December 17th, 2013

12/17/13

In Class:
Journal--  Literature is a framework for understanding different cultures. After studying various elements of Anglo-Saxon culture through literature, what do you find most admirable? Most abhorrent? Most interesting?

Students worked independently on the following tasks:
*Outline/rough draft for Final Part One. 
    -> Find quotes from texts to support your paper. 
*Essay for Final Part One. 
*Creative/artistic project for Final Part Two. 
*Missing work:
   SGGK Part Two Questions (from Thursday, Dec. 5th)
   Pentangle Worksheet
   Following the Rules in SGGK Worksheet 
*Missing journal entries

Exit ticket: What did you accomplish in class today?

Homework:
Finish Final Part One by tomorrow at 5:00!
Work on creative/artistic project for Final Part Two.

December 16th, 2013

12/16/13

In Class:
Journal-- What does it mean to be a peacekeeper? How was peace perceived and achieved in the time of Gawain? Of Beowulf?

Students worked independently on the following tasks:
*Outline/rough draft for Final Part One.
   -> Find quotes from texts to support your paper.
*Creative/artistic project for Final Part Two.
*Missing work:
   SGGK Part Two Questions (from Thursday, Dec. 5th)
   Pentangle Worksheet
   Following the Rules in SGGK Worksheet
   Missing journal entries

Exit ticket: What did you accomplish in class today?

Homework:
Work on final project! -- Essay due on Wednesday, Creative Project due on Thursday
Catch up on any missing assignments.

December 12th, 2013

12/12/13

In Class:
Journal--  Reflect on the following quote: "The finest steel has to go through the hottest fire." - Richard M. Nixon

Read and discussed "The Wife's Lament," focusing specifically on elements of elegy and women's roles in Anglo-Saxon culture.

Read and discussed "A Wind from the North" by Bill Capossere, focusing specifically on the connections to fame and glory in Anglo-Saxon tradition.

Mini-lesson on the use of thesis statements. thesis statement: one to two sentences conveying the meaning, message, or argument of a paper. -> "spine" of your paper. "So what?" statement.

Students worked independently on final project essay outlines and thesis statements.

Exit ticket: What reputation or legacy would you like to leave behind when you pass?

Homework:
Finish essay outline by tomorrow!
Catch up on missing work.

December 11th, 2013

12/11/13

In Class:
Journal--  Consider the definition of social contract. Reflect on what you sacrifice for security; what is worth it? What is not fair?

social contract: an implicit agreement amongst members of society in which each member surrenders certain freedoms for the sake of security.

Discussed the nature of rules and codes of conduct in regard to Sir Gawain and the Green Knight, particularly focusing on Kohlberg's Stages of Moral Reasoning (see handout and chart to the right). Screened "Following the Rules" video from TeachTown and discussed the moral reasoning standards of the students.

Independently, students completed the worksheet shown to the left regarding Sir Gawain's stringent adherence to the rules (of chivalry and of contests).

Exit ticket: What level of moral reasoning do you think you've achieved?

Homework:
Finish the Sir Gawain worksheet from today.
Work on final project outline.
Catch up on missing work!

December 10th, 2013

12/10/13

In Class:
Journal--  Reflect on the effect of surveillance on human behavior.

"Itty-Bitty Quiz on Sir Gawain and the Green Knight."

Discussed Part IV of Sir Gawain and the Green Knight, focusing on the events of the showdown between Gawain and the Green Knight, the process of forgiveness (similarities to the Catholic Church), and the learned fallibility of Gawain--Gawain realizes he is capable of being the perfect knight, but only if he recognizes his own imperfection.

Reviewed example final project outline.

Students worked independently on their outlines for the final project.

Exit ticket: Which essay prompt will you use for your final project?

Homework:
Finish final outline ASAP (Friday at the latest).
Catch up on any missing work.

Example Outline for Final Project Essay

Shane Abrams

I. Introduction

            A. Introduce text(s) – Beowulf and “The Dream of the Rood”

B. Describe historical circumstances: most literacy lay with the Christian monks in the Middle Ages.

C. Thesis statement: The integration of Christian ideas, values, and stories in Old English poetry demonstrates an attempt to reconcile Anglo-Saxon heroic ideals with Christianity.

II. Body Paragraph 1 – Christian imposition in Beowulf

A. Explain the idea of Christian imposition: overlaying Christian ideas in a non-Christian text.

B. Note historical paradox: Christianity was not widespread during the time Beowulf is set.

C. Quotes for support:

“And may the Divine Lord / in His wisdom grant the glory of victory / to whichever side He sees fit” (685-7).

“The truth is clear: / Almighty God rules over mankind / and always has” (700-2).

“So may a man not marked by fate / easily escape exile and woe / by the grace of God” (2291-3).

“Sometimes at pagan shrines they vowed / offerings to idols, swore oaths / that the killer of souls might come to their aid / and save the people. That was their way, / their heathenish hope; deep in their hearts / they remembered hell. The Almighty Judge / of good deeds and bad, the Lord God, / Head of the Heavens and High King of the World, / was unknown to them. Oh, cursed is he / who in time of trouble has to thrust his soul / in the fire’s embrace, forfeiting help; / he has nowhere to turn. But blessed is he / who after death can approach the Lord / and find friendship in the Father’s embrace” (175-88).

D. Explain and connect quotes to thesis: connecting wyrd to Christian destiny; denying paganism in favor of Christianity; portraying Beowulf as a pious warrior.

III. Body Paragraph 2 – “The Dream of the Rood”

A. Explain the portrayal of Christ as hero as means to reconcile Germanic heroism with the life of Christ.

B. Quotes for support:

“Then the young Hero stripped himself—that was God Almighty—strong and stouthearted. He climbed on the high gallows, bold in the sight of many” (28).

“I trembled when the Warrior embraced me” (28).

“…they set there the Wielder of Triumphs” (28).

“The Son was victorious in that foray, mighty and successful” (29).

C. Explain and connect quotes to thesis: connecting bravery, might, and victory to Jesus’ story; elne mycle.

IV. Conclusion – Reconciling Christianity with Anglo-Saxon culture

            A. Re-state thesis

B. Although the imposition and interpretation of Christianity is obvious to us now, it made bigger waves in the original time period. One of the foundational elements of every culture is storytelling; therefore, the use of Christian ideals in Anglo-Saxon stories was very influential in the evolution of Anglo-Saxon culture.

Works Cited

Beowulf. Trans. Seamus Heaney. New York: Norton, 2000. Print.

“The Dream of the Rood.” The Norton Anthology of English Literature, 8^th ed., Vol. A. Eds. Stephen Greenblatt et al. New York: Norton, 2006. Print

December 9th, 2013

12/9/13

In Class:
Journal [student suggestion] --  Respond to the following quote: "Even the word 'hopeless' has 'hope' in it."

Reviewed and discussed Part Two and Three of Sir Gawain and the Green Knight, specifically focusing on the use of symbolism and motifs, chivalric code, and games/contests in the story.
   symbolism: the use of concrete or visible objects as 'stand-ins' or representations of more abstract ideas or themes.
   motif: a recurring image, phrase, or idea used to help convey a theme.

Exit ticket: Copy the important assignments from the board (see below).

Homework:
Read Part IV of Sir Gawain and the Green Knight -- there will be a mini-quiz at the beginning of class tomorrow!
Begin working on your final outline/rough draft. [Due date bumped to Friday.]

December 4th, 2013

12/4/13

In Class:
Journal--  "It is good to have an end to journey toward, but it is the journey that matters in the end." - Ursula K. LeGuin

Reviewed and discussed Part One of Sir Gawain and the Green Knight, specifically focusing on king-thane relationships, the code of chivalry, and the events and implications of the 'contest' with the Green Knight.

Reviewed and discussed the beginning of Part Two of Sir Gawain and the Green Knight, specifically focusing on Gawain's preparation for journey and his pentangle symbolism:
  - The "endless knot" name demonstrates the intertwined and infinite nature of Gawain's code of knightly behavior.
  - 5 was a very revered number in the medieval era. Mathematically, it was considered special and infinite, insofar as 5 multiplied by any number or raised to any power 'reproduces' itself (e.g., 5^3 = 125, 5x17 = 85). Spiritually, it referred to the five wounds of Christ, the five joys of Mary, and so on. Physiologically, the poem denotes the significance of 5 by referring to Gawain's five never-failing fingers.
  - Gawain's code centered on five particular virtues: piety, fraternity, courtesy, chastity, and loyalty.
Students completed the worksheet to the right based on class notes and their own codes of conduct. 


Exit ticket: Describe the terms of Gawain's agreement with the Green Knight.

Homework:
Re-read Part Two of SGGK.
Complete the worksheet from class.
Catch up on missing work.

December 3rd, 2013

12/3/13

In Class:
Journal--  Respond to the following quote: "A tree is known by its fruit; a man by his deeds. A good deed is never lost; he who sows courtesy reaps friendship, and he who plants kindness gathers love." - Saint Basil

Discussed the notion of chivalry, distinguishing between the concept in the time of Gawain and the current understanding of it. What does it mean to be chivalric? Read "Courtesy Should Take Its Place" by Abigail Collazo and "Medieval Ethos, Evolved" by Richard Abels, both published in The New York Times. Screened an excerpt of Monty Python and the Holy Grail to reflect on 'channeled' violence with chivalric code.

Students worked independently for the remainder of class on the following two assignments:
 * Read through Part Two (l. 1125) of Sir Gawain and the Green Knight.
 * On a separate sheet of paper, identify 3 or more lines that refer to or demonstrate chivalry.

Exit ticket: Name one way which you will spread courtesy in your community today.

Homework:Read through Part Two (l. 1125) of Sir Gawain and the Green Knight.
On a separate sheet of paper, identify 3 or more lines that refer to or demonstrate chivalry.

December 2nd, 2013

12/2/13

In Class:
Journal--  Reflect on the role storytelling and the oral tradition have played in your life experience.

Distributed missing work reports.

Discussed Grendel, particularly focusing on Unferth's character and structural functionalism in the story.
structural functionalism: a sociological worldview which theorizes that society is a complex system of parts that all work toward a common goal of stability. 
       Unferth -> hero
       Wealtheow -> peacemaker
       Grendel -> agitator, 'evil' figure, "Wrecker of Meadhalls"
** Based on the structural functionalist perspective, Grendel is not destroying society, but giving Unferth and Beowulf a purpose within society.

Reviewed final project assignment sheet. Please let me know what questions and concerns you have! Get crackin' right away.

Introduced Sir Gawain and the Green Knight, the final poem we will be reading for this course.
   * Takes place c. 500-600 C.E.
   * Transcribed c. 1300 C.E.
   * Part of the Arthurian mythology of Britain.
   * Uses alliterative verse and bob-and-wheel stanzas.
Read first two stanzas of SGGK.

Exit ticket: List three attributes associated with the Germanic/Anglo-Saxon heroic code.

Homework:
Begin thinking about your final project.
Read Part One of SGGK (l. 490).

Final Project Assignment Sheet -- Anglo-Saxon Literature

Final Project – Anglo-Saxon Literature

Due dates:

Creative Response – December 19^th, 2013 at 3:00 PM

Final Draft of Essay – December 18^th, 2013 at 5:00 PM

First Rough Draft or Outline of Essay – December 10^th, 2013

For your final project for Anglo-Saxon Literature, you will complete two assignments which exemplify your understanding of course material and concepts while also demonstrating your ability to critically engage with material and concepts. You will choose one assignment from each of the two categories below.

Assignment – Part One: Literary Analysis

For this section of the final assessment, you will compose a literary analysis essay which shows your comprehension of our course texts and your ability to analyze those texts. You may choose from the following five essay prompts, or create your own[1]:

· Drawing from Beowulf, Sir Gawain and the Green Knight, and other didactic texts, describe and reflect on the construction of heroic code in Anglo-Saxon culture. What traits are essential? How do the characters of our literature personify these traits? How does this code deviate from our modern ideas of heroism?

· Using ideas from Beowulf and from Grendel, reflect on the importance of oral tradition in the understanding of history. How do practices such as Christian superimposition and heroic reinterpretation affect our understanding of storytelling?

· The elegiac and lænum līf traditions are central to the Beowulf and Grendel stories, as well as several other works we have read. How do these ideas color our reading and worldview? How does wyrd factor into the Anglo-Saxon understanding of the world?

· How do the three monsters of Beowulf—Grendel, Grendel's mother, and the dragon—differ from one another? Other than their physical characteristics, consider their motives and interactions with humanity. Do you find one creature more abhorrent than the others? Why?[2]

· Analyze the roles of Beowulf, Grendel, Unferth, Sir Gawain, Hrothgar, and other characters considering the sociological theory of structural functionalism. What responsibility does every character play in maintaining social order?

Your analysis should not be a book report: we have all read the material, and you should assume that your audience is familiar with your analyzed text. Rather, it should demonstrate your ability to uncover bigger, implicit ideas within the text(s). Your task is to think critically and challenge the reader of your essay to do the same.

There is no page maximum or minimum; you should use as much writing as is necessary to convey your understanding and analytical thought. If you need a number, though, shoot for three to four pages.

Assignment – Part Two: Creative Response

For this section of the final project, you will produce a creative response to at least one of the following texts: Sir Gawain and the Green Knight, Grendel, Beowulf, “The Dream of the Rood,” “Bede’s Account of the Conversion of King Edwin,” or “The Wanderer.” The nature of this project is open to your interpretation, and you should choose a medium which best demonstrates your engagement with one or more texts. Consider from the following list of options, or create your own[3]:

Ÿ Write a poem or series of poems reflecting events and themes from the reading.	Ÿ Create a comic book featuring one of the heroes of our reading as a main character.
Ÿ Write a short story from the perspective of a supporting character (e.g., Wealtheow, Lady Bertilak, Unferth, the counselman of King Edwin).	Ÿ Create a “mini-newspaper” or “mini-magazine” featuring articles, editorials, comics, advertisements, etc., pertaining to your chosen text(s).
Ÿ Write a creative piece featuring a prominent character (e.g., Beowulf, Grendel, Gawain) in today’s culture.	Ÿ Paint, sculpt, or otherwise depict the challenges faced by our readings’ primary heroes.
Ÿ Take photographs and compile a photo-diary tracing one or more of our texts.	Ÿ Write and produce a short film pertaining to one or more of our texts.
Ÿ Create your own illustration and description of heroic code, compared with Gawain’s pentangle.	Ÿ Create a soundtrack to one or more of the texts, including a 3-5 sentence explanation for each song’s significance.

Keep in mind, this creative project should demonstrate as much hard work and engagement as the essay, though it will be more artistically-geared. You should have fun with this section, but still dedicate time and effort to it.

Tips for success on this project:

·      Start early. The more time you allow yourself, the better your project will be. I am assigning this three weeks in advance because you should start immediately!

·      Ask questions. I’m here to support you throughout this project—you are absolutely welcome to ask for help, to bounce ideas off me, or to just chat.

·      Choose topics and media that work for you; not only will the project come more easily that way, but the product will naturally be better. I can always tell whether or not you care.

---

[1] If you choose to create your own essay topic, you must submit it for my approval by December 6^th, 2013.

[2] Adapted from Signet Essay Contest prompt.

[3] If you choose to use a creative medium not listed here, you must submit a brief description for my approval by December 13^th, 2013.

November 21st, 2013

11/21/13

In Class:
Journal--  Make a list of the social roles you fill; consider both ascribed and assigned roles.

Discussed Grendel, particularly in regards to the scōp (Shaper) and his effect on history. Additionally, discussed structural functionalism in regard to Grendel's conversation with the dragon (57-74).
   structural functionalism: a sociological worldview which theorizes that society is a complex system of parts that all work toward a common goal of stability.
Consider good vs. evil in conflict theory.

Students read Grendel independently. Please identify at least four more golden lines by 12/2! (See November 20th for further explanation.)

Exit ticket: How does the scōp affect Grendel as a character?

Homework:
Finish Grendel by December 2nd.

 

November 20th, 2013

11/20/13

In Class:
Journal--  Reflect on the following quote, particularly in regard to the last reading of Grendel: "Who controls the past controls the future; who controls the present controls the past." - George Orwell, 1984.

Independently, students worked on the following activities:
   * Read Grendel through p. 72.
   * Review your Germanic heroic code with a partner and turn it in before the end of class.
   * Identify three 'golden lines' from Grendel p. 1-72, using the following structure:

   * Read Grendel through p. 111.

Exit ticket: Name one way you will meet the challenge of education this week.

Homework:
Finish the above assignments and readings. CATCH UP.

November 19th, 2013

11/19/13

In Class:
Journal--  Illustrate either a) the battle with the dragon, or b) Beowulf's funeral.

Independently, students worked on the following activities:
   * The Hero's Journey in Beowulf (worksheet)
   * Write a list of traits associated with the Germanic heroic code laid out by Anglo-Saxon poetry. (E.g.,  A man should always match his words with his deeds, etc.). Consider especially "The Wanderer," "The Battle of Maldon," and Beowulf.
   * Read Grendel through p. 72.

Exit ticket: In the very first interaction Grendel has with humans in Grendel, they mistake him for a tree fungus. What does this imply about his relationship with humankind?

Homework:
Finish the above in-class assignments and readings.

November 18th, 2013

11/18/13

In Class:
Journal--  Write a eulogy for yourself from an outsider's perspective. What will people remember of you? What will be your legacy?

Reviewed the final scenes of Beowulf, focusing on The Father's Lament (l. 2444), the battle with the dragon, and Beowulf's funeral, contrasting heroic and elegiac styles. Read and discussed "On Transience," an essay by Sigmund Freud similar to some of Hrothgar's elegiac reflections.

Distributed Grendel, the novel we will be reading next, by John Gardner.

Exit ticket: Define 'elegy.'

Homework:
Read through p. 29 of Grendel.

November 14th, 2013

11/14/13

In Class:
Journal--  Reflect on the first half of the block. What have you accomplished? What will you do better with the next four weeks?

Independently, students worked on midterm stuff:
    1) Finish midterm Beowulf project.
    2) Complete any missing journals and submit all 16.
    3) Complete any missing work.
    4) Finish Beowulf by Monday.

Exit ticket: What do you have left to do to ensure your success at midterms?

Homework:
Finish Beowulf by Monday.

November 13th, 2013

11/13/13

In Class:
Journal--  Reflect on a time you felt heroic, or otherwise proud of an accomplishment.

Finished screening Beowulf.

Exit ticket: What is the most absolutely ridiculous part of the film?

Homework:
Work on your midterm!
Catch up on any missing work.

November 12th, 2013

11/12/13

In Class:
Journal--  Reflect on one great loss you've experienced and one great thing which you still have.

Reviewed Beowulf through line 2300, including an alternate translation of the dragon's introduction, focusing on the elegiac tone and connections to "The Wanderer."

Screened the next section of the Beowulf film, concluding immediately before the battle with Grendel.

Exit ticket: What is one thing I can do to not waste time next class?

Homework:
Read through line 2509 of Beowulf.
Catch up on missing work ASAP!

November 11th, 2013

11/11/13

In Class:
Journal--  How do you define success? How does your definition compare to the Germanic heroic idea of success (glory, fame, bravery, etc.)?

Distributed missing work reports. Any missing work, in order to be reflected on your midterm progress report, must be submitted by Thursday at 2:30.

Read Beowulf as a class through line 1884.

Reviewed midterm assignment and expectations.

Began screening Beowulf (2007) for midterm and discussed introduction.

Exit ticket: Name one non-academic thing you've learned this month.

Homework:
Read Beowulf through line 2200.
Complete Didacticism in Anglo-Saxon Literature worksheet.

Midterm Assessment: Anglo-Saxon Literature

Midterm – Anglo-Saxon Literature

Due November 14^th, 2013 at 3:00 PM

For the midterm assessment of your performance in Anglo-Saxon Literature, you will answer a series of questions juxtaposing Beowulf (the Old English poem, c. 750 C.E.) and Beowulf (the film, 2007). By comparing and contrasting the two versions of the story, you will demonstrate your knowledge of the original content while also critically analyzing a modern adaptation.

On a separate sheet of paper (typed), you should respond to the following prompts and questions to demonstrate your understanding of Beowulf and your critical thinking skills.

[Note: in order to do so thoroughly and effectively, each question will require at least a one-paragraph response.]

In order to create meaningful responses to the following critical thinking questions, I recommend that you take notes during the screening of Beowulf (2007) and then plan your responses using your notes, Venn diagrams, etc.

1) How does the portrayal of Hrothgar vary between the poem and the film? Consider behaviors, personality traits, and treatment from thanes.

2) What differences and similarities exist in the two portrayals of Beowulf’s battle with Grendel? What do these differences and similarities imply about the character of Beowulf?

3) What role does religion play in the poem? In the film?

4) In what ways do you see the Germanic heroic code (as established by the poem) illustrated in the film?

5) Why is Beowulf’s battle with Grendel’s mother portrayed so incorrectly in the film? What do Beowulf’s actions in the film imply about his character?

6) How are the roles and attitudes of females defined in each the poem and the film?

7) How do the interactions between Beowulf and Unferth compare between the poem and the film?

8) Scholar Stephen T. Asma suggests that the film wants us to “understand and humanize our monsters,” as suggested by the portrayals of Grendel, Grendel’s mother, and the dragon. How does this demonstrate the difference between Germanic and Anglo-Saxon culture as compared to modern-day Western culture?

Your responses will be assessed based on the rubric below.

November 7th, 2013

11/7/13

In Class:
Journal--  What would go on your funeral pyre? What objects, materials, etc. represent you? What would you want to take with you after your earthly existence has passed?

Screened and discussed brief excerpt of video (14:08-16:49) on funeral pyres and Beowulf.

Discussed midterm plans and missing work make-up. Journals are due next Thursday at the end of class.

Reviewed the battle with Grendel's mother, focusing on Germanic heroic code, 'wergild,' and Christian superimposition.

Instruction on didactic texts, using "The Three Little Pigs" as an example.
didactic: intended to teach moral, ethical, or spiritual ideas through storytelling.
Each student began working on an assignment due at the end of class on Monday, shown to the left.


Exit ticket: Which battle did you like more and why?

Homework:
Didactic Text worksheet.

November 6th, 2013

11/6/13

In Class:
Journal--  What role have reading, writing, speaking, and listening [literacy] played in your life?

Reviewed and discussed Beowulf reading, specifically focusing on kennings, 'wergild,' and the celebration of Beowulf's victory as it applies to Anglo-Saxon cultural tradition (e.g., gift-giving, oral poetry, etc.).
  kenning: a compounding of two nouns to create an implied or metaphorical meaning, e.g., sky-roamer, shadow-walker, or slaughter-wolves. Very common in Old English poetry.
  wergild: essentially, a blood-debt--the price paid for killing a member of another tribe. See also lex alammanorum.

Independently, each student wrote a diary entry from Beowulf's perspective as of line 1250.

Exit ticket: Create a kenning describing this class.

Homework:
Read Beowulf through line 1650.

November 5th, 2013

11/5/13

In Class:
Journal--  How do you define heroism? Use specific examples to illustrate your point.

Reviewed and discussed Beowulf through line 610, specifically 'unpacking' the confrontation between Beowulf and Unferth.

Began reading assignment as a class.

Exit ticket: In the Germanic tradition, why is Unferth particularly non-admirable?

Homework:
Read through line 1250 of Beowulf.

November 4th, 2013

11/4/13

In Class:
Journal--  To what or whom do you turn to when you need help?

Lecture and discussion on the history behind epic poetry:

Reviewed the monomyth, or 'the hero's journey,' using TED Ed video by Matthew Winkler.

Reviewed and discussed the introductory section of Beowulf, noting in particular Christian superimposition and the characterization of primary characters. Read approximately through line 310 as a class.

Exit ticket: What is the title of the oldest extant epic poem?

Homework:
Read through line 610 of Beowulf.