Beowulf Epic Poem English 12

Opening Activities Week 19, Day 1 Objective: Students will cite strong and thorough textual evidence to support analysis of Beowulf. Warm-up: What are the qualities you look for in a modern hero? Provide a detailed example, by describing the deeds of a person you consider heroic. Essential Question: Is bravery innate or learned? Day 1

Key Vocabulary Day 1 Epic Poetry – a long, narrative poem written in an elevated style which celebrates the deeds of a legendary hero or god Epic Hero – superhuman hero or god of an epic Alliteration – the repetition of the initial consonant sound of a word or of a stressed syllable Kennings – a two-word metaphorical name for something

Classwork Week 19, Day 1 Read aloud as a class from Beowulf’s “Grendel.” (p. 409-412) Short Answer - Reread from Beowulf’s “Grendel.” Explain how the opening lines present the monster as a compelling character. Use textual evidence from the selection to support your analysis. (1 well developed paragraph)

Opening Activities Week 19, Day 2 Objective: Students will analyze how the author unfolds a series of ideas and events in Beowulf. Warm-up: How does society judge the actions of heroes? The actions of villains? Make a prediction about Beowulf’s actions in the text. Make a prediction about Grendel’s actions in the text. Essential Question: Is bravery innate or learned? Day 2

The Epic Epic Poetry – a long narrative poem written in an elevated style which celebrates the deeds of a legendary hero or god. Epic Hero – superhuman hero or god of an epic Epic Plot– Depicts a long strange journey filled with strange creatures, treacherous weather, divine intervention, and large scale events. Archetypes– Characters and situations recognizable across times and cultures Epic Themes– Reflect universal concerns, such as courage, loyalty, beauty, the fate of a nation, life and death, and a homecoming.

Review: Annotating A Text Annotation - a critical and explanatory note or body of notes added to a text Annotate means to respond to a text: Questions Reactions Predictions A personal text can be highlighted, notes written on post-its or in the margins, and passages bookmarked based on importance

Key Vocabulary Day 2 Rhythm – stresses or beats in the poem (Beowulf has a strong rhythm, created by four stresses or beats in each line) Caesura – a pause that divides the line, with each part having two stresses. Homophones – words that have the same pronunciation but different spellings and meanings Affliction p. 412 Purge p. 414 Infamous p. 417 Taut p. 417 Pilgrimage p. 419 Loathsome p. 423

Classwork & Homework Week 19, Day 2 Read individually from Beowulf’s “Beowulf” and “The Battle with Grendel” (p. 412-419) Make a total of 15 annotations for the sections of the epic poem (loose leaf paper – Due at the end of class) Homework: Complete ALL of the “Practice and Apply” vocabulary exercises on p. 427

Opening Activities Week 20, Day 1 Objective: Students will analyze the epic poem Beowulf through collaborative discussion. Warm-up: What have you learned about Hrothgar and Beowulf as leaders? (Infer) Essential Question: “An eye for an eye” is an accepted aphorism; do you agree or disagree with its basic premise? Day 3

Classwork & Homework Week 20, Day 1 Read from Beowulf’s “Grendel’s Mother” and “The Battle with Grendel’s Mother” (p. 419-424) Reread and analyze your assigned lines of the epic poem. Then discuss and respond to the questions as a group. (write responses on chart paper) Homework: Study for the vocabulary quiz 13 terms related to Beowulf ~ see last week’s notes 1/17/17 & 1/18/17

Opening Activities Week 20, Day 2 Objective: Students will evaluate the epic poem Beowulf, in order to examine the epic hero cycle. Warm-up: Finish the group work - Reread and analyze your assigned lines of the epic poem. Then discuss and respond to the questions as a group. (write responses on chart paper) Groups will present! Essential Question: “An eye for an eye” is an accepted aphorism; do you agree or disagree with its basic premise?

Classwork & Homework Week 20, Day 2 Close Reader: Read from Beowulf p. 87-98 Read the sections of the epic and complete ALL of the close reading exercises. Homework: If you did not finish in class, complete your close reader exercises. Study for the vocabulary quiz 13 terms related to Beowulf ~ see last week’s notes 1/17/17 & 1/18/17

Opening Activities Week 20, Day 3 Objective: Students will evaluate the director’s choices for retelling the epic, by viewing the animated Beowulf movie. Warm-up: Does our society need stories to have “Hollywood” added to them? Why or why not? Essential Question: In general, which medium tells a better story, written text or film? Explain. Day 8

Vocabulary Quiz

Movie Time! – 1999 Cinematic Film

Class Activities Week 21, Day 1 Warm Up: Career Day Survey www.surveymonkey.com/r/bhscareerday Return of the PAPERS! Check SchoolMax for your grades. If I don’t have it and you don’t have it, we can’t change it! Continue watching BEOWULF film. Day 9

English 12 – Extra Credit DUE Thursday, 1/20/2017 1 pack (ream) of white copy paper [UNOPENED] = 5 percent added to your 2nd Quarter Grade OR 1 pack [UNOPENED] dry erase markers = 2 Homework Grades

Opening Activities Week 21, Day 2 Objective: Students will evaluate the director’s choices for retelling the epic, by viewing the animated Beowulf movie. Warm-up: In your opinion, does the movie decrease or increase the overall significance of the epic Beowulf? Provide a detailed explanation. Essential Question: In general, which medium tells a better story, written text or film? Explain. Day 9

Beowulf Exam