Thursday

 Review game: https://quizizz.com/join?gc=32200942

After the review game, make sure you study for your vocabulary quiz and work on dialectical journals. 

Wednesday

 Work on dialectical journals. This will be your last full day to work on journals.

TUESDAY

 FINISH BEOWULF and work on dialectical journals.

Monday

Today we are going to listen and see your presentations. Then we will play a review game and talk about what you'll be doing this week. 

Unit Goal:

Students will be able to write a series of short analysis papers looking at BEOWULF in five different ways.  Each short essay will connect commentary both to DIRECT TEXT EXAMPLES (cited with the correct page number!) as well as to the BOOK or TEXT AS A WHOLE.  Students will choose five from the following:

 

1. THE AUTHOR AND HER/HIS TIMES: Biographical and historical information pertinent to the novel.  What important family, community, national, and world events helped inform this material? Do not provide an exhaustive biography; merely provide those details that can be directly linked to the novel in a manner that is convincing. This is one of the few sections that will require some outside research, so please remember to cite your source(s).

 

2. FORM/STRUCTURE, PLOT: How is the novel organized and what techniques are used?  Discuss techniques such as sequencing, multiple, complex, or simple plot, foreshadowing, chapter choices.  Then, provide a BRIEF outline of the events of the plot (no more than 200 words). For some modern novels, the plot may be difficult to describe succinctly – but try to do it anyway. When you discuss structure, remember that you need to discuss the effect of the intentional internal arrangement of parts.

 

3. POINT OF VIEW/ PERSPECTIVE: From what vantage point does the reader receive the information?  Is the perspective reliable, or is it highly subjective?  How are important ideas received?  Is there an agenda that the narrator seems to have, either consciously or subconsciously? Does the perspective shift, and if so, to what end? Are characters explicit in their dialog, or does on omniscient narrator fill the reader in concerning the larger issues?  Why is the perspective used particularly effective for this novel?

 

4. CHARACTER: Are each of the characters highly developed, or is most of the writing devoted to one character? Do you learn about them through what is not included in the text?  How is character revealed for the most part? Is through what they say? What they do? What they wear? What they think? The people with whom they associate? What the narrator says about them? How complex are the people that you meet?  Describe the central characters including what you find out about their names, ages, physical descriptions, personalities, functions in the novel – in other words, the responses to the questions asked in the preceding sentence. Also include one short quotation that reveals their character, and explain why the quote reveals character.

 

5. SETTING:  Where and when does the novel occur?  How many locations are described? Are there connections between the setting(s) and character(s)? How is the atmosphere described?  Are there any important settings that contrast or parallel each other?  Why is this setting so effective in supporting the ideas in the novel as a whole? Conversely, if the setting is ambiguous, what details seem most important and what is the effect of the ambiguity? Why is this story best told in this setting? When discussing setting, remember that it does not only mean the geographical location (topography, scenery) but also the cultural backdrop, social context, and the artificial environment (rooms, buildings, cities, towns) as well.

 

6. THEME: Identify one major theme (a central or controlling idea) and explicate the theme using specific moments from the text, either paraphrased or directly quoted.  What is the abstract concept being addressed and what is the evaluation of that concept through the text? Are there any “universal” truths are revealed, supported, or challenged by this theme?  Be aware that a theme cannot be expressed in a single word, and with complex works of literary merit the elucidation of a theme requires a full paragraph or more. Also note that the theme is rarely stated explicitly, but rather is implicit. Remember that a theme has TWO (2) PARTS: An abstract concept AND the author’s commentary on  or evaluation of that concept through the text.

 

7. CRITICAL REVIEW: Find one critical review (not a Cliffs Notes or similar source) of you novel and offer your opinion of the critic’s analysis in two or three paragraphs. Attach a copy of the critical review to your paper, and cite it directly. When expressing your response to the review, be specific in your discussion. If you agree, then explain why and carry the argument beyond what the critic pointed out. If you disagree, provide support for your position from the text.

 

8. DICTION:  Analyze the novelist’s word choice.  Is the language high or formal, neutral, informal?  Does the novelist employ slang(faddish words)? Colloquialisms (nonstandard regional ways of using language(like someone from Boston asking where you “paah-ked yeh caaah”)? Jargon (language associated with a particular trade)? Dialect (think Tom Sawyer)? Is the language plain?  Flowery?  Concise?  Vulgar?  Dense?  Elevated?  Select a passage that illustrates your observations and discuss this passage directly.

 

9. SYNTAX (Sentence structure):  Analyze the sentence and phrase patterns.  Are the sentences predominantly simple, compound, or complex?  Are the sentences intentionally long and complex or are they precise and simple?  How is punctuation used?  Select a passage that illustrates your observations concerning syntax, complete the attached Style and Syntax Analysis Chart, and discuss your example specifically.

 

10. TONE:  What is the author’s attitude towards the subject of the novel?  Discuss how the author creates the tone you identified through a variety of vehicles including plot, characterization, setting, and anything else that contributes to tone. Use specific text examples to support your findings.

 

11. TITLE:  Why is this title so appropriate for the novel?  Does it have literal or symbolic significance?  Does it actually appear in the novel, and if so, what is the situation? Is the title an allusion, and if so, why would the title include this allusion? Does the title implicitly connect to the theme of the work?

 

12. MEMORABLE QUOTE:  Choose and type out one quotation that you 

believe to be significant or noteworthy.  Please explain your choice. Is it an especially moving moment? Is it especially well-written? Why does this quote stand out for you?

 

13. Symbol or literary device: Choose a symbol or literary device that you believe to be significant to this book.  Discuss how it is used, what ideas it backs up (what it means), and perhaps why the author used it.  Make sure you use examples for the text and you connect the symbol or device to the text as a whole.

 

Scale/Rubric relating to learning goal:

4 – The student can write on five different views of the book relating them to each other to form one main argument or idea.

3 – The student can write adequate on at least five selections looking at the epic poem in five different ways.

2 – With help from the instructor the student is able to write adequate on at least five selections – from the least above – looking at the epic poem in five different ways.

1 – Even with help from the instructor the student is unable to write on five selections (they maybe able to write on 1-4) looking at the epic poem in different ways. 

 

Friday

 I am going to give you about 15 minutes to work on your projects and then we will continue to look/read BEOWULF.

Thursday

Today we are going to write sentence with Bellicose and Gregarious. 

I will also give you 15 minutes to work on your projects and then we will look at Beowulf again. If you want feedback please send my your presentation or writing and I will comment on it.

 

Wednesday

  Okay - today, I want to know where you are on your Beowulf Project. You have the entire class to work on it, and I will come around and help if needed.  First, look up new vocabulary words.

New Vocabulary Words:

Bellicose
Gregarious
Surly
Surreptitious
Contumacious
Jollity
Referendum
Conundrum
Sybarite
Gustatory
Regale

Tuesday

 Okay - today, I want to know where you are on your Beowulf Project. You have the entire class to work on it, and I will come around and help if needed. 

Friday

 When you finish your vocabulary quiz please work on your Beowulf projects:

 Beowulf: Part 2 – 105 points

Projects:

1) Take the first part of Beowulf and create one of the following a Comic (using comic life maker), a movie, a power point, or a readers theater (with blocking, different voices/postures for characters, atmosphere, etc).
2) Also include in the project - 3 from each category (characters, literary terms, motifs and/or themes). The rest of the above should be posted on your blog.


Grade Breakdown:

1 – 60 points for a correct and complete (meaning you don’t leave out any important details) recount of Part 2 of Beowulf in the format of your choice.

2 – 45 points: 5 points for each of the 9 elements (3 from each) in section 2.



PART 2 (lines 1250 to 2300): 

Things to know:
Characters:
Grendel
Beowulf
Hrothogar
Fitela
Sigmund
Wulgar
Heremod
Finn
Hnaef
Hengest
Wealtheow
Unferth
Shield
Halfdane
Beow

Literary Terms and Examples of Literary Terms:
Kenning (3 examples)
Litotes (2 examples)
Flytes (1 example)
Apositive (1 example)
Alliteration (1 example)
Censura (definition)
Symbol (2 examples)
Allusion (3 examples)
Epic Boast (1 example)
Epic Hero (definition and how Beowulf fits it)

Motifs and Themes:
Exile
Kin Killing
Ambush
Wergild and Wyrd
The Role of Kings
The Role of Woman
The Role of Warriors
Paganism vs. Christianity

Projects

 Beowulf: Part 2 – 105 points

Projects:

1) Take the first part of Beowulf and create one of the following a Comic (using comic life maker), a movie, a power point, or a readers theater (with blocking, different voices/postures for characters, atmosphere, etc).
2) Also include in the project - 3 from each category (characters, literary terms, motifs and/or themes). The rest of the above should be posted on your blog.


Grade Breakdown:

1 – 60 points for a correct and complete (meaning you don’t leave out any important details) recount of Part 2 of Beowulf in the format of your choice.

2 – 45 points: 5 points for each of the 9 elements (3 from each) in section 2.



PART 2 (lines 1250 to 2300): 

Things to know:
Characters:
Grendel
Beowulf
Hrothogar
Fitela
Sigmund
Wulgar
Heremod
Finn
Hnaef
Hengest
Wealtheow
Unferth
Shield
Halfdane
Beow

Literary Terms and Examples of Literary Terms:
Kenning (3 examples)
Litotes (2 examples)
Flytes (1 example)
Apositive (1 example)
Alliteration (1 example)
Censura (definition)
Symbol (2 examples)
Allusion (3 examples)
Epic Boast (1 example)
Epic Hero (definition and how Beowulf fits it)

Motifs and Themes:
Exile
Kin Killing
Ambush
Wergild and Wyrd
The Role of Kings
The Role of Woman
The Role of Warriors
Paganism vs. Christianity

Wednesday

 Today, we are going to review vocabulary and then try to read to line 2300. 

Good luck! 

HW: Dialectical Journals.

Tuesday

 Today we are going to discuss projects for PART II, read some of Beowulf, and work on dialectical journals.

 

Beowulf: Part 2 – 105 points

Projects:

1) Take the first part of Beowulf and create one of the following a Comic (using comic life maker), a movie, a power point, or a readers theater (with blocking, different voices/postures for characters, atmosphere, etc).
2) Also include in the project - 3 from each category (characters, literary terms, motifs and/or themes). The rest of the above should be posted on your blog.


Grade Breakdown:

1 – 60 points for a correct and complete (meaning you don’t leave out any important details) recount of Part 2 of Beowulf in the format of your choice.

2 – 45 points: 5 points for each of the 9 elements (3 from each) in section 2.



PART 2 (lines 1250 to 2300): 

Things to know:
Characters:
Grendel
Beowulf
Hrothogar
Fitela
Sigmund
Wulgar
Heremod
Finn
Hnaef
Hengest
Wealtheow
Unferth
Shield
Halfdane
Beow

Literary Terms and Examples of Literary Terms:
Kenning (3 examples)
Litotes (2 examples)
Flytes (1 example)
Apositive (1 example)
Alliteration (1 example)
Censura (definition)
Symbol (2 examples)
Allusion (3 examples)
Epic Boast (1 example)
Epic Hero (definition and how Beowulf fits it)

Motifs and Themes:
Exile
Kin Killing
Ambush
Wergild and Wyrd
The Role of Kings
The Role of Woman
The Role of Warriors
Paganism vs. Christianity



My rants on how i hate Fielding 

He makes me Run 
He wont fail me even though i try to 
He make me like school more than i should 
Logan is a monkey

by Logan Weber (written after running "Mile Repeats" - and written for AP Lit)

Monday

  Today we are going to write sentences with "malady" and "entreaty". Then we will continue will Beowulf - we will hopefully finish part 2 in the next couple of days and begin a project on the 2nd part. I will give you some time in class to work on dialectical journals - PLEASE USE IT WISELY or it won't happen again.

HW: EDPUZZLE (from Friday)

NEW VOCABULARY 

Courtliness
Sedately
Personable
Accrue
Malady
Entreaty
Manifest
Moras
Slake
Prehensile 

BEOWULF - REVIEW

 Today we are going to write sentences with the first four words of the new vocabulary list. Then we will watch a video based on BEOWULF. Please pay attention - particularly if you are struggling with the text or story.

There are some questions on the video that you are required to do. 

HW: FOR TUESDAY, watch the Edpuzzle and answer the questions.

https://edpuzzle.com/join/nulugec

HOMEWORK FOR TUESDAY:

Thursday

 Today we are going to talk about your quizzes, write sentences with the new vocabulary words (courtliness and sedately) and continue to read BEOWULF.

HW: Dialectical Journals. 

NEW VOCABULARY 

Courtliness
Sedately
Personable
Accrue
Malady
Entreaty
Manifest
Moras
Slake
Prehensile 

Wednesday - BLAHAHAHAHAHA

Beowulf Quiz. 

Please do well.  If and when everyone finishes we will continue the "Grendel's mom" section of Beowulf.

Good Luck!

Monday - Quiz tomorrow

 Today, we will go over anything that you do not know for tomorrow's quiz. We will also read the revenge of Grendel's mom (1250-1492 or there about).

NEW VOCABULARY 

Courtliness
Sedately
Personable
Accrue
Malady
Entreaty
Manifest
Moras
Slake
Prehensile 

 

Dialectical Journal:


Example: "Beowulf got ready, donned his war-gear, indifferent to death; his mighty, hand-forged, fine-webbed mail would soon meet with the menace underwater" -lines 1441-1444

This is showing the way in which Beowulf prepared to meet with his late enemy's mother. It foreshadows that he will be battling underwater.

This  just repeated exactly what the line said.  There is not interpretation here.  One thing you could think about here is how the 1st part of the book there is a motif of water: Shield comes from the sea to set up the Danish dynasty; Shield returns to the sea in his funeral;  Beowulf crosses the sea to confront Grendel and save the Danes; Beowulf recounts his swimming match with Brecca and how he wore armor and carried a sword; Beowulf swims for the better part of a day to meet Grendel's mom; Beowulf leaves Denmark by sea; also Grendel and his Mom live at the bottom of a really deep pond or lake.  Okay what is going on here with water?  What does water symbols?   You could compare this with the 2nd part of the book that deals with EARTH AND FIRE.  Or think about how the Brecca episode links with the Grendel episode.

"Hygelac the Geat. grandson of Swerting, wore this neck-ring on his last raid; at bay under his banner, he defeated the booty, treasure he had won." -lines 1202-1205

Hygalec, who is the king of the Geats at this time is being foreshadowed that he will eventually die wearing this neck-ring that has been given to Beowulf as a prize for defeated Grendel. This shows a link between the past, present, and future; also showing that war is a positive thing if you die, you must go out strong and try your hardest no matter what to fight for your people.
 
This is better.  Note, most of the digressions link past, present and future.  The question is why?  How does this relate to a larger theme?

Also note, the entry says "Hygelac the Geat. grandson of Swerting, wore this neck-ring on his last raid; at bay under his banner, ". Banner here can be connected to the banner in the treasure at the end of the book. How?  Why?  In what way?

"But generally the spear is prompt to retaliate when a prince is killed, no matter how admirable the bride may be." -lines 2029-2031

I think this quote is saying that if someone's kin or someone of power is killed, "the sword" meaning like maybe society or some power will somehow get revenge for their death

This oversimplifies the line.  There is much more going on here.  What about the second half of the quote?



Think about what Beowulf is foreshadowing in this quote and think about the major themes of the book.

27. “After his death Sigemund’s glory grew and grew because of his courage when he killed the dragon, the guardian of the hoard. Under the grey stone he had dared to enter all by himself to face the worst without Fitela.” - lines 885-888.

This section recounts the tale of Sigemund, legendary dragon slayer. He is paralleled by Beowulf later in the book. Both are dragon slayers. Sigmund enters “all by himself… without Fitela.” It would be, I think, a safe guess to assume Fitela is a Pagan god. By emerging victorious without Fitela’s help, it can be inferred that Pagan gods have no influence on the outcome of fate. This is why there are conflicting ideologies of “fate” and “wyrd” in the poem. 

When Beowulf, on the other hand, enters, he attempts to take on the dragon by himself. This is an example of overstepping one’s bounds as a result of too much pride. Perhaps by giving way to the sin of pride and attempting to single-handedly defeat the dragon, Beowulf effectively forsakes God's help in the fight. This, in combination with the desertion of all his retainers but one, proves fatal for the legendary warrior.

This being so would point once more to Beowulf’s reliance on God’s hand in the favor of fate, reinforcing the importance of faith.

Friday

Today we are going to take a vocabulary quiz and finish reading up to 1250. If you finish, work on the review guide below:  

BEOWULF REVIEW

1. For the following characters discuss who they are and why they are important:

Brecca:

Sigmund:

 

Shield Sheafson:

Hrothgar:

Finn:

Unferth:

Wealtheow:

2. Discuss the symbolism of the following:

Heorot:

Grendel:

4. Define the following literary devices and give an example of them in the text:

Kenning:

Epic Boast:

Litotes;

 

Flyte(s):

Apositive:

Epic Boast:

5. Discuss one of the structures of Beowulf and how it works – so far.

6. Discuss how the following themes work in Beowulf:

The Cycle of Violence:

Good vs. Evil

:

The Role of Women:

8)  Give an overview of the Finn Episode – what happened, what themes does it reinforce, why might the poet have used this story?  

9) How does Beowulf fit the idea of an Epic Hero?

10) Be able to summarize the story up to line 1250.

HOMEWORK

 STUDY VOCABULARY:

Vocabulary #1

Obsolete

Reprisal
Philistine

Meticulous

Officious

Peruse

Mitigate

Perfidy

Morose

Hildeburgh

 Today we are going to read and discuss "The Finnesburh Fragment" and look again at the Hildeburh section in your textbooks. We will also take a few notes and review vocabulary again for tomorrow's quiz.

https://sites.google.com/a/skagwayschool.org/skagway-british-lit/beowulf-notes-assignments-tests

Wednesday

 We are going to review what we have read so far in Beowulf, and then read to 1250. PART 2 starts at 1250.

HW: Summarize - in at least two paragraphs - what happens in part 1 of Beowulf.