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Beowulf Part I/ II

Beowulf Part I/ II. Agenda . Warm-up Unfinished Powerpoint from yesterday Grendel Activity Instruction/ Class reading Mediation Activity Explanation & Implementation Student reading in groups with checking for understanding . Warm-up .

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Beowulf Part I/ II

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  1. Beowulf Part I/ II

  2. Agenda • Warm-up • Unfinished Powerpoint from yesterday • Grendel Activity • Instruction/ Class reading • Mediation Activity • Explanation & Implementation • Student reading in groups with checking for understanding

  3. Warm-up • What is a hero (what qualities do they possess)? Are heroes necessary in our society? Do they exist?

  4. Map of the Land of Beowulf Scandinavian Setting-Taken from Norton Anthology

  5. Metalwork • In line 235, the Scop mentions “smith’s high art” worn by the Geats. • Pre-Viking society produced many artifacts that were highly decorated with carvings and ornamentation. It was carried westward to England and Ireland by traders and invaders. • How do you think the light might have enchanted the metal objects? • What can be infer about ancient Scandinavian society based on decorative objects.

  6. Beowulf’s Introduction: Line 236 • What do you notice about Beowulf’s introduction? • What has he done in the past? How does he establish credibility? • Does he use elements of logic? Pathos? Ethos? • Note: logical arguments deal with the facts, pathos stands for emotion (using an emotional appeal), and ethos deals with ethics (credibility).

  7. Heroes and Legends • Legendary heroes are larger than life and have a track record of battles and adventures that reinforce confidence and reputation. • Beowulf boats of his past deeds. How does that establish him as the hero? • It is important to note that Beowulf’s accomplishments are not empty. He has accomplished all that he said he has done.

  8. Beowulf’s Plan • Read lines 264-79. • What is Beowulf’s plan for dealing with Grendel? • Why does he want to use his bare hands?

  9. Summarize Beowulf’s Accomplishments in a Link Organizer

  10. Death • What does Beowulf say about death (lines 279-284)? • What values and beliefs does the warrior culture seem to have towards death based on Beowulf’s words and attitude?

  11. Mediation between Grendel, Beowulf, and Hrothgar • Imagine that Grendel, Beowulf, and Hrothgar were able to sit down and talk about their differences. What would they say to one another? Could they work it out? Would the end result be violence no matter what, or could it be avoided? • We will do a mediation activity to find out.

  12. Discovering your Conflict Style • How do you resolve conflicts? • Are you aggressive (my way or the highway)? • Compromising (let’s see what can work for both of us)? • Appeasing (let’s do what you want)? • Does it depend? Explain.

  13. Mediation • You will be assigned to a group. Make sure you learn all that you can about your character. Look at the text. What has your character thought, said, and done up until this point? What plans have the characters made, if any? What is their conflict style? • You will be in groups of 7. You will be given sheets of paper to write your thoughts on about your character. Be as specific as possible. I will provide some examples on the board. • Team Hrothgar • Team Grendel • Team Beowulf • Have fun!

  14. Mediation: The process • I will need 5 volunteers from our groups. • 1 volunteer from Hrothgar’s team • 1 volunteer from Beowulf’s team • 1 volunteer from Grendel’s team • 2 mediators

  15. Mediation: The Beginning • Step 1: Introduction to Disputants: • Mediator One:Welcome to mediation. I’m __________and this is_______________. We are both trained mediators. We are trained to listen, stay neutral, and help clarify the problem. We do not take sides or make decisions for anyone. We keep all information confidential, unless you choose to tell us that you are planning to harm yourself or someone else. In that case, we will discuss getting further help. Again, we are neutral, sworn to confidentiality and committed to helping people peacefully resolve problems. Please listen carefully. Each person has an uninterrupted period of time to speak after which we will restate his/her message. Do you have any questions?

  16. Listening • Defining How to Actively Listen • Process:Ask mediators to describe their best listening behaviors, posture, experiences.... Ask mediators to describe times when they could tell that someone was listening to them or not listening to them. Write down characteristics of active listening as the discussion develops—making sure that the following characteristics are highlighted as the definition of active listening. • Listen carefully without interruptionLook at the person who is talkingKeep eye contact if possible and appropriateSmile when appropriateAsk clarifying questionsTake notes if needed to help the review and restating process • 19

  17. Telling Stories • In this activity mediators practice Step 2. Mediators engage in active listening as the stories are told. • Process: • Mediators ask one of the disputants to tell their story: “Can you tell us the story about what happened and how you feel about it? We will listen without interrupting.” • After disputant 1 tells their story, student mediators practice restating Ask clarifying questionsTo the 1st disputant: • 1) “Is there anything else that happened before.....?” “Can you tell me more about......?” “Can you help me understand how/why........?” • 2) “So, am right if I say that you feel the problem is......and you’re concern is.......? • Repeat Steps with Disputant number 2

  18. Clarifying Questions • Fact questions:Can you tell me more about.......?Will you please help us understand.........? What do you mean by..........?How have you responded to this conflict? • Feeling questions:How did you feel about that?What is the impact of this conflict on your life? • Interest questions:Can you explain what bothers you about this situation? Can you explain how this is important?Has anything worked in the past?” • Remember to make a list of facts, interests, feelings and problems that need to be resolved or addressed as disputants answer and explain and repeat all questions with each disputant.

  19. Reviewing and Restating • Procedure: • After both disputants have had a chance to tell their story and mediators have asked questions the mediator asks, “Do you both agree that we have all the facts?” • Then the mediators introduce Stage Three by explaining: “We check for understanding by restating the important points each of you have shared about the problem. “We want to remind you that understanding does not imply agreement: We may understand your position but we may or may not agree with it. First, we need to establish that we have a clear understanding of each person‘s perspective.” • The mediators restate what Disputant 1 has told us about the situation so far and how he/she is feeling about it. • To Disputant 1: “Do you feel that we understand what you said and summarized the important points accurately? If not, what important point would you like to repeat or clarify?” • Mediators repeat the process for Disputant 2 • Finally, the mediators try to restate and reframe the two points of view by highlighting any common ground: For instance, “You both felt insulted and left out; you are both anxious to resolve this.” This step in the restating process allows mediators to begin to reframe the problems a mutual problem to be solved by both mediators in a win-win process.

  20. Solutions • The mediator: “Let’s start by getting a few ideas of what each of you needs and what you think might be fair” • Ask disputants to think of any idea that occurs to them, reminding them that there are no right or wrong ideas in brainstorming. Explain that you (mediators) will keep track of every idea and remain neutral. There will be no criticism and all ideas are noted. • Start the process by reframing the conflict, staying positive and focused on the creative process: • “Can you describe the best possible outcome of this session?” “What changes would you both like to see happen?” • “What would you be willing to do to solve the situation?” “What would make this situation better?”“What might keep this from happening again?”“What’s the best thing that could happen to solve this problem?” “What could we do differently?” • “What would make this better?”

  21. Mediation: The Conclusion and Agreement (if we can get there) • "Nobody can go back and start a new beginning, but anyone can start today and make a new ending." Maria Robinson • MEDIATION AGREEMENT • Summary of the conflict:____________________________________________________________ __________________________________________________________________ __________________________________________________ • We agree to:________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ _______________ • _____________________ DisputantSignature Date • _____________________ MediatorSignature Date • _____________________ MediatorSignature Date

  22. When Mediation Does not Work… • Beowulf’s fight with Grendel • Lines 285-302: What words achieve an element of suspense? • Is there any foreshadowing as to what is going to happen?

  23. Alliteration • Helped to make story more compelling • “trap on the trip to high Herot”(ll. 288) • “Came kill” (ll. 287)

  24. The Battle • What does the “Shepard of Evil” and the “guardian of crime” say about Grendel and the importance of the battle about to happen? • What was different about Herot? • Does Grendel’s fear say something about his humanity? • What advantages does Beowulf have in the fight?

  25. Predicting Who will win the battle? Why?

  26. Realism & Epics • What details from the battle add realism or epic grandness? • Description of Grendel’s screams, shrieks, and tears combined with Beowulf’s hold over the monster. Epic grandness is suggested based on how Grendel has bewitched the weapons of Beowulf’s men and the description of Beowulf being the strongest and most powerful man.

  27. Good vs. Evil

  28. Grendel vs. God? • The text says that Grendel realizes that he was fighting with God. How might that have changed the way Grendel viewed the battle?

  29. Paraphrasing • Lines 392-7 • What is happening here? • Grendel dies and Beowulf is more powerful than ever • Glory was more important than victory for Beowulf.

  30. Happiness Restored? • Predict what you think is going to happen?

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