Day 6
Standards
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2.0 Reading Comprehension (Focus on
Informational Materials) Students read and
understand grade-level-appropriate material.
They analyze the organizational patterns,
arguments, and positions advanced. 2.4 Make
warranted and reasonable assertions about
the author's arguments by using elements of
the text to defend and clarify interpretations.
2.5 Analyze an author's implicit and explicit
philosophical assumptions and beliefs about
a subject.
Writing 3.6 Analyze the way in which authors
through the centuries have used archetypes
drawn from myth and tradition in literature,
film, political speeches, and religious writings
(e.g., how the archetypes of banishment from
an ideal world may be used to interpret
Shakespeare's tragedy Macbeth). 3.7 Analyze
recognized works of world literature from a
variety of authors:
a. Contrast the major literary forms,
techniques, and characteristics of the major
literary periods (e.g., Homeric Greece,
medieval, romantic, neoclassic, modern).
b. Relate literary works and authors to the
major themes and issues of their eras.
c. Evaluate the philosophical, political,
religious, ethical, and social influences of the
historical period that shaped the characters,
plots, and settings.
Objectives
• Students will be able
to…
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compare and contrast
identify and utilize
read and respond
analyze
describe and predict
Reading Check
• Discuss and/or summarize the last
reading with a partner. Make sure you
are both on the same page as to what
you understand from the reading.
– The Last Battle
Study Question CHeck
41. What characteristics do the dragon, on page 54, and
Grendel have in common?
42. What characteristics do the dragon and Grendel have
that are different?
43. What does Beowulf’s speech in lines 630-649 suggest
to you about Anglo-Saxon values?
44. How does Beowulf plan to fight the dragon?
45. What do lines 717-740 reveal about the values of
warrior culture?
46. According to Wiglaf, what is Beowulf’s relationship
with his followers like?
47. What does Wiglaf’s decision suggest about the way in
which a legendary hero can inspire heroism in others?
48. How do Beowulf’s companions react when the dragon
breathes fire on him?
49. How does the battle end?
50. What does Beowulf ask Wiglaf to do?
Art
• Page 54: The Dragon by George Sharp
– a contemporary British illustrator
– created this painting for the book The High
Kings, by Joy Chant
– concerned with authenticity, so he spent
many years researching the myths and
legends of ancient England
– Questions:
• 1. What feelings do the various elements of
content and color in this illustration create?
• 2. Is this illustration appropriate for “The Last
Battle”?
Artifacts
• Page 55: The Mammen Horse Collar
– gold dragon head from a tenth-century horse collar
– found at the Viking stronghold of Jutland
– reveals Viking fascination with mythical beasts and intricate
designs.
– Questions:
• 1. Why is this artifact an appropriate illustration for Beowulf?
• How does this figure suggest the skill of Viking artisans?
• Page 56: Gilt bronze winged dragon
– eighth-century gilt bronze craftsmanship from Sweden
– shows preference of real and mythical animals as art subjects,
instead of humans and plants
– less concerned with accurate representations than with
creating complex, abstract, patterns
– Questions:
• 1. How does this artifact suggest that eighth-century Scandinavians
were interested in abstract designs?
• 2. Compare this dragon to the one on the previous page.
The Spoils
• lines 775-842
• Dragons are archetypal for greed and
acquisitiveness, what lines in this
passage support this and show that it is
negative?
• In Beowulf’s death scene, what is shown
about the importance in warrior culture
of the commemoration of individuals
after death?
• What is Beowulf’s last request?
The Farewell
• lines 843-869
• How does Beowulf’s death and burial
compare to the traditions in our
society?
• What is Beowulf buried with? Why do
you think the Scandinavian culture
would do this?
Review and Assess
• Page 60: Thinking about the Selection
– #1-7
• Page 61: Literary Analysis
– #3-6
• Page 61: Extend Understanding
– #9
Straight Boastin’
• In groups of five you will share your
boast.
– Every group member has one minute to
share.
– After all group members have shared, your
group will have one minute to choose a
“winner.”
– Write “winner” on the paper of the chosen
boast and then turn all boasts in.
– The winning boasts will be presented to and
voted on by another period.