If
the verbal warning is ineffective, I will take the device until the end of the class period.
Technology:
This particular lesson has quite a bit of technology. The presentation includes a
YouTube video, a Prezi, and a Padlet presentation. Students will need to use computers
in order to complete their mini-research assignment.
Adaptations:
This lesson includes a video clip that contains subtitles in case a student is hearing
impaired. There is a moderate amount of writing, but computers will be available if there
are students who have motor skill issues and have trouble writing.
Student engagement
There are quite a few different aspects of this lesson. Students will watch a short clip,
take notes, answer questions, and use the computer. I think that they will be very
productive, so there will not be issues with engagement. The amount of work is varied,
so students will not be lingering on one task for too long.
There are also several ways that I will check engagement
1. Eye contact with students
2. Participation in discussion
3. Note taking
Assessment with matching criteria:
Today’s lesson has only informal assessment. The exit slip is a piece of the
assessment. I will also account for participation in the discussion as well as the group
work.
Rubric for Group Work:
Exceeds Expectations
Meets Expectations
Does Not Meet Expectations
Points Earned
3
2
1 or 0
Engages in
group effort
Assumes/deleg
ates
responsibility
Follows
through on
group tasks
Follows
through on
individual tasks
Helps others
with
assignments
Participates in
class
discussions and
activities
Regular, enthusiastic
participation
Regular participation
Little or no participation
Organizes and plans tasks
Cooperative; accepts
tasks
Uncooperative; accepts few
or no tasks
Goes beyond
assignments/tasks
Completes
assignments/tasks
Completes few or no
assignments/tasks
Goes beyond
assignments/tasks
Completes
assignments/tasks
Completes few or no
assignments/tasks
Offers assistance
Assists when asked
Little or no assistance
Volunteers suggestions or
answers
Participates when asked
Little or no participation
TOTAL SCORE
Score
Step-by-step procedures:
1.The class will open with the following do now: What do you know about poetry?
2. One or two students will share their responses.
3. After students have shared, I will pass out a handout about tongue twisters. As a
class, we will go over the tongue twisters.
4. I will inform them that Beowulf uses a lot of alliteration, and a great example of
alliteration is the tongue twister.
5. I will then introduce the Kenning to the class. We will talk about what Kennings are,
what they look like, and we will go over a PowerPoint detailing some examples of
Kennings, and students will be asked to take notes.
6. Once we have discussed Kennings, the students will break back up into the groups
from the previous class periods.
7. I will walk around and make sure that the different groups are working on their
presentations.
8. Before the last 5 minutes of class, students will be expected to have most of their
information written on poster boards.
9. At the end of the class period, students will need to produce a Kenning on an exit slip
in order to get full credit for the day.
Classroom arrangement and management issues:
The class will be set up into it’s usual rows for the first part of the class while the
presentation is being given and notes are being taken. Once the presentation is over,
the students will break into 5 groups of 4-5. They will work with these groups on their
projects and will remain sitting in the groups until the end of class.
Technology:
This particular lesson uses the computers in order for students to do necessary
research.
Adaptations:
All materials, information, and instructions will be typed out for those who have hearing
impairments.
For students whose native language is not English, a copy of the text will be available in
their given language.
Student engagement
There are quite a few different aspects of this lesson. Students will share responses
from the completed do now’s. Students will also jot down notes during the presentation
over Kennings, and they will work in their groups to complete their assignment. There
are quite a few tasks going on, so I think that all students will be busy.
There are also several ways that I will check engagement
1. Eye contact with students
2. Participation in discussion
3. Note taking
Assessment with matching criteria:
Today’s lesson has only informal assessment. The exit slip is a piece of the
assessment. I will also account for participation in the discussion as well as the group
work.
Peter Piper picked a peck of pickled peppers. A peck of pickles Peter Piper picked If Peter
Piper picked a peck of picked peppers, How many pickled peppers did Peter Piper pick?
How much wood would a woodchuck chuck if a woodchuck would chuck wood? A woodchuck
would chuck all the wood he could chuck if a woodchuck would chuck wood.
I’m not the pheasant pluckier, I’m the pheasant pucker’s mate, and I’m only plucking
pheasants ’cause the pheasant plucker’s late. I’m not the pheasant plucker, I’m the
pheasant plucker’s son, and I’m only plucking pheasants till the pheasant pluckers come.
A tutor who tooted the flute
Tried to tutor two tooters to toot
Said the two to the
tutor
“Is it tougher to toot
Or to tutor two tooters to toot?”
A certain young fellow named Beebee
Wished to marry a lady named Phoebe
“But,” he
said. “I must see
What the minister’s fee be
Before Phoebe be Phoebe Beebee”
I thought a thought.
But the thought I thought wasn’t the thought I thought I thought.
If
the thought I thought I thought had been the thought I thought, I wouldn’t have thought so
much.
A skunk sat on a stump.
The stump thought the skunk stunk.
The skunk thought the
stump stunk .
What stunk the skunk or the stump?
If one doctor doctors another doctor
Does the doctor who doctors the doctor
Doctor the
doctor the way the doctor he is doctoring doctors?
Or does the doctor doctor the way
The
doctor who doctors doctors?
The doctoring doctor doctors the doctor the way
The doctoring doctor wants to doctor the
doctor.
Not the way the doctored doctor wants to be doctored.
Mr. See owned a saw.
And Mr. Soar owned a seesaw.
Now See’s saw sawed Soar’s
seesaw
Before Soar saw See,
Which made Soar sore.
Had Soar seen See’s saw
Before
See sawed Soar’s seesaw,
See’s saw would not have sawed
Soar’s seesaw.
So See’s
saw sawed Soar’s seesaw.
But it was sad to see Soar so sore
Just because See’s saw
sawed
Soar’s seesaw!
I cannot bear to see a bear
Bear down upon a hare.
When bare of hair he strips the
hare,
Right there I cry, “Forbear!”
If Freaky Fred Found Fifty Feet of Fruit
And Fed Forty Feet to his Friend Frank
How many
Feet of Fruit did Freaky Fred Find?
Kennings
A kenning is a figurative, usually compound expression used in place of a name or noun,
especially in Old English and Old Norse poetry; for example, storm of swords is a
kenning for battle.
Examples of modern day kennings: headhunter and gas guzzler
Kennings can come in 3 forms. Look at the examples in the chart below and write down
the name or noun represented beside each example of a kenning.
Compound Words
Sky-candle (sun)
Whale-road (ocean)
Ring-giver (king)
Gold-ringed (king’s followers)
Battle dew (blood)
Sea stallion (ship)
Prepositional Phrases
Wolf of wounds (warrior)
Winters of grief (mourning)
Shepard of evil (Grendel or devil)
Storm of swords (battle)
Guardian of the people (king)
Path of the sea (river)
Possessives
Seabird’s bath (ocean)
Ocean’s face (waves or shore)
Heaven’s joy (morning)
Arrow’s storm (attack)
Water’s chain (frost)
Battle’s torch (sword)
Step-by-step procedures:
1.The class will open with a do now: Describe an Epic Event in your own life.
2. Once the do now has been discussed and graded, students will break up into their
groups. They will have 3-4 minutes to put the rest of their information on the posters.
3. Once the 3-4 minutes are up, each of the groups will summarize their poster. This
should take about 10 minutes, other groups will be asked to write down main points
from the summaries.
4. After each group has shared their summary, they will move back into their original
seating. When the students are back in their seats, I will introduce the Epic to the class.
5. I will present a prezi, and then I will pass out an epic element worksheet.
6. I will detail the requirements of the handout and give a couple of examples to model
the work that I am looking for.
7. As a class, we will review epic conventions and their definitions.
8. I will also be handing out a vocabulary sheet that students will be responsible for
completing over the course of the novel.
9. Students will have a few minutes to get started on the epic worksheet or the
vocabulary.
10. The end of the lesson will be the completion of an exit slip that asks:
What are two questions that you have about today’s discussion?
Two things that you’d like to learn more about regarding today’s topic
Classroom arrangement and management issues:
The class will be set up into its usual rows for the first part of the class while the do now
is being completed. From there, they will move into their groups. Once the presentations
are over, the students will move back into their original seats. They will remain in their
original seating arrangement through the end of class.
Technology:
This particular lesson uses the computers in order for a prezi to be given over epic
elements
Adaptations:
All materials, information, and instructions will be typed out for those who have hearing
impairments.
For students whose native language is not English, a copy of the text will be available in
the language most comfortable for them.
Student engagement
There are quite a few different aspects of this lesson. Students will complete a do now,
share in front of the class, listen to other groups sharing, as well as listening to a Prezi,
getting a vocabulary sheet, and completing a do now. Students will be kept occupied, so
I do not think that there will be much time for behavioral issues to arise.
There are also several ways that I will check engagement
1. Eye contact with students
2. Participation in group demonstrations
3. Note taking
Assessment with matching criteria:
Today’s lesson has only informal assessment. The exit slip is a piece of the
assessment. I will also account for participation in the discussion as well as the group
presentations.
THE EPIC HERO CYCLE
Element
Movie Examples
The main character is a
hero, who often
possesses supernatural
abilities or qualities
Frodo – he is unexpectedly brave for a hobbit
Dorothy Gale – she is unexpectedly brave for a young
girl
Luke Skywalker – he learns to harness the Force for
good
Indiana Jones – he is strong, brave, cunning, and
intelligent
The hero is charged with
a quest
Take the ring to be destroyed before the world as he
knows it is destroyed
Return home
Conquer the dark side of the force so the galaxy
won’t be destroyed
Escape the Temple of Doom with the Sankara stones; save
the children who have been taken from their village
The hero is tested, often
to prove the worthiness
of himself (or herself)
and his/her quest
An ORC attack, Gollum, etc.
Repeatedly by the Wicked Witch
Jabba the Hut, the stormtroopers, Medusa, Mordred
Mola Ram, the leader of a cult, wants to rule the world
with the five Sankara stones; Indy must defeat him
The presence of
numerous mythical
beings, magical and
helpful animals, and
human helpers and
companions
Elves, Dwarves, Ents, Wizards, Orcs
Munchkins, The Scarecrow, The Tin Man, The
Cowardly Lion, the Wizard of Oz
Ewoks, Yoda, C3P0, R2-D2, Princess Leia, Han
Solo
Willie and Short Round
The hero’s travels take
him/her to a
supernatural world,
Middle Earth
Munchkinland, the Haunted Forest, the Land of Oz
BEOWULF Example(s)
often one that normal
human beings are barred
from entering
The Galaxy and its many planets
The Temple of Doom and its underground passageways
The cycle must reach a
low point where the hero
nearly gives up his quest
or appears defeated.
He almost dies by the blade of the Rider; the group splits
up and he tries to go alone
Dorothy is captured by the Wicked Witch of the West
Luke is trapped in the garbage dump, Han Solo is
turned to stone
Indy is given a potion that puts him in a trance
Resurrection
The group reconvenes; the king is put back on his throne
The Scarecrow, The Tin Man, and the Cowardly
Lion rescue Dorothy from the Witch’s castle
Luke is saved multiple times by his friends; he gets a
new hand when Darth Vader cuts his off
Indy, Willie, and Short Round escape the Temple of
Doom in a mine cart
Restitution
The ring is tossed in and the world begins to rebuild itself
Dorothy returns home to her family
Darth Vadar dies; the Death Star is destroyed
Mola Ram is defeated, and the three heroes safely return
to the Indian village with the children and the stone
Step-by-step procedures:
1.The class will open with a do now: Based on the conventions we discussed yesterday,
which do you think will appear in Beowulf?
2. Once the do now has been discussed and graded, we will have a brief discussion
about epic elements.
4. I will take the time to go over any questions from the previous day’s exit slip.
5. Once we have had some time for discussion, we will start reading Beowulf.
6. For the first day, to get into the swing of things, I will read the first two pages out loud.
7. While I am reading students will be encouraged to write down any words that they do
not understand or any items that they think might be important.
8. After the two pages have been read, we will discuss what happened, students will
also have a chance to go over their notes.
9. If there are a few minutes leftover, students may work on their epic handouts.
10. Students will get their homework assignment, which is to write a short story using
three epic themes; the story should be no more than a page long.
Classroom arrangement and management issues:
The class will be set up into its usual rows for the first part of the class while the do now
is being completed. Once the class discussions are over, students will move into a circle
to begin reading Beowulf. They will remain in a circle until class is completed. Since
there are so many activities, I do not think that there will be a lot of time for distractions
to occur. However, students will be reminded if they do not stay on task they can read
Beowulf silently and take a test over the content.
Technology:
This particular lesson doesn’t use any technology
Adaptations:
All materials, information, and instructions will be typed out for those who have hearing
impairments.
For students whose native language is not English, a copy of the text will be available in
the language most comfortable for them.
Student engagement
This lesson is full of activity. Students will complete a do now; we will also have time for
a question and answer section. This is also the first day that we begin reading Beowulf,
so students will be engaged with the text. The students will also be assigned homework.
With all of these tasks going on, I do not think behavioral issues will occur.
There are also several ways that I will check engagement
1. Eye contact with students
2. Participation in q and a session
3. Participation in after reading discussion
Assessment with
matching criteria:
Today’s lesson has
only informal
assessment. I will account for participation in the discussion and attentiveness during
reading. Homework will also be assigned.
Step-by-step procedures:
1.The class will open with a do now: Describe someone you consider to be a hero.
2. Once the do now has been discussed and graded, I will give a PowerPoint
presentation over what a hero is.
3. After the presentation, there will be a discussion over heroes and students will have
the chance to ask any questions that they might have.
4. After the discussion, I will hand out the hero worksheet.
5. We will go over the worksheet.
6. Once the worksheet has been distributed and directions given, students will break up
into a circle so the class can read Beowulf.
7. Once the class has broken up into a circle, we will popcorn in order to take turns
reading.
8. I will call on one student, and once that student has read, they will call on another
student until we have completed the three pages of reading.
9. If there is time leftover students can work on their vocabulary sheets, their epic
handouts, or their hero worksheets.
10. As a closing activity, students will complete an exit slip that asks them to detail what
is heroic to them.
11. Students will also hand in their homework from last class.
Classroom arrangement and management issues:
The class will be set up into its usual rows for the first part of the class while the do now
is being completed and heroes are being introduced. Once we have gone over heroes
and the worksheet, students will break the class into a circle to complete the reading.
Circles work best for group reading particularly for the popcorn activity. I do not think
that there will be time for a lot of distraction, if students are talking during the reading, I
will remind them that the other option is to read the material on their own and take a
quiz over it.
Technology:
This particular lesson requires the use of a computer for the PowerPoint presentation.
Adaptations:
All materials, information, and instructions will be typed out for those who have hearing
impairments.
For students whose native language is not English, a copy of the text will be available in
the language most comfortable to them.
Student engagement
This lesson is full of activity. Students will complete a do now; we will also have time for
a question and answer section. This is also the first day that we begin reading Beowulf,
so students will be engaged with the text. The students will also be assigned homework.
With all of this going on, I do not think behavioral issues will occur. There are also
several ways that I will check engagement
1. Eye contact with students
2. Participation in q and a session
3. Participation in after reading discussion
Assessment with matching criteria:
Today’s lesson has informal and formative assessments. The exit slip is a piece of the
assessment. I will also account for participation in the discussion as well as during the
popcorn activity. I will collect and grade the homework from the previous class.
Heroes and Anti-Heroes
The Epic Hero: The star of an epic or heroic poem. Beowulf and The Odyssey are epic
poems, which can be defined as long narratives about the adventures of the epic hero.
Note: The Epic Hero is sometimes classified as The Romantic Hero but there are other
Romantic Hero traits that don’t fit the Epic Hero.
Characteristics of the Epic Hero:

larger than life

great leader or warrior

strongly identified with a particular people or society

does great deeds in battle or undertakes extraordinary journey

journeys are filled with obstacles

sometimes possesses supernatural ability or has gods or other supernatural
beings to help him or her

may descend into “darkness” (Grendel’s lair; the dark side of “The Force”)

the story is told in heightened or dramatic language

sometimes of noble birth (aristocrat or royalty)

possesses a sense of honor or code of ethics that rule his/her destiny

is steadfast and stalwart (look up these words!)

has various motivations (personal quest, revenge, helping people, glory)

may possess a weakness, but this is more common in the Tragic Hero

fights Epic Monsters (larger than life) and most always wins but one monster
may be his or her downfall

fights the great Epic Anti-Hero of story which is often the culmination of the
hero's quest

usually considered attractive

may receive help from friends or guides, sometimes has a “sidekick” (i.e. Robin,
the Boy Wonder)
Examples: Odysseus, Beowulf, Gilgamesh, King Arthur, Batman, and Luke Skywalker
Others:
The Tragic Hero: The star of many Shakespearean and other tragic plays or stories.
Characteristics include:

of noble birth (aristocrat or royalty)

has strong extraordinary character

possesses a flaw in character which is his or her weakness

Great Weakness (obsession, lust, greed, desire) leads to ultimate downfall

has a moment of Tragic Choice which spirals into the downfall of hero

Downfall always includes death in a traditional tragedy
Tragic Hero, continued

Downfall also brings about far-reaching catastrophe: many deaths, downfall of
family, kingdom or society

Tragic Hero has potential to turn into an Anti-Hero
Examples: Macbeth, Hamlet, Romeo, Antigone, Oedipus,
Martin Luther King, Jr.
Others:
The Anti-Hero: The Antagonist to the Epic or Tragic Hero. In some cases, based on
the events in the literature or knowledge presented about the character, the anti-hero
may turn into the tragic hero or the tragic hero turn into the anti-hero. Macbeth is a
good example of tragic hero turned into anti-hero.
Characteristics of anti-hero

foil to the mission or life of the hero

possesses a sharp mind or cunning nature

often possesses superhuman strength or power

may be profoundly evil

may be misunderstood and have potential for good

may have been wronged and bent on revenge

may elicit no sympathy from reader

may elicit some sympathy from reader

may possess strong ambition to succeed or desire for power

lives on fringes of society

may be considered ugly or unattractive or possesses/obtained some physical
scar, deformity or imperfection that may have lead to their evil behavior
Examples: Scar, The Joker, Darth Vader, and Lex Luther
Others:
Are the characters we meet examples of true heroes or true villains? You decide!
BEOWULF: Characteristics of an Epic Hero
Name_________________
Complete this chart with details that illustrate each of the characteristics of an epic hero
from Beowulf.
Characteristics of an Epic Hero
Example from text.
1. Is significant and glorified
2. Is on a quest
3. Has superior or superhuman
strength, intelligence, and/or
courage
4. Is ethical
5. Risks death for glory or for the
greater good of society
6. Is a strong and responsible leader
7. Performs brave deeds
8. Reflects the ideals of a particular
society
Step-by-step procedures:
1.The class will open with a do now: What characters do you like/dislike so far?
2. Once the do now has been discussed and graded, students will break up into a circle
so the class can read Beowulf.
3. Once the class has broken up into a circle, I will ask for volunteers to read.
4. Each student that volunteers will read about 8 or 9 lines in exchange for a piece of
candy.
5. If there is time leftover students can work on their vocabulary sheets, their epic
handouts, or their hero worksheets.
6. As a closing activity, students will complete an exit slip that asks what character
students want to see again and why.
7. Students will be given another homework assignment that asks them to summarize
chapter 1. The summary must be at least three paragraphs and use three pieces of
evidence from the text.
Classroom arrangement and management issues:
The class will be set up into its usual rows for the first part of the class while the do now
is being completed and heroes are being introduced. Once we have gone over heroes
and the worksheet, students will break the class into a circle to complete the reading.
Circles work best for group reading. I do not think that there will be time for a lot of
distraction, if students are talking during the reading, I will remind them that the other
option is to read the material on their own and to complete the worksheets as
homework.
Technology:
This particular lesson does not require technology.
Adaptations:
All materials, information, and instructions will be typed out for those who have hearing
impairments.
For students whose native language is not English, a copy of the text will be available in
the language easiest for their comprehension.
Student engagement
This lesson is full of activity. Students will complete a do now; we will also break into
circles for reading. Each reader gets a piece of candy, which will really encourage
students to read. Once the reading has been completed, students will have time to work
on assignments that will be due soon.
There are also several ways that I will check engagement
1. Eye contact with students
2. Participation in reading
3. Completion of the exit slip
Assessment with matching criteria:
Today’s
only
lesson has
informal
assessment. The exit slip is a piece of the assessment. I will also account for
participation in the discussion as well as during the reading activity. Homework will be
assigned.
Step-by-step procedures:
1.The class will open with a do now: If you could have one heroic skill, what would it be?
2. Once the do now has been discussed and graded, students will turn in their epic
worksheets and their summaries over section 1.
3. I will give a presentation over Anglo-Saxon culture and the culture present in Beowulf.
4. We will have a class discussion and compare and contrast the cultures.
5. Students will remain in their seats, and will read the next three pages of Beowulf on
their own.
6. After about 15 minutes, we will discuss events that occurred in the sections we read.
7. Students will complete an exit slip that asks: based on what we’ve read and
discussed so far, what were 3 major themes in Anglo-Saxon life?
8. The final part of class will be dedicated to the assignment of the mini-research paper.
9. Students will have to look at Beowulf’s culture and the culture of the Anglo-Saxon’s.
They will need to answer what major beliefs were, and how they compared and
contrasted.
Classroom arrangement and management issues:
The class will be set up into its usual rows for the entire class. Students will participate
in a class discussion and read individually.
Technology:
This particular lesson does not require the use of technology.
Adaptations:
All materials, information, and instructions will be typed out for those who have hearing
impairments.
For students whose native language is not English, a copy of the text will be available in
the language they excel most in.
Student engagement
This lesson has a presentation and a discussion. Again students will be aware that this
is a no device day. They will be familiar with this protocol. Students will be required to
complete some individual reading, and will fill out an exit slip based on their reading. I
think that they will be kept very busy, so the time for distractions will be limited at best.
There are also several ways that I will check engagement
1. Eye contact with students
2. Participation in Compare/Contrast discussion
3. Completion of exit ticket
Assessment with matching criteria:
Today’s lesson has informal and formative assessment. The exit slip is a piece of the
assessment. I will also account for participation in the discussion as well as during the
individual reading. I will grade the chapter one summaries and epic convention
handouts.
Rubric for Mini-Essay
Criteria
Thesis
Level 1 (50-59)
-thesis is weak and lacks
an arguable position
Level 2 (60-69)
- thesis is somewhat clear
and arguable
Quality of
Information
-limited information on
topic with lack of
research, details or
textually accurate
examples
-limited connections and
analysis made between
topic question, arguments
& thesis
-some aspects of miniessay is researched with
some accurate examples to
support arguments
Organization
and
Development
of Ideas,
Language
, and
Conventions
-paper lacks clear and
logical development of
ideas with weak transition
b/w ideas and
paragraphs
- inconsistent
grammar, spelling and
paragraphing throughout
paper
-somewhat clear and
logical development of
mini-essay with adequate
transitions b/w paragraphs
-paper has some errors in
grammar, spelling and
paragraph / sentence
structure
Bibliography
-lack of proper MLA
format or sources are
missing or incomplete
-some errors in MLA
format with some sources
shown from a limited
variety of sources (2
sources)
Support of
Ideas /
Analysis
-some connections made
between topic question,
arguments & thesis
showing analysis
Level 3 (70-79)
- thesis is a clear and
arguable statement of
position
- mini-essay is well
researched in detail
with accurate &
critical examples to
support arguments
-consistent connections
made between topic
question, arguments &
thesis showing good
analysis
-clear and logical
development of mini
essay (intro, body,
conclusion) that
supports thesis with
good transitions b/w
paragraphs
-paper is
clear, with
mostly proper
grammar, spelling and
paragraph / sentence
structure
-proficient selection of
sources listed
in proper MLA format
/ used in alphabetical
order (3 sources)
Level 4 (80-100)
- thesis is exceptionally clear, arguable, well
developed, and a definitive statement
-mini-essay is exceptionally researched,
extremely detailed and historically accurate with
critical examples / evidence to support arguments
-exceptionally critical, relevant and consistent
connections made between topic question,
arguments & thesis showing excellent analysis
-exceptionally clear, logical, mature, and
thorough development of mini essay (intro, body
conclusion) that support thesis with excellent
transition b/w paragraphs
-paper is very concise
clear, with consistently proper grammar, spelling
and paragraph / sentence structure
-exceptional selection of sources listed from a
variety of credible sources in proper MLA format
/ alphabetical order (3+ sources)
Step-by-step procedures:
1.The class will open with a do now: Do you think that books show how society works?
2. Students will then break into groups of 4.
3. Once students have broken up into groups of 4 they will read the next 3 pages of
Beowulf.
4. Using their notes and devices (and laptops if possible), students can work in their
groups on their mini-research papers. I will walk around and check on how students are
doing and answering any questions they might have.
5. Students will complete an exit slip that asks: How do you feel about the absence of
women in Beowulf?
6. Students will also hand in the hero worksheets.
Classroom arrangement and management issues:
The class will be set up into its usual rows for the first part of the class while the do now
is being completed and heroes are being introduced. Once we have gone over the do
now, students will break up into groups of 4. They will remain in groups until the end of
the class. If there is excessive talking during the group reading or time when students
are to be working on their papers, I will remind them that they can read the material on
their own and be tested over it. I will also let them know that if they do not want to
dedicate the class time to working on their papers, they are more than welcome to
complete them at home.
Technology:
This particular lesson requires the use of a computer for the research for the minipapers.
Adaptations:
All materials, information, and instructions will be typed out for those who have hearing
impairments.
For students whose native language is not English, a copy of the text will be available in
their given language.
Student engagement
This lesson is full of activity. Students will complete a do now; and we will start our lit
circles. Students will also be aware that this is a limited device day; they will be able to
use phones or laptops to work on their mini-research projects. Provided they can stay
on task in their groups, they will be allowed to share information. If side bar discussions
become an issue, students will have to move back into their normal seating.
There are also several ways that I will check engagement
1. Eye contact with students
2. Participation in lit circles
3. Progress on mini-papers
Assessment with
matching criteria:
Today’s lesson has a
couple of
assessments. The exit slip is a
piece of the assessment. I will count participation for the reading in lit circles and
working on their mini-papers. The hero worksheet will also be graded.
Step-by-step procedures:
1.The class will open with a do now: Who do you think of as a good leader?
2. I will deliver a presentation about the characteristics of a good leader.
3. The class will have a discussion about good leaders, and we will work together to
create a list.
4. Once the discussion is over, students will remain in their rows, but will popcorn back
and forth until the next 3 pages of reading is completed.
5. If there is time leftover, students can work on the mini-papers.
6. Students will complete an exit slip that asks: Do you think Beowulf is a good leader?
7. Students will also be given their homework assignment, which is a 3-paragraph
summary of the second section. This summary must contain four pieces of evidence
from the text.
Classroom arrangement and management issues:
The class will be set up into its usual rows for the first part of the class while the do now
is being completed and heroes are being introduced. Once we have gone over the do
now, students will break up into groups of 4. They will remain in groups until the end of
the class. If there is excessive talking during the group reading or time when students
are to be working on their papers, I will remind them that they can read the material on
their own and be tested over it. I will also let them know that if they do not want to
dedicate the class time to working on their papers, they are more than welcome to
complete them at home.
Technology:
This particular lesson requires the use of a computer for the research for the minipapers.
Adaptations:
All materials, information, and instructions will be typed out for those who have hearing
impairments.
For students whose native language is not English, a copy of the text will be available in
the language they work best with.
Student engagement
This lesson is full of activity. Students will complete a do now; and we will start our lit
circles. Students will also be aware that this is a limited device day; they will be able to
use phones or laptops to work on their mini-research projects. Provided they can stay
on task in their groups, they will be allowed to share information. If side bar discussions
become an issue, students will have to move back into their normal seating.
There are also several ways that I will check engagement
1. Eye contact with students
2. Contribution to good leaders list
3. Participation in reading
Assessment with matching criteria:
Today’s lesson has informal and formative assessment. The exit slip is a piece of the
assessment. I will also grade their participation with the popcorn reading. The section
summary will be assigned as homework.
Step-by-step procedures:
1.The class will open with a do now: What is your favorite part of Beowulf so far? Which
is your least favorite part?
2. Once the do now has been completed, I will have students share their answers while
I grade them.
3. This class period will be set aside for house cleaning. Students will work on
completing their mini-papers. They will have time to finish their vocabulary worksheets
and they will also have time to complete their section 2 summaries, if they are not
already complete.
4. I will be conferencing with students to let them know their grades, and to let them
know if they are missing any work.
5. As a closing activity students will answer the question: How do you think the epic
ends? This will be an exit slip.
Classroom arrangement and management issues:
The class will be set up into its usual rows for the duration of the class period. Students
will be given an opportunity to complete any work they have not yet turned in. If
students are off task, they will be informed that they may now take a test over Beowulf
instead of completing a project.
Technology:
This particular lesson does not require technology, however students who need to finish
their mini-essays can complete some research on computers if needed.
Adaptations:
All materials, information, and instructions will be typed out for those who have hearing
impairments.
For students whose native language is not English, a copy of the text will be available in
the native language.
Student engagement
This lesson is full of activity. After we have looked over the do now, students will be
given the chance to work on any assignments that are due, or have not yet been
completed. This provides students who are missing work a chance to make it up, and
allows us to get things in order for the weekend!
There are also several ways that I will check engagement
1. Eye contact with students
2. Being on task and making sure all assignments are handed in
3. One-on-one with teacher to check progress
Assessment with matching criteria:
Today’s assessment will be the exit slip. The mini-paper will be collected and graded.
The section 2 summaries will also be graded.
Step-by-step procedures:
1.The class will open with a do now: What are your thoughts on Beowulf.
2. As a class, we will finish the last couple of pages of Beowulf. Students and I will take
turn reading.
3. Once we have finished the epic, we will hold a class discussion over the selection.
4. At the end of the discussion, I will assign the project.
5. Students will be given the handout detailing the options for the project, and have the
chance to ask any clarification questions.
6. As an exit slip students will answer the question: According to Anglo-Saxon tradition,
did Beowulf die a good death?
Classroom arrangement and management issues:
The class will be set up into its usual rows for the first part of the class while the do now
is being completed and heroes are being introduced.
Technology:
This particular lesson does not require any technology.
Adaptations:
All materials, information, and instructions will be typed out for those who have hearing
impairments.
For students whose native language is not English, a copy of the text will be available in
the language they understand the best.
Student engagement
Today marks the last day of reading in Beowulf. We will hold a class discussion to go
over the book. I will also introduce students to the summative assessment for this unit,
the completion of a project. Students will be given a handout to review and will think
about their project. Since we will be finishing up the book, there is a lot going on, and
students will be very busy. I think that this leaves little time for side bar discussions and
distractions.
There are also several ways that I will check engagement
1. Eye contact with students
2. Participation in reading
3. Involvement with the end of book discussion
Assessment with matching criteria:
Today’s grade will be based on participation in the class discussion and the completion
of the do now. There is also an exit slip.
Choose from the following options:
A.
Expand on the mini-essay. Write a 3-4-page paper regarding how the Anglo-Saxon culture appears and
influences the events of Beowulf. This paper must have at least 5 sources, and one of them can be the Beowulf
text. In the essay you are to give at least four different examples of the Anglo-Saxon culture/influence appears
in the text.
B.
Write a response to the epic from the viewpoint of a minor character. For example, you may write as Grendel,
Grendel’s mother, Hrothgar’s wife, a peasant who cleans up the mead-hall, or even the dragon. In your
response include 2 different of the following: events/scenes/characters from the text.
C. Create a visual representation from a specific scene or setting in Beowulf. You make create a poster; you may
use paint, or adobe Photoshop. This representation must be in color, and you must write a 1 to 2 paragraph
summary of the scene or setting.
D. Perform a re-enactment of a scene from the Epic. This is the only option that allows collaboration. Feel free to
wear costumes, modernize the dialogue, and use props. You are allowed to use a script and you may record
this re-enactment or perform it for the class. (Note: if you perform the scene in front of the class you MAY NOT
bring anything that resembles a weapon.
E.
Write an advertisement from Hrothgar soliciting the help of a Hero. Be sure to mention at least 5 Heroic
attributes. The poster must also contain graphics. This must be in color, and it must be larger than a single
piece of printer paper. I encourage you to use 1 sheet of poster board, though you may use a tri-fold if you are
feeling ambitious!
F.
Make a soundtrack with at least 10 songs to play along with the Epic. Be sure to provide a rationale that is
about a paragraph long for each song. Why did you choose that song? How does it fit? What emotions does it
create? These songs must be on a CD. They also must be school appropriate.
Step-by-step procedures:
1.The class will open with a do now: Which project did you chose?
2. Once the do now has been completed and graded, students will be given a
vocabulary quiz.
3. Once all of the vocabulary quizzes have been turned in, students will be given the
class period to work on their projects.
4. As an exit slip students will fill out an exit slip detailing three things they accomplished
on their projects.
Classroom arrangement and management issues:
The class will be set up into its usual rows for the class period. They will complete a
quiz and work on their projects individually. The students have a lot to complete this
class period. If there is talking during the quiz I will give one warning. If the talking
persists the people talking will lose credit on their quizzes.
Technology:
This particular lesson requires no technology, but if students would like to work on their
projects, they may go to the library.
Adaptations:
All materials, information, and instructions will be typed out for those who have hearing
impairments.
For students whose native language is not English, a copy of the text will be available in
their native language.
Student engagement
Students will be given a quiz. There is to be no talking during the quiz, or students will
lose credit. After the completion of the quiz, the students will have the class period to
work on their projects. If students do not remain on task, then we will take this class
period to read a short story.
There are also several ways that I will check engagement
1. Eye contact with students
2. Staying on task while working on project
3. Assessment with matching criteria:
Today’s lesson has a formative assessment, which is the vocabulary quiz. They will also
be given participation points based on their productivity. The exit slip will help me track
their progression on their projects.
Beowulf Final Project Rubric
Criteria
Exemplary (3)
Developing (2)
Emerging (1)
Project feasibility: How
feasible is the original
idea, given time,
support and info
needed, materials,
scope, all within one
month?
Evidence of thoughtful
effort over the postspring-break time
frame, completion of all
benchmarks.
Very feasible,
manageable – a great
idea overall, should be
able to complete it
within the time frame.
Promising, but may
have an element or two
that are challenging.
May lack in some depth,
need strengthening.
Student displayed
dedication and
continued effort from
inception to
completion.
Dedication is evident,
but some work lacking
at a project benchmark.
Could be in an
interesting project in
another setting,
perhaps with more
time, but not suitable
for this course without
significant re-thinking.
Last minute project
completion or
otherwise lacking in
consistent effort.
Relevance to the
audience.
The relevance is
evident; project will
likely be useful.
Weak, without a good
connection to the
intended audience.
Originality.
Original thinking,
innovative and high
quality approach,
integrated unique
perspectives to create a
new product.
The clear vision
identified in post-trip
has come to fruition; if
changes were
necessary, clear
explanation for these
adjustments are clearly
stated.
Clearly communicated
process informs about
all facets of project
implementation.
Solid project, though a
bit weak in how it may
be useful for the
intended audience.
The product may be
serviceable, but is not
necessarily original in
flavor, or vice versa.
Vision was clear from
the beginning, but
student meandered
some in producing the
piece(s).
Student changed
project ideas without
clear communication, or
continually shifted the
emphasis so that the
overall plan or vision
was lost.
Discussion is nearly
complete, missing some
details, image hazy or
hard to read.
Discussion is lacking in
depth, leaves the
reviewer with a lack of
understanding about
the entire process.
Presentation appears
thrown together or
poorly executed;
substantially weak in
numerous elements.
Commitment to original
project idea
Written discussion of
the process, including
“trials and tribulations.”
Final presentation
Ties it all together, with
images and/or text to
support the
process/product
development. Attention
to detail as well as
excellence in
presentation make
obvious the effort put
into the project.
Project is complete and
effort appears
satisfactory; may be
weak in 1 or 2 criteria.
Project lacks in
innovation.
Step-by-step procedures:
1.The class will open with a do now: How is your project coming?
2. Once the do now has been completed I will inform the students that they have the
entire class period to work on their projects.
3. I will one-on-one conference with each student to check on his or her progress. At
this time I will let them know that all of their projects are due the following Monday.
4. I will walk around the classroom to make sure that all students are on task.
5. Students will finish with an exit slip that asks them if they have any questions,
concerns, or comments over Beowulf or their final projects.
Classroom arrangement and management issues:
The class will be set up into its usual rows for the class period. They will work on their
projects individually. The students have a lot to complete this class period. .
Technology:
This particular lesson requires no technology, but if students would like to work on their
projects, they may go to the library.
Student engagement
This class period will be dedicated to projects. Students may work in the classroom or
they may go to the library. If students do not remain on task, another activity will begin
and students will be given no more class time to work on their projects.
There are also several ways that I will check engagement
1. Eye contact with students
2. Staying on task while working on project
Adaptations:
All materials, information, and instructions will be typed out for those who have hearing
impairments.
For students whose native language is not English, a copy of the text will be available in
the language they are most comfortable with.
Assessment with matching criteria:
Today’s lesson has an informal assessment, an exit slip. The exit slip will help me track
their progression on their projects.