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.
Tuesday, December 17, 2013
Monday, December 16, 2013
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.
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.
Thursday, December 12, 2013
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.
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.
Wednesday, December 11, 2013
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!
In Class:
Journal-- Consider the definition of social contract. Reflect on what you sacrifice for security; what is worth it? What is not fair?
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!
Tuesday, December 10, 2013
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.
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, 8th ed., Vol. A. Eds. Stephen Greenblatt et al. New
York: Norton, 2006. Print
Monday, December 9, 2013
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.]
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.]
Wednesday, December 4, 2013
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.
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.
Tuesday, December 3, 2013
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.
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.
Monday, December 2, 2013
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).
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 19th,
2013 at 3:00 PM
Final Draft of Essay – December 18th,
2013 at 5:00 PM
First Rough Draft or Outline of Essay
– December 10th, 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.
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