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.
Thursday, November 21, 2013
Wednesday, November 20, 2013
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.
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.
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.
Monday, November 18, 2013
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.
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.
Thursday, November 14, 2013
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.
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.
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.
Tuesday, November 12, 2013
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!
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!
Monday, November 11, 2013
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.
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 14th, 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.
Thursday, November 7, 2013
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.
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.
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.
Tuesday, November 5, 2013
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.
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.
Monday, November 4, 2013
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.
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.
Friday, November 1, 2013
October 31st, 2013
10/31/13
In Class:
Journal-- Reflect on a conflict in your life (past or present). What forces are at odds?
Reviewed and discussed "Judith."
- Biblical stories adapted as Old English poetry were often re-shaped to present a similar story with themes and ideals to which Anglo-Saxons could better relate. Details, language, and underlying themes could be modified by poets to reflect more specific goals and, of course, to close the gap between Germanic heroic tradition and Christianity.
Noted three crucial aspects of Old English poetry, particularly Beowulf:
oral tradition: the practice of verbal storytelling as a means to preserve culture.
- Oral poetry is, by nature, bound to change. The poets would intentionally alter the words and story to appeal to a different audience or create a different message. The poets would also unintentionally modify the stories: consider a game of 'telephone' in which words and ideas can be distorted, modified, or changed entirely. Additionally, since these poets would memorize thousands of lines, they would inevitably make mistakes.
- Beowulf was composed several hundred years before being transcribed; even then, it is theorized that at least two poets contributed to the transcription. Therefore, the Anglo-Saxon community modified and re-shaped the story over the course of several hundred years, making it more powerful and relevant to them.
alliteration: the repetition of initial consonant sounds.
- The use of frequent alliteration helped poets memorize the epics. Most extant poetry from the Anglo-Saxon era uses alliterative verse.
- Due to the common use of alliteration, we can see very interesting names attributed to characters in order to fill out alliteration. Rarely is Beowulf referred to as just "Beowulf," but also as "son of Ecgtheow," "the Geats' lord," "Hygelac's kinsman," etc.
appositive style: the practice of using common descriptive phrases to rename the subject of the sentence. E.g., Chase, the mighty Anglo-Saxon Lit. student, driver of Jeeps, did his homework.
- This style is very common in Old English poetry, as well. It helps the poets create stronger meter and alliteration, which is again helpful for memorization. The strange sentence syntax it creates (see example sentence above) is typical of ancient Germanic poetics.
Distributed Beowulf and first reading assignment -- line 210 by Monday.
Exit ticket: Write a sentence that uses at least two instances of alliteration.
Homework:
Read through l. 210 of Beowulf by Monday.
Catch up on any missing work.
In Class:
Journal-- Reflect on a conflict in your life (past or present). What forces are at odds?
Reviewed and discussed "Judith."
- Biblical stories adapted as Old English poetry were often re-shaped to present a similar story with themes and ideals to which Anglo-Saxons could better relate. Details, language, and underlying themes could be modified by poets to reflect more specific goals and, of course, to close the gap between Germanic heroic tradition and Christianity.
Noted three crucial aspects of Old English poetry, particularly Beowulf:
oral tradition: the practice of verbal storytelling as a means to preserve culture.
- Oral poetry is, by nature, bound to change. The poets would intentionally alter the words and story to appeal to a different audience or create a different message. The poets would also unintentionally modify the stories: consider a game of 'telephone' in which words and ideas can be distorted, modified, or changed entirely. Additionally, since these poets would memorize thousands of lines, they would inevitably make mistakes.
- Beowulf was composed several hundred years before being transcribed; even then, it is theorized that at least two poets contributed to the transcription. Therefore, the Anglo-Saxon community modified and re-shaped the story over the course of several hundred years, making it more powerful and relevant to them.
alliteration: the repetition of initial consonant sounds.
- The use of frequent alliteration helped poets memorize the epics. Most extant poetry from the Anglo-Saxon era uses alliterative verse.
- Due to the common use of alliteration, we can see very interesting names attributed to characters in order to fill out alliteration. Rarely is Beowulf referred to as just "Beowulf," but also as "son of Ecgtheow," "the Geats' lord," "Hygelac's kinsman," etc.
appositive style: the practice of using common descriptive phrases to rename the subject of the sentence. E.g., Chase, the mighty Anglo-Saxon Lit. student, driver of Jeeps, did his homework.
- This style is very common in Old English poetry, as well. It helps the poets create stronger meter and alliteration, which is again helpful for memorization. The strange sentence syntax it creates (see example sentence above) is typical of ancient Germanic poetics.
Distributed Beowulf and first reading assignment -- line 210 by Monday.
Exit ticket: Write a sentence that uses at least two instances of alliteration.
Homework:
Read through l. 210 of Beowulf by Monday.
Catch up on any missing work.
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