Beowulf lesson plan for special needs
Tips for teaching beowulf
Second Stop: Beowulf: Christian vs. Pagan Students Discussing Christian vs. Student examples and and images. That is the Question: This is a grammar exercise not directly connected to Beowulf, but it is important that students understand grammar for both reading and writing purposes. Sixth Stop: Who or Whom? When I first taught the epic, I staged arm wrestling matches between Grendel and various Beowulf challengers, including female students, which enlivened the class. Beyond note taking, students had to learn to paraphrase the text. Not Rated. By increasing class unity and morale, the mead hall celebration turned our classroom into a community. So when I announce that we will begin our survey of British Literature with Beowulf, the long Anglo-Saxon epic poem that even in translation presents formidable difficulties in vocabulary and syntax, the students grumble in protest.
Sixth Stop: Who or Whom? In their dual roles as Anglo-Saxon scops and audience, students became invested in the Beowulf story and imaginatively appropriated it as their own.
Ninth Stop: Good Night, Brave Beowulf: Eulogizing a Fallen Hero: It's only fitting that we end our journey through the stations with the final tribute to Beowulf as students learn about the eulogy, lamenting, and elegies.
Seventh Stop: Alliteration Application: Students review alliteration by identifying alliteration in W. I suggested that they think about the British Invasion. They liked that idea.
In their adolescent eagerness to shine in the spotlight, they projected the boastful swagger of their Anglo-Saxon counterparts. This approach allowed for differentiation, as stronger students picked longer, more complex passages, while weaker students selected shorter, more straightforward passages.
Beowulf lesson plans pdf
Students had to speak audibly, confidently, and expressively, so as to captivate an audience. In the spirit of crude jesting and drunken freedom that characterized the Germanic tradition, a student would stand up and lift his or her cup to make a toast with gusto. They earned extra credit points for creative use of the harp, inclusion of stylistic features of the poem such as alliteration, kennings, and caesuras, and the making of toasts. Limited Edition. They actually thought I expected them to know Old English! Pagan Students Discussing Christian vs. Learning is social, particularly for adolescents, and research has shown that cooperative learning nurtures motivation and engagement Marzano,
In addition to encouraging a lively delivery, the tale-telling promoted social skills, as speakers had to make eye contact, and respond with give-and-take to the audience. Although I offered two extra credit points for each toast given, the adulation won for the toast proved its own reward.
Receiving their assessments on their way out the door, students appreciated the immediate feedback.
The fact that the project was both independent, demanding individual effort, as well as collaborative, involving interaction and joint attention among peers, ensured both individual and group accountability; each student enjoyed a clear and indispensable role, worked at an appropriate level of difficulty, and could be assessed individually and fairly.
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