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for

A translation by  To the Teachern The Glencoe Literature Library presents full-length novels and plays bound together with shorter selections of various genres that relate by theme or topic to the main reading. Each work in the Library has a two-part Study Guide that contains a variety of resources for both you and your students. Use the guide to plan your instruction of the work and enrich your classroom presentations.

In For the Teacher you will find these time-saving instructional aids: • About the Work: pertinent background information on the work, including a character list, a plot synopsis, key themes, and an annotated bibliography • Media Links: annotated listings of audio, visual, electronic, and print resources related to the work • Teaching Options: high-interest activities for introducing the work and individualizing instructions • Assessment Options: alternative assessment activities for greater flexibility in evaluating students’ understanding of the work • Options for Using Related Readings: suggested approaches to the Related Readings included with the work • Answer Key and Assessment Rubrics: detailed answers to all questions and reading activities and evaluations for alternative assessment activities

For the Student consists of these reproducible blackline masters: • Meet the Author: a lively overview of the author’s life • Introducing the Work: background information that provides a meaningful context in which to read the work • Before You Read and Responding pages: pre- and postreading questions and activities • Active Reading: graphic organizers for students to complete as they read activities • Test: a comprehensive two-part test of the work

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ISBN 0-07-823546-4 Printed in the United States of America 1 2 3 4 5 6 7 8 9 045 05 04 03 02 01 00 ii Contents

For the Teacher About the Work 2 Synopsis 2 Major Themes of the Poem 2 Approaches to Teaching the Poem 3 Annotated Bibliography 3 Media Links 4 Teaching Options 5 Options for Motivating Students 5 Meeting Individual Needs 6 Assessment Options 7 Options for Using Related Readings 8 Answer Key 10 Assessment Rubrics 12 For the Student Meet the Danes, , and of Beowulf 13 Introducing the Poem 14 Prologue–Part 18 Before You Read 16 Active Reading 17 Responding 18 Parts 19–31 Before You Read 20 Active Reading 21 Responding 22 Parts 32–43 Before You Read 24 Active Reading 25 Responding 26 Related Readings Blackline Masters The New Beowulf, Online NewsHour with 28 from , by John Gardner 29 Old English Riddles, translated by Charles W. Kennedy 30 The Slaying of , by Dino Buzzati 31 Medusa’s Story, by Jane Cahill 32 The Woman with the Big Thumbnail, from Tales from the Basotho, edited by Minnie Postma 33 Test 34 Copyright © The McGraw-Hill Companies, Inc. Study Guide Beowulf This theme is abounds with con- Danish heroes, Ancient kings and the glory they cut For themselves, swinging mighty swords! Years later, Higlac, Higlac, King later, Years The search to attain a measure of immortality by performing heroic deeds. introduced in the prologue, which describes It is developed throughout the poem in It is developed throughout the poem descriptions of Beowulf’s exploits and is reinforced in the conclusion, in which the Geats praise Beowulf for his heroic deeds. The importance of maintaining a civilized, Beowulf orderly society. trasts between order (good) and chaos (evil). Note, for example, the sharp differ- ence between the misery that the Danes suffer when they are kingless and the pros- perity that they enjoy when Shild takes control—or the contrast between and Grendel, Herot and the Danes’ victory feasts lair, Grendel’s man-eating attacks. and Grendel’s The display of courage in the face of death. Before confronting each of his three major page 15 of this study guide. MAJOR THEMES OF THE POEM MAJOR THEMES OF THE • • • friend, Esher. Once again, Beowulf offers Once again, friend, Esher. the ogress to his help. He pursues Hrothgar and, after a fierce battle, her underwater lair to Herot, When Beowulf returns slays her. him with gifts. Beowulf Hrothgar showers return to Geatland. and his men then and Beowulf’s uncle, is killed in battle. the throne and rules for Beowulf ascends to until a slave raises the fifty years. All is well stealing a cup from its ire of a dragon by Beowulf sets out with a hoard of treasures. the handful of his bravest men to vanquish creature but is deserted by all the men ’s a kinsman. With except Wiglaf, he is help, Beowulf slays the dragon, but and dies mortally wounded during the battle death. a hero’s on *Note: A list of characters is provided About the Work the About provides a fascinating Beowulf is the first great heroic poem in great heroic poem is the first it do know that was composed. We of the finest is acclaimed as one That night, Grendel returns to Herot, For the Teacher 2 SYNOPSIS prosperous ruler of the Danes, Hrothgar, to builds a magnificent mead hall, Herot, share the spoils of war with his men. the Grendel, an evil monster that prowls is so envious of the merry- moors nearby, the hall making at Herot that he breaks into one night and seizes thirty of Hrothgar’s to his warriors. The monster drags the men starting a twelve-year den for slaughter, When news of the Danes’ reign of terror. warrior plight reaches Beowulf, the greatest to the among the Geats, a neighboring tribe north, he gathers fourteen of his fiercest Hrothgar warriors and sets sail for Denmark. gives Beowulf a warm welcome, but warriors, is less Unferth, one of Hrothgar’s Jealous of Beowulf’s fame, Unferth friendly. suggests that Beowulf will meet with failure if he dares to challenge Grendel. and Beowulf engages the monster in battle. When Beowulf tears off one of Grendel’s arms, the monster is mortally wounded. The the Danes hang Grendel’s following day, arm from the rafters of Herot, and Hrothgar hosts a victory celebration. The victory is because that night, short-lived, however, seeks revenge. After the mother Grendel’s warriors have fallen asleep, she steals into counselor and old Herot and kills Hrothgar’s English literature. No one knows when, English literature. or under what conditions where, by whom, Beowulf form for more than a has existed in written epic describes the leg- thousand years. The Beowulf and his three endary Geatish hero supernatural monsters. great battles against Beowulf poetry in the English examples of heroic courage. language and as an inspiring tale of Moreover, Beowulf BEOWULF glimpse into early Germanic life. adversaries, Beowulf vows to fight • A Beowulf Handbook, edited by Robert E. unyieldingly even if he is fated to die. Bjork and John D. Niles, 1997, is an indispensable guide to the work. APPROACHES TO TEACHING • “Why Bother with Beowulf?,” by Melissa THE POEM Snell, is an illuminating essay that can be found on the Internet at http:// • Use Beowulf to teach the defining character- historymedren.about.com/library/weekly/ istics of epic poetry. Explain that an epic is aa011698.htm a long narrative poem that recounts in • “Why Read Beowulf?,” by Robert F. Yeager, formal language the exploits of a larger- provides excellent rationales for reading the than-life hero. Ask students to describe poem. The Internet address is as follows: the heroes and plots of epics that they http://www.neh.gov/publications/ have read (such as the Iliad and the humanities/1999-03/yeager.html Odyssey). Follow up by asking students to make predictions about the hero and plot of Beowulf. Encourage students to jot down their predictions in their journals. As students read Beowulf, periodically ask them to review their notes to see whether their predictions are accurate. Encourage students to make further pre- dictions about the plot. After students have finished reading the poem, ask them whether it fits the definition of an epic and why. • Use Beowulf to introduce major devices of Old English poetry. Describe major devices of Old English verse, such as alliteration, caesuras, and kennings. Provide students with examples of each. As students read Beowulf, ask them to find examples of each device. Call for vol- unteers to share their examples with the class. After students have finished reading the poem, follow up by assigning them to write brief poems that contain one or more devices of Old English verse.

Copyright © The McGraw-Hill Companies, Inc. FURTHER READING FOR THE TEACHER • Beowulf: Modern Critical Interpretations, edited by Harold Bloom, 1987, is a helpful collection of critical essays about the work.

Beowulf Study Guide For the Teacher 3 Media Links

Videos The following videos about superheroes may be used to help students better understand the characters and themes of the epic as a genre. • Excalibur (starring Patrick Stewart and Liam Neeson; 1981, 140 minutes) • Willow (directed by Ron Howard, starring Val Kilmer; 1988) • Dragonheart (starring Sean Connery and Dennis Quaid; 1996, 103 minutes)

Music Students might enjoy listening to composer Howard Hanson’s famous work The Lament of Beowulf, Op. 25, performed by the Seattle Symphony Orchestra and the Seattle Symphony Chorale (Delos International, 1991). The 19-minute piece captures the Geats’ outpouring of grief over Beowulf’s death. A libretto accompanies the CD.

Audiocassettes To heighten students’ sense of the aural texture of Beowulf, suggest that they listen to read- ings of it in the original Old English. • Beowulf, read by J. D. Bessinger Jr. (Harper Collins, 1996)

Art The book Beowulf: A Likeness by Randolph Swearer, Raymond Oliver, and Marijane Osborne, 1990, features striking photographic images that capture the historical setting.

Internet Connection The Internet can be a valuable research tool. Suggest that students visit some of these sites: Copyright © The McGraw-Hill Companies, Inc. • Anglecynn: Anglo-Saxon Living History 400–900 A.D., The Historical Background of Beowulf, at http://www.geocities.com/athens/2471/ • The Adventures of Beowulf, an adaptation from the Old English by David Breeden, at http://www.lone-star.net/literature/beowulf/index.html • Reproduction of Anglian Dress, a photo and description of Anglo-Saxon clothing at http://ourworld.compuserve.com/homepages/MelanieWilson/dresspic.htm • Grendel’s Cave, a multiplayer role-playing adventure game at http://www.grendelscave.com/index.html At the time this study guide went to press, these Web sites were in operation. Before assigning students to visit the sites, check to ensure that the sites still exist.

Further Reading for Students • Introduction to Beowulf, by Edward B. Irving Jr., 1969, provides an overview and historical context for students who are new to the poem. • A Readable Beowulf, by Stanley B. Greenfield, 1982, is a translation of the poem written at a comfortable reading level. • Beowulf: A New Verse Translation, by Seamus Heaney, 2000, is a sophisticated but very accessible retelling of the epic. Be sure to preview all media links to determine whether the material is appropriate for your class.

4 For the Teacher Beowulf Study Guide Teaching Options Options for Motivating Students

Fascination with Epic Heroes • Prepare the class for Beowulf by explaining that sco¯ps (shops), or bards, recited narratives for Provide meaningful context by discussing the audiences at castles, royal courts, and mead halls appeal of heroes. (banquet houses) in Anglo-Saxon times. • Point out that stories about heroes fighting evil Mention that some of the story materials the monsters are highly popular. Ask students to Beowulf poet used were probably performed long describe heroes in movies, games, or books that before they were written down. Tell students that fit the genre. some of the devices of Old English verse, such as • Divide the class into small groups. Have groups formulaic repetition, originally served sco¯ps as brainstorm a list of reasons why epic heroes are mnemonic devices. Briefly discuss the place of so popular. After about five minutes, ask groups performance poetry in the oral tradition. to share their lists. • Prepare students to read Beowulf by introducing it as the first epic poem in the English language. Point out that the poem was written more than Laying the Groundwork a thousand years ago and that it is about a leg- Provide Historical Background (Interdisciplinary: endary hero who wins fame by fighting three Social Studies). supernatural monsters. Encourage students to • Explain that the early medieval Europe in note Beowulf’s heroic qualities as they read the which Beowulf is set was dominated by inde- poem. Ask them to consider why the poem is pendent Germanic bands or tribes that often still read and admired today. fought one another and yet shared much the same language, customs, and ideals. The fami- lies that composed each tribe united under a The Poet as Performer single chieftain, or “king,” and a small group of fellow warriors loyal to him. The king relied on Introduce students to verse as a form of creative his warriors to fight for him. In exchange, he expression. gave them food, shelter, and gifts from the • Briefly define performance poetry as a relatively spoils of battle. recent (and controversial) form of entertain- • Together with students, review the map of early ment in which poets perform their works for Denmark and its neighbors on page 14 of this audiences. Point out that typical venues for guide. Note that it shows the location of several performance poets are coffeehouses, bars, and of the peoples that figure in Beowulf. Point out rock-entertainment TV stations such as MTV. that their proximity to one another might have Explain that poets compete against each other encouraged clashes like those the poem relates. in “poetry slams” and that the winners are • Share with students images of sites resembling decided by the amount of applause they receive key elements of the setting of Beowulf, such as from the audience. photos of a re-created Anglo-Saxon village; a • Invite a couple of volunteers to perform from sacrificial bog in Lejre, Denmark; the hull of a memory a brief rap verse or song lyric suitable for Viking ship; the Viking Age hall interior and the class. Tell student performers that they will exterior in Trelleborg, Denmark; a facsimile of be competing against each other, and the audi- Herot; and a barrow, or burial mound, over- ence will decide the winner. Afterward, ask Copyright © The McGraw-Hill Companies, Inc. looking the sea. (See Media Links, page 4, for student performers how they felt about reciting sources of background images.) Show students verse for an audience. Then ask audience mem- photos of chain mail and other war gear used bers to describe the criteria that they used to by Germanic warriors in early medieval times. evaluate the performances. Initiate a brief discus- Follow up by asking students to do further sion on the merits and drawbacks of the poetry research about everyday life in the world of slam. Beowulf.

Beowulf Study Guide For the Teacher 5 Meeting Individual Needs

The style and structure of Beowulf make it for king. Explain that these are not new words, appropriate for students who enjoy challenging but used for imaginative or musical effect. reading material. The following activities are Encourage students to make a list of words that designed to help you present the poem in ways present difficulties and to use contextual clues that meet the needs and interests of all students. to determine the definitions of the words. Provide students with an alternate translation. • Refer students to the adaptation The Less-Proficient Readers Adventures of Beowulf, by David Breeden. (See Media Links, Encourage students to work together to under- page 4.) stand the poem. • Have students form small discussion groups. (This is an opportunity to pair gifted students Gifted and Talented with less-proficient readers and with English- Provide literary criticism to extend and reaffirm language learners.) After students complete student interpretation. each reading assignment, have them meet in • In his critical essay “The Monsters and the their groups to discuss the poem and share any Critics,” novelist and scholar J. R. R. Tolkien questions that they have. responds to scholar Friedrich Klaeber’s claim • You might also suggest that students work that “Beowulf lacks steady advance” by assert- together to develop a rough outline of the ing that “the poem was not meant to advance, important events in the poem. Encourage stu- steadily or unsteadily. It is essentially a balance, dents to review the outline before they begin an opposition of ends and beginnings.” Have each new reading assignment. students explain what “an opposition of ends Model how to read the poem aloud. and beginnings” means in relation to Beowulf • Explain that verse usually has a rhythmic pat- the hero. What does Tolkien’s view suggest tern and that pausing at appropriate points can about the poem’s overall structure? enhance both the meaning and the music of the verse. Model how to read enjambed lines, pausing only where sense or punctuation dic- Copyright © The McGraw-Hill Companies, Inc. tates rather than at the end of each line. Then have students select partners and take turns reading parts of the poem aloud. Follow up by having partners work together to summarize what happens in each part.

English-Language Learners Explain to students that familiar words are used in original ways to achieve poetic effects. • Kennings (metaphoric compound nouns used in place of more familiar words) may present special difficulties for English-language learners. Explain that the poet sometimes combines words, often with a hyphen, to form an expres- sion used in place of a more familiar word—for example, “sea road” for ocean and “ring-giver”

6 For the Teacher Beowulf Study Guide Assessment Options Writing Viewing and Representing Beowulf’s Motives Map It! • What motivates Beowulf as he moves • Have students create a story map that rep- from one exploit to another? Have stu- resents important events, decisions, and dents write a short essay presenting their moments of discovery in the life of points of view and use evidence from the Beowulf. Display students’ maps on a poem to support their positions. classroom bulletin board or in the school library. Good and Evil • Beowulf contains several conflicts in You Have Mail which the forces of good struggle against • Have students draw, photocopy, or scan the forces of evil. Ask students to write a images of early medieval armor and brief essay analyzing one of the conflicts weaponry, label the items, and point out and the part it plays in developing a those referred to in the poem. theme of Beowulf. Herot Attacked! • Ask students to write a brief newspaper Interdisciplinary Connection account of Grendel’s first attack on Herot. Beowulf’s Lament Tell students that they may use their • Have students listen to composer Howard imagination and quote “eyewitnesses” in Hanson’s The Lament of Beowulf, Op. 25 their report but should remain true to the (see Media Links, page 4), and read the details of the poem. accompanying libretto. Then ask students to write a brief essay in which they evalu- ate how well the work captures the mood Listening and Speaking of the poem. Hear Me! • Ask students to perform a choral reading of the prologue to Beowulf. Have one group of students declaim it in the tradi- tional style and another in the rapping style of today. Then have students vote on which style they prefer and have them explain why. Sword Report • Swords were prized possessions in Beowulf’s warrior culture. Have students research the craft of sword making during the early medieval era and present their findings in a brief oral report. Students should answer the following questions: Of

Copyright © The McGraw-Hill Companies, Inc. what were the best swords made, and for whom? Where were the swords made? What are some of the famous swords in Beowulf and in heroic legend?

Beowulf Study Guide For the Teacher 7 Options for Using Related Readings

Related Readings Making Connections to Beowulf The New Beowulf, In this interview, the award-winning poet explains how and why he Online NewsHour decided to translate Beowulf. with Seamus • You may wish to teach this interview after students have finished reading Heaney Beowulf. (BLM page 28) • Before students read the interview, discuss the difficulties of translating a work of literature from one language to another. • After students read the interview, compare and contrast Heaney’s translation with Burton Raffel’s. from Grendel This reading describes the fight between Grendel and Beowulf from by John Gardner Grendel’s point of view. (BLM page 29) • You may wish to teach this reading after students read the first section of the poem (Prologue–Part 18), on which the excerpt is based. • Before students read the excerpt, state that who narrates a story is as important as what story is being told. Ask why this might be true. • After students read the excerpt, ask them to compare and contrast the portrayal of Grendel in Beowulf and in the excerpt. Discuss how the narra- tive point of view affects each portrayal. Old English Riddles These three riddles can provide students with some insight into (BLM page 30) Anglo-Saxon culture. • Use the riddles to provide students with an easy and fun introduction to Old English poetry. • Point out the caesura, or medial pause in the lines, and then read the rid- dles aloud, pausing at the appropriate points. • Point out the connection between riddles and kennings: both make vivid something familiar by expressing it in unfamiliar or seemingly unrelated terms. Have students write riddles of their own. Copyright © The McGraw-Hill Companies, Inc.

8 For the Teacher Beowulf Study Guide Options for Using Related Readings

Related Readings Making Connections to Beowulf The Slaying of the This short story looks at dragonslayers in a new light. Dragon • You may wish to teach this story after students read the third section of by Dino Buzzati Beowulf (Parts 32–43), in which Beowulf is slain by the dragon. (BLM page 31) • Before students read the story, discuss the portrayal of the dragon in Beowulf. • After students read the story, ask them to contrast Beowulf the dragonslayer with the dragonslayer in the story. How does the story break from conven- tion? Why? Medusa’s Story This short story recounts the Medusa myth from Medusa’s point by Jane Cahill of view. (BLM page 32) • You may wish to teach this story after students read the second section of Beowulf (Parts 19–31), in which Grendel’s mother seeks revenge. • Before students read the story, review the Medusa myth with them. • After students read the story, discuss the portrayal of Medusa and ask stu- dents to find parallels between Medusa and the monsters in Beowulf. The Woman with the This African folktale has many parallels with Beowulf. Big Thumbnail • You may wish to teach the folktale after students read the second section of edited by Beowulf (Parts 19–31), in which Grendel’s mother seeks revenge. Minnie Postma • Before students read the story, point out that certain motifs recur in many (BLM page 33) legends and folktales. Ask why this might be so. • After students read the folktale, ask them to identify as many similarities between Beowulf and the folktale as they can. • Follow up by asking students what conclusions they might draw based on the similarities between the narratives. Copyright © The McGraw-Hill Companies, Inc.

Beowulf Study Guide For the Teacher 9 Answer Key ACTIVE READING his concern that they be well provided for. Bequeathing his Prologue–Part 18 treasures to Higlac suggests his loyalty and closeness to Shild: King of the Danes; arrived in a boat as a child; great Higlac, his king and his uncle. grandfather of Hrothgar. Hrothgar: King of the Danes; builder of 4. Beowulf is brave, noble, and generous; Hermod is blood- Herot; wise and generous. Welthow: wife of Hrothgar; ideal thirsty, tyrannical, and selfish. The contrast sets off queen; generous and diplomatic. Beowulf: hero of the poem; Beowulf’s superior qualities and makes it clear that he is ideal warrior; strong, brave, and honorable; Geat by birth. an ideal warrior and leader. Unferth: one of Hrothgar’s warriors; jealous challenger of 5. Beowulf takes into battle. Unferth gave him the Beowulf. Grendel: evil monster; an offspring of Cain; terrorizes sword. Like Hrunting, Unferth is unreliable in battle. Herot for twelve years; killed by Beowulf. Evaluate and Connect Parts 19–31 6. Answers will vary. Some students might view the ancient To avenge the death of Grendel, Grendel’s mother kills Esher, sword that Beowulf discovers as an example of deus ex Hrothgar’s trusted counselor. machina. Others may argue that divine intervention is an To avenge the death of Esher, Beowulf kills Grendel’s mother. essential part of the poem and that instances of deus ex Parts 32–43 machina are acceptable in a fantasy. The dragon seeks revenge by burning down the Geats’ homes; 7. Revenge leads to a vicious cycle of killing in which violence All of Beowulf’s men desert him in battle except Wiglaf; begets violence. Even in the world of Beowulf there are Beowulf strikes the dragon, but his sword is shattered; Wiglaf other, more effective ways to settle disagreements. Note and Beowulf kill the dragon; Beowulf dies of his wounds; The that Hrothgar was able to settle the feud between the Geats are leaderless, and Wiglaf rises to take Beowulf’s place. Geats, and Wulfings by offering gifts to the injured party. Students may also mention other means of settling dis- RESPONDING Prologue–Part 18 putes, such as arbitration. Recall and Interpret 1. Hrothgar builds Herot to share the gifts that God has given RESPONDING Parts 32–43 him. The hall doesn’t collapse during battle because it is Recall and Interpret reinforced with iron. Its collapse would have symbolized the 1. A slave of one of the Geat warriors steals from a hoard of collapse of the Danish throne. treasures guarded by a dragon. In retaliation, the dragon 2. When Beowulf’s father triggered a feud between the Geats burns the land of the Geats. and the Wulfings, he was forced to go into exile in 2. Beowulf assumes the throne when Herdred is killed in bat- Denmark. Hrothgar settled the feud by sending treasures to tle. He had a chance to become king when Queen Higd the Wulfings to appease them. Beowulf probably feels offered him the throne for fear that Herdred would not be indebted to Hrothgar and welcomes the opportunity to repay able to protect the Geats, but Beowulf refused out of loyalty his kindnesses. to his lord. As king, he continues to show the strength, 3. Grendel is a powerful, evil outcast descended from Cain. bravery, and generosity he showed as a young warrior. Grendel symbolizes the forces of evil and chaos. 3. Like Beowulf in his youth, Wiglaf is brave, loyal, and has a 4. Unferth, though considered trustworthy by Hrothgar and strong sense of duty. Wiglaf rebukes the other warriors for Welthow, killed his own kin. Beowulf, however, has shown their cowardice much as Beowulf rebuked Unferth for his unquestionable loyalty to Higlac and to the Dane’s cause. cowardice. Wiglaf is a worthy successor because he has Unferth has a high reputation as a warrior but lacks the the same qualities as Beowulf. 4. Beowulf’s death brings in the threat of war on the Geats at courage and strength Beowulf has to fight Grendel. By con- Copyright © The McGraw-Hill Companies, Inc. trasting Beowulf with Unferth, the poem emphasizes the hands of the Frisians, Franks, and Swedes. Beowulf’s greatness. 5. Usually the treasures from a defeated enemy were shared 5. Answers may vary, but most students will probably agree with the people. The burial of the treasures with Beowulf that women played a subservient role, as evidenced by the signifies the great love and respect his people had for him. fact that Welthow serves Hrothgar and the warriors. Evaluate and Connect Evaluate and Connect 6. Answers will vary, but most students will probably agree 6. Answers will vary. Some students may believe that the story that Beowulf is an exciting adventure story that provides an would be easier to follow if it were written in prose. Other interesting look into the past and exalts values that are still students may argue that the rhythm of the verse and the prized. beauty of the language enhance the story. 7. Answers will vary. Students should say that Wiglaf would 7. Answers will vary, but most students will probably agree that probably agree that some things are worth sacrificing one’s Beowulf would be listed among the heroes because he is life for because he risked his own life to defend Beowulf strong, fearless, and honors his father’s memory by helping against the dragon. Hrothgar. RELATED READINGS RESPONDING Parts 19–31 The New Beowulf, Online NewsHour with Seamus Heaney Recall and Interpret 1. When Heaney says that the Beowulf poet “lived in two 1. Key characters’ bloodlines are frequently mentioned, with worlds,” he means that the poet was familiar with both the names of male ancestors frequently conferring honor on the pagan Scandinavian past and the “new” Christian descendants. The lack of information about Grendel’s Mediterranean culture. father suggests that he may be illegitimate, which would 2. Heaney makes a direct connection between Old English and make him an outcast and deserving of his fate. the language spoken in his community when he says that 2. The mood is joyous because Beowulf has triumphed over the Old English word thole was still in use there. Grendel. The mood quickly changes to mournful and sad 3. Heaney says that the conflicts in Ireland are similar to those when Grendel’s mother kills Esher. in Beowulf in that both cases involve small ethnic groups liv- 3. Beowulf’s speech shows his loyalty to his men, expressing ing together with memories of wrongs on each side. Heaney

10 Answer Key Beowulf Study Guide Answer Key (continued from previous page)

points out, however, that unlike the characters in Beowulf, the and she has been wronged because of Athena’s jealousy Irish are not commanded by their leaders to seek revenge. and because her own sisters betrayed her. 4. When Heaney says that poetry has “no tense,” he means 5. Fate plays an important role in both works, but the main that poetry is timeless because it deals with universal characters’ reponses to fate are different. Medusa knows themes. Students are likely to agree. her fate and feels cursed by that knowledge. Beowulf does 5. Students’ answers will vary but should be supported by not have foreknowledge of his fate but accepts it. specific reasons. The Woman with the Big Thumbnail Grendel 1. Sechakatane is lonely because her mother has killed and 1. Grendel is shocked that Beowulf has seized his arm, saying eaten everyone else in their village. that nowhere has he encountered a grip like his. He attrib- 2. Sechakatane meets Bulane when he comes to kill her utes it to Beowulf’s playing a trick on him and to accident. mother. 2. Grendel thinks that he can outwit Beowulf, describing him 3. Bulane and his men trick Machakatane and ambush her. as “only a man.” He believes that it was only because of 4. The repetition, conversational tone, and refrain “so say the luck that Beowulf was able to overcome him. old people” indicate that the poem belongs to the oral 3. Grendel slipped on blood when he tried to kick Beowulf. tradition. 4. Grendel attributes Beowulf’s success to the accident, say- 5. Both the folktale and the epic poem describe man-eating ing that the accident gave Beowulf the advantage. female monsters that terrorize people, and in both works a 5. In the excerpt, Grendel is portrayed as a thinking, calculat- hero comes to slay the monster. ing being whose philosophy is that chance determines the TEST outcome of events. In the poem, Grendel is an unthinking Recall and Interpret beast with a lust for blood. 1. d 5. d Old English Riddles 2. b 6. d 1. Students should offer the following solutions: anchor, fish 3. c 7. a in a river, and shield. Students should mention the phrases 4. c 8. b “under the sea,” “I feel out the bottom,” “In lying still,” and Evaluate and Connect (any 2) “if my grip holds out.” 1. Students’ answers will vary, but they might observe the fol- 2. “My house is not quiet, I am not loud.” lowing: Like the ruler Hrothgar describes, Beowulf becomes 3. Students should have determined, based on context, that a famous, powerful, and prosperous king who keeps his smitten means “hit” or “struck.” Since the shield has been people’s enemies at bay. When confronted by the dragon, struck by war-blades, “smitten” is an appropriate description. Beowulf thinks at first that it brings God’s retribution for 4. The “shield” expresses itself with the greatest emotions. some sin Beowulf has committed. Even though Beowulf has Terms that describe it include “lonely,” “wounded,” “without ruled for many years and survived everything fate has hope of comfort or help,” and “doomed.” thrown him, he knows that if God wills, the dragon might 5. Kennings will vary. Students should see that the kennings, end his life and thus end his rule. like the riddles, are metaphoric. 2. Beowulf is larger than life. He wins fame by risking his own The Slaying of the Dragon life to perform glorious feats. He grip is so strong that 1. Dr. Taddei warns Andronico that the smoke the dragon emits swords break in his hand, he single-handedly wipes out a is deadly. Andronico thinks that Dr. Taddei is misinformed. nest of giants, he swims and battles sea monsters for 2. The dragon is about six feet long, with a head similar to a seven days, and he slays Grendel and Grendel’s mother. crocodile’s, a long neck, and a short tail. Most students will Equally important, Beowulf is a good man. He is loyal to his agree that the portrayal is sympathetic, particularly when it allies, respectful of his ancestors, and attends to his duties becomes evident that the dragon is merely trying to find as a son, a friend, and a leader. food and protect its young. 3. Both the prologue and the conclusion describe the funerals 3. Answers may vary, but most students will agree that the of great heroes. The prologue describes the burial of Shild, apparent heroes of the story are not, in the end, heroes at and the conclusion describes the burial of Beowulf. The all. The dragon never threatens them, and their method of structure of the poem invites comparisons between Shild killing the dragon is cowardly, as are their reasons for and Beowulf, thus unifying the work. killing it. 4. Students’ answers may vary but should be supported by evi- 4. The dragon is a relic of an earlier time, when human beings dence from the poem. Statements of theme might include the did not rule the earth. For that reason, the expeditioners following: Great deeds bring great fame; the forces of order feel threatened by it. and goodness inevitably conflict with the forces of chaos and 5. Both dragons are relics of an ancient past, and both prefer evil; death should be faced with courage. to remain secluded from humankind. The dragon in the 5. What Ker finds preposterous is Beowulf ’s structure, which story is not aggressive and does not directly threaten peo- he faults for placing the hero’s fights with supernatural ple. The dragon in Beowulf is aggressive and threatening.

Copyright © The McGraw-Hill Companies, Inc. monsters at the center of the poem while placing plots of Medusa’s Story greater dignity or deeper significance on the periphery. 1. Athena is jealous of Medusa’s beauty and ability to attract Students who agree might argue that the poem would have men. Most students will agree that Medusa is blameless had clearer relevance and thus greater impact if it had cen- and that the punishment does not fit the crime. tered on a hero in conflict with himself or other human 2. Medusa welcomes death because she is so miserable. beings, as in situations the poem alludes to. Students who 3. Medusa would be likely to say that she would not want to disagree might argue that focusing on fights with supernat- know her fate. Knowing her fate has made her miserable. ural monsters, not merely other human beings, heightens 4. Students are likely to say that Medusa does arouse their Beowulf’s heroism and the tragedy of his death: even the sympathy because she is burdened with the knowledge of best of humankind suffer final defeat. her fate, she is forced to suffer when she meant no harm,

Beowulf Study Guide Answer Key 11 Copyright © The McGraw-Hill Companies, Inc. Study Guide Beowulf The Beowulf Op. 25, as expressed in Students’ essays should Students’ displays should Students’ maps should sions, and moments of discovery in the sions, and moments life of Beowulf century the sixth or seventh Lament of Beowulf, both the music and the libretto tion in capturing the mood of Beowulf’s death scene • of the mood display an awareness of ViewingRepresenting and Map It! • events, deci- accurately identify important • order present events in chronological • audience be visually appealing to a wide Have Mail You • of accurately depict armor and weaponry • items include labels that identify the • referred to in identify items Interdisciplinary Connection Beowulf’s Lament • effectiveness of the composi- evaluate the Assessment Rubrics Assessment Students’ essays should Students’ reports should Students’ reports should Students’ essay should Student performers should For the Teacher the early medieval era of, where they were made, and whom they were made for and explain why oral tradition expressions to communicate the tone of the poem Herot good and evil theme of the poem student’s point of view student’s statement that support the thesis and a logical conclusion body, 12 Sword Report • describe the craft of sword making during • explain what the best swords were made Student evaluators• listen attentively should • vote on which performance they preferred • constructive criticism offer • original purpose in the poem’s capture the • vary their tone of voice and facial • attention capture and hold the audience’s Listening and Speaking Hear Me! • from “eyewitnesses” include quotations • of newspaper style display an awareness Herot Attacked! • attack on Grendel’s accurately describe • evidence from the poem include specific • the conflict helps further the explain how • analyze a conflict between identify and Good and Evil Writing Beowulf’s Motives • a thesis statement that expresses the have • the poem include specific examples from • have a clear introduction, a well-developed Use these criteria as guidelines for evalu- criteria as guidelines Use these on Assessment performance ating students’ presented in this Study Options activities Guide. Copyright © The McGraw-Hill Companies, Inc. B these tribesisshownbelow. Beowulf Beowulf Beowulf ern EuropehadbeeninvadingEngland’s shoresforcenturies.Theprincipalhumancharactersin y thetimethat Herward ebl Hathcyn Herbald Hergar Study Guide hail fromthreeScandinaviantribes:theGeats,Danes,andSwedes.Thegenealogyof Hrethric Eanmund Beowulf and Swedesof Meet theGeats,Danes, ( m. Hrothmund Hrothgar Ohther was writtendown,GermanictribesfromScandinaviaandelsewhereinnorth- Welthow) ( daughter m. Efor) ( m. Freaw THE SWEDES THE DANES THE GEATS Ingeld) ( Ongentho Healfdane Swerting m. Hrethel Higlac Shild Beo Higd) Herdred ( Hrothulf m. Halga Beowulf Yrs) ( BEOWULF m. ( m. daughter Edgetho) Yrs Onela) 13 Introducing the Poem

One of the most important remains of Anglo- CHARACTER LIST Saxon literature is the epic poem Beowulf. Its Much of the early action takes place in Herot, a age is unknown; but it comes from a very great mead hall, or banquet hall, where the well- distant and hoar antiquity . . . It is like a piece loved and generous Danish king Hrothgar holds of ancient armor; rusty and battered, and yet court. The following list includes the principal strong. characters in Beowulf, some of whom appear in —Henry Wadsworth Longfellow the genealogies on page 13. Beowulf, an ideal warrior of the Geats and the BACKGROUND hero of the poem It is a curious fact that some of the world’s great- Dragon, a fire-breathing, snakelike monster that est literature has come to us from an unknown terrorizes the Geats hand. Beowulf, the first epic poem in the English Grendel, a monster with human qualities that language, ranks high among such literature. terrorizes Herot for twelve years Scholars believe that this epic about a brave war- Grendel’s mother, a monster that also terrorizes rior who vanquishes evil monsters was composed Herot between the mid-seventh century and the end of Hrothgar, Danish king and builder of Herot the tenth century. Some of the story materials the Higlac, king of the Geats and uncle of Beowulf poet uses may have been passed down by word of Shild, legendary king of the Danes and great- mouth from one generation to the next. grandfather of Hrothgar Beowulf was probably composed in writing by Unferth, a warrior in Hrothgar’s court who one man. Although no one knows the identity of challenges Beowulf’s bravery the author, he lived in what is now England, Welthow, Hrothgar’s wife probably somewhere north of the river Thames. Wiglaf, a young warrior and relative of Beowulf Little more can be said about the author with cer- tainty, except that he was highly skilled in poetic Early Denmark and Sweden technique and was thoroughly familiar with the During the Time of Beowulf Copyright © The McGraw-Hill Companies, Inc. traditional themes and legends of early Germanic culture. Swedes What is it about Beowulf that moved the American poet Longfellow to compare it to “a piece of ancient armor; rusty and battered, and yet strong”? Perhaps it is that the poet fused early Geats Germanic history, legends, mythology, and ideals Jutes with Christian faith and values to create an North Danes enduring work of art that inspires as it entertains. Sea a Or perhaps it is that we still cherish many of the Se ltic qualities that Beowulf embodies—among them Ba courage, loyalty, and generosity. THE TIME AND PLACE The poem is set mainly in Denmark and Geatland Frisians (now southern Sweden) during the sixth century. The map at right shows the locations of peoples Franks mentioned in Beowulf. The proximity of those peo- ples to one another, together with the warrior code they followed, made for frequent clashes. 14 Beowulf Study Guide Copyright © The McGraw-Hill Companies, Inc. Beowulf Beowulf Did You Know? long before long before not buried intheseventhcentury—perhaps ship treasure-filled aroyal England) uncovered In 1939,excavationsatSuttonHoo(inSuffolk, found there were somuchlikethosedescribed were found there Anglo-Saxon kingornobleman.Thetreasures ship isthoughttobetheburialsiteofanearly CRITIC’S CORNER expressed withsuchadequacyanddignityunforgivingtruth. and thepitchofhergrieffindourselvesbetterforhavingthem exposed toacomfortlessfuture.We immediatelyrecognizeherpredicament have survivedtraumatic,evenmonstrouseventsandwhoarenowbeing Kosovo; her[lament]isanightmareglimpseintothemindsofpeoplewho straight fromalate-twentieth-centurynewsreport,Rwandaor out indreadastheflamesconsumebodyofherdeadlordcouldcome once immemorialandoddlycontemporary. TheGeatwomanwhocries The accountofthehero’s funeralwithwhichthepoemends.[is]at Study Guide Beowulf —Seamus Heaney, to introduction was firstcomposed.The Beowulf: A New Verse Translation Verse New A Beowulf: found to support thisnotion. found tosupport the lateking,butnosolidevidencehasbeen that thepoemwascomposedasatributeto ancient burial.Somehaveevenspeculated onmemoriesofthe have beenbased,inpart, in Beowulf that scholarssuggest Beowulf Beowulf may 15 Copyright © The McGraw-Hill Companies, Inc. Study GuideStudy Guide Beowulf —a dispute, or an exchange of personal pay attention to the epithets. Note how pay attention to the epithets. Note flyting Beowulf, Prologue–Part 18 act of giving satisfaction or making amends, as for a wrong or an injury act of giving satisfaction or making amends, as for a wrong or an injury n. extremely disgusting; repulsive; offensive (l. 985) extremely disgusting; repulsive; offensive ] adj. Beowulf Before You Read You Before retaliation against an enemy for injuries or losses suffered, with the intent of retaliation against an enemy for injuries or losses suffered, with the intent expression of sorrow or grief (l. 128) ] n. God is variously described as “the Lord of all Life,” “the Ruler of glory,” “the Lord of God of all Life,” “the Ruler of glory,” is variously described as “the Lord ¯ shən n. ] relief from sorrow or disappointment; comfort; consolation (l. 185) ] n. . to cleanse or rid of whatever is unclean or undesirable (l. 432) . to cleanse or rid of whatever is unclean ] ¯ zəl v ¯th səm lo rep´ə ra rep´ə Beowulf [ home or resting place, esp. of a wild animal (l. 125) home or resting place, esp. of a wild [ ] ri pr n. lə ment [ sol is contains one of the earliest instances in English of a contains one of the earliest instances [ [ purj ] [ ¯r la [ 1616 heaven and earth,” and “our eternal Lord.” As you read heaven and earth,” and “our eternal they provide a brief summary of major characters’ most essential qualities. they provide a brief summary of major The Epithet a brief phrase used to characterize a person, place, or thing. For An epithet is usually an adjective or example, in abuse, in verse. In part 8, the Danish warrior Unferth calls Beowulf a “boastful fool” and taunts him for abuse, in verse. In part 8, the Danish match. Beowulf responds by telling how the match really undertaking and losing a reckless swimming and faulting him for lacking the heart to confront Grendel. went, accusing Unferth of fratricide, loathsome VOCABULARY PREVIEW VOCABULARY lair lament Did You Know? Did You Beowulf BACKGROUND Setting a Purpose the qualities that make Beowulf a hero. Read to discover Share Ideas heroes. Next to the name a list of people who are admired as group of classmates, brainstorm a small With does your list sug- make this person a hero. What the list, jot down a few qualities that of each person on that people prize today?gest about the qualities FOCUS ACTIVITY qualities do these people possess? heroes? What special Who are today’s purge reparation (l. 158) reprisal inflicting equal or greater injury (l. 597) solace Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Active Reading Beowulf Prologue–Part 18 Several key characters are introduced in the first section of the poem. Write a brief description of each character in the appropriate boxes below to help fix the character in your mind.

Shild Beowulf

Hrothgar Unferth

Welthow Grendel Copyright © The McGraw-Hill Companies, Inc.

Beowulf Study Guide 17 Copyright © The McGraw-Hill Companies, Inc. Study Guide ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Beowulf Class Class Class Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date Date Date Date Prologue–Part 18 Beowulf Responding ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Based on Welthow’s actions in the poem, what role or roles do you think women played Based on Welthow’s in Anglo-Saxon society? Contrast Beowulf and Unferth. What function does Unferth serve in the poem? Contrast Beowulf and Unferth. What Briefly describe Grendel. What might Grendel symbolize? Briefly describe Grendel. What might How did Hrothgar come to know Beowulf’s father? Do you think that Beowulf feels to the family? Explain. indebted to Hrothgar for his past kindnesses Why does Hrothgar build Herot? Why doesn’t it collapse when Beowulf engages Grendel it collapse when Beowulf build Herot? Why doesn’t Why does Hrothgar have symbolized? in combat? What might its collapse 5. 4. 3. 2. 1. 18 Name Name Name Name Recall and Interpret Analyzing Literature Personal Response impressions of Beowulf? What are your first Copyright © The McGraw-Hill Companies, Inc. monster’s personalityandpossiblemotivationsforhisbehavior. Using theauthor’s descriptionsofGrendel,developapsychologicalprofile.Describethe forLife Learning evidence fromthepoem. character.consensus onBeowulf’s Thenshare your opinionwiththeclass,supportingit selfless man.With asmallgroupofclassmates,discusseachpointview. Try tocomea Some readersviewBeowulfasaboastfulgloryseeker. OtherreadersviewBeowulfasanoble, Groups Literature Extending Your Response does itsetthestageforactionthatfollows? to In afewparagraphs,analyzethepurposeofprologue,orintroduction, Analyzing Purpose andWritingLiterature Evaluate andConnect Analyzing Literature Beowulf Beowulf Name Name 7. 6. How might a contemporary of Beowulf’s answerthe How mightacontemporaryofBeowulf’s Explain. In youropinion,wouldthestorybebetterifitwerewritteninproseratherthanverse? Study Guide ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Save your work for your portfolio. your for work your Save Responding Beowulf Beowulf (continued) Prologue–Part 18 Prologue–Part Focus Activity Date Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ question onpage16? Beowulf. How Class Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ 19 Copyright © The McGraw-Hill Companies, Inc. Study Guide Beowulf, Beowulf Parts 19–31 dictatorial; domineering; overbearing (l. 1932) dictatorial; domineering; overbearing miserly; tight-fisted; penurious (l. 1929) rejoicing greatly (l. 1881) adj. adj. ] Beowulf Before You Read You Before moving with a violent, heaving, swelling motion (l. 1453) moving with a violent, heaving, swelling adj. ] ¯ note the marriages that are described and think about the alliances that they create. note the marriages that are described ] ¯ əs anything that confines or restrains (l. 1609) anything that confines or restrains adj. n. ] ¯re is the use of hints or clues to prepare readers for events to come. As you read is the use of hints or clues to prepare ] large number; multitude (l. 1788) n. Beowulf, niərd le niərd im pe [ ] [ i zultin [ surj in [ fetərz [ ¯st ho [ 20 VOCABULARY PREVIEW VOCABULARY exulting Foreshadowing in Beowulf Foreshadowing BACKGROUND Know? Did You chose marriage partners for their children. A princess of one people During medieval times, nobles often of another in order to create alliances between their two peoples. might be given in marriage to the ruler As you read Setting a Purpose stands up for Grendel and why. Read to find out who Journal you took a stand. the situation and explain why In your journal, describe end. Pay close attention to speeches and descriptions that appear to look for clues about how the tale will describe. suggest more than what they actually FOCUS ACTIVITY Why did you defend the person? you stoodRecall a time when up for a friend or family member. niggardly fetters imperious host surging Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Active Reading Beowulf Parts 19–31 Many of the characters in Beowulf are motivated by vengeance. As you read the next section of Beowulf, use the chart below to note characters who seek revenge.

To avenge the death of Hnaef, King Hengest kills Finn.

To avenge

To avenge Copyright © The McGraw-Hill Companies, Inc.

Beowulf Study Guide 21 Copyright © The McGraw-Hill Companies, Inc. Study Guide ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Beowulf Class Class Class Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date Date Date Date Parts 19–31 Beowulf Responding ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ What sword does Beowulf take into battle? Who gave him the sword? What does the What sword does Beowulf take into battle? Who gave him the sword? failure in battle suggest about its owner? sword’s Contrast Beowulf and Hermod. the contrast help define Beowulf’s How does character? What does Beowulf’s speech just before fighting Grendel’s mother suggest about his rela- mother suggest about What does Beowulf’s speech just before fighting Grendel’s Higlac? tionship to his men? To What is the mood of Part 19? How does the mood at Herot at the beginning change? Why? Grendel’s mother is a major figure, but nothing is known about Grendel’s father. In a father. about Grendel’s a major figure, but nothing is known mother is Grendel’s ancestry suggest about his what does Grendel’s poem in which ancestry is important, character? 5. 4. 3. 2. 1. 22 Name Name Name Name Recall and Interpret Analyzing Literature Personal Response in your mind? Why? What lines linger Copyright © The McGraw-Hill Companies, Inc. Beowulf Beowulf sions? Chooserolesandrehearsethescene;thenperform itforyourclass. Beowulf feel?Howmightthesefeelingsbeconveyed intheirtonesofvoiceandfacialexpres- of histrustedcounselorEsherandBeowulfresponds. Howdoyouthinkthekingand With apartner, discussthetoneofparts20and21,inwhichHrothgar lamentsthemurder Performing description withtheclass. woman. Howwouldshehavebehaved?Whatrolesplayed?Shareyour mother). Basedontheportrayalofwomeninpoem,describe“ideal”Anglo-Saxon With asmallgroupofclassmates,discuss Groups Literature Extending Your Response other allusionofyourchoiceaddstothepoem. described asanoffspringofCain.Inaparagraphortwo,explainwhatthisallusionany work, orworkofart. Allusions arereferencesinaworkofliteraturetowell-knownperson,place,event,written Recognizing Allusions andWritingLiterature Evaluate andConnect Analyzing Literature Name Name 7. 6. In fightwithGrendel’sto Beowulf’s mother?Explain. of apersonordevicetomakethingsturnoutright.Inyouropinion,doesthetermapply The literaryterm lems beworkedout? Beowulf Study Guide ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Save your work for your portfolio. your for work your Save what aretheconsequencesofseekingrevenge?Whatotherwaysmightprob- Beowulf deus exmachina Responding Beowulf Beowulf (continued) contains numerousbiblicalallusions.Forexample,Grendelis Parts 19–31 Parts refers totheimprobableandunexpectedintroduction Beowulf sportrayalofwomen(includingGrendel’s ’s Date Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ 23 Copyright © The McGraw-Hill Companies, Inc. Study Guide Beowulf: Beowulf words! / How Shild a descriptive figure of speech winging mighty s kenning, aptives he’d beaten.” As you read the final section of aptives he’d beaten.” As you read the contains numerous examples of this special use of words. contains numerous examples of this rowds of c Beowulf Parts 32–43 able to inflict a poisonous wound, esp. by biting or stinging; secreting and able to inflict a poisonous wound, esp. by biting or stinging; secreting adj. act of reproaching; blame; reproof (l. 2331) act of reproaching; blame; reproof (l. ] Beowulf Before You Read You Before n. ] venerable; ancient (l. 2553) having a grayish-blue coloration from a bruise (l. 2724) having a grayish-blue coloration from ¯ch oldiers from every / Land, c . to move in a furtive or stealthy manner (l. 2366) adj. v to break away from control; start and run off (l. 2888) to break away from control; start and ] adj. ven ə məs ven ə ] ¯ v. [ ] ri pro [ ] look for instances of alliteration, and think about how they add to the music of the poem. look for instances of alliteration, and r e ho skulk ¯lt laves of s [ [ liv id bo [ [ 24 that takes the place of a familiar noun. that takes the place of a familiar noun. and his men sail is called a “sea-road,” and the waves are called For example, the route that Beowulf read, look for other examples of this literary device. “ocean furrows.” As you continue to The Kenning As a Literary Device in Old English poetry is the Another device that often appears Beowulf, VOCABULARY PREVIEW VOCABULARY bolt BACKGROUND Know? Did You alliteration, the repetition of consonant sounds at the beginning of Old English poems rely heavily on in these lines from the prologue to Note, for example, the alliteration words in close proximity. Setting a Purpose a man makes the ultimate sacrifice. out of selflessness, how, Read to discover Think-Pair-Share the result? life to help someone else. What was someone who risked his or her talk about a partner, With they cut . . . s heard of Danish heroes / . . . and the glory “We’ve FOCUS ACTIVITY they be? life for? What might sacrificing one’s Are some things worth made s hoary skulk reproach livid transmitting venom (l. 2838) venomous Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Active Reading Beowulf Parts 32–43 Beowulf is a narrative poem that moves through a sequence of events. As you read Parts 32–43 of the poem, trace the events from the beginning of this section to the end by completing the boxes below. At the end, predict the fate of the Geats.

A fugitive steals a cup from the dragon’s hoard.

Beowulf prepares to fight the dragon alone.

The dragon wounds Beowulf mortally. Copyright © The McGraw-Hill Companies, Inc. Beowulf is accorded a hero’s burial. Outcome for the Geats:

Beowulf Study Guide 25 Copyright © The McGraw-Hill Companies, Inc. Study Guide ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Beowulf Class Class Class Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date Date Date Date ? Why? would you have ended the poem? How Beowulf Parts 32–43 Beowulf Responding ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ What is usually done with treasures taken from a defeated enemy? Why is it significant What is usually done with treasures taken from a defeated enemy? Why den is buried with Beowulf? that the treasure from the dragon’s Why is Beowulf’s death a turning point for the Geats? In what way does Wiglaf resemble the younger Beowulf? What makes him a worthy resemble the younger Beowulf? What In what way does Wiglaf successor to Beowulf? How does Beowulf become king of the Geats? Explain how his ascension to the throne How does Beowulf become king of earlier in the poem. reinforces the character traits he displays What incident leads the dragon on the path to vengeance? the dragon on the path to vengeance? What incident leads 5. 4. 3. 2. 1. 26 Name Name Name Name Recall and Interpret Analyzing Literature Personal Response the conclusion of you surprised by Were Copyright © The McGraw-Hill Companies, Inc. Beowulf Beowulf class or, ifyouprefer, doaliveperformance. andplayitforyour Choose rolesandrehearsethebroadcast;thenvideotape theproduction tual death.Includebrief“man-on-the-street”interviewswithGeatsrespondingtotheloss. Beowulf. Recaphisillustriouscareer, themaineventsinhislife,risetofameandeven- With asmallgroupofstudents,writethescriptfornewsbroadcastondeath forLife Learning the class,explaininghowyouarrivedatit. Together, writeasentenceortwothatsumsupthetheme.Thenshare yoursummarywith With asmallgroupofstudents,discusstheme,ormainidea,developedin Groups Literature Extending Your Response think wouldbeinstructivetotheyoungleader. lifethatyou What valueswouldyousuggestheholddear?DrawupondetailsfromBeowulf’s you givetohimleadtheGeats?Whatmistakesmightwarnagainstmaking? Pretend thatyouareBeowulfwritingalettertoWiglaf, yoursuccessor. Whatadvicewould andWritingLiterature Evaluate andConnect Analyzing Literature Name Name 7. 6. page 24?Why? How doyouthinkWiglaf wouldanswerthequestionin it toafriend?Whyorwhynot? How mightyouaccountfortheenduringpopularityof Study Guide ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Save your work for your portfolio. your for work your Save Responding Beowulf Beowulf (continued) Parts 32–43 Parts Date Date Beowulf ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Focus Activity Would yourecommend ? Beowulf. on Class Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ 27 Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ The New Beowulf Online NewsHour with Seamus Heaney Before You Read Focus Question What do people mean when they say that something is “lost in translation”? What does it take to create a good translation of a work? Background Rarely does poetry make the bestseller list. Yet Seamus Heaney’s translation of Beowulf did just that. Heaney’s translation has been hailed as “both direct and sophisticated, making previous versions look slightly flowery and antique by comparison.” In this interview, Heaney talks about the work. Responding to the Reading 1. What does Heaney mean when he says that the Beowulf poet “lived in two worlds”?

2. What connection does Heaney make between the Old English in which Beowulf was originally writ- ten and the language spoken in the rural community where he grew up?

3. According to Heaney, in what ways are conflicts in Beowulf similar to the conflicts in contemporary Copyright © The McGraw-Hill Companies, Inc. Northern Ireland? How are they different?

4. What does Heaney mean when he says that “poetry has no tense”? Do you agree? Explain.

5. Making Connections In the interview, Heaney reads his translation of lines 86–96 of Beowulf. Compare with Heaney’s translation Burton Raffel’s translation in your text. Which translation do you prefer? Why? Writing About Literature Heaney’s translation of Beowulf has been described as being more accessible than earlier versions of the poem. Get a copy of Heaney’s translation of Beowulf from your school or community library and compare it with the translation in your text. Then, in a few paragraphs, tell what you think makes it more accessi- ble than Raffel’s version. Support your opinion by quoting passages from both translations.

28 Beowulf Study Guide Copyright © The McGraw-Hill Companies, Inc. Beowulf Beowulf John Gardner from thegiant’s pointofview. Shareyourstorywithclass. pointofviewor“JackandtheBeanstalk” fromthewolf’s ple, youmightretell“LittleRedRidingHood” Using theexcerptfrom WritingCreative Responding totheReading It describesGrendel’s encounterwithBeowulffromthemonster’s pointofview. books beforehisuntimelydeathin1982.Thisexcerptisfromthelasttwochaptersofnovel John Gardnertaughtcreativewritingandpublishedpoems,novels,shortstories,criticism,children’s Background the twopointsofviewdiffer?Howdidyoudecidewhichonetobelieve? Think ofatimewhenyouhadtoweightwosidesstorybeforecouldformanopinion.Howdid Focus Question YouBefore Read Name .Making Connections 5. 4. 3. 2. 1. Beowulf Does Grendel attribute Beowulf’s successtohisprowessortheaccident?Howdoyouknow? Does GrendelattributeBeowulf’s What wastheaccidentthat,inGrendel’s mind,gaveBeowulftheupperhand? What doesGrendelthinkofBeowulf? What isGrendel’s seizinghisarm?Howdoesheexplainit? reactiontoBeowulf’s Study Guide ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ? Grendel from How doestheportrayalofmonsterin as a model, rewriteafolktalefromthemonster’sas amodel, pointofview. Forexam- Grendel Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Grendel differ fromtheportrayalin Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Grendel. 29 Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ translated by Charles W. Old English Riddles Kennedy

Before You Read Focus Question Why are riddles able to engage and hold our interest? Background The Exeter Book, a collection of Old English texts from which these riddles come, contains ninety-five such poems, suggesting the popularity of riddling in Anglo-Saxon society. Responding to the Reading 1. What is the solution to each riddle? Which words and phrases in the first riddle provide the best clues to the solution?

2. What paradox, or apparent contradiction, is set up in the first two half-lines of the second riddle?

3. Why might the object in the third riddle be described as “smitten”? Copyright © The McGraw-Hill Companies, Inc.

4. In which riddle does the subject express itself with the greatest emotion? is the object given the most emotional content? In what terms does it describe itself?

5. Making Connections Choose a kenning from Beowulf and explain how it might be viewed as a riddle. Creative Writing Using these riddles as models, write a verse riddle of your own. Choose an everyday object and describe its most essential characteristics. Share your riddle with your classmates and see if they can solve it.

30 Beowulf Study Guide Copyright © The McGraw-Hill Companies, Inc. Beowulf Beowulf Dino Buzzati With a groupofclassmates,discussthetechniquesthatBuzzati usestomakethestoryofdragonplausible. Groups Literature Responding totheReading combined therealandfantastic.Buzzatidiedin1972. Italian authorDinoBuzzatiwroteseveraldistinguishedfantasystoriesandnovels.Inhisworks,heoften Background andKingKong? What istheappealofmoviemonsterslikeGodzilla Monster moviescontinuetodrawlargeaudiences.Whydosomanypeopleenjoystoriesaboutmonsters? Focus Question YouBefore Read Name .MakingConnections 5. 4. 3. 2. 1. ways arethetwomonsterssimilar?different? What mightthedragonsymbolize? In youropinion,arethedragonslayersinthisstoryheroes?Explain. you feelasdo. Briefly describethedragon.Inyouropinion,isportrayalofdragonsympathetic?Explainwhy What warningdoesDr. Taddei giveAndronico?Whydoesn’t AndronicoheedDr. Taddei’s warnings? Study Guide ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Dragon The Slayingofthe Compare thedragonin“TheSlaying”with in Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Beowulf. Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ In what 31 Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝

Jane Cahill Medusa’s Story Before You Read Focus Question If someone could foretell your future, would you want the person to describe what will happen to you or would you rather not know? Why? Background If you believe that there are two sides to every story, then you will enjoy this retelling of the Medusa myth. “Medusa’s Story” recounts the events in the Greek myth from the monster’s point of view. Responding to the Reading 1. Why does Athena punish Medusa? In your opinion, does the punishment fit the crime? Explain.

2. How does Medusa feel about her impending death? Why?

3. How might Medusa answer the Focus Question? How can you tell?

4. Does Medusa arouse your sympathy? Explain why or why not. Copyright © The McGraw-Hill Companies, Inc.

5. Making Connections Describe the role of fate in Beowulf and in “Medusa’s Story.” How are Beowulf’s and Medusa’s responses to fate different? Listening and Speaking Use library resources or the Internet to find a copy of the Greek myth on which “Medusa’s Story” is based. Compare and contrast the portrayal of Medusa in the two works. Then share your findings in a brief oral report to your class.

32 Beowulf Study Guide Copyright © The McGraw-Hill Companies, Inc. Beowulf Beowulf Beowulf read thestoryaloudtoyour class. speech itcapturesandvary therateandpitchofyourvoicetoexpressvarying tonesofthestory. Then Practice reading“TheWoman withtheBigThumbnail”aloud. Pay attentiontothenaturalrhythmsof Performing Responding totheReading one generationofBasothotothenext. monster whohasauniquewayofkillingpeople.Thetaleisanoldonethatbeenhandeddownfrom Virtually allcultureshavelegendsabout man-eatingmonsters.ThisAfricanfolktaledescribesalegendary Background Many folktalestellaboutmonsters.Whatdothemonstersinhavecommon? Focus Question YouBefore Read Postma Minnie edited by Name .MakingConnections 5. 4. 3. 2. 1. Beowulf generation? What evidenceisthereinthestorythattalehas beenconveyedorallyfromgenerationto How doBulaneandhismenmanagetokillMachakatane? How doesSechakatanemeetBulane? Why isSechakatanesolonely? Study Guide ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ? Thumbnail The Woman withtheBig Tales oftheBasotho from What similaritiesdoyouseein“TheWoman withtheBigThumbnail”and Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Test 33 33 Copyright © The McGraw-Hill Companies, Inc. Study Guide ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Beowulf Class Class ? Beowulf a sword in the monster’s den a sword in the monster’s Herdred steps down treasures they stole the dragon’s vanquish an evil monster a coward Beowulf calls him and a tooth for a tooth an eye for an eye his kingdom is lost Hrothgar’s sword Hrothgar’s Higlac dies in battle they did not honor Beowulf’s dying wish avenge his father’s death avenge his father’s secret ally Grendel is Unferth’s a good than gold name is better his trusted aide is killed rich versus poor youth versus old age c. c. c. c. c. c. c. c. d. d. d. d. d. d. d. d. ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date Date Unferth’s sword Unferth’s Higd offers him the throne they deserted Beowulf in battle overthrow Hrothgar of Beowulf Unferth is jealous a fall pride goeth before his father was killed in battle they failed to kill the dragon Herdred is killed in an act of revenge his bare hands fame and glory are fleeting fame and glory are Grendel kills Welthow Unferth feels threatened courage versus cowardice seek fame and fortune good versus evil a. a. a. a. a. a. a. a. b. b. b. b. b. b. b. b. Wiglaf reproaches his fellow warriors because Wiglaf Beowulf becomes King of the Geats when Beowulf becomes King of the Geats Beowulf slays Grendel’s mother with Beowulf slays Grendel’s advanced in Which of the following is NOT a conflict Beowulf’s philosophy is guiding Hrothgar is grief stricken because Unferth challenges Beowulf’sUnferth challenges bravery because Beowulf and his warriors journey to Denmark primarily to to Denmark and his warriors journey Beowulf Beowulf 8. 7. 5. 6. 3. 4. 2. 1. ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ . . . The world is God’s, He allows . . . The world is God’s, A man to grow famous, and his family rich, Gives him land and towns to rule And delight in, lets his kingdom reach As far as the world runs—and who In human unwisdom, in the middle of such power, Remembers that it all will end, and too soon? prosperity: nothing prosperity, Prosperity, him, no sickness, not passing time, Troubles No sorrows, no sudden war breaking Out of nowhere, but all the world turns When he spins it. How can he know when he sins? Test How does the following warning from Hrothgar apply to Beowulf? Give examples from the poem to How does the following warning from Hrothgar apply to Beowulf? Give support your answer. 1. 34 Name Name Evaluate and Connect (60 points total; 30 points each) Evaluate and Connect (60 points of paper. B. Answer any two of the following essay questions on a separate sheet Recall and InterpretRecall and each) total; 5 points (40 points best answer. the letter of the A. Circle TEST: Copyright © The McGraw-Hill Companies, Inc. Beowulf Beowulf TEST: Name 5. 4. 3. 2. or whynot? Critic W. P. Kerevaluated What isthetheme,orcentralidea,of these similaritieshelpunifythepoem? What aspectof Examine thestructureof Explain whyBeowulfmaybesaidtoexemplifytheepichero. be matchedamongthenoblestofauthors. Beowulf, the historicallusions,therearerevelationsofawholeworldtragedy, plotsdifferentinimportfromthatof preposterous; forwhilethemainstoryissimplicityitself,merestcommonplaceofheroiclegend,allaboutit,in The greatbeauty, therealvalue.isinitsdignityofstyle.Inconstructionitcuriouslyweak,asense Study Guide ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Beowulf (continued) Beowulf more likethetragicthemesofIceland..Thethingitselfischeap;moralandspirititcanonly Beowulf is Kercriticizingwhenhecallsthework“preposterous”?Doyouagree?Why Beowulf. Beowulf In whatwaysaretheprologueandconclusionsimilar?Howdo this way: Beowulf Supportyouranswerwithevidencefromthepoem. ? Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Test 35