Unit Plan Template s19

Intel® Teach Program Essentials Course UnitUnit PlanPlan TemplateTemplate

B. Vogt – ENGLISH 12

Unit Author First and Last Name BARBARA VOGT School District Dare County School Name Manteo High School School City, State Manteo, North Carolina Unit Overview Unit Title From Legend to History Unit Summary The Seafarer; Beowulf; The Canterbury Tales: The Prologue, The Pardoner’s Tale; The Wife of Bath Subject Area English Grade Level Grade: 12 Approximate Time Needed 28 days Unit Foundation Targeted Content Standards and Benchmarks Students will apply, analyze, create and evaluate learned material in a new situation. Explore the way that audience, purpose, and context shape oral communication, written communication, and media and technology. While emphasis is placed on communicating for purpose of personal expression, students also engage in meaningful communication for expressive, expository, and argumentative purposes. Students will organize information about an entity and associate that information with a word. Students will recognize relationships between or among concepts to generate meaning or understanding by relating new information to prior knowledge. NC WL.1.02.5, CT.4.03.7, LT.5.01.1, LT.5.03.10, LT.5.03.1, GU.6.01.1, GU.6.01.5 Connections: NC WL.1.03.10 Analyze Literary Period: NC CT.4.03.7, LT.5.01.2 Autobiographical Narrative: NC WL.1.01.3, GU.6.01.4 Sequential Order: NC LT.5.03.2, LT.5.03.4 Delivering Autobiographical Presentation: NC GU.6.01.4 Student Objectives/Learning Outcomes Preview Workshop selections and activate prior knowledge, relating them to Anchor Video key concepts. Learn and practice vocabulary. Generate examples to reinforce meaning. Identify the elements of an epic poem including setting, character, plot, and theme. Practice sorting story elements into a graphic organizer.

Practice analyzing the setting, characters, and plot of a short story. Use text marking to identify poetic elements. Practice tracking poetic elements using a graphic organizer. Review strategies for reading for detail. Complete a Skills Check to demonstrate understanding of poetic elements. Identify the mood of a poem. Use text marking to identify words that reflect the mood Find symbolism within a poem. Identify imagery in a poem. Use text marking to indicate examples of imagery. Practice identifying symbolism in a poem. Review and use Target Words in new contexts, using the words expressively in discussion and in writing. Practice word-study strategies: verb endings, word families. Identify the topic, supporting details, and conclusion in a literature response. Identify the form, audience, and purpose for writing. Brainstorm ideas for writing using a graphic organizer. Generate appropriate word Choices to respond to a writing prompt. Plan a literature response using a graphic organizer Write a first draft of a literature response. Use a rubric to assess and then revise writing. Write an autobiographical narrative. Delivering Autobiographical Presentations Analyze Literary Periods. Recognize complete sentences; identify and correct run-on sentences. Identify and use correct word order. Edit draft to correct specific spelling, grammar, and usage errors. Proofread a writing sample for specific spelling, grammar and usage errors. Read biographical information. Practice test-taking strategies: restating the question. Demonstrate understanding of text selection, vocabulary, and skills. Practice on-demand writing by responding to a short answer prompt.

Curriculum-Framing Questions Essential What happens in an epic poem including the problem, the events that lead to Question solving the problem, and the solution.

1. Is Beowulf an epic? What sort of social order produces “epic” poetry? What values does the poem promote, and how does it promote them? What sorts of conflicts with or resistances to the ideology of epic can be expressed? What sorts are found within the poem itself? 2. Look at the religious references in the poem: what are the names for God? What biblical events are mentioned, and who mentions them? What specifically pagan practices (sacrifice, burial, augury, etc.) are described? How do the characters see their relationship to God (or the gods)? Why would a Christian author write a poem about a pagan hero? 3. Does the heroic code expressed in Beowulf conflict with a Christian sensibility? 4. Try to construct a relative timeline (without specific dates) for the events narrated and alluded to in the poem. Include the reigns of the Danish kings (Heremod, Scyld, etc.), the Swedish-Geatish wars, the life and death of the hero Beowulf, the destruction of Heorot, and any other events which seem relevant to your understanding of the story. Which plots are told in a straightforward narrative, and which are not? Why are there so many digressions and allusions? Discuss the relation between the plot (what happens) and the story (what order things are told in) in Beowulf. 5. What is the status of gold and gift-giving in the poem? Who gives gifts, who receives them, and why? Are the modern concepts of wealth, payment, monetary worth and greed appropriate for the world of Beowulf? 6. The manuscript text of Beowulf is divided into forty-three numbered sections (plus an unnumbered prologue); most critics, however, view the structure of the poem as either two-part (Young Beowulf / Old Beowulf) or three-part (the three battles). What grounds do critics have for these Unit arguments? what are some of the ways the poem suggests its structure? Questions 7. reader find to indicate endings and beginnings of sections and larger units? 8. Wealhtheow, Hygd, Hildeburh, Grendel’s mother – what do the female characters in Beowulf do? How do they do it? do they offer alternatives perspectives on the heroic world (so seemingly centered around male action) of the poem? 9. Why are there so many stories-within-the-story in the poem? What is the relation between these so-called “digressions” and the main narrative in Beowulf? 10. This is a question about how abstract structures are made into narratives. Every culture makes distinctions between what is inside the social order and what is outside, between the human and the non-human (a category which can include animals, plants, natural processes, monsters and the miraculous). Cultures organize themselves to exclude these “outside” things; social organization also works to control certain violent human tendencies inside the culture (anger, lust, fear, greed, etc.). How does the social world depicted in the poem do this? That is, what does it exclude, and why? What is its attitude towards the “outside” of culture? How does it control the forces that threaten social stability within the hall? 11. In between every story and its audience stands a narrator who tells the story; the narrator has certain attitudes, opinions, interests and objectives which direct the audience’s understanding of the story. This is one of the most basic, and yet most complex, facts of literature. Describe the relationship between the narrator and the story, and between the narrator and the audience, in Beowulf.

 Beowulf: Twenty Questions for Discussion  (ten short and ten answers)

NOTE: There are no answers posted for these questions. You can find the answers to some questions of them by a careful reading of the poem, while you could easily write a book on other questions and still not reach any certain conclusions. The questions are meant to check your basic knowledge of the poem’s story and characters, and to provoke discussion of some of its deeper implications and problems. I do not believe there can be a single answer to the longer questions; I hope readers will find it interesting to think about these questions and their many possibilities without looking for an easy “right” answer.

1. Who is Scyld? Where does he come from? Where does he go? What does he do? Why does the poem begin here, rather than with Hrothgar and Grendel? 2. What is Grendel’s lineage? What do the characters in the poem know about Grendel? How is this different from what we the audience know? 3. Trace the history of the hall Heorot – why was it built, what happened within its walls, how and by whom was it destroyed? 4. Who is Unferth, and why is he so hostile to Beowulf? Why is he allowed to speak that way? 5. What do the poets within Beowulf sing about? To whom do they sing their songs? What is the purpose of their performances? 6. Why is the focus of the story on Beowulf as a hero rather than as Content a king? What is the difference? 7. Where does the dragon come from? Why does he attack the Questions Geats? Is the dragon a greater or lesser threat than Grendel? Why does Beowulf go to fight him? 8. Who are the Swedes and Frisians? Why are we given so much detailed information about the history of their quarrels with the Geats? 9. Trace the history of the Dragon’s hoard from its first to its last burial. How is this treasure different from other treasures in the poem? 10. When Beowulf dies, does he go to Heaven?

Assessment Plan Assessment Timeline

Before project work begins Students work on projects After project work is and complete tasks completed

Build Teach/Practice Teach Literary Review and Writing and Real-World Background /Apply Elements with a Extend: with Grammar: Connection: poster project Anchor Video Anglo-Saxon Poster or Literature Meet Heroes or Power point: Power point Preview/Teac Lyric; The Epic Response, Real-World Mood project: h Vocb. and Grammar and Skills: Symbolism Story Elements Vocab. Study Usage: Autobiographic Imagery Review and al essay; Vocab. Study Setting Correcting Text Type: Extend: Senior Character Run-On Poetry Sentences Graduation Plot Project Using Correct Theme Review Skills Synonyms Word Order, Test Type: Comprehen- Poetic terms sion Vocab. and Epic Poem Short Answer terms C-Notes Test Taking Strategies Critical Thinking Assessment Summary Poster projects; Power point; peer editing autobiographical essays (vocab. quizzes; writing; grammar; literature response; correcting Run-On Sentences; Using Correct word order. Unit Details Prerequisite Skills Viewing strategies to build background on Anglo-Saxon lyrics, the epic, characterization, allegory, frame stories, ; Preview genre to make predictions about reading; respond to question, stating and supporting opinions with reasons and explanations; learning practice vocabulary to reinforce meaning; relate word meaning to self. Instructional Procedures Prereading Activities: Viewing; Reading Comprehension; Vocabulary (2 days) p. 56 K. Reading Activities: Reading Comprehension; Story Elements; Vocabulary; Critical Thinking (5 days) p. 56 K. Literary Elements: Poetry; Reading Comprehension; lit. elements; vocab; critical thinking (2-3 days). Vocab. Word Study: Review and extend>Word Challenge; Verb Ending; Word Families (1-2 days). Writing and Grammar: Writing>Literature Response; Grammar and Usage>Correcting Run-On Sentences and Using Correct Word Order (3 days). Functional Literacy: Real-World Connections>Meet the Author: Tim O’Brien and Real-World Skills: Editorial Cartoon (1 day).

Workshop Wrap-Up: Review Skills>Comprehension, Vocabulary, Short Answer, Test-taking strategies, and critical thinking summative assessment test (1 day). 1. Beowulf was most likely written in...

a. the 8th century

b. the 1500s

c. 300 BC

d. no one has the foggiest 2

Beowulf text . . . . and it was written by . . .

a. a Danish King

b. a West Murcian

c. a Viking of unknown origin

d. no one has the foggiest 3. Beowulf was the son of...

a. Scyld

b. Eadgils

c. Healfdene

d. Ecgtheow 4. . . . and he was a...

a. Jute b. Fisian

c. Geat

d. Git

5. Beowulf and crew sailed a “foam-necked boat” over rough, cold waters to aid Hrothgar, and were met by a coastal guard who said...

a. Follow me

b. Bugger off c. Answer two questions and if you get them right, you may come ashore

d. First declare your faith in the Lord 6. Grendel was...

a. bred from his monster mother and a human

b. an archangel of fire and brimstone

c. the offspring of Satan d. the kin of Cain 7. On Grendel’s first raid on Hrothgar’s mead-hall, he...

a. spit fire and left

b. seized 30 thanes

c. ate 7 Geats

d. drank all the mead and nearly died of a hangover 8. Heorot is the name of ...

a. Grendel’s mother

b. Beowulf’s king in his native land

c. the mead-hall

d. Beowulf’s ship

Ward Grendel

The jealous Unferth chides Beowulf for supposedly losing...

a. a three-day wrestling match

b. a week-long swimming contest

c. a fight with a female sea monster

d. a battle with the Heatho-Bards 10. . . . to which Beowulf responds...

a. au contraire, drunken Dane

b. you can’t win ’em all

c. So?

d. the opponent used illegal substances for endurance so it didn’t count 11. When Grendel first attacked the mead-hall after Beowulf’s arrival, he ate one thane, then ...

a. set fire to the hall and fled

b. sensed danger and flew off

c. nearly killed Beowulf, then disappeared

d. fought Beowulf who mortally wounded him 12. Beowulf manages to...

a. cut out Grendel’s tongue.

b. plunge a sword in his heart

c. wrench off his hand

d. engage in dialogue 13. Hrothgar’s wife, Wealhtheow, honors Beowulf by giving him a “mail-shirt” and...

a. a goblet

b. a ring

c. a kiss

d. a night in her boudoir 14. Grendel’s mum seeks revenge for the loss of her son, flies to the hall, and eats ...

a. Wealhtheow

b. Hrothgar

c. Yrmenlaf

d. Aeschere 15. Beowulf tracks down the “sea-wolf” in her watery dwelling and . . .

a. slays her with a sword he finds there

b. slays her with a sword Unferth gave him

c. says he slays her but actually has sex with her

d. loses all interest by the time he gets there 16. Beowulf returns to the mead-hall with the hilt of a sword and...

a. loads of other treasure

b. the hair of Grendel’s mother

c. Grendel’s head

d. some take-away for the hoards of hungry thanes 17. After Beowulf returns to his native land, we learn that they always thought he was...

a. dead from battle

b. off ruling in distant lands

c. an arrogant twat

d. a pussy 18. Beowulf went on to rule the “broad kingdom” for 50 years, until a hateful dragon...

a. got ticked that some lowly thane stole a goblet of his

b. decided to seek vengeance for his mate Grendel

c. woke up from a hundred years of sleep

d. felt like raising hell

19. Beowulf fought the dragon, resulting in... a. a victory for the dragon

Beowulf poster

b. another victory for Beowulf

c. a bloody draw - both bit the dust

20. Beowulf’s men abandoned him except for the loyal

a. Hygelac

b. Wiglaf

c. Ongentheow

d. Engelberthumperdinck 21. The 2007 film version, scripted by Neil Gaiman and Roger Avary, differs greatly from the original text. Which of the following DOES adhere to the original:

a. Grendel’s mother was an Angelina Jolie-like seductress

b. Hrothgar was a drunken lout c. Christian references appear

d. humans are basically the cause of all the evil

e. Hrothgar gives Beowulf his wife f. Beowulf’s loyal thane will probably fall to temptation like his forebears

22. In the 1999 film version, Beowulf is set in . . .

a. a post-apocalyptic future

b. the present day ... c. a parallel universe

d. the Middle-Ages 23. And in the 2005 film Beowulf and Grendel, the hero and his gods are giving way to the new invader who is...

a. Christ

b. the Pope

c. Allah d. right-wing conservatives

Beowulf 1.pdf

Accommodations for Differentiated Instruction Introduce plot line: gave students write down events from a familiar story on index cards. Mix up the cards and have students put them in Special Needs the correct order. Use sentence starters: The character’s main problem Students is ______; As the character tries to solve (name the problem), he/she faces complications such as ______; The turning point of the story is when ______; The story is resolved when ______. Play “Build the Plot.” A student begins by naming a character and an event. Go Nonnative Speakers around the class and have each student say an event to build the plot. Create a time line and flash cards to discuss plot.

Gifted/Talented Create an Anglo-Saxon Magazine with numerous articles. Students

Materials and Resources Required For Unit Technology – Hardware (Click boxes of all equipment needed)

Camera Laser Disk VCR Computer(s) Printer Video Camera Digital Camera Projection System Video Conferencing Equip. DVD Player Scanner Other Internet Connection Television Technology – Software (Click boxes of all software needed.) Database/Spreadsheet Image Processing Web Page Development Desktop Publishing Internet Web Browser Word Processing E-mail Software Multimedia Other Encyclopedia on CD-ROM

Printed Materials Prentice Hall Literature: The British Tradition Ancillaries

Posters; highlighters; markers; Publisher; Power point; ancillary materials Supplies from r- skills

Microsoft PowerPoint - beowulf Week 2 & 3 - PowerPoint Presentation

1. Beowulf - FREE Presentations in PowerPoint format, Free **...**

Beowulf and the Epic Hero · Beowulf Powerpoint · Beowulf · Beowulf · The Adventures of Beowulf · BEOWULF · The Story of BEOWULF ...

 literature.pppst.com/ABC/beowulf.html-

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Similar=== OVERVIEW===

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o back to top o FEATURED RESOURCES

**Literary Guide:** **Beowulf** Internet Resources

o back to top o FROM THEORY TO PRACTICE

o Further Reading o Niles, John. “Rewriting Beowulf: The Task of Translation.” //College English// 55.8 (December 1993): 858-878. back to top  

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Other Resources Online PowerPoints