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Teacher Work Sample

Hyannis Area SchoolsEnglish

Grade 12

Student InternshipSecondary Language Arts Education

Chadron State CollegeFall 2013

Ms. Rebecca Morgan French

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Table of ContentsInstructional Plan/State Standards..............................................................................2

Beowulf Unit Lesson Plans..........................................................................................4

Lesson One.......................................................................................................4

Lesson Two.......................................................................................................7

Lesson Three....................................................................................................9

Lesson Four....................................................................................................12

Lesson Five.....................................................................................................13

Lesson Six......................................................................................................16

Lesson Seven.................................................................................................19

Assessment Plan.......................................................................................................21

Introduction/Rationale/Objectives..................................................................21

Pre- and Post-Assessment Overview..............................................................23

Copy of Pre-Test.............................................................................................24

Pre-Assessment Data Analysis....................................................................27

Data Graphs on Pre-Assessment Scores......................................................28

Copy of Post-Test...........................................................................................30

Post-Assessment Data Analysis...................................................................34

Data Graphs on Post-Assessment Scores....................................................35

Instructional Decision-Making...................................................................................37

Reflection/Self Evaluation.........................................................................................39

Appendix.................................................................................................................. 41

Links for A-D...................................................................................................41

Links for E-H...................................................................................................42

Instructional Plan

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Nebraska State Standards:

LA 12.1.4 Fluency: Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression.

LA 12.1.4.a Independently incorporate elements of prosodic reading to interpret text in a variety of situations

LA 12.1.4.b Adjust oral or silent reading pace based on purpose, text difficulty, form, and style

LA 12.1.4.c Recognize and represent writer’s tone and style while reading individually or in groups

LA 12.1.5 Vocabulary: Students will build literary, general academic, and content specific grade level vocabulary.

LA 12.1.5.a Determine meaning of words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, mathematics, and social studies

LA 12.1.5.b Relate new grade level vocabulary to prior knowledge and use in new situations.

LA 12.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text.

LA 12.1.6.a Evaluate the meaning, reliability, and validity of the text considering author's purpose perspective, and information from additional sources

LA 12.1.6.b Analyze and evaluate narrative text (e.g., characterization, setting, plot development, internal and external conflict, inferred and recurring themes, point of view, tone, mood)

LA 12.1.6.c Analyze the function and critique the effects of the author‘s use of stylistic and literary devices (e.g., allusion, symbolism, irony, foreshadowing, flashback, metaphor, personification, epiphany, oxymoron, dialect, tone, mood, transitional devices)

LA 12.1.6.d Summarize, analyze, synthesize, and evaluate informational text LA 12.1.6.f Analyze and evaluate information from text features (e.g., index,

annotations, photographs, charts, tables, graphs, headings, subheadings, lists) LA 12.1.6.h Critique the effects of historical, cultural, political, and biographical

influences in a variety of genres LA 12.1.6.j Generate and/or answer literal, inferential, critical, and interpretive

questions, analyzing, synthesizing, and evaluating prior knowledge, information from the text and additional sources, to support answers

LA 12.1.6.l Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading

LA 12.1.6.m Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct

LA 12.1.6.n Make complex or abstract inferences or predictions by synthesizing information while previewing and reading text

LA 12.1.6.o Respond to text verbally, in writing, or artistically

LA 12.2.2 Writing Genres: Students will write for a variety of purposes and audiences in multiple genres.

LA 12.2.2.c Select and apply an organizational structure appropriate to the task

LA 12.3.1 Speaking Skills: Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations.

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LA 12.3.1.a Communicate ideas and information in a manner appropriate for the purpose and setting

LA 12.3.2 Listening Skills: Students will develop, apply, and refine active listening skills across a variety of situations.

LA 12.3.2.a Apply listening skills needed to summarize and evaluate information given in multiple situations and modalities (e.g., video, audio, distance, one-to-one, group)

LA 12.3.2.b Listen and respond to messages by expressing a point of view on the topic using questions, challenges, or affirmations

LA 12.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills.

LA 12.3.3.a Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats

Note:After analyzing the data of the Pre-Assessment (data found on pages 30-31), I have made additions to my initial unit lesson plans. These additions/changes have been typed in red.

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Beowulf Unit Lesson PlansLesson One:

Title: Introduction to Beowulf Teacher: Miss Rebecca FrenchDesignated Content Area: English 12: British LiteratureSub Focus of the Lesson: The Study of Literary Genres and English LanguageDesignated Skill Level: Communication, Comprehension and ResponseSkill Cues:

Objectives for each day are written on the board. Students know that when they enter the classroom they should get

their classroom materials out and ready as soon as they enter the classroom.

Students know that they are to begin the Bell Ringer as soon as the bell for the beginning of class rings.

Students know that if they finish work early they are to spend the remainder free time reading Accelerated Reader.

Materials Needed: Textbooks Interactive Classroom Notebooks Pen Laptops “Anglo-Saxon Pre-Test” “Beowulf and the Anglo-Saxons Webquest” Worksheet (Appendix A) “Burton Raffel Introduces Beowulf” Worksheet (Appendix B) “Reading Strategy: Paraphrasing to Determine Main Idea” Worksheet

(Appendix C)Nebraska State Standards Grade 12:

LA 12.1.4.c Recognize and represent writer’s tone and style while reading individually or in groups (e.g., change genre of text to perform orally

LA 12.1.5.a Determine meaning of words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, mathematics, and social studies

LA 12.1.6.a Evaluate the meaning, reliability, and validity of the text considering author's purpose perspective, and information from additional sources

LA 12.1.6.d Summarize, analyze, synthesize, and evaluate informational text

LA 12.1.6.h Critique the effects of historical, cultural, political, and biographical influences in a variety of genres

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Objectives:1. Students will be able to analyze and discuss the impact of the Anglo-

Saxon and Medieval historical context on the literature of its time. 2. Students will be able to define epic poetry and epic or legendary hero.3. Students will be able to explain the basic elements of Beowulf as a

work of fiction.4. Students will be able to discuss the literature/content in an appropriate

manner, participating in classroom discussion.

Anticipatory Set/Introduction:Anticipatory Set/Bell Ringer: “A Hero Comes Home” Video on YouTube: http://www.youtube.com/watch?v=1PKWtqjo3AEDiscuss the beginning of the unit on Beowulf (7 minutes)

Introduction:Administer “Anglo Saxon Pre-Test” (Appendix A); inform students that they may not know all of the answers on this test and that they just need to complete it to the best of their ability. This test will not be graded on the amount of right or wrong answers, but on completion and participation. (10 minutes)

Lesson Focus:1. Hand out “Beowulf and the Anglo-Saxons Webquest” Worksheet. Have

students access the ReadWriteThink website on the handout to assist in filling out the worksheet.(10 minutes)

a. Briefly discuss answers. (Appendix B) allow 10 minutes.2. “Burton Raffel Introduces Beowulf” worksheet (Appendix C, Resources

Book p.31): read in class Burton Raffel’s contemporary commentary on pages 36-37 and fill out worksheet (Appendix B). (10 minutes)

Accommodations: I will give the students time to work on these assignments on their own. After a few minutes I will let students work in groups.

Homework: read Beowulf Background and lines 1-103, Complete “Reading Strategy: Paraphrasing to Determine Main Idea” WS on the assigned reading. (Appendix D) Allow 5 minutes in class to begin.

Conclusion:Check for understanding on today’s lesson. Explain that students will be reading Burton Raffel’s translated version of Beowulf. They will also be given a graphic novel interpretation and we will spend time analyzing the differences in translations.

http://www.youtube.com/watch?v=1PKWtqjo3AE


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Evaluation:During the check for understanding. Students hand in worksheet at end of class. This will be graded and handed back the following day.

Resources: Prentice Hall Literature: The British Tradition (Teacher’s Edition) p. 36-

39. Prentice Hall Literature: The British Tradition Unit 1 Resources p. 31. Webquest Worksheet:

http://krolkm.files.wordpress.com/2012/02/beowulf-webquest.pdf Website used for Webquest activity:

http://www.readwritethink.org/files/resources/interactives/beowulf/ “A Hero Comes Home” From YouTube:


Lesson Two:Title: Epic Heroes in Beowulf Teacher: Miss Rebecca FrenchDesignated Content Area: English 12: British LiteratureSub Focus of the Lesson: The Study of Literary GenresDesignated Skill Level: Communication, Comprehension and ResponseSkill Cues:


http://www.readwritethink.org/files/resources/interactives/beowulf/

http://krolkm.files.wordpress.com/2012/02/beowulf-webquest.pdf

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Materials Needed: Textbooks Interactive Classroom Notebooks Class copies of Gareth Hinds’ Beowulf “Beowulf Character Chart” (Appendix D)

Nebraska State Standards Grade 12: LA 12.1.6.f Analyze and evaluate information from text features (e.g., index,

annotations, photographs, charts, tables, graphs, headings, subheadings, lists) LA 12.1.6.o Respond to text verbally, in writing, or artistically LA 12.2.2.c Select and apply an organizational structure appropriate to the task LA 12.1.6.h Critique the effects of historical, cultural, political, and biographical

influences in a variety of genres

Objectives:1. Students will be able to analyze and discuss the impact of the Anglo-

Saxon and Medieval historical context on the literature of its time. 2. Students will be able to define epic poetry and epic or legendary hero.3. Students will be able to define the vocabulary and explain the

importance of using a dictionary while reading difficult literature.4. Students will be able to discuss the literature/content in an appropriate

manner, participating in classroom discussion.Introduction:Bell Ringer: Discuss their paraphrases of the first reading (5 minutes)Introduction: Briefly discuss the student’s experience with reading the first section of Beowulf. Did anyone struggle to get through the language? Have students share their notes and journal entries with a partner. Hand out “Beowulf Character Chart” and explain that students will be in charge of filling these charts out as they read Beowulf. (5 minutes)

Lesson Focus:1. Hand out Gareth Hind’s Beowulf. In class, pages 11-20. (15 minutes)

a. Discuss the graphics and student reaction to this graphic novel.

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2. Ask students what qualities they think were valued by Anglo-Saxons, based on the descriptions of the character Beowulf that they just read. (Valued strength, leadership, willingness to help others, and bravery) (10 minutes)

3. Discuss Beowulf as an epic poem. What are the characteristics of an epic? (10 minutes)

a. An epic or heroic poem is: A long narrative poem; On a serious subject; Written in a grand or elevated style; Centered on a larger-than-life hero.

b. Examples of alliteration and caesuras.c. What do the students think about a Beowulf fighting a monster

under water for 5 days and 5 nights?Accommodations:I will hand out a “Making Connections” Study sheet for those who appear to need it.

Homework: Read lines 105-284. In reading journals, write at least a page length comparison essay about the similarities and differences in the Graphic Novel’s interpretation of lines 105-284 (read in class: pages 11-20) and Burton Raffel’s interpretation of the same section. This needs to have a thesis statement, introduction paragraph, main point(s) paragraph(s), and concluding paragraph. Allow 5 minutes in class.

Conclusion:Recap the basic elements of an epic poem. Ask students what they think the characteristics of Beowulf as an epic hero say about the Anglo-Saxon culture. Evaluation:During the check for understanding. Reading journal entries will be graded based on on completion and teacher discretion. Participation in classroom discussion. Resources:

Prentice Hall:The British Tradition (Teacher’s Edition) p. 36-39. Gareth Hinds Beowulf

Lesson Three:Title: Interpretations/Translations of Beowulf Teacher: Miss Rebecca FrenchDesignated Content Area: English 12: British LiteratureSub Focus of the Lesson: History of English LanguageDesignated Skill Level: Communication, Application, Listening SkillsSkill Cues:



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Materials Needed: Text Books “Translations of Beowulf” Worksheets (Appendix E) Laptops Interactive Classroom Notebooks Gareth Hind’s Beowulf

Nebraska State Standards Grade 12: LA 12.1.4.a Independently incorporate elements of prosodic reading to interpret text in

a variety of situations LA12.1.4.b Adjust oral or silent reading pace based on purpose, text difficulty, form, and

style LA 12.3.2.b Listen and respond to messages by expressing a point of view on the topic

using questions, challenges, or affirmation LA 12.1.6.n Make complex or abstract inferences or predictions by synthesizing

information while previewing and reading text

Objectives:1. Students will be able to interpret words and phrases within the text

and use that interpretation to analyze the impact of vocabulary and word choice on the text’s ultimate meaning and purpose.

2. Students will be able to use prior knowledge to analyze the structure of the literature. (caesura, kennings, alliteration)

3. Students will be able to determine the Main Idea by paraphrase sections of text in their own words.

4. Students will be able to discuss the literature/content in an appropriate manner, participating in classroom discussion.

Introduction:Bell Ringer: Introduce Essential Question: How does literature shape or reflect society? Briefly discuss how the interpretation of evil portrayed in literature may reflect a society’s beliefs on evil. (5 minutes)

Introduction:Turn to a partner and discuss your essays comparing the Graphic Novel by Gareth Hinds with Burton Raffel’s interpretation. (5 minutes).

Lesson Focus:1. Hand out “Translations of Beowulf” (Appendix G).

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2. Discuss the different translations of Beowulf for the section “The Battle with Grendel” (p. 49, lines 285-291 in textbook; 23-24 in Graphic Novel). (5 minutes)

3. Access the Old English Audio Reading of the first translation of the “Translations of Beowulf” worksheet online at: http://faculty.virginia.edu/OldEnglish/Beowulf.Readings/Grendel.html.(5 minutes)

4. Access the Seamus Heaney Audio reading of the third translation on the “Translations of Beowulf” worksheet online at http://www.wwnorton.com/college/english/nael/noa/audio.htm.(5 minutes)

5. Discuss how these readings made the students feel about the literature/story.

a. Was it poetic?b. Did it remind you of anything? (5 minutes)

6. Remind students to take notes of the following discussion. Discuss the differences in translations. (5 minutes)

a. How can translation impact the understanding of a text.

Homework: Read lines 285-578 and have students write at least a paragraph of reflection in their journals. Reflective Question: Make a prediction. Has Beowulf died from his injuries? Will he return? Any additions to “Beowulf Character Chart”. Allow 5 minutes to start in class.

Conclusion:Review objectives and check for understanding.

Evaluation/Assessment:Reading journal entries will be graded. Participation in classroom discussion.

Resources: Prentice Hall Literature: The British Tradition (Teacher’s Edition) Gareth Hinds’ Beowulf Seamus Heaney reading (710-716):

http://www.wwnorton.com/college/english/nael/noa/audio.htm Old English Reading (710-716):

http://faculty.virginia.edu/OldEnglish/Beowulf.Readings/Grendel.html


http://www.wwnorton.com/college/english/nael/noa/audio.htm

http://www.wwnorton.com/college/english/nael/noa/audio.htm


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Lesson Four:Title: Anglo-Saxon Culture in BeowulfTeacher: Miss Rebecca FrenchDesignated Content Area: English 12: British LiteratureSub Focus of the Lesson: Art/graphic Interpretation, Critical ReadingDesignated Skill Level: Communication, Analyzing, Paraphrasing, Inferences Skill Cues:





Materials Needed: Text Books Classroom Notebooks Gareth Hind’s Beowulf Pen

Nebraska State Standards Grade 12: LA 12.1.6.n Make complex or abstract inferences or predictions by synthesizing

information while previewing and reading text LA 12.2.2.c Select and apply an organizational structure appropriate to the task LA 12.1.6.m Self-monitor comprehension for accuracy and understanding when errors

detract from meaning by applying appropriate strategies to self-correct

Objectives:1. Students will be able to describe the term “hubris” and analyze it

within the context of this poem.2. Students will be able to explain the importance of culture and diversity

in backgrounds when responding to literature.3. Students will be able to find and discuss predominant themes

throughout the text.4. Students will be able to discuss the literature/content in an appropriate


Introduction:Bell Ringer: Turn to a partner and discuss your predictions from the readings last night. Briefly discuss in class. (5 minutes)

Introduction:

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Have students turn to page 63-64 in their graphic novels. Ask what they think pgs. 63-67 say about what happens next? Were their predictions right or wrong? Were they surprised? (8 minutes)

Lesson Focus:1. Discuss lines 578-620 (15 minutes)

a. Why do the Danes think Beowulf has been slain?i. Answer: Strong waves and blood.

b. What can we infer about Beowulf’s values based on his decision to take home Grendel’s head but leave the treasure behind?

2. Read aloud, in class intro to “The Last Battle” and lines 623-649. (15 minutes)

a. How old is Beowulf?b. Explain to students that hubris refers to an overly inflated sense

of pride, which often leads literary characters to ruin. c. Ask students whether they believe Beowulf exhibits signs of

hubris in this passage. Why or why not?3. Have students write down predictions for Beowulf’s future in their

journals. (2 minutes)Accommodations: I will explain to students what has happened in the plot so far and outline the last couple of sections on the board.Homework: Have students read lines 650-713. Paraphrase Beowulf’s battle with the dragon. Read pages 91-98 in the Graphic Novel and paraphrase the images on the pages. Allow 5 minutes in class.

Conclusion: What does hubris and Beowulf’s actions with Grendel say about this type of warrior culture? How could a woman live in a time like this?

Evaluation:Participation in classroom discussion. Their paraphrasing homework will be graded.

Resources: Prentice Hall Literature: The British Tradition (Teacher’s Edition) p. 36-

39 Gareth Hinds’ Beowulf

Lesson Five:Title: Responding Critically and Concluding: Beowulf Teacher: Miss Rebecca FrenchDesignated Content Area: English 12: British Literature

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Sub Focus of the Lesson: Art/Graphic Interpretation, Reading ComprehensionDesignated Skill Level: Communication, AnalyzingSkill Cues:





Materials Needed: Text Books Classroom Notebooks Gareth Hind’s Beowulf

Nebraska State Standards Grade 12: LA 12.1.6.d Summarize, analyze, synthesize, and evaluate informational text LA 12.1.6.f Analyze and evaluate information from text features (e.g., index,

annotations, photographs, charts, tables, graphs, headings, subheadings, lists LA 12.1.6.j Generate and/or answer literal, inferential, critical, and interpretive

questions, analyzing, synthesizing, and evaluating prior knowledge, information from the text and additional sources, to support answers

LA 12.1.6.l Build and activate prior knowledge in order to clarify text, deepen understanding, and make connections while reading

Objectives:1. Students will be able to demonstrate that they comprehend the ending

of Beowulf. 2. Students will be able to discuss their predictions for the text.3. Students will be able to analyze an image and connect it with the

literature at hand.4. Students will be able to discuss the literature/content in an appropriate


Introduction:Bell Ringer:Have you ever met someone with hubris? What were they like? Write a few lines about this in your journals. Briefly discuss in class. (5 minutes)Introduction:

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Yesterday, you made predictions about Beowulf’s future (in your journals). What were some of those predictions? (5 minutes)

Lesson Focus:1. Turn to pages 99-100 in Graphic Novels and as a class, go through the

next 5. (10 minutes)

a. Were your predictions correct?b. What has happened to Beowulf?

2. Turn to pages 101-102 in the Graphic Novels. Discuss these two pages. (10 minutes)

a. Why are there different types of font/print?b. What does Beowulf mean by “No sin shall keep me from the

heavenly company of my forebears”?c. What has Beowulf asked Wiglaf to do for him?

3. Turn to pages 103-105 in the Graphic Novels. Discuss these three pages. (10 minutes)

a. What is Beowulf’s last request?b. What happens on the final page?

Homework: Read lines 775-end. Write a final response/reflection to this poem. Allow 5 minutes to start in class.

Conclusion:Recap the events that have just taken place. Why do people appear to mourn the loss of Beowulf? What does the final painting say about the mood of the story? Does is accurately reflect the conclusion of Beowulf? Use the Critical Reading questions on page 64 for response topics. This final entry needs to be at least one, full page with proper essay format (Intro paragraph, main points, and conclusion). (5 minutes)

Evaluation:Participation in classroom discussion. Check for understanding periodically while discussing the text. Final journal entry will be graded.Resources:

Prentice Hall Literature: The British Tradition (Teacher’s Edition) Gareth Hinds’ Beowulf

Lesson Six:Title: Responding Critically and Concluding: Beowulf Teacher: Miss Rebecca FrenchDesignated Content Area: English 12: British LiteratureSub Focus of the Lesson: Vocabulary, Poetry, Literary ComprehensionDesignated Skill Level: Communication, Analyzing, TeamworkSkill Cues:

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Materials Needed: Text Books Classroom Notebooks Gareth Hind’s Beowulf 10 copies of “Kennings” WS (Appendix F) 10 copies of “Big Ideas and Themes: Beowulf” WS (Appendix G) 10 copies of “Open-Book Test” for Beowulf (Appendix H)

Objectives:1. Students will be able to identify specific literary devices throughout the

text.2. Students will be able to identify and analyze themes and important

details.3. Students will be able to work in teams to complete a list of examples

for main points.4. Students will be able to work as a team to analyze themes and teach

them to the class.5. Students will be able to discuss the literature/content in an appropriate


Nebraska State Standards Grade 12: LA 12.1.4.a Independently incorporate elements of prosodic reading to interpret text in

a variety of situations LA 12.1.5.a Determine meaning of words through structural analysis, using knowledge

of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, mathematics, and social studies

LA 12.1.5.b Relate grade level vocabulary to prior knowledge and use in new situations LA 12.1.6.b Analyze and evaluate narrative text (e.g., characterization, setting, plot

development, internal and external conflict, inferred and recurring themes, point of view, tone, mood)

LA 12.1.6.c Analyze the function and critique the effects of the author‘s use of stylistic and literary devices (e.g., allusion, symbolism, irony, foreshadowing, flashback, metaphor, personification, epiphany, oxymoron, dialect, tone, mood, transitional devices

Introduction:

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Bell Ringer: Hand out “Kennings” WS and have them look through the section they read for homework to find and kennings. Briefly discuss their findings and let them know that this information should be copied into their notes as it will more than likely appear on the test. (5 minutes)

Introduction: Ask students what their reactions were to the ending of the story. Ask for volunteers to read their journal entries. (3 minutes)

Lesson Focus:1. Hand out “Big Ideas and Themes: Beowulf” WS.

a. Separate Students into 3 groups of 3. Assign each group 3 of the Big Ideas to complete together. Each student in a group needs to choose one of the ideas and describe it to other members of the group. (Cooperative Learning – CO-OP CO-OP) (15 minutes)

b. Share answers with class and make sure notes are taken. (15 minutes)

c. Vote on the most important theme/big idea. Each group needs to write a proposing statement as to why they are voting for one of these ideas.

i. Read proposals to class.2. Final discussion and notes: (10 minutes)

a. Ask students What Beowulf’s death scene shows about the importance of remembrance of individuals to the people in this story. What does this say about death in society, since literature reflects society?

b. What “family” is Beowulf referring to when he calls Wiglaf “the last of all our far-flung family”? (line 835)

c. What is Beowulf’s last request?d. What Christian figure would be described as Beowulf in lines 867-

869?e. How does literature shape or reflect society? How does the

interpretation of evil portrayed in literature may reflect a society’s beliefs on evil.

Accommodations:Students are working in groups.Homework: Hand out the “Open-Book Test.” They need to fill this out as their study guide for the upcoming test. This will be due the following day. Allow 5 minutes to start in class.

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Conclusion:Spend a few minutes allowing students to ask any overall questions about the test. Briefly go over the Beowulf Test that will take place the following school day. (2 minutes)

Evaluation:The “Open-Book Test” will be graded. Classroom discussion participation. Group work must have equal participation.

Resources: Prentice Hall Literature: The British Tradition (Teacher’s Edition) Prentice Hall Literature: The British Tradition Unit 1 Resources p. 43

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Lesson Seven:Title: Responding Critically and Concluding: Beowulf Teacher: Miss Rebecca FrenchDesignated Content Area: English 12: British LiteratureSub Focus of the Lesson: Vocabulary, Poetry, Literary ComprehensionDesignated Skill Level: Memory, TeamworkSkill Cues:





Materials Needed: Pen Classroom Notebooks 10 Copies of the “Anglo-Saxon Beowulf Test” Overhead Projector Small Dry-Erase Boards (3)

Objectives:1. Students will be able to work as a team to demonstrate their

understanding of Beowulf and the characteristics of the Anglo-Saxon period.

2. Students will be able to complete the “Beowulf Test” with at least an 85% accuracy.

Nebraska State Standards Grade 12: LA 12.1.6.d Summarize, analyze, synthesize, and evaluate

informational text LA 12.1.6.j Generate and/or answer literal, inferential, critical, and

interpretive questions, analyzing, synthesizing, and evaluating prior knowledge, information from the text and additional sources, to support answers

LA 12.3.1.a Communicate ideas and information in a manner appropriate for the purpose and setting

LA 12.3.3.a Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats

Introduction:Bell Ringer:Allow students to look over their notes. (3 minutes)

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Introduction:We will be playing Beowulf Jeopardy for the first 25 minutes of class to study for the test. Explain the Rules of Jeopardy:

Students are split up into 3 teams of 3 and each team is provided a small dry-erase board. Each team must elect one person to write their answers on this board. A team is randomly chosen to go first, and begins the game by selecting a category and monetary point value (ex. “Anglo-Saxon Period for 10 points). After given the question for this category, teams are allowed no more than 20 seconds of discussion. The first team to write down their answer and raise their hand will be called upon first. If that team has the correct answer, they will receive the entire amount of points for the question and choose the next category/point value. The second and third team to answer correctly will only receive a portion of the points. A wrong answer will earn zero points. After 25 minutes of play, whichever team has the highest amount of points wins a prize.

Lesson Focus:1. Assign 3 teams of 3. Hand each team a dry erase board and marker.

Allow each team a few minutes to organize and appoint a person to write answers (this person must still be involved in the questioning/answering process) Play “Beowulf Jeopardy” at: http://www.superteachertools.com/jeopardy/usergames/Sep201139/game1317167543.php(25 minutes)

2. Administer “Beowulf Test”. Remind students to read directions carefully.

Accommodations:The test will be read aloud to students who need so.

Conclusion:When they are finished with the test they are to turn it into the “Hand In” folder under their class period. Students who finish early are to read their AR books for the remainder of the period.

Evaluation:“Beowulf Test” will be graded based on percentage. Students are expected to complete the test with at least 85% accuracy.

Resources: Prentice Hall Literature: The British Tradition (Teacher’s Edition) Prentice Hall Literature: The British Tradition Unit 1 Resources

Assessment PlanIntroduction:

http://www.superteachertools.com/jeopardy/usergames/Sep201139/game1317167543.php

http://www.superteachertools.com/jeopardy/usergames/Sep201139/game1317167543.php

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This Assessment Plan is in correlation with a unit I am conducting on Anglo-Saxon literature with the epic poem “Beowulf” specifically in mind. Throughout this unit, students will learn about the Anglo-Saxon time-frame with regards to liberal arts and literature. “Beowulf” is such an integral part of high school and college literature that it is important for students to become acquainted with the historical context and impact on this specific piece of literature. Students will spend time learning vocabulary oriented towards this genre as well as vocabulary used within the piece itself. They will also read “Beowulf” in combination with the graphic novel adaption by Gareth Hinds. They will be given different writing prompts throughout the unit and instructed to write short essays and entries into their classroom journals.

It is my hopes that this unit will only take a week and a half. With this in mind, students should have about seven, 50 minute class periods devoted to the literature in this unit and one 50 minute class period devoted to vocabulary.

Unit Objectives:

1. Students will be able to analyze and discuss the impact of the Anglo-Saxon and Medieval historical context on the literature of its time.

2. Students will be able to define epic poetry and epic or legendary hero.a. Students will be able to explain the basic elements of Beowulf as

a work of fiction.3. Students will be able to define epic poetry and epic or legendary hero.4. Students will be able to define the vocabulary and explain the

importance of using a dictionary while reading difficult literature.a. Students will be able to use prior knowledge to analyze the

structure of the literature. (caesura, kennings, alliteration)5. Students will be able to determine the Main Idea by paraphrase

sections of text in their own words. Students will be able to describe the term “hubris” and analyze it within the context of this poem.

6. Students will be able to identify specific literary devices throughout the text.

a. Students will be able to identify and analyze themes and important details.

7. Students will be able to work as a team to demonstrate their understanding of Beowulf and the characteristics of the Anglo-Saxon period.

8. Students will be able to complete the “Beowulf Test” with at least 85% accuracy.

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Pre-and Post-Assessment Overview

Before I begin instruction on this unit, I will give the students a pre-assessment to determine their ability level and any previous knowledge the students may know about the unit at hand. The assessment will be worth 50 points and I will explain to the students that the pre-test is graded on participation and that they must complete the test to the best of their abilities. The scores on this test will be taken into account when developing and adjusting the lesson plans for the unit.

Following the final lesson of the unit, students will be given at post-assessment to determine student retention and overall productivity of the unit. I will expect students to score at least and 85% on this assessment which will justify that the unit objectives have been met satisfactorily. The post-assessment will be composed of 50 points (20 points of multiple choice, 10 points of completion, 10 points of short answer, 5 points of matching, 5 points of essay) and will be recorded as a test grade. This post-assessment will help me understand what the students are not understanding, providing me the ability to re-teach any confusing aspects of the unit. Similarly, the results of the post-assessment will help me adjust any future lessons and units for better productivity.

Both assessments will be graded on the same scale:A 93-100 (46.5-50) C 77-84 (38.5-42.5)

B 85-92 (42.5-46.5) D 70-76 (35-38.5)

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Pre-Test Copy

Anglo-Saxon & Beowulf Pretest20 Points Participation Grade

Name: _______________________ Date: ____________

Multiple ChoiceIdentify the letter of the choice that best completes the statement or answers the question.

____1. An important effect of Christianity’s spread throughout Britain was that…a. Monastaries no longer had to be located in Italy and Franceb. Britain became culturally linked to Europec. The long Roman defensive wall was demolishedd. The Anglo-Saxon religion immediately died out

____2. Anglo-Saxon life was dominated by…a. Devotion to monastic principles and beliefsb. Industry and dedication to strict work ethicc. A new emphasis on education and artsd. Close allegiances between leaders and their followers

____3. The old Anglo-Saxon religion…a. Primarily encouraged ethics and earthly virtues such as braveryb. Had much in common with the beliefs of Christianityc. Advanced an optimistic, cheerful view of life on earthd. Offered the hope of eternal reward to the good

____4. Great Britain has been invaded and settled by all of the following groupsexcept…

a. Romans b. Vikingsc. Normans d. Greeks

____5. Which of the following quotations from Beowulf does not containalliteration?

a. “The hoard-guard recognized / a human voice . . .”b. “It was no easy thing / to have to give ground like that and go. . . .”c. “Then he addressed each dear companion. . . .”d. “I remember that time when mead was flowing . . .”

____6. Who is an epic hero and what does he/she do for their people?a. A supreme individual who is indifferent to the fate of their peopleb. A savior who helps their people from with disastersc. A person with a quest that has nothing to do with other people

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____7. All of the following are characteristics of an epic poem except?a. A long narrative poemb. Centered on a larger-than-life heroc. On a serious subjectd. Written in a simple and humble style

____8. Which of the following quotations from Beowulf contains a kenning?a. “And all at once the greedy she-wolf…”b. “At last he saw the mud of the bottom.”c. “He was hunting another/ Dead monster…”d. “Grendel’s mother/ Is hidden in her terrible home…”

CompletionComplete each sentence or statement

Vocabulary DevelopmentChoose the vocabulary word that best completes the sentences.

resolute vehemently infallible lavishassail

relished hyperbole boast threshold

9. The hero was strong in body and ___________________ in his determination to win.

10. “Someone stole my treasure, and someone is going to pay!” shouted the monster ___________________.

11. In the end, Beowulf makes a serious mistake. This shows that he is NOT an_________________ hero.

12. The warriors live a ____________ lifestyle with large and expensive parties.

13. Although the hero was confident, doubts would sometimes ___________ him in the middle of the night.

14. An exaggerated statement that is NOT meant to be taken literally is a ____________.

15. “Knights would _________ about ornate armor since it indicated wealth and position.”

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16. “They approached its thick, stony walls and entered, crossing its massive________________.”

Short AnswerWrite your response to the questions using complete sentences.

17. How would you describe a legendary hero?

_____________________________________________________________________________________

_______________________________________________

18. What does it mean to be honorable?

_____________________________________________________________________________________

_______________________________________________

19. How is literature shaped by the society in which it is written?

_____________________________________________________________________________________

_______________________________________________

20. Define caesura.

_____________________________________________________________________________________

_______________________________________________

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Data Analysis of Pre-Assessment

Students are required to study Anglo-Saxon traditions in regards to literature and folklore as part of their 12th grade English Language Arts curriculum. A large part of this section deals with the epic poem, Beowulf. In order to teach the unit I created on Beowulf, students need to have some prior knowledge of poetry as well as the historical and social context of the literature of this time. I created the Pre-Test based on objectives from previous lessons. These objectives are essential for students to meet in order to be successful in the Beowulf Unit. There were 20 total questions: eight multiple choice, eight fill in the black, and four short answer.

A total of 9 students took the Pre-Test, 5 girls and 4 boys. After administering the Pre-Test, I divided up the scores into two charts: “Pre-Test Total Scores” and “Pre-Test Data Per Question”. The average score was approximately 62.5% with scores ranging from 35% to 75%. The median score was approximately 65%.

I was surprised by some of the questions that were repeatedly missed or skipped. For example, over half of the class missed or skipped number eight and twenty which focused on caesuras and kennings. I was led to believe that these students had previously gone over kennings, caesura, and alliteration which are key characteristics of Anglo-Saxon literature.

By evaluating the data from the scores, I have decided to spend some extra time on the literary and poetic devices as well as the characteristics of the literature from this period (meter, language, vocabulary). I have added an extra lesson on Kennings, some discussion on alliteration and caesuras, as well as an Open-Book Test to help students study and organize their thoughts and new knowledge.

If, at any time, I feel that students are struggling with a concept or need more time with certain aspects of this literature, I am prepared to extend lessons and the unit. We will work together to understand this difficult piece of literature. If they have any questions or need to spend more time on something, they do not need to be afraid to tell me.

Initially, I was not certain of how I would accommodate for my student with the reading and writing IEP. However, I will add these accommodations when I find they are necessary and include them in the changes made on the lesson plans.

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Data Graphs on Pre-Test Scores

Female Students Male Students56789

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Pre-Test Scores

Female/Male 1Female/Male 2Female/Male 3Female/Male 4Female 5

PreT

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Post-Test Copy

Anglo-Saxon & Beowulf Test50 Total Points

Name: ___________________ Date: ____________

True/False 1pt.Indicate whether the statement is true or false.

____ 1. Beowulf has a son.

____ 2. Beowulf is the King of the Danes.

____ 3. Beowulf was originally written in Old English.

____ 4. By the time Beowulf battles the dragon, he is well over 70 years old.

Multiple ChoiceIdentify the letter of the choice that best completes the statement or answers the question.

____5. Which of the following does NOT reflect the oral tradition of Beowulf?a. Before it was written down, the story of Beowulf was preserved for

generations by word of mouth. b. Beowulf reflects the cultural tradition of telling stories in mead-

halls.c. When the Thanes feasted, the King gave the best portion of meat to

the bravest of warriors.d. Scops memorized and recited the poetic verses of Beowulf as a

form of entertainment.

____6. Why does Beowulf sail with his comrades to Hrothgar’s Kingdom?a. To bring home treasures form the rich kingdomb. To help Hrothgar by destroying a monster and to gain famec. To win glory by slaying a fire-breathing dragond. To take over Higlac’s throne

____7. Which of the following quotations from Beowulf contains a kenning?a. “And all at once the greedy she-wolf…”b. “At last he saw the mud of the bottom.”c. “He was hunting another/ Dead monster…”d. “Grendel’s mother/ Is hidden in her terrible home…”

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____8. From which fact can the reader infer that the character of Beowulf ishonorable?

a. Beowulf refuses to use weapons because Grendel uses none.b. Beowulf vows to ambush Grendel and destroy the monster.c. Higlac is Beowulf’s cousin.d. Beowulf is the strongest of the Geats.

____9. What does this line form Beowulf mean? “the monster’s thoughts were as quick as his greed or his claws.”

a. The monster is hungryb. The monster is intelligent and quick to respondc. The monster has sharp clawsd. The monster is not trustworthy

____10. When do most scholars believe Beowulf was written?a. 8th-9th Centuriesb. 10th-11th Centuriesc. 12-13th Centuriesd. 6th-7th Centuries

____11. Beowulf’s bragging of his heroic feats to the watchmen is an example ofa. Beowulf being a jerkb. The elevated language of epic poetryc. kenningsd. hubris

Completion 2 pts.Complete each sentence or statement with the CORRECTLY SPELLED word.

12. A ______________ is a compound expression with metaphorical meaning.

13. A long narrative poem derived from oral tradition is an _______________.

14. A break between words within a metrical foot is a ______________.

15. ________________ is the occurrence of the same letter or sound at the beginning or end of closely connected words.

Short Answer 4 pts.Write your response to the questions using complete sentences.

16. Based on your knowledge of the Latin root -sol-, when would you offer someone solace?

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_____________________________________________________________________________________

_______________________________________________

17. Paraphrase the following passage from Beowulf—Then the sword / Melted, blood-soaked, dripping down / Like water,disappearinglike ice when the world’s / Eternal Lord loosensinvisible / Fetters and unwinds icicles and frost . . .

_____________________________________________________________________________________

_______________________________________________

__________________________________________________________________

__________________________________________________________________

18. Paraphrase the following passage from Beowulf. . . they could hack at Grendel / From every side, trying to open / A path forhis evil soul, but their points / Could not hurt him.

_____________________________________________________________________________________

_______________________________________________

_____________________________________________________________________________________

_______________________________________________

19. List at least 4 elements of an Epic Poem.

20. Provide an example of religious allusion in Beowulf.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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Essay 6pts.In complete sentences, write a paragraph to answer the following questions.

21. Describe one of the Themes or Big Ideas within Beowulf.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

22. How does literature reflect or shape society? How has Beowulf impact our lives?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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Data Analysis of Post-AssessmentAs with the Pre-Test, nine students took the Post-Test, five girls and

four boys. The test was composed of 10 multiple choice questions worth one point each, four completion questions worth eight points each, five short answer question worth five points each, and two essay questions worth six points each for a total of 50 points.

The questions were created in correlation with the objectives for each of the seven lessons within the unit. Although objectives were not modified after the Pre-Test, accommodations were added and I provided extra time on concepts that demonstrated the need. The data from the post-assessment demonstrates that the average score was an 84% with scores ranging from approximately 74% to 98% and a median score of 88%.

I created two bar graphs displaying data from the Post-Test. The graph entitled “Post Test Scores” displays the individual, accumulated points of each student. This graph demonstrates that there was not a large difference in scores between the boys and girls. The graph entitled “Student and Class Growth” displays individual Pre-Test scores compared to individual Post-Test scores. This graph also contains a comparison of the class averages between the Pre and Post-Tests. According to this data, scores have vastly improved for a majority of the students and the class average improved by approximately 26%.

Overall, I was impressed with the improvements we were able to make as a class. My goal was for students to reach at least an 85% on the Post-Test and although only half of the class met or exceeded this goal, the class average was spot on. There was only one student whose score data determines that he did not improve; however, I think it is important to address that his score did not deteriorate either. Although it is obvious that some of the objectives were not met with appropriate accuracy, it is comforting to know that most of these objectives will be addressed several times throughout the year and I look forward to seeing the students improve on each objective.

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Data Graphs on Pre-Test Scores

Female Students Male Students30

32

34

36

38

40

42

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Post-Test Scores

Female/Male 1Female/Male 2Female/Male 3Female/Male 4Female 5

Post

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Instructional Decision Making

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After analyzing the scores on the Pre-Assessment I made several additions to each lesson plan and extended the amount of class time spent on each lesson. One of the additions I made involved allowing time for students to work as a group on certain activities. I made this accommodation by providing my students with time to work independently on a given activity, followed by time to work with a partner or in groups. Students appeared to respond positively to this addition as they were often able to learn a new perspective from their classmates.

I also created more structured note-taking activities throughout my lessons. For example, instead of asking students to take notes on readings and discussions, I provided students with worksheets that would assist them in discovering the vital information in the text. I would also provide students with structured note handouts in which sections of the notes would be left blank and students would need to fill them out during discussions. These sheets were often graded on completion and students demonstrated that they understood the importance of filling these sheets out correctly.

One of the most impactful additions I made was the incorporation of mini-lessons. After I analyzed the data from the pre-assessment I realized that the students needed more time with some of the important literary elements like kennings, alliteration, and caesura. One of the mini-lessons I added was a Bell Ringer on Kennings.

Students were given a worksheet on kennings and instructed to find and analyze examples of kennings within Beowulf. They were then instructed to create their own examples of kennings or think of examples that are used in modern society. Students not only benefited from this exercise, as shown by their improvements on the Post-Test, they demonstrated that they enjoyed the lesson, specifically the fact that it connected the literary device to modern life.

I constantly used formative assessment throughout my lessons in order to gauge my students’ understanding of the material at hand. Students were given several opportunities to demonstrate their understanding. I also provided several different types of formative assessment in order to reach as many different types of learning styles as possible.

I presented students with the opportunity to describe their understanding through journal entries. Students were instructed to write on specific prompts and include their personal thoughts and interpretations of

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certain aspects of the text. One of the most effective forms of formative assessment was the incorporation of graphic organizers. When asked, the students agreed that the “Beowulf Character Chart” really assisted in keeping the information organized.

Although it is evident that scores drastically improved from the pre-test to the post-test, I was faced with some barriers to learning throughout the unit. One of the most impactful barriers was the failure to follow instructions. This even showed up on the Post-Test, as students continued to write short-answer responses in incomplete sentences, regardless of the fact that the instructions stated to use complete and error-free sentences. Knowing this now, I intend to spend more time explaining the important directions and checking for understanding of these directions.

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Reflection and Self-EvaluationThe productivity level of this class was extremely high. Although there

were instances in which students were less engaged, as with any classroom, as a whole, students were prompt in their participation and completion of work. In fact, these students were often able to restore poor participation and productivity on their own. It was only a matter of me asking for improved participation and the students would then take command of their education.

Although some of the concepts and lessons were difficult and although many of the students were stretched thin with extra-curricular activities and other classes, most students were able to stay moderately motivated. There were only a couple of instances in which I had to pause instruction to administer a “Wake-Up” activity. These activities are intended to get students physically moving in order to get their blood flowing, in turn, waking them up.

As these circumstances arose, I had to adjust my teaching strategies. Oftentimes, I simply had to become more engaging with my movements and vocal tactics. Other times, however, I had to refocus the lesson and take the discussion in a new direction. I was able to do this by connecting the literature back to modern times. Students enjoyed connecting literature to modern society.

I developed lesson objectives based on the Nebraska State Standards. I then developed the lessons based on the objectives I intended my students to reach at the end of each lesson. As a class, we discussed the lesson objectives at the end of every lesson in during the check for understanding. As part of the conclusions and the wrap up for the day, we spent time summarizing the lesson and discussing the mastery of the objectives.

As stated before, the students were extremely active in their education and never had an issue with informing me of their status in the classroom. When students were confused about any aspect of the lesson, they asked questions. As part of classroom discussion, I had students constantly questioning their understanding of the text.

The students constantly provided feedback to me and each other about their understanding of the objectives. One of the most prevalent examples of feedback that I received from the students was their ability to have appropriate conversations about the material at hand. They were also able to demonstrate their understanding of different aspects of the text by paraphrasing certain scenes.

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Although there is very little I would do differently, if I had the opportunity to teach these lessons again to the same group of students, there are certain additions I would make to the lessons. For example, I would try to incorporate more artistic lessons in which students had to use their hands to construct something. I would also attempt to provide more kinesthetic and musical lessons to reach students who may be more sensitive to bodily awareness and sounds in the environment.

All in all, I greatly enjoyed teaching the Beowulf Unit to this group of students. The students were nothing short of exemplary and I could not have wished for better circumstances. Not only was I able to assist these students in a journey for knowledge, I was able to partake in the acquisition thereof.

AppendixDouble-click on the PDF file images to access the document.

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