Beowfulf and Grendel

Beowfulf and Grendel Unit 1: What is worth the effort?

Informational Journal EntryRL.11-12.1 I can cite strong and thorough textual evidence to support analysis as well as inferences drawn from the text. Beowulf Trailer • What predictions/inferences can you make about this text based on the film trailer? • Characters • Plot events • Conflict • Themes

4-2-1- OrganizerCreate the organizer on the top half of a sheet of paper.

4-2-1 Free WriteW.11-12.2 I can write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. • Why do we continue to study ancient to medieval texts? • List four reasons individually • Pair up with the person next to you; narrow down to two reasons • Pull together with another pair to make a group of four; decide the One Big Idea that answers the question • On the bottom half of the paper, free write to explore the answer to the question with your One Big Idea.

Academic VocabularyL.11-12.4 I can determine or clarify the meaning of unknown words using context and reference materials

Informational Journal EntryW.11-12.2 I can write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. • Explain why reading ancient to medieval texts is difficult for the modern reader. Describe a strategy or strategies to deal with this difficulty.

Analyzing the Historical ContextRI.11-12.3 I can analyze a complex set of ideas or sequence of events and explain how individuals, ideas, or events interact. Read the historical context article and keep notes using some kind of outline.

Outlining for the Left or Right BrainRI.11-12.2 I can determine two or more central ideas of a text and analyze their development over the course of the text; I can provide an objective summary of the text. • Main topic of section • Supporting idea • Detail • Detail • Supporting idea • Detail • Detail • Main topic of section • Supporting idea • Detail • Detail • Supporting idea • Detail • Detail

SummarizingRI.11-12.2 I can determine two or more central ideas of a text and analyze their development over the course of the text; I can provide an objective summary of the text. • Characteristics of an Objective Summary: FABO • Focused – relay the central idea and specific, relevant details • Accurate – be true to the essence of the text • Brief – balance brevity and thoroughness • Objective – refrain from opinions, reactions, personal reflections • Write a summary of the historical context article using your notes.

Analyzing the Historical ContextRI.11-12.3 I can analyze a complex set of ideas or sequence of events and explain how individuals, ideas, or events interact. Going around the room, each of you will be assigned a number. Read the section about your group in the textbook. • Celts, p. 7-8 • Romans, p. 8-9 • Anglo-Saxons arrive in England, p. 9-10 • Danes/Vikings, p. 10-11 • Anglo-Saxons monks, p. 16-17 • Anglo-Saxon lifestyle, p. 11-13 • Anglo-Saxon pagan warrior-gods, p. 14 • Anglo-Saxon bards, p. 14-15

Analyzing the Historical ContextRI.11-12.3 I can analyze a complex set of ideas or sequence of events and explain how individuals, ideas, or events interact. • Meet with other people who researched the same group. • Synthesize information from the textbook and the context article to answer as many of the below questions as possible. • Create a poster to present that answers the discussion questions using visuals and explicit textual evidence. • Describe the origin and time period of your group. • Describe how your group influenced language and/or literature, particularly Beowulf. • Describe how your group influenced religion and/or culture.

Narrative Journal EntryW.11-12.3 I can write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. • Imagine you are an Anglo-Saxon or Viking from the year A.D. 750. Describe your daily life and point of view on the world.

Close Reading – Song LyricsRL.11-12.4 I can determine the figurative meanings of words as they are used in a text and analyze the impact of word choices on meaning and tone. • Conduct a close reading of Lorde’s song “Royals”. • Circle any words you don’t know; in the line spacing, attempt to infer the meanings based on the context • Underline words that evoke strong images • Highlight ideas or images that are repeated • In the line spacing, paraphrase lines that are complex or use figurative language • In the left margin, summarize the central idea of each section. • On the back, analyze the theme of the song. Use explicit references to lines and details in the lyrics.

Close Reading – Song LyricsRL.11-12.4 I can determine the figurative meanings of words as they are used in a text and analyze the impact of word choices on meaning and tone. • Repeat the close reading, this time as your imagined Viking character. • Consider how he/she would understand this song. • What would he/she struggle to understand? • What would he/she still understand?

AllusionRL.11-12.4 I can determine the figurative meanings of words as they are used in a text and analyze the impact of word choices on meaning and tone. • Allusion: Reference to something known from literature, history, religion, culture, etc. • Literary shout-outs • When reading complex or historical texts, understanding allusions is important to understand the text itself • What allusions appear in the lyrics of “Royals”? • What are some ways to understand allusions? • Same as unknown vocab - infer based on the context • Use reference materials: footnotes, appendix, encyclopedia, Internet

Allusions Exit SlipRL.11-12.4 I can determine the figurative meanings of words as they are used in a text and analyze the impact of word choices on meaning and tone. • Read the first section of Beowulf and identify any allusions. • Use your smartphone or other reference material (dictionary, teacher, footnotes) to understand the allusion. • Analyze the Biblical allusion in the first section of Beowulf. • What does this allusion refer to? • How does understanding this allusion help in understanding the story?

Beowulf Context Quiz

Beowulf Reading Log • Vocabulary Log – 20 points per page • As you read, select your own vocabulary words (these may also be allusions) • Higher level questions at the bottom must be attempt or no credit will be given • Reading Log – 60 points total , 20 points per heading; 2 points per quote, 2 points per answer • Complete the reading log for sections 1-3: The Monster Grendel.

Characterization • Characterization is the process by which an author reveals a character; focus is on the author’s choices. • Two types of characterization: • Direct (EXPLICIT): the text explicitly tells something about the character’s personality • Indirect (IMPLICIT): the text implies something about the character’s personality • Speech: • Direct: what the character actually says about himself • Indirect: how the character speaks (dialect), what the character talks about • Thoughts/Emotions: • Direct: description of character’s actual thoughts and feelings • Indirect: how the character reacts • Effect on Others: • Direct: description of effects on others • Indirect: reactions of other characters • Actions: • Direct: description of what the character actually does • Indirect: what the actions say about inner character • Looks: • Direct: description of character dress and looks • Indirect: what the dress and looks say about the inner character

Characterization Comparison Characterization of Grendel in Beowulf Characterization of Grendel in Grendel • Powerful monster • Lives in darkness • Demon, fiend • Born of Cain • Spawned in slime • Haunted moors and marshes • Greedy • Claws • Snatched up and smashed men sleeping in hall • Delighted with slaughter • Set on murder; lust for evil • Fought with righteous • Could not touch Hrothgar

Characterization - Beowulf • List examples of characterization from the first three sections of Beowulf. • Analyze how the author characterizes Grendel in Beowulf. • Does he use mostly indirect or direct characterization? • What aspects of Grendel’s character does the author focus on (STEAL)? • How do these choices impact the reader’s understanding of the monster?

Characterization - Grendel • Read the first two chapters of Grendel; while reading, list examples of characterization. • Analyze how this author characterizes Grendel. • Does he use mostly indirect or direct characterization? Provide examples. • What aspects of Grendel’s character does the author focus on (STEAL)? • How do these choices impact the reader’s understanding of the monster?

Characterization Comparison • Grab a copy of Grendel. • Take out your monster comparison T-chart; if you no longer have it, work on creating a new one. • Continue reading Grendel through chapter 2 and add examples of the monster’s characterization to the chart. Characterization of Grendel in Beowulf Characterization of Grendel in Grendel

Characterization Comparison Characterization of Grendel in Beowulf Characterization of Grendel in Grendel • Powerful monster • Lives in darkness • Demon, fiend • Born of Cain • Spawned in slime • Haunted moors and marshes • Greedy • Claws • Snatched up and smashed men sleeping in hall • Delighted with slaughter • Set on murder; lust for evil • Fought with righteous • Could not touch Hrothgar • “Do not think my brains are squeezed shut like the ram’s.” • Hates everything • Doesn’t believe he is noble • Believes creatures that can’t think are happy • Lots of inner thoughts and emotions • Grew up in darkness • Bizarre relationships with mother

Characterization Comparison: Choose ONE option below Acrostic Artwork • Create an acrostic for each characterization of the monster (one on each side of the paper) using Grendel’s name (25 points each) • Each of the 7 letters should represent a trait the author presents in that version • Include textual evidence under each letter (25 points) • Acrostics should be visually appealing (25 points) • Create a drawing for each characterization of the monster (one on each side of the paper); 25 points each • The picture should represent or reference 7 traits the author presents in that specific version • Label the drawings with textual evidence (25 points) • Drawings should be visually appealing (25 points)

Characterization • Write a reflection comparing the two stories in terms of characterizations. • How do these different types of characterization reflect the way their societies view villains? • Which do you prefer? Why?

Elements of the Epic • Explain what an epic is and give an example.

Independent Reading: Grendel 2 • In your journal, continue to track examples of Grendel’s characterization. • Describe Grendel’s first interactions with the world and how they shaped his opinion of the universe. (5 sentence minimum)

Elements of the Epic • Epic: a long narrative poem about a national hero • Carries culture’s history, values, myths, legends, and traditions • Epic heroes are related to Gods but still face obstacles and death • Today, the form has migrated to other genres such as film, music, novels, and video games

Elements of the Epic • Fold a sheet of paper into four squares; as the notes are rotated around, complete the following in each square: • Elements/definition • Class Example: • Group Example: Lord of the Rings Superman Batman Star Wars Harry Potter Skyrim

Elements of the Epic • Hero on a Quest: often of noble or semi-divine birth, he sets out on a quest, a dangerous journey that tests his spirit • Class Example • Epic of Gilgamesh: Gilgamesh is the son of a goddess and king who journeys to the end of the world

Elements of the Epic • Valorous Deeds: acts that reveal the hero’s extraordinary qualities and reflect the values cherished by his culture • Class Example • Epic of Gilgamesh: Gilgamesh dives underwater to find a magic plot to help his people conquer death

Elements of the Epic • Supernatural Forces: include deities that watch over the hero and monsters • Class Example • Epic of Gilgamesh: fights monsters and the Bull of Hell; gods grant immortality

Elements of the Epic • Elevated Style: lofty diction that heightens the importance of events; includes catalogues, or lists of battles, weapons, and royal gifts • Class Example • Epic of Gilgamesh: “O Urshanabi, was it for this that I toiled with my hands, is it for this I have wrung out my heart’s blood?”

Beowulf 3-5: The Arrival of the Hero • Read sections 3-5 of Beowulf and complete the reading log. • Quiz Friday: • Allusion • Characterization • Epic

Elements of the Epic • On your four-square notes from yesterday, add details from Beowulf for each category.

Elements of the Epic • Brainstorm your own epic with the following: • Hero on a Quest: • Valorous Deeds: • Supernatural Forces • Elevated Style

Independent Reading: Grendel 2 • In your journal, continue to track examples of Grendel’s characterization. • Describe Grendel’s first interactions with the world and how they shaped his opinion of the universe. (5 sentence minimum)

Elements of the Epic/Characterization • For at each major character (hero, villain, etc.), describe their characteristics and how you will introduce and develop those traits for the audience.

Epic Video Quiz Answer each question below accurately in a full paragraph with specific references to the text. • Define an epic in terms of the literary genre. • Identify the hero and describe how the author characterizes him. • Describe the hero’s quest in this epic. • Describe the supernatural forces in this epic. • Explain what elevated style is and quote or describe an example from this epic. • Define allusion. Explain the allusion made to history in this text.

Independent Reading: Grendel 3-4 • Chapter Three: Summarize the main events in this chapter; focus on how events, ideas, and individuals affect each other to shape the story. • Chapter Four: Analyze Grendel’s philosophy about life and the meaning of the universe; use specific quotes and/or examples.

Elements of the Epic • Answer ONE of the following questions in your journal: • With reference to specific examples from your group work, explain how an epic reflects the culture it was written in. • Epic heroes are epic because they are larger than real life. Defend whether or not they are believable characters. Defend whether or not they are relatable characters. • Evaluate why people continue to enjoy the epic genre. • Many major cultures have one or two epics that define their society’s history. Choose and argue what story might be the epic of America. • The elements we studied are only a few of the elements that form an epic. Discuss another element that an epic might or should include.

FOILRL.11-12.3 • Complete a Venn Diagram contrasting the two men in the clip. • Foil: a character who provides a contrast for another character • Luke Skywalker and Hans Solo • Will and Jack in Pirates • Sam and Frodo in LOTR • Marshall and Barney in HIMYM • Read “Unferth’s Challenge”, sections 6-7; focus on answering question #11. • Explain how foils advance the plot and character development.

FOILRL.11-12.3 • Complete a Venn Diagram contrasting the two men in the clip. • Foil: a character who provides a contrast for another character • Luke Skywalker and Hans Solo • Will and Jack in Pirates • Sam and Frodo in LOTR • Marshall and Barney in HIMYM • Read “Unferth’s Challenge”, sections 6-7; focus on answering question #11.

Independent Reading • Grendel3-4 • Chapter Three: Summarize the main events in this chapter; focus on how events, ideas, and individuals affect each other to shape the story. • Chapter Four: Analyze Grendel’s philosophy about life and the meaning of the universe; use specific quotes and/or examples. • Beowulf 1-7 • Complete reading log • Three vocab words

FOILRL.11-12.3 • Meet with your group and discuss a set of foils that you are familiar with. Discuss how the foils help you to better understand the characters and plot of a story. Prepare to share with the class. • On the back of your Venn diagram from yesterday, explain how foils advance the plot and character development. Use specific examples from Beowulf, Star Trek, or another epic story you are familiar with.

Independent Reading • Grendel3-4 • Chapter Three: Summarize the main events in this chapter; focus on how events, ideas, and individuals affect each other to shape the story. • Chapter Four: Analyze Grendel’s philosophy about life and the meaning of the universe; use specific quotes and/or examples. • Beowulf 8-11 • Complete reading log • Four vocab words

Beowfulf and Grendel