Unit Title: Early Epic Literature
UBD Unit 1
Arlington High School
Grade Level: 12
Literature: Poetry: Epic Poetry: Beowulf “The Seafarer,” “The Wife’s Lament,”
Modified By: Dionne Leard
Time Frame: Aug-Sept
Key Words:
epic, epic hero, kenning, alliteration, assonance, caesura, elegy, Anglo-Saxon, scop, bard, oral tradition,
hyperbole (Beowulf), archetypes
Characteristics of an epic hero
An epic hero:
1. is often of unusual birth
2. has superhuman strength and abilities but is not invincible
3. is smarter than the average mortal
4. must go on a dangerous journey or quest
5. must cross a threshold
6. risks death for glory or for the greater good of society
7. performs brave deeds
8. reflects the ideals of a particular society (For Beowulf, it is Anglo-Saxon.)
Vocabulary:
Beowulf – mead, mead-hall, spawn, plunder, reparation, heathen, solace, keel, purge, threshold, writhing,
sinews, sinuous, affliction, purge, loathsome, hilt, unsheathe
Seafarer/Wife’s Lament – exile, admonish, sentinel, fervent, rancor, compassionate, grievous,
winsomeness, rapture, redress, blithe
Stage 1 – Desired Results
12.1.2
 Apply knowledge of roots and word parts from Greek and Latin to draw inferences about the
meaning of vocabulary in literature.
12.3.2
 Evaluate the way in which the theme or meaning of a selection represents a view or comment
on life using textual evidence to support the claim.
12.3.5
 Analyze or evaluate works of literary or cultural significance in history.
12.3.4
 Define and apply literary terms to Anglo-Saxon poetry.
12.6.4
 Identify and correctly use main and subordinate clauses; phrases; as well as simple, compound and
complex sentences.
 Identify and correctly use the mechanics of punctuation such as semicolons, colons, ellipses, and
hyphens.
12.7.1
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Summarize a speaker's purpose and point of view.
Discuss, and ask questions to draw interpretations of the speaker's content and attitude toward the
subject.
12.4.1, 12.4.4, 12.4.9, 12.4.11, 12.4.13, 12.5.9
 Write responses to literature that support statements with evidence from the text.
 Structure ideas and arguments in a sustained and persuasive way and support them with precise and
relevant examples.
Essential Questions:
 We are Americans. Why study British Literature?
 Why did the Anglo-Saxons record their stories?
(Course EQ: How and why do humans write?)
 Is the art of oral tradition lost?
 What did it mean to be human in Anglo-Saxon times?
(Course EQ: What does it mean to be human?)
Understandings:
 Literature is a universal reflection of life and human nature. But, it is not a mirror, meaning it does
not reflect back every part of every person’s life. Rather authors choose the details they include
carefully and intentionally to make specific comments about us and our world. They may
hyperbolize certain actions, for instance Beowulf’s heroic feats, to expose something they believe
to be true about all of humanity. We must read literature with a purpose, to find out what the author
is trying to say about people and life. This type of reading enables us to learn more about ourselves
and what we’re capable of (regardless of the culture, era or geographic location).
Knowledge (Students will know…)
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The definitions of Anglo-Saxon poetic
devices: caesura, alliteration, assonance,
kenning, hyperbole
Anglo-Saxon bards used caesura,
alliteration, assonance, kenning to help
them remember the oral verse
The definitions word associated with
Anglo-Saxon verse: scop, bard, oral
tradition, elegy
The competing influences of Paganism and
Christianity in Anglo-Saxon society and
literature
What characteristics make us (even the
villains) human
Basic recurring “human” themes that make
a piece of literature (Beowulf) timeless
Semicolons separate independent clauses or
Skills (Students will be able to…)
Measurable daily objectives:
 Define and identify caesura, alliteration,
assonance, kenning, hyperbole
 Explain the purpose of literary devices caesura,
alliteration, assonance, kenning for Anglo-Saxon
bards
 Explain the terms and history of the oral
tradition
 Use the clash of religions to define the AngloSaxon world view
 Cite pagan influences vs. Christian influences in
A-S poetry
 Identify themes students find own their own in
Beowulf
 Analyze a recurring theme by making inferences
about what it means for characters in the text,
people reading the text, and all of humanity
 Name characteristics (mental and emotional) that
make us human
 How and when to use semicolons, colons,
long lists; colons indicate that an example
commas and quotation marks
or list is to follow; commas separate
 How to define and label a sentence’s main
introductory/non-essential phrases or
clause, subordinate clause, phrases
clauses, and quotation marks follow
 Locate the difference between compound,
inquiries.
complex, and simple sentences
 A main clause is a complete sentence with
 Manipulate their own sentences (complex,
subject and verb, a subordinate clause is an
compound, simple) to create voice
incomplete sentence with subject and verb,
 Outline ideas for writing before drafting
a ph verb.
 Integrate quotations from a primary text with
 The difference between compound,
context and citations
complex, and simple sentences
 Produce paragraphs in response to opinion
 Discussing and outline ideas for writing
questions
before drafting can create clearer writing
 Use the rubric to revise own writing
and save time
 It is important to integrate quotations using
context and tags to introduce them so the
reader knows who is speaking and about
what
 After you write, you should use the rubric to
revise your work systematically
Stage 2 – Assessment Evidence
Performance Task/End-of-Unit Assessment
Other Evidence:
Argumentative Essay 1 – 750 words
 Pre-Test
Respond to the following prompts:
 Annotation checks: students record the following
WRITING PROMPT:
types of annotations as they read either writing
Beowulf is an epic hero because he possesses traits
in the book or using sticky notes
that regular humans do not. Using evidence from
• Questions
the epic, show how Beowulf exemplifies any six
• FL Figurative Language and Rhetorical
characteristics of the epic hero. Give specific
Devices
examples from the three battle scenes: the battle
• Character Traits
with Grendel, the battle with Grendel’s mother, and
• Patterns: Words, Symbols, Themes/Motifs
the battle with the dragon.
• Personal Reactions and Connections to Text
• Inferences and Explanations of Text
• Human Condition (EQ Essential Question)
 Reader Response Journal Entries
• 3/4 page
• follow ELA prompts (Dr. Seldon’s version)
• follow ELA rubric (Dr. Seldon version)
 Combined Annotation and Reader Response
Assessment
 Daily Vocabulary Assessments: Vocabulary
tracker/journal with definitions, sentences,
graphic of own words and/or vocabulary words
for unit (new word from dictionary,
conversations, media etc. words may be
completely new to students or heard before but

not sure of).
Friday Assessment: Power paragraphs (to
include as many words from journal within one
concise, compact paragraph).
Stage 3 – Learning Plan
Day 1:
Teach 5 expectations to be used in class; Assign “I AM…” poem (introductory activity to get to know
students); Latin roots pre-test.
Day 2:
Continue to reinforce 5 expectations to be used in class. Review of MLA format plus initial writing sample
paragraph (who is a hero?)
Day 3:
FRIDAY
Continue to reinforce 5 expectations to be used in class. POS pre-test and discussion review of 11th grade
content. Share “I AM…” poem (due). H/W: find a folk tale connected to your culture/s, family, geographic
location etc.
Day 4:
Paraphrase any one folk tale/story connected to your culture/s, family, geographic location etc. what moral
or message about the human condition is taught by this tale? Introduce and explain annotation checks.
Have students annotate Pg/ 24-35 Defining the epic/Elements of the epic/Types of Epic/epic conventions
H/W find first vocabulary word (definition, sentence, root, picture) to begin vocabulary journal
Day 5:
Introduce Beowulf vocabulary and continue vocabulary journal. Annotate Burton Raffel introduction to
Beowulf. Plus add additional oral background history of Anglo Saxon.
http://www.readwritethink.org/files/resources/interactives/herosjourney/heros_journey.html