Intel® Teach Program

Essentials Course

Unit Plan Template

B. Vogt – ENGLISH 12

Beowulf

Unit Author
First and Last Name / BARBARA VOGT
School District / Dare County
School Name / Manteo High School
School City, State / Manteo, North Carolina
Unit Overview
Unit Title
From Legend to History
Unit Summary
“The Seafarer”; Beowulf; The Canterbury Tales: The Prologue, The Pardoner’s Tale; The Wife of Bath
Subject Area
English IV
Grade Level
Grade: 12
Approximate Time Needed
28 days for Unit 1
Unit Foundation
Targeted Content Standards and Benchmarks
C = Written and Oral Communication
EIV.C.1 Use appropriate language and conventions during oral, written, and digital communication.
Ø  EVI.C.1.1 Use appropriate diction punctuation and sentence variety to achieve a specific purpose and to reach a defined audience.
Ø  EIV.C.1.2 Use structure, details, and transitions to communicate ideas effectively.
Ø  EIV.C.1.3 Use self-evaluation, peer reviews, and teacher conferences to revise and to edit oral, written, and digital communication to produce fussiness, technical, and academic texts.
Ø  EIV.C.1.4 Use the appropriate mode of communication informative—informative, reflective, argumentative, and critical—to speak, to read, and to write.
EIV.C.2 Analyze Literary conventions of oral and written communication
Ø  EIV.C.2.1 Analyze literary conventions in terms of appropriateness for a specific purpose and defined audience.
Ø  EIV.C.2.2 Use appropriate literary conventions during oral and written communication.
EIV.C.3 Use appropriate literary strategies to construct persuasive arguments.
Ø  EIV.C.3.1 Classify appropriate literary strategies according to purpose and audience.
Ø  EIV.C.3.2 Use appropriate analytical strategies during an oral presentation or written literary analysis for a specific purpose and defined audience.
EIV.C.4 Evaluate the oral presentation skills of speakers.
Ø  EIV.C.4.1 Summarize information presented during oral communication.
Ø  EIV.C.4.2 Use oral instructions to perform specific tasks, to answer questions, and to solve problems.
Ø  EIV.C.4.3 Evaluate Speeches in terms of thesis, elaboration, structure, style, voice qualities, and delivery strategies.
EIV.C.5 Evaluate differing perspectives and conclusions from online and other sources of academic discussions.
Ø  EIV.C.5.1 Use various technologies, such as blogs or other online collaborative tools, to conduct academic discussions addressing different perspectives and conclusions.
Ø  EIV.C.5.2 Evaluate online and other sources of academic discussions according to their different perspective and conclusions.
EIV.C.6 Create persuasive multimodal small group presentation about global issues.
Ø  EIV.C.6.1 Evaluate historical documents, British literature, and nonfiction as sources for persuading a global audience regarding a specific purpose within a defined content.
Ø  EIV.C.6.2 Produce a multimodal small group presentation to persuade a global audience to understand divergent perspectives about a global issue.
L = Language and Meaning
EIV.L.1 Analyze language for meaning, structure, conventions, and literary techniques
Ø  EIV.1.1 Differentiate between contextual word meaning and denotative meaning
Ø  EIV.L.1.2 Classify sentences according to their structure, type, conventions, and literary techniques.
Ø  EIV.L.1.3 Use language to compose communication for a specific purpose, audience, and context.
EIV.L.2 Use appropriate print and digital sources to determine meaning, pronunciation, word origin, spelling, and usage of words.
Ø  EIV.I.2.1 Understand how to use etymology, linguistic features (including roots, affixes, and cognates), and contextual clues to determine word meaning and usage.
Ø  EIV.I.2.2 Understand common idiomatic expressions, allusions, and nuances in language and word meaning.
Ø  EIV.L.2.3 Use common idiomatic expressions, allusions, and nuances appropriately when speaking and writing within the informative, reflective, argumentative, and critical modes of communication.
EIV.I.3 Evaluate written, visual, and digital texts for the meaning of language, points of view, and internal references
Ø  EIV.L.3.1 Understand how to retrieve written, visual and digital texts with literary, abstract, or real life ideas
Ø  EIV.L.3.2 Use literary, abstract, or real life ideas to create written, visual and digital texts.
Ø  EIV.L.3.3 Evaluate written, visual, and digital texts on the basis of the interpretation of objective language, rational points of view, and scholarly references.
EIV.L.4 Analyze satire in texts for purpose and audience.
Ø  EIV.L.4.1 Contrast humor, parody, sarcasm, and satire in British literature, nonfiction, visual, and digital texts.
Ø  EIV.L.4.2 Analyze satirical texts in terms of combined purpose, audience, and stated and inferred meanings.
Ø  EIV.L.4.3 Use satire to communicate ideas for a specific purpose and audience.
T = Critical Thinking
EIV.T.1 Analyze oral, written, and digital texts from British literature, nonfiction, and visual sources using the classical appeals of logos, pathos, and ethos.
Ø  EIV.T.1.1 Analyze selected passages in oral, written, and digital texts from British literature, nonfiction, and visual sources in terms of the primary characteristics of logos, pathos, and ethos.
Ø  EIV.T.1.2 Use the classical appeals of logos, pathos, and ethos to communicate ideas for a specific purpose and audience.
EIV.T.2 Evaluate British literature, nonfiction, and visual texts in terms of their complexity and their ability to inform, to persuade, and to entertain.
Ø  EIV.T.2.1 Analyze the complexity of ideas, diction, syntax, themes, figurative and rhetorical language, organizational structure, and visual features in selected passages from British literature, nonfiction, and visual texts.
Ø  EIV.T.2.2 Evaluate, aural, visual, and written images and other special effects as tools for informing, persuading, and entertaining.
EIV.T.3 Analyze a variety of British literature and nonfiction texts for themes of the human experience within the context of global perspectives and historical and current events.
Ø  EIV.T.3.1 Understand human experiences in British literature, nonfiction, visual, and digital texts within the context of global perspectives and historical and current events.
Ø  EIV.T.3.2 Analyze British literature, nonfiction, visual, and digital texts in terms of global perspectives and human experiences, both historical and current.
EIV.T.4 Evaluate solutions to literary and real life problems from British literature and nonfiction texts.
Ø  EIV.T.4.1 Evaluate solutions to literary and real life problems from British literature and nonfiction texts to distinguish among facts, opinions, evidence, inferences, logical fallacies, derogatory language, and faulty reasoning.
Ø  EIV.T.4.2 Use literary and real life problems to create appropriate solutions.
R = Research
EIV.R.1 Produce extended researched arguments using primary and secondary sources, visuals and appropriate citation style.
Ø  EIV.R.1.1 Plan an extended researched argument using a writing process that includes barious forms of media resources, research notes, and graphic organization.
Ø  EIV.R.1.2 Understand how to retrieve online and other sources of academic discussions containing different perspectives and conclusions.
Ø  EIV.R.1.3 Use increasingly sophisticated strategies, such as quantitative, technical, and mathematical approaches to information, to specify details in support of generalizations.
Ø  EIV.R.1.4 Use appropriate oral, written and digital communication to understand and to use information in maps, charts, graphs, timelines, tables, diagrams, advertisements, political cartoons, photographs, and paintings.
Ø  EIV.R1.5 Produce an extended researched argument using primary and secondary sources, visuals, and appropriate citation style.
EIV.R.2 Produce multimodal presentations based on global issues contained in literary, nonfiction, or digital texts.
Ø  EIV.R.2.1 Analyze literary, nonfiction, or digital texts using critical thinking, research methods, appropriate modes of communication, and appropriate citation style.
Ø  EIV.R.2.2 Produce multimodal presentations as reflections of academic and personal inquiry, using multiple research methods, specialized reference texts, primary and secondary sources, and appropriate citation style
Student Objectives/Learning Outcomes
Overview for all of Unit 1
NC WL.1.02.5, CT.4.03.7, LT.5.01.1, LT.5.03.10, LT.5.03.1, GU.6.01.1, GU.6.01.5
Connections: NC WL.1.03.10
Analyze Literary Period: NC CT.4.03.7, LT.5.01.2
Autobiographical Narrative: NC WL.1.01.3, GU.6.01.4
Sequential Order: NC LT.5.03.2, LT.5.03.4
Delivering Autobiographical Presentation: NC GU.6.01.4
Pages 34 - 35
LT.5.02 Relate style, meaning and genre in works of British literature.
LT.5.03.9 Analyze and evaluate effects of author’s craft and style.
Pages 36a – 67
WL.1.02.3 Give written responses that encourage audiences to consider cultural/historical influences on text.
WL.1.03.4 Show understanding of main ideas and supporting details.
W.1.03.5 summarize key textual events
LT.5.03.5 Summarize key events and points.
LT.5.03.6 Infer, predict, and draw conclusions from text.
GU.6.01.2 Understand use and application of grammatical metaphorical, and rhetorical devices.
v  Preview Workshop selections and activate prior knowledge, relating them to Anchor background key concepts.
v  Learn and practice vocabulary. Generate examples to reinforce meaning.
v  Identify the elements of an epic poem including setting, character, plot, and theme.
v  Practice sorting story elements into a graphic organizer.
v  Practice analyzing the setting, characters, and elements of an epic poem.
v  Use text marking to identify poetic elements.
v  Practice tracking epic poetic elements using a graphic organizer.
v  Review strategies for reading for detail.
v  Discussing concept of the hero in Anglo-Saxon times and today.
v  Compare the many reference to fate or destiny (the Old English word for this force was Wyrd fom which our Modern English weird) is derived with references to God’s influence.
v  Complete a Skills Check to demonstrate understanding of poetic elements.
v  Identify the mood of a poem.
v  Use text marking to identify words that reflect the mood
v  Find symbolism within a poem.
v  Identify imagery in an epic poem. Use text marking to indicate examples of imagery. Practice identifying symbolism in a poem.
v  Review and use Target Words in new contexts, using the words expressively in discussion and in writing. Practice word-study strategies: verb endings, word families.
v  Identify the topic, supporting details, and conclusion in a literature response.
v  Identify the form, audience, and purpose for writing.
v  Brainstorm ideas for writing using a graphic organizer.
v  Generate appropriate word Choices to respond to a writing prompt.
v  Plan a literature response using a graphic organizer
v  Write a first draft of a literature response.
v  Use a rubric to assess and then revise writing.
v  Write an autobiographical narrative.
v  Delivering Autobiographical Presentations
v  Analyze Literary Periods.
v  Recognize complete sentences; identify and correct run-on sentences.
v  Identify and use correct word order.
v  Edit draft to correct specific spelling, grammar, and usage errors.
v  Proofread a writing sample for specific spelling, grammar and usage errors.
v  Read biographical information.
v  Practice test-taking strategies: restating the question.
v  Demonstrate understanding of text selection, vocabulary, and skills.
v  Practice on-demand writing by responding to a short answer prompt.
Curriculum-Framing Questions
Essential Question / What happens in an epic poem including the problem, the events that lead to solving the problem, and the solution.
Setting a Purpose for Reading: Why does Grendel attack the Danes; Why does Beowulf assist the Danes; what happens in the battles with Grendel, Grendel’s mother, and the dragon; and for whom is the funeral fire arranged
Unit Questions / 1.  Is Beowulf an epic? What sort of social order produces “epic” poetry? What values does the poem promote, and how does it promote them? What sorts of conflicts with or resistances to the ideology of epic can be expressed? What sorts are found within the poem itself?
2.  Look at the religious references in the poem: what are the names for God? What biblical events are mentioned, and who mentions them? What specifically pagan practices (sacrifice, burial, augury, etc.) are described? How do the characters see their relationship to God (or the gods)? Why would a Christian author write a poem about a pagan hero?
3.  Does the heroic code expressed in Beowulf conflict with a Christian sensibility?
4.  Try to construct a relative timeline (without specific dates) for the events narrated and alluded to in the poem. Include the reigns of the Danish kings (Heremod, Scyld, etc.), the Swedish-Geatish wars, the life and death of the hero Beowulf, the destruction of Heorot, and any other events which seem relevant to your understanding of the story. Which plots are told in a straightforward narrative, and which are not? Why are there so many digressions and allusions? Discuss the relation between the plot (what happens) and the story (what order things are told in) in Beowulf.
5.  What is the status of gold and gift-giving in the poem? Who gives gifts, who receives them, and why? Are the modern concepts of wealth, payment, monetary worth and greed appropriate for the world of Beowulf?
6.  The manuscript text of Beowulf is divided into forty-three numbered sections (plus an unnumbered prologue); most critics, however, view the structure of the poem as either two-part (Young Beowulf / Old Beowulf) or three-part (the three battles). What grounds do critics have for these arguments? what are some of the ways the poem suggests its structure?
7.  reader find to indicate endings and beginnings of sections and larger units?
8.  Wealhtheow, Hygd, Hildeburh, Grendel’s mother – what do the female characters in Beowulf do? How do they do it? do they offer alternatives perspectives on the heroic world (so seemingly centered around male action) of the poem?
9.  Why are there so many stories-within-the-story in the poem? What is the relation between these so-called “digressions” and the main narrative in Beowulf?
10.  This is a question about how abstract structures are made into narratives. Every culture makes distinctions between what is inside the social order and what is outside, between the human and the non-human (a category which can include animals, plants, natural processes, monsters and the miraculous). Cultures organize themselves to exclude these “outside” things; social organization also works to control certain violent human tendencies inside the culture (anger, lust, fear, greed, etc.). How does the social world depicted in the poem do this? That is, what does it exclude, and why? What is its attitude towards the “outside” of culture? How does it control the forces that threaten social stability within the hall?
11.  In between every story and its audience stands a narrator who tells the story; the narrator has certain attitudes, opinions, interests and objectives which direct the audience’s understanding of the story. This is one of the most basic, and yet most complex, facts of literature. Describe the relationship between the narrator and the story, and between the narrator and the audience, in Beowulf.
Content Questions /

·  Beowulf: Ten Questions for Discussion

·  (ten short and ten answers)
NOTE: There are no answers posted for these questions. You can find the answers to some questions of them by a careful reading of the poem, while you could easily write a book on other questions and still not reach any certain conclusions. The questions are meant to check your basic knowledge of the poem’s story and characters, and to provoke discussion of some of its deeper implications and problems. I do not believe there can be a single answer to the longer questions; I hope readers will find it interesting to think about these questions and their many possibilities without looking for an easy “right” answer.