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Beowulf and Anglo Saxon culture
Anglo Saxon period beowulf
Analysis of beowulf relating to the historicalbackground of Anglo saxon
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Recommended: Beowulf and Anglo Saxon culture
Course: Early English Lit
Time Allotment: 90 minutes.
Grade Level: 11
Lesson Topic: Beowulf (Historical Information)
Lesson Description: In this lesson, students will be introduced to the story, Beowulf in a couple of different ways. First, the students will be presented challenging vocabulary in the story. They will also be making flashcards and research for specific information about the Anglo- Saxon period to help them understand the background for Beowulf.
Lesson Rationale: This lesson is important because it is crucial for students to understand the difficult vocabulary before they can understand the novel. Also, knowing the aspects of the time period will help students read the story in a more in a more educated and deeper way. I will also be teaching the students a valuable procedure for studying vocabulary that will help them not only in this class, but other classes as well. This will be used throughout their educational career. Learning these skills will benefit students in the long run by giving them a more extensive knowledge of vocabulary, study, research and pre-reading skills.
Lesson Objectives:
-The student will be able to construct vocabulary note cards using words from Beowulf.
- The student will be able to complete a worksheet which deals with the history of the Anglo-Saxon period and Beowulf.
Alignment of Lesson with Subject Matter Standards:
2.B.5b: Apply knowledge gained from literature as a means of understanding contemporary and historical economic, social, and political issues and perspectives.
2A.5d: Evaluate the influence of historical context on form, style and point of view for a variety of literary works.
1.C.5a: Use questions and predictions to guide reading across complex materials.
1.A.5a: Identify and analyze new terminology applying knowledge of word origins and derivations in a variety of practical settings.
Resources/Materials Needed:
Sample vocabulary card
Vocabulary list
Index cards for students
Computers
Worksheets
Connections to Future Lessons: Throughout the following future lessons, students will be familiar with the story and how it relates to human behavior today. Is there a little Beowulf in all of us?
Lesson Structure/Procedures:
Distribute vocabulary sheets and explain vocabulary card strategy.
Have students work on their vocabulary cards for five minutes.
Distribute worksheets and have students work individually at the computers to research information.
Review worksheet.
Conclusion: Briefly explain the activity for the next day. Answer any questions, review worksheet, and talk about the history of Anglo-Saxon period.
Student Assessment Procedures: Students will be assessed by completing the worksheet correctly. Also, there will be a vocabulary quiz at the end of Chapter 1.
Clark, Gorge. “The Hero and the Theme.” In A Beowulf Handbook, edited by Robert Bjork and John D. Niles. Lincoln, Nebraska: Uiversity of Nebraska Press, 1997.
Clark, Gorge. “The Hero and the Theme.” In A Beowulf Handbook, edited by Robert Bjork and John D. Niles. Lincoln, Nebraska: Uiversity of Nebraska Press, 1997.
Murphy, B. & Shirley J. The Literary Encyclopedia. [nl], August 31, 2004. Available at: http://www.litencyc.com/php/speople.php?rec=true&UID=2326. Access on: 22 Aug 2010.
One of the main topics discussed in lesson one is the fact that heroes over time and overseas all heroes have something in common; which is true in the case of King Arthur and Beowulf. It is obvious that they are similar in the fact that they are both heroes, but what makes them an idol of their time and in their culture are poles apart. There are many things that are different about Beowulf and King Arthur, but the ones that stand out the most are what kind of hero they are and what actions they did to make them heroic. Both heroes possess qualities that others do not have, but it is what they do with those abilities that prompts someone to write a story about them and idolize them in time.
Beowulf. Norton Anthology of World Masterpieces. Expanded Edition Volume 1. ED. Maynard Mack et al. New York: Norton, 1995. 1546-1613.
Beowulf. The Norton Anthology of English Literature, Volume A. Ed. Stephen Greenblatt. New York: W. W. Norton & Co., 2006. 34-100.
Formative Assessment- There are a number of formative assessment that are used. The first one is the list created on the first day after reading the passage along with student participation on sharing their findings the following day on day two. Student participation in day six when sharing their papers and the write up of a peer’s paper will be used for a formative assessment. All of these are graded on accuracy and completion and will be worth five points each.
Beowulf is an interesting story in that it has a meaning that is firmly rooted in fantasy creatures based in mythical origins while providing insight into religious ideals and practices of the time. It also speaks of tradition and the struggle of man against things perceived as evil. In this tradition especially, Beowulf is an incredible allegory regarding the struggle of good and evil in the Christian tradition.
Abrams, M.H., ed. Beowulf: The Norton Anthology of English Literature. New York: W.W. Norton & Company, Inc., 2001.
“Beowulf.” Trans. Suzanne Akbari. The Norton Anthology of World Literature. 3rd ed. Vol. B. New York: W.W. Norton, 2012. 112-82. Print.
One of the first literary work studied by our class was “Beowulf,” the longest and greatest surviving Anglo-Saxon poem. The poem is packed full of Christian and Pagan elements that are constantly fighting for the dominant position. In order to understand these thematic elements portrayed throughout “Beowulf,” we must first discover
Christ, Carol T., Catherine Robson, Stephen Greenblatt, and M. H. Abrams. "Beowulf." The Norton Anthology of English Literature. New York, NY: W.W. Norton &, 2006. Web.
Beowulf. Holt elements of literature. Ed G Kylene Beers and Lee Odeel. 6th ed. Austin: Holt, Rinehart, and Winston, 2008. 21-48. Print.
To begin the lesson I would give a brief overview of the tale and the beliefs of the Anglo-Saxon period in order to give a better context to the way that it factors into the text. Without this information I feel as though it might be hard for students to understand some of the themes of the Beowulf. Another important topic to cover would be to have a refresh lesson on how epic poems share a structure, and how Beowulf himself shares many similarities to other epic heroes. The last step I would take before starting the main lesson would be to discuss and give a brief overview of the characters and setting as to provide some insight into where this all takes place, which I hope will help immerse students
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a