Lesson Plan

Name:Haley Atkins / Date: 09/15/2015
Subject:English / Grade:12
Virginia SOL: / Start time: 8:25 / Stop time: 9:55
Lesson Title: Beowulf Introduction
Objectives(What do you want students to know, understand, do, or feel as a result of your instruction?)
1. / Students will understand the background behind epics as it relates to the story of Beowulf.
2. / Students will be able to summarize the beginning of the story of Beowulf.
3. / Students will be able to recognize religious references within the story of Beowulf.
Critical vocabulary: / Epic- long narrative poem that details the deeds, journey, and actions of national importance executed by a hero who makes saves a group of based on their own or their cultural beliefs
Materials/resources: / Laptop
Pencil
Loose-leaf paper
Active-board
Book
Intro (how do you capture their attention and get them interested?):
  • Students will come in and answer the following question in class discussion:
Thinking about literature and timeline of English: what do you know about epics?
Potential answers- We have read epics before, like the odyssey. We know they are long narratives.
  • Students will then watch a Prezi about epics. The presentation will be loaded on blackboard.

Body (what comes after your interesting intro?)
  • We will begin reading Beowulf from the textbook. We will read to page 48.
  • Students will take a break during the reading to find examples of religion within the text. This will relate to the fact that Monks wrote down Beowulf. Students will present the examples found in class and turn in the written answers.

Closure (purposeful summary-help them remember today or anticipate tomorrow):
  • Students will then as a group summarize what we read. The summary will include location, people, and actions that were significant to the plot of the epic. This will be done as a group and written on the board.

Homework:
  • Students will have homework questions on Blackboard relating to the information covered in the presentation and the beginning of Beowulf.

Assessment: (How will you assess if they have mastered your objectives? Be specific.)
  • Students will verbally summarize the story. Students will answer the homework questions to reveal understanding of the story line of Beowulf.

Pre-assessment: (How will you know if your students already know what you are teaching?)
Students will be asked of their knowledge of an epic to begin class. The students in the college bound classes will have knowledge of epics (due to prior reading in other grade levels). The questions will help me understand the knowledge of the general students, which may modify the speed of the presentation.

SOURCES:

I generated the prezi myself, based on prior knowledge of the topic.

Answer the following questionsIN COMPLETE SENTENCES:

  1. How is the description ofHerotdifferent from the description of Grendel’s dwelling? Give an example.
  2. What does Grendel resent about Hrothgar and his men?
  3. Where does the poem reveal the coming battle to be more than just hero vs. monster, but good vs. evil
  4. Why does Beowulf sail to Denmark?
  5. What does Hrothgar ask of Beowulf?
  6. How do Beowulf’s boasts of past deeds and his announcement of his plan establish him as a hero?