Unit Plan Template s13

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B. Vogt

Unit Author First and Last Name Barbara L. Vogt School District Dare County School Name Manteo High School School City, State Manteo, North Carolina Unit Overview Unit Title From Legend to History (A.D. 449 -1465) Unit Summary The Seafarer; (other works to be covered in this unit > Beowulf; The Canterbury Tales: The Prologue, The Pardoner’s Tale; The Wife of Bath) Protagonist and speaker: an old sailor Antagonist: an indifferent culture Conflict: person vs. self; person vs. nature Point of view: first person, with narrator as character Significant techniques: metaphor setting, characterization, atmosphere, personification Setting: somewhere in northern Europe before A.D. 950 “The Seafarer” describes the sea voyage of its narrator, an old sailor. Readers are introduced to the narrator’s love of the sea to be more exciting and fulfilling than life on land. This section also concerns the transitory nature of earthly pleasures and glories, and of life itself. The last twenty-one lines contain the narrator’s belief that all people should look to God for an answer to the question of life’s meaning. Throughout the course: A Senior-Graduation Product Subject Area English Grade Level Grades: 12 Approximate Time Needed 2 weeks Unit I North Carolina Essential Standards English Language Arts: English IV C = Written and Oral Communication EIV.C.1 Use appropriate language and conventions during oral, written, and digital communication.  EVI.C.1.1 Use appropriate diction punctuation and sentence variety to achieve a specific purpose and to reach a defined audience.  EIV.C.1.2 Use structure, details, and transitions to communicate ideas effectively.  EIV.C.1.3 Use self-evaluation, peer reviews, and teacher conferences to revise and to edit oral, written, and digital

of 17 communication to produce fussiness, technical, and academic texts.  EIV.C.1.4 Use the appropriate mode of communication informative—informative, reflective, argumentative, and critical—to speak, to read, and to write. EIV.C.2 Analyze Literary conventions of oral and written communication  EIV.C.2.1 Analyze literary conventions in terms of appropriateness for a specific purpose and defined audience.  EIV.C.2.2 Use appropriate literary conventions during oral and written communication. EIV.C.3 Use appropriate literary strategies to construct persuasive arguments.  EIV.C.3.1 Classify appropriate literary strategies according to purpose and audience.  EIV.C.3.2 Use appropriate analytical strategies during an oral presentation or written literary analysis for a specific purpose and defined audience. EIV.C.4 Evaluate the oral presentation skills of speakers.  EIV.C.4.1 Summarize information presented during oral communication.  EIV.C.4.2 Use oral instructions to perform specific tasks, to answer questions, and to solve problems.  EIV.C.4.3 Evaluate Speeches in terms of thesis, elaboration, structure, style, voice qualities, and delivery strategies. EIV.C.5 Evaluate differing perspectives and conclusions from online and other sources of academic discussions.  EIV.C.5.1 Use various technologies, such as blogs or other online collaborative tools, to conduct academic discussions addressing different perspectives and conclusions.  EIV.C.5.2 Evaluate online and other sources of academic discussions according to their different perspective and conclusions. EIV.C.6 Create persuasive multimodal small group presentation about global issues.  EIV.C.6.1 Evaluate historical documents, British literature, and nonfiction as sources for persuading a global audience regarding a specific purpose within a defined content.  EIV.C.6.2 Produce a multimodal small group presentation to persuade a global audience to understand divergent perspectives about a global issue. L = Language and Meaning EIV.L.1 Analyze language for meaning, structure, conventions, and literary techniques  EIV.1.1 Differentiate between contextual word meaning and denotative meaning  EIV.L.1.2 Classify sentences according to their structure, type, conventions, and literary techniques.  EIV.L.1.3 Use language to compose communication for a specific purpose, audience, and context. EIV.L.2 Use appropriate print and digital sources to determine meaning, pronunciation, word origin, spelling, and usage of words.  EIV.I.2.1 Understand how to use etymology, linguistic features (including roots, affixes, and cognates), and contextual clues to determine word meaning and usage.  EIV.I.2.2 Understand common idiomatic expressions, allusions, and nuances in language and word meaning.  EIV.L.2.3 Use common idiomatic expressions, allusions, and nuances appropriately when speaking and writing within the informative, reflective, argumentative, and critical modes of communication. EIV.I.3 Evaluate written, visual, and digital texts for the meaning of language, points of view, and internal references  EIV.L.3.1 Understand how to retrieve written, visual and digital texts with literary, abstract, or real life ideas  EIV.L.3.2 Use literary, abstract, or real life ideas to create written, visual and digital texts.  EIV.L.3.3 Evaluate written, visual, and digital texts on the basis of the interpretation of objective language, rational points of view, and scholarly references. EIV.L.4 Analyze satire in texts for purpose and audience.  EIV.L.4.1 Contrast humor, parody, sarcasm, and satire in British literature, nonfiction, visual, and digital texts.  EIV.L.4.2 Analyze satirical texts in terms of combined purpose, audience, and stated and inferred meanings.  EIV.L.4.3 Use satire to communicate ideas for a specific purpose and audience. T = Critical Thinking EIV.T.1 Analyze oral, written, and digital texts from British literature, nonfiction, and visual sources using the classical appeals of logos, pathos, and ethos.  EIV.T.1.1 Analyze selected passages in oral, written, and digital texts from British literature, nonfiction, and visual sources in terms of the primary characteristics of logos, pathos, and ethos.  EIV.T.1.2 Use the classical appeals of logos, pathos, and ethos to communicate ideas for a specific purpose and audience. EIV.T.2 Evaluate British literature, nonfiction, and visual texts in terms of their complexity and their ability to inform, to

of 17 persuade, and to entertain.  EIV.T.2.1 Analyze the complexity of ideas, diction, syntax, themes, figurative and rhetorical language, organizational structure, and visual features in selected passages from British literature, nonfiction, and visual texts.  EIV.T.2.2 Evaluate, aural, visual, and written images and other special effects as tools for informing, persuading, and entertaining. EIV.T.3 Analyze a variety of British literature and nonfiction texts for themes of the human experience within the context of global perspectives and historical and current events.  EIV.T.3.1 Understand human experiences in British literature, nonfiction, visual, and digital texts within the context of global perspectives and historical and current events.  EIV.T.3.2 Analyze British literature, nonfiction, visual, and digital texts in terms of global perspectives and human experiences, both historical and current. EIV.T.4 Evaluate solutions to literary and real life problems from British literature and nonfiction texts.  EIV.T.4.1 Evaluate solutions to literary and real life problems from British literature and nonfiction texts to distinguish among facts, opinions, evidence, inferences, logical fallacies, derogatory language, and faulty reasoning.  EIV.T.4.2 Use literary and real life problems to create appropriate solutions. R = Research EIV.R.1 Produce extended researched arguments using primary and secondary sources, visuals and appropriate citation style.  EIV.R.1.1 Plan an extended researched argument using a writing process that includes barious forms of media resources, research notes, and graphic organization.  EIV.R.1.2 Understand how to retrieve online and other sources of academic discussions containing different perspectives and conclusions.  EIV.R.1.3 Use increasingly sophisticated strategies, such as quantitative, technical, and mathematical approaches to information, to specify details in support of generalizations.  EIV.R.1.4 Use appropriate oral, written and digital communication to understand and to use information in maps, charts, graphs, timelines, tables, diagrams, advertisements, political cartoons, photographs, and paintings.  EIV.R1.5 Produce an extended researched argument using primary and secondary sources, visuals, and appropriate citation style. EIV.R.2 Produce multimodal presentations based on global issues contained in literary, nonfiction, or digital texts.  EIV.R.2.1 Analyze literary, nonfiction, or digital texts using critical thinking, research methods, appropriate modes of communication, and appropriate citation style.  EIV.R.2.2 Produce multimodal presentations as reflections of academic and personal inquiry, using multiple research methods, specialized reference texts, primary and secondary sources, and appropriate citation style

NC Standard Course of Study Pages 1-15 Wl.1.03.7 Identify and analyze influences, contexts or biases. IR. 2.01.1 Process texts that relate issues from various critical stances LT.5.01.2 Relate cultural and historical events to British literature and identify ambiguity, prejudice, and complexity therein. Lt.5.01.1 Recognize common themes in British literature and support ideas with textual evidence. LT.5.02.5 Discern the effect of interpreting British literature from critical perspectives. GU.6.01.2 Understand use and application of grammatical, metaphorical, and rhetorical devices Pages 16 a – 33 WL.1.03.10 Analyze and evaluate connections among concepts, characters, and experiences. IR.2.01.1 Process texts that relate issues from various critical stances. IR.2.01.4.7 Identify and analyze influences, contexts, and biases. LT.5.01.2 Relate cultural and historical events to British literature and identify ambiguity, prejudice and complexity therein. LT.5.02.5 Discern the effect of interpreting British literature from critical perspectives. GU.6.01.2 Understand use and application of grammatical, metaphorical, and rhetorical devices  Respond to an elegiac Lyric  Identify and explain Kennings  Evaluate the contribution of poetic devices to setting, characterization, and atmosphere  Support an opinion  Learn and practice vocabulary. Generate examples to reinforce meaning.

of 17  Identify the elements of an epic poem including setting, character, plot, and theme.  Practice sorting poetic elements into a graphic organizer.  Practice analyzing the setting, characters, and Anglo-Saxon elements.  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 background 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 Are there recurring tasks in your life that you both enjoy and fear? What Keeps you Essential doing these tasks? Are these tasks obligations that you must meet? Did the poem Question change your view of what matters most in life? (Students are likely to mention the satisfaction they feel when they succeed at things they were initially afraid to do.)

of 17 1. What impact did Alfred the Great have on the development of English? Hint: What was one way Alfred earned the title “The Great”? 2. In what ways did literature keep history alive in Anglo-Saxon and medieval England? Hint: What was the Venerable Bede’s contribution to literature and history? 3. In what ways did literature keep history alive in Anglo-Saxon and medieval England? Hint:How did Chaucer’s Canterbury Tales present a cross-section of medieval society? 4. In what ways did literature keep history alive in Anglo-Saxon and medieval England? Unit Hint: What was The Anglo-Saxon Chronicles, and in what language was it written? Questions 5. In what ways did literature keep history alive in Anglo-Saxon and medieval England? Hint: What role did medieval romances play, especially tales about King Arthur?

of 17 1. What kinds of feelings about the sea does the speaker experience? (He seems both tormented by the sea and enamored with it). 2. What goals does the seafarer think the most worthy ones in life? (keeping one’s mind on Heaven, living humbly, fearing God). 3. How would you describe the differences between the first and second halves of the poem? (the first half of the poem is filled with action and vivid description of life at sea. The second half explains the seafarer’s ideas about fate and his religious beliefs). 4. What final thoughts does the speaker leave the reader? (The speaker explains that God is stronger than any man, so ultimately people’s thoughts should turn to eternity and the Content hope of heaven). Questions 5. What kinds of feelings about the sea does the speaker experience? (He seems both tormented by the sea and enamored with it). 6. What goals does the seafarer think the most worthy ones in life? (keeping one’s mind on Heaven, living humbly, fearing God).

Assessment Plan Assessment Timeline

of 17 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 Element with a Extend: with Grammar: Connection: poster project Anchor Anglo-Saxon Poster or Literature or Power point: Power point Backgound Elements Response Review Skills Mood project: Preview/Teac Setting Grammar and Symbolism Comprehen- h Vocb. Vocab. Study Usage: Character Imagery sion Vocab. Review and Correcting Short Answer Atmosphere Text Type: Extend: Run-On Questions and Vocab. Study Tone Anglo-Saxon Word Sentences, discussions Personification lyric/ Challenge and Test Taking Elegy Kennings Compound Compound Strategies Kenning Sentences Test Type: Words Critical Caesura Elegy Word Families Using Correct Thinking Epic Word Order, Legendary hero Character capable of great deeds Frame story Allegory Medieval romance Folk ballad Assessment Summary Poster project; background quiz; elegy quiz; group work and discussion; test. “ The Seafarer ” translated by Burton Raffel Activity Sheet

Unit Details Prerequisite Skills Tell student that “The Seafarer” is an elegy, a solemn poem that laments how quickly life passes. “The Seafarer: is about an old sailor who describes the dangers and rewards of his relationship with the sea. Ask students to speculate on what causes people like the old sailor to place themselves deliberately in challenging or dangerous circumstances. Ask: What personal qualities distinguish a person who explores the Antarctic, climbs Mount Everest, rides a bicycle across China, or surfs the big waves in Hawaii? (Possible responses: the thrill of pushing Physical limits; the excitement of exploring the unknown.) Instructional Procedures Building Vocabulary: On the board, write the following words, without their definitions: unfurl (unfold), heave (to rise and fall rhythmically), ravenous (intensely hungry), tarnished (spoiled), strewing (covering), scorch (sear). Discuss the meaning of each word and have volunteers use the words in sentences. Encourage students to watch for these words as they read “The Seafarer.” Word Study: Compound Words: Review with the class the meaning of the term compound word. (A compound word is a word that is made up of two or more smaller words.) A compound word can be

of 17 written in three different ways: as a single word (football), as a hyphenated word (merry-go-round), or as two words (home run). Examples found in “The Seafarer” include: hailstorms, sea-fowl, and others that may be kennings. Setting a Purpose for Reading where the student read “The Seafarer” to explore an old sailor’s mixed feeling about the sea and a bridge between the old world and the new. Interpret Mood by having each student to take turns reading sections of the elegy aloud with a partner. Students will analyze the elements—such as subject matter, language, setting, tone, rhythm, and rhyme—(using TPCASTT and ancillary handouts) that contribute to the emotional quality or atmosphere. Read aloud lines 1-19 from “The Seafarer.” Then model the process of interpreting mood. Modeling: When I read these lines, the overwhelming emotional quality, or mood, that comes through to me is one of wretchedness and fear. The sailor has suffered “in a hundred ships,/ In a thousand ports.” He has been freezing cold and starving. He says that one who has not experienced the harshness of the ice-cold sea in winter cannot imagine how miserable the experience can make a person. I wonder whether the mood of the poem will change.

Analyzing Personification: Tell students that personification is a figure of speech in which an animal, object, force of nature, or idea is assigned human characteristics. In line 106, “Death leaps at the fools who forget their God.” Ask: Can death leap? (no) What has the poet personified, or assigned human powers to? (death) Why is this figure of speech appropriate and powerful? (Possible response: Death can come on suddenly and take a person by surprise. The image of death leaping suddenly is frightening and vivid.) In line 109, “A man must conquer pride, not kill it.” (Pride, an abstract idea, has been personified. It cannot actually be conquered or killed.)

Identifying Tone: Tone of selection reflects the writer’s attitude toward his or her subject. For example, a author’s tone might be humorous, skeptical, sarcastic, exasperated, or admiring. Authors create tone through the words they choose, particularly their descriptions of how things look, sound, or feel. “ The Seafarer ” translated by Burton Raffel Activity Sheet Prereading Activities: Viewing; Reading Comprehension; Vocabulary (2 days) Reading Activities: Reading Comprehension; Anglo-Saxon poetic Elements; Vocabulary; Critical Thinking group work. Literary Elements: Poetry; Reading Comprehension; lit. elements; vocab; critical thinking (2-3 days). Vocab. Word Study: Review and extend>Word Challenge; Verb Endings; 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 Workshop Wrap-Up: Review Skills>Comprehension, Vocabulary, Short Answer, Test-taking strategies, and critical thinking summative assessment test (1 day). A kenning is a basically a metaphor that uses two or more words usually joined by a hyphen. The intention is to make a simple, mundane word/object into something beautiful and significant. They were very popular in Old English poetry such as The Seafarer.

Kennings: Line 17- "rime-crystals" = icicles. "whale's home" and "whale-way" = the ocean

of 17 Line 44 - "ring-taking" meaning marriage Line 55 - "breast-hoard" = heart Line 94 - "flesh-home" = the human body Providing Cultural Differences: Discuss attitudes toward nature one finds in contemporary life or in the traditions of other cultures.

Accommodations for Differentiated Instruction Introduce the elegy: have students write down events visual words from the board. Use sentence starters: The character’s main problem is Special Needs Students ______; As the character tries to solve (name the problem), he/she faces complications such as ______; The turning point of the story is when ______; The elegy is resolved when ______. Play “Build the graphic scene.” A student begins by naming a character and an Nonnative event. Go around the class and have each student say an event to build the Speakers graphic scene and mood of the elegy. Create a time line and flash cards to discuss the atmosphere of the poem.

Gifted/Talented Write an autobiography. 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 Prentice Hall text; Prentice Hall ancillaries, vocab. list, class expectation Printed Materials review, and other handouts Posters; highlighters; markers; Publisher; Power point; ancillary materials Supplies from Prentice Hall 1. project ideas and instructions. Lecture II: A Close Reading of Internet Resources The Seafarer ,

of 17 Teacher made handouts for understanding and making meaning Other Resources

“The Seafarer” was first discovered in the Exeter Book, a hand-copied manuscript containing the largest known collection of Old English poetry, which is kept at Exeter Cathedral, England. “The Seafarer” has its origins in the Old English period of English literature, 450-1100, a time when very few people knew how to read or write. Old English (the predecessor of modern English) is the name given to the Germanic tongues brought to England by the invading tribes who crossed the English channel from Northern Europe. Old English resembles German and Scandinavian languages, and one cannot read it without at least one year of intense study. Even in its translated form, “The Seafarer” provides an accurate portrait of the sense of stoic endurance, suffering, loneliness, and spiritual yearning so characteristic of Old English poetry. “The Seafarer” is divisible into two sections, the first elegiac and the second didactic. “The Seafarer” can be read as two poems on separate subjects or as one poem moving between two subjects. Moreover, the poem can be read as a dramatic monologue, the thoughts of one person, or as a dialogue between two people. The first section is a painfully personal description of the suffering and mysterious attractions of life at sea. In the second section, the speaker makes an abrupt shift to moral speculation about the fleeting nature of fame, fortune, and life itself, ending with an explicitly Christian view of God as wrathful and powerful. In this section, the speaker urges the reader to forget earthly accomplishments and anticipate God’s judgment in the afterlife. The poem addresses both pagan and Christian ideas about overcoming this sense of suffering and loneliness. For example, the speaker discusses being buried with treasure and winning glory in battle (pagan) and also fearing God’s judgment in the afterlife (Christian). Moreover, “The Seafarer” can be thought of as an allegory discussing life as a journey and the human condition as that of exile from God on the sea of life. For comparison, read Samuel Taylor Coleridge’s poem “The Rime of the Ancient Mariner.” Whatever themes one finds in the poem, “The Seafarer” is a powerful account of a sensitive poet’s interaction with his environment.

The Seafarer Summary

Lines 1-5: The elegiac, personal tone is established from the beginning. The speaker pleads to his audience about his honesty and his personal self-revelation to come. He tells of the limitless suffering, sorrow, and pain and his long experience in various ships and ports. The speaker never explains exactly why he is driven to take to the ocean.

Lines 6-11: Here, the speaker conveys intense, concrete images of cold, anxiety, stormy seas, and rugged shorelines. The comparisons relating to imprisonment are many, combining to drag the speaker into his prolonged state of anguish. The adverse conditions affect both his physical body (his feet) and his spiritual sense of worth (his heart).

Lines 12-16: The loneliness and isolation of the speaker’s ocean wanderings are emphasized in these lines. The speaker highlights the opposition between the comfortable landlubber and the anguished, lonely, frozen mariner. Alone physically and without a sense of connection to the rest of the human race, the seafarer pushes on in his suffering.

of 17 Lines 17-19: The speaker returns to depicting his adverse environment and the inclement weather conditions of hail, high waves, cold, and wind.

Lines 20-26: The first of several catalogues, or lists of items using similar grammatical structures, appears in these lines; here the speaker invokes the names of four specific sea-birds that serve as his sole companions. The birds’ plaintive cries only emphasize the distance from land and from other people. The speaker says that the swan’s song might serve for pleasure, but in his case it will not. The swans, gulls, terns, and eagles only increase the mariner’s sense of abandonment and illumine the lack of warm, human compassion in his stormy ocean wandering. The speaker metaphorically drowns in his loneliness.

Lines 27-30: The speaker constructs another opposition, one between himself and the comfortable city dweller who puffs himself up with pride and drink. This city person cannot possibly know of the seafarer’s suffering. The wilderness experience of the speaker cannot be translated for the sheltered urban inhabitant. The landlocked man cannot possibly understand the seafarer’s motives; however, like all people, he will eventually be held accountable for his choice of lifestyle. This theme becomes predominant in the poem’s second half.

Lines 31-38: The speaker again describes the changes in weather. As day turns to night, and snow and hail rain down from black skies, the speaker says that he is once again drawn to his inexplicable wandering. The speaker cannot find words to say why he is magically pulled towards suffering and into foreign seaports. The phrase “seeking foreigners’ homes” is a paradox, because, while he searches for the shelter of homes, the seafarer is isolated from the values represented by home: warmth, safety, compassion,..

Alienation and Loneliness As a poetic genre, elegy generally portrays sorrow and longing for the better days of times past. To conjure up its theme of longing, “The Seafarer” immediately thrusts the reader deep into a world of exile, hardship, and loneliness. The speaker of the poem describes his feelings of alienation in terms of physical privation and suffering: “My feet were cast / In icy bands, bound with frost, / With frozen chains, and hardship groaned / Around my heart” (8b-11a). The cold that seizes his feet, immobilized in the hull of his open-aired ship...

The Seafarer, with other poems including The Wanderer in lesson 8, is found in the Exeter Book, a latter 10th century volume of Anglo-Saxon poetry. The poem is an elegy, characterized by an attitude of melancholy toward earthly life while, perhaps in allegory, looking forward to the life to come.

As with The Wanderer, authorship of The Seafarer is unknown and the time-frame is uncertain; it may have originated a half century before the Exeter Book was compiled, but much clumsy modification is apparent. This is not due to problems with the book itself, as it is undamaged and the penmanship is clear. Whether some corruption is due to secondary Christian influence is not known, though it seems quite possible.

of 17 Reading and Textual Analysis

Whether a dialogue or a monologue, the poem presents two views of life at sea. Gordon, in his Anglo- Saxon Poetry (op. cit., p. 84), characterizes the debate on one side as "a dialogue in which an old sailor tells of the lonely sufferings of life at sea, and is answered by a youth who urges that it is the hardness of the life which makes it attractive," vs. the other side as "a monologue in which the speaker tells of his sufferings, but also admits the fascination of the sea." Either way, the transcendant message exposes "the fleeting nature of earthly pomps and joys."

Various parts of this poem, some included in our selection, display signs of textual corruption, disturbing the grammar and poetic structure and making some sections quite difficult to understand. Our selection includes lines 1-43, found on pp. 152-153 in: Charles T. Onions, ed. (1959), Sweet's Anglo-Saxon Reader in Prose and Verse, 14th edition, Oxford: Clarendon.

Mæg ic be mē sylfum sōðgied wrecan, sīþas secgan, hū ic geswincdagum earfoðhwīle oft þrōwade, bitre brēostceare gebiden hæbbe, gecunnad in cēole cearselda fela, atol yy þa gewealc.

 mæg -- modal (preterit-present) verb, class V; 1st person singular present indicative of may, be able to -- can  ic -- 1st person pronoun; nominative singular of I -- I  be -- preposition at, by, near -- about  mē -- 1st person pronoun; dative singular of I -- my-  sylfum -- reflexive pronoun; dative singular of self, same -- self  sōðgied -- noun, neuter; accusative singular of lit. true tale -- (a) true tale  wrecan -- strong verb, class V; infinitive of wreak, force; tell, utter -- tell  sīþas -- noun, masculine; accusative plural of journey, voyage -- (of) voyages  secgan -- weak verb, class III; infinitive of say -- speak  hū -- adverbial conjunction how -- how  ic -- 1st person pronoun; nominative singular of I -- I  geswincdagum -- noun, masculine; dative plural of day of toil -- (in) days of toil  earfoðhwīle -- noun, feminine; accusative singular of lit. hardship-time -- a time of hardship  oft -- adverb often, frequently -- often  þrōwade -- weak verb, class II; 1st person singular preterite of <ðrōwian, ðrōwade, ðrōwad> endure, suffer -- endured  bitre -- adjective; accusative singular feminine of bitter, sharp -- bitter  brēostceare -- noun, feminine; accusative singular of anxiety, heart-care -- sadness  gebiden -- strong verb, class I; past participle of remain; await; experience; attain -- experienced  hæbbe -- weak verb, class III; 1st person singular present of have, possess -- have

of 17  gecunnad -- weak verb, class II; past participle of know; try, test, make trial of -- known  in -- preposition in, into -- on  cēole -- noun, masculine; dative singular of keel (of a ship) -- a ship  cearselda -- noun, neuter; genitive plural of place of sorrow, care-place -- places of sorrow  fela -- indeclinable adjective much, many -- much  atol -- adjective; accusative singular neuter of dire, repulsive -- dire  yy þa -- strong noun, feminine; genitive plural of wave -- of the waves  gewealc -- noun, neuter; accusative singular of rolling, tossing -- tossing

Þǣr mec oft bigeat nearo nihtwaco æt nacan stefnan, þonne hē be clifum cnossað.

 þǣr -- adverb <þǣr> there, where -- where  mec -- 1st person pronoun; accusative singular of I -- me  oft -- adverb often, frequently -- often  bigeat -- strong verb, class V; 3rd person singular preterite of get, acquire -- kept  nearo -- adjective; accusative singular feminine of narrow; full of hardship -- an anxious  nihtwaco -- noun, feminine; accusative singular of night-watch -- night-watch  æt -- preposition <æt> at, against -- on  nacan -- noun, masculine; genitive singular of boat, ship -- of a ship  stefnan -- noun, masculine; dative singular of stem; prow, stern -- the prow  þonne -- adverb <þonne> then, when -- when  hē -- 3rd person pronoun; nominative singular masculine of he, she, it -- it  be -- preposition at, by, near -- beneath  clifum -- noun, neuter; dative plural of cliff -- the cliffs  cnossað -- weak verb, class II; 3rd person singular present of drive, pitch -- drives

Calde geþrungen wǣron fēt mīne forste gebunden, caldum clommum; þǣr þā ceare seofedun hāt(e) ymb heortan; hungor innan slāt merewērges mōd.

 calde -- adjective; dative singular masculine of cold -- cold  geþrungen -- strong verb, class III; past participle of <þringan, þrong, þrungon, þrungen> throng, crowd, press -- pressed  wǣron -- anomalous verb; 3rd person plural preterite indicative of be, happen -- were  fēt -- noun, masculine; nominative plural of foot -- feet  mīne -- 1st person pronoun; used as adjective; nominative plural masculine of I -- my  forste -- noun, masculine; dative singular of frost -- by the frost

of 17  gebunden -- strong verb, class III; past participle of bind, tie -- bound  caldum -- adjective; dative plural masculine of cold -- (in) frigid  clommum -- noun, masculine; dative plural of bond, fetter; grasp -- fetters  þǣr -- adverb <þǣr> there, where -- where  þā -- definite article; nominative plural of the -- ...  ceare -- noun, feminine; nominative plural of care, grief, sorrow -- sorrows  seofedun -- weak verb, class II; 3rd person plural preterite of sigh, lament -- sighed  hāte -- adjective; nominative plural feminine of hot, fervid -- hot  ymb -- preposition at, around -- around  heortan -- noun, feminine; accusative singular of heart -- (my) heart  hungor -- noun, masculine; nominative singular of hunger -- hunger  innan -- preposition used as adverb in, within -- within  slāt -- strong verb, class I; 3rd person singular preterite of slit, tear -- gnawed  merewērges -- adjective sea-weary -- a sea-weary  mōd -- noun, neuter; nominative singular of mood, mind -- mood

Þæt se mon ne wāt, þe him on foldan fægrost limpeð, hū ic earmcearig īscealdne sǣ winter wunade wræccan lāstum winemǣgum bidroren ...

 þæt -- demonstrative pronoun; accusative singular neuter of that -- ...  se -- definite article; nominative singular masculine of the -- the  mon -- strong noun, masculine; nominative singular of man, person -- man  ne -- adverb not -- not  wāt -- preterite-present verb, class I; 3rd person singular present indicative of know, observe -- does ... know  þe -- relative particle <þe> that, which, who -- ...  him -- 3rd person pronoun; dative singular masculine of he, she, it -- to whom  on -- preposition on(to), upon -- on  foldan -- noun, feminine; dative singular of earth, ground -- earth  fægrost -- adverb; superlative of fairly, beautifully -- most happily  limpeð -- strong verb, class III; 3rd person singular present of befall, happen -- (everything) happens  hū -- conjunction how -- how  ic -- 1st person pronoun; nominative singular of I -- I  earmcearig -- adjective; nominative singular masculine of miserable, lit. wretched- caring -- wretched  īscealdne -- adjective; accusative singular masculine of <īs-ceald> ice-cold -- an ice-cold  sǣ -- noun, feminine; accusative singular of sea, lake -- at sea  winter -- noun, masculine; accusative singular of winter, year -- winter

of 17  wunade -- weak verb, class II; 1st person singular preterite of dwell, live, remain -- spent  wræccan -- weak noun, masculine; genitive singular of wretch, exile -- of exile  lāstum -- noun, masculine; dative plural of track, footprint -- in the paths  winemǣgum -- noun, masculine; dative plural of dear-, lit. friend-kinsman -- kinsmen  bidroren -- strong verb, class II; past participle of bereave, deprive of -- bereft of bihongen hrīmgicelum: hægl scūrum flēag.

 bihongen -- strong verb, class VII; past participle of hang round -- behung  hrīmgicelum -- noun, masculine; dative plural of icicle -- with icicles  hægl -- noun, masculine; nominative singular of hail -- the hail  scūrum -- noun, masculine; dative plural of shower -- in showers  flēag -- strong verb, class II; 3rd person singular preterite of flee, fly -- flew

Þǣr ic ne gehyy rde būtan hlimman sǣ, īscaldne wǣg, hwīlum ylfete song:

 þǣr -- adverb <þǣr> there, where -- there  ic -- 1st person pronoun; nominative singular of I -- I  ne -- adverb not -- no(thing)  gehyy rde -- weak verb, class I; 1st person singular preterite of hear (of) -- heard  būtan -- preposition without, except for -- but  hlimman -- strong verb, class III; infinitive of roar, resound -- roar  sǣ -- noun, feminine; accusative singular of sea, lake -- the sea  īscaldne -- adjective; accusative singular masculine of <īs-ceald> ice-cold -- ice-cold  wǣg -- noun, masculine; accusative singular of wave, billow -- billow  hwīlum -- noun, feminine; dative plural of while, time -- sometimes  ylfete -- noun, feminine; genitive singular of swan -- of a swan  song -- noun, masculine; accusative singular of song -- the song dyde ic mē tō gomene ganetes hlēoþor and huilpan swēg fore hleahtor wera, mǣw singende fore medodrince.

 dyde -- anomalous verb; 1st person singular preterite indicative of do, make -- made  ic -- 1st person pronoun; nominative singular of I -- I  mē -- 1st person pronoun; dative singular of I -- my own # "for myself"

of 17  tō -- preposition (in)to -- for  gomene -- noun, neuter; dative singular of pastime, pleasure, entertainment -- amusement  ganetes -- noun, masculine; genitive singular of gannet, goose -- the gannet's  hlēoþor -- noun, neuter; accusative singular of song, sound -- song  and -- conjunction and -- and  huilpan -- noun, feminine; genitive singular of curlew? water-bird -- the water-bird's  swēg -- noun, masculine; accusative singular of noise, sound -- call  fore -- preposition for, before -- for  hleahtor -- noun, masculine; accusative singular of laughter, jubilation -- the laughter  wera -- noun, masculine; genitive plural of man -- of men  mǣw -- noun, masculine; accusative singular of mew, sea-gull -- mew  singende -- strong verb, class III; present participle of sing, compose -- singing  fore -- preposition for, before -- for  medodrince -- noun, masculine; accusative singular of mead-drink -- mead- drink(ing)

Stormas þǣr stānclifu bēotan, þǣr him stearn oncwæð īsigfeþera; ful oft þæt earn bigeal ūrigfeþra.

 stormas -- noun, masculine; nominative plural of storm, tempest; attack -- storms  þǣr -- adverb <þǣr> there, where -- there  stānclifu -- noun, neuter; accusative plural of stony cliff -- stony cliffs  bēotan -- strong verb, class VII; 3rd person plural preterite of beat, pound, strike -- pounded  þǣr -- adverb <þǣr> there, where -- where  him -- 3rd person pronoun; dative plural of he, she, it -- to them  stearn -- noun, masculine; nominative singular of tern, sea-swallow -- sea-swallow  oncwæð -- strong verb, class V; 3rd person singular preterite of answer, reply to -- replied  īsigfeþera -- adjective; nominative singular masculine of <īsig-feðera> lit. icy-feathered -- with frosted wings  ful -- adverb fully, completely -- ...  oft -- adverb often, frequently -- often  þæt -- demonstrative article; accusative singular neuter of that -- ... # the referent is highly uncertain  earn -- noun, masculine; nominative singular of eagle -- the eagle  bigeal -- strong verb, class III; 3rd person singular preterite of yell, scream, screech -- screamed  ūrigfeþra -- adjective; nominative singular masculine of <ūrig-feðera> lit. dewey-feathered -- dewey-winged

Nǣnig hlēomǣga

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