Wednesday

Today we will put the words of the day on the board; discuss dialectical journals, and then review for Friday's test on Part I and II.

Note - the video Hildeburgh will help you answer at least one, if not two of the questions on the test.  Your homework assignment is to watch it and take notes, and study for Friday. 

First,

Beowulf Hildeburgh

Tuesday

Today we are going to look at new vocabulary words, play a review game, read an exert from "The Saga of Grettir the Strong" and finish part 2 of BEOWULF




NEW VOCABULARY 

Courtliness
Sedately
Personable
Accrue
Malady
Entreaty
Manifest
Moras
Slake
Prehensile

HOMEWORK: Dialectical journals.  

 TEST on PART 1/2 (to line 2000): 

Things to know:
Characters:
Grendel
Beowulf
Hrothogar
Fitela
Sigmund
Wulgar
Heremod
Finn
Hnaef
Hengest
Wealtheow
Unferth
Shield
Halfdane
Beow

Literary Terms and Examples of Literary Terms:
Kenning (3 examples)
Litotes (2 examples)
Flytes (1 example)
Apositive (1 example)
Alliteration (1 example)
Censura (definition)
Symbol (2 examples)
Allusion (3 examples)
Epic Boast (1 example)
Epic Hero (definition and how Beowulf fits it)

Motifs and Themes:
Exile
Kin Killing
Ambush
Wergild and Wyrd
The Role of Kings
The Role of Woman
The Role of Warriors
Paganism vs. Christianity

Digressions:
Know the three digressions and what themes and motifs they back up.

Structure:
Begin to think about Beowulf in a 2 and 3 part structure.

 

Unit Learning goal

Students will be able to write a series of short analysis papers looking at one book read during this unit in five different ways.  Each short essay will connect commentary both to DIRECT TEXT EXAMPLES (cited with the correct page number!) as well as to the BOOK or TEXT AS A WHOLE.  Students will choose five from the following:

 

1. THE AUTHOR AND HER/HIS TIMES: Biographical and historical information pertinent to the novel.  What important family, community, national, and world events helped inform this material? Do not provide an exhaustive biography; merely provide those details that can be directly linked to the novel in a manner that is convincing. This is one of the few sections that will require some outside research, so please remember to cite your source(s).

 

2. FORM/STRUCTURE, PLOT: How is the novel organized and what techniques are used?  Discuss techniques such as sequencing, multiple, complex, or simple plot, foreshadowing, chapter choices.  Then, provide a BRIEF outline of the events of the plot (no more than 200 words). For some modern novels, the plot may be difficult to describe succinctly – but try to do it anyway. When you discuss structure, remember that you need to discuss the effect of the intentional internal arrangement of parts.

 

3. POINT OF VIEW/ PERSPECTIVE: From what vantage point does the reader receive the information?  Is the perspective reliable, or is it highly subjective?  How are important ideas received?  Is there an agenda that the narrator seems to have, either consciously or subconsciously? Does the perspective shift, and if so, to what end? Are characters explicit in their dialog, or does on omniscient narrator fill the reader in concerning the larger issues?  Why is the perspective used particularly effective for this novel?

 

4. CHARACTER: Are each of the characters highly developed, or is most of the writing devoted to one character? Do you learn about them through what is not included in the text?  How is character revealed for the most part? Is through what they say? What they do? What they wear? What they think? The people with whom they associate? What the narrator says about them? How complex are the people that you meet?  Describe the central characters including what you find out about their names, ages, physical descriptions, personalities, functions in the novel – in other words, the responses to the questions asked in the preceding sentence. Also include one short quotation that reveals their character, and explain why the quote reveals character.

 

5. SETTING:  Where and when does the novel occur?  How many locations are described? Are there connections between the setting(s) and character(s)? How is the atmosphere described?  Are there any important settings that contrast or parallel each other?  Why is this setting so effective in supporting the ideas in the novel as a whole? Conversely, if the setting is ambiguous, what details seem most important and what is the effect of the ambiguity? Why is this story best told in this setting? When discussing setting, remember that it does not only mean the geographical location (topography, scenery) but also the cultural backdrop, social context, and the artificial environment (rooms, buildings, cities, towns) as well.

 

6. THEME: Identify one major theme (a central or controlling idea) and explicate the theme using specific moments from the text, either paraphrased or directly quoted.  What is the abstract concept being addressed and what is the evaluation of that concept through the text? Are there any “universal” truths are revealed, supported, or challenged by this theme?  Be aware that a theme cannot be expressed in a single word, and with complex works of literary merit the elucidation of a theme requires a full paragraph or more. Also note that the theme is rarely stated explicitly, but rather is implicit. Remember that a theme has TWO (2) PARTS: An abstract concept AND the author’s commentary on  or evaluation of that concept through the text.

 

7. CRITICAL REVIEW: Find one critical review (not a Cliffs Notes or similar source) of you novel and offer your opinion of the critic’s analysis in two or three paragraphs. Attach a copy of the critical review to your paper, and cite it directly. When expressing your response to the review, be specific in your discussion. If you agree, then explain why and carry the argument beyond what the critic pointed out. If you disagree, provide support for your position from the text.

 

8. DICTION:  Analyze the novelist’s word choice.  Is the language high or formal, neutral, informal?  Does the novelist employ slang(faddish words)? Colloquialisms (nonstandard regional ways of using language(like someone from Boston asking where you “paah-ked yeh caaah”)? Jargon (language associated with a particular trade)? Dialect (think Tom Sawyer)? Is the language plain?  Flowery?  Concise?  Vulgar?  Dense?  Elevated?  Select a passage that illustrates your observations and discuss this passage directly.

 

9. SYNTAX (Sentence structure):  Analyze the sentence and phrase patterns.  Are the sentences predominantly simple, compound, or complex?  Are the sentences intentionally long and complex or are they precise and simple?  How is punctuation used?  Select a passage that illustrates your observations concerning syntax, complete the attached Style and Syntax Analysis Chart, and discuss your example specifically.

 

10. TONE:  What is the author’s attitude towards the subject of the novel?  Discuss how the author creates the tone you identified through a variety of vehicles including plot, characterization, setting, and anything else that contributes to tone. Use specific text examples to support your findings.

 

11. TITLE:  Why is this title so appropriate for the novel?  Does it have literal or symbolic significance?  Does it actually appear in the novel, and if so, what is the situation? Is the title an allusion, and if so, why would the title include this allusion? Does the title implicitly connect to the theme of the work?

 

12. MEMORABLE QUOTE:  Choose and type out one quotation that you 

believe to be significant or noteworthy.  Please explain your choice. Is it an especially moving moment? Is it especially well-written? Why does this quote stand out for you?

 

13. Symbol or literary device: Choose a symbol or literary device that you believe to be significant to this book.  Discuss how it is used, what ideas it backs up (what it means), and perhaps why the author used it.  Make sure you use examples for the text and you connect the symbol or device to the text as a whole.

 

Scale/Rubric relating to learning goal:

4 – The student can write on five different views of the book relating them to each other to form one main argument or idea.

3 – The student can write adequate on at least five selections looking at the epic poem in five different ways.

2 – With help from the instructor the student is able to write adequate on at least five selections – from the least above – looking at the epic poem in five different ways.

1 – Even with help from the instructor the student is unable to write on five selections (they maybe able to write on 1-4) looking at the epic poem in different ways. 

Monday

Today, we need to discuss what you read this past weekend. 

Then we need to go into your dialectical journals, and finish your projects.

Homework: EDPUZZLE on "Christianity"

Beowulf

Today we need to read through line 1150.

Then we need to discuss 1) A Beowulf trial; and 2) Projects for PART I.

The Beowulf trial will be a group project.

Part I projects with be individual and could include one of the following:

A) A drawing a particular scene from Beowulf with a 2-paragraph discussion about why this scene is important to a major theme of the book.

B) A comic book (comic-life?) representation of part I that includes all the major details.

C) A retelling of part I from either 1) Grendel's point of view; 2) Wealtheow's point of view; 3) Hrothgar's point of view; 4) Unferth's point of view

D) A PPT of part one that includes: 1) Summary with visuals, and 2) a connection to a major theme

Tuesday

Today - we are going to look at the lines through the death of Grendel and then work on dialectical journals.

Note - we will be taking a quiz on the first 1/3 of the story this week.

We also need to put words of the day on the board.

But 1st, think Epic Hero.  How do you think Beowulf will fit the "epic hero" category. 

Monday

Today we will put new words of the day on the board. 

Look at your video on "Branwyn" and discuss your dialectical journals. 

We will also look at lines through Beowulf's defeating the monster GRENDAL.

We should also overlook the "ROLES OF KINGS" in this period.  

Friday

Today, we are going to look at Beowulf, write dialectical journals, and look up new vocabulary words.

NEW VOCABULARY WORDS:

Bellicose
Gregarious
Surly
Surreptitious
Contumacious
Jollity
Referendum
Conundrum
Sybarite
Gustatory
Regale 

Beowulf - Dialectical Journals.

Effective students have a habit of taking notes as they read. This note-taking can several forms: annotation, post it notes, character lists, idea clusters, and many others. One of the most effective strategies is called a dialectical journal. The word “dialectical” has numerous meanings, but the one most pertinent is the “art of critical examination into the truth of an opinion” or reworded “The art or practice of arriving at the truth by using conversation involving question and answer.” As you read, you are forming an opinion about what you are reading (or at least you are SUPPOSED to be forming an opinion). That opinion, however, needs to be based on the text – not just a feeling. Therefore, all of your opinions need to be based on the text.

The procedure is as follows:

1. Purchase a dedicated spiral notebook and draw a line down the center of each page of the notebook.  NOTE: I expect you to publish these journal entries on your blogs nightly and number them as you go.

2. As you read, pay close attention to the text.

3. Whenever you encounter something of interest (this could be anything from an interesting turn of phrase to a character note), write down the word/phrase in the LEFT HAND COLUMN making sure that you NOTE THE PAGE NUMBER. If the phrase is especially long just write the first few words, use an ellipsis, then write the last few words.

4. In the RIGHT HAND COLUMN, WRITE YOUR OBSEVRATIONS ABOUT THE TEXT you noted in the left-hand column. This is where you need to interact in detail with the text. Make sure that your observations are THOROUGH, INSIGHTFUL, and FOCUSED CLEARLY ON THE TEXT.

Requirements:

1) For each novel we read you will need to complete a MINIMUM of 55 entries if you wish to be eligible for an “A”.  35 is the minimum for a passing grade.  Make sure you number your entries.
2) A completed dialectical journal should be brought to class each day a reading assignment is due.
3) On some short fiction and poetry reading assignments I may ask you to keep a dialectic journal on the reading (usually I’ll ask for 5-10 entries for shorter works).
4)  Dialectic journals will be used as part of class discussion and will be randomly collected and graded for homework.

When should you write things down?
• When certain details seem important to you
• When you have an epiphany
• When you learn something significant about a character
• When you recognize a pattern (overlapping images, repetitions of idea, details, etc.)
• When you agree or disagree with something a character says
• When you find an interesting or potentially significant quote.
• When you notice something important or relevant about the writer’s style.
• When you notice effective uses of literary devices.
• When you notice something that makes you think of a question

That is all there is to it. This way, once you have read your text you will already have a great set of notes on which to draw when you write your paper. You also should have gained a great deal of insight about your particular text.

Note: Should you rather type this, just use the COLUMN function in your tool bar and complete steps two-four electronically.

Grading  (based on 55 entries, if you have 45 entries an A= B, B= C, 35 entries A=C)

A—Detailed, meaningful passages, plot and quote selections; thoughtful interpretation and commentary about the text; includes comments about literary elements (like theme, diction, imagery, syntax, symbolism, etc.) and how these elements contribute to the meaning of the text; asks thought-provoking, insightful questions; coverage of text is complete and thorough; journal is neat, organized, numbered and readable.
B—Less detailed, but good selections; some intelligent commentary about the text; includes some comments about literary elements (like theme, diction, imagery, syntax, symbolism, etc.) but less than how these elements contribute to the meaning of the text; asks some thought-provoking, insightful questions; coverage of the text is complete and thorough; journal is neat, organized, numbered and readable.
C—A few good details about the text; most of the commentary is vague, unsupported or plot summary/paraphrase; some listing of literary elements, but perhaps inadequate discussion, but not very thoroughly; journal is relatively neat.
D—Hardly any good or meaningful details from the story; notes are plot summary or paraphrase; few literary elements, virtually no discussion on meaning; no good questions; limited coverage of text, and/or too short.THEMES: The Corruption of Power, Christianity vs. Paganism, Man Alone in a Hostile World, The Roles of Woman, The Role of Christianity, The Roles of Kings and Warriors, Loyalty, Pride, The Role of Magic, Fate, Faith, Bloody-Money as a form of Punishment, Banishment, Good vs. Evil, Hospitality, The Transitory Nature of Life, and any others we have talked about.

Objectives: By the end of this unit some of the things students should be able to do include

1) Define wergild and give examples from various stories on how it works and why it was important as a form of justice

2) Define wyrd and give examples of heroes that followed this idea or code of life. Explain with examples why it was important to warrior society.

3) Define kenning and give examples

4) Define alliteration and give examples from alliterative poems

5) Define Epic Hero and Epic Poem

6) Keep a list of characters and be able to describe them and compare them to characters from other stories in relation to themes

7) Define chivalry and describe how certain characters followed the chivalric code.

8) Keep a list of symbols and relate these to major themes

9) Keep a list of motifs involving “types of stories” or events that reoccur in oral tradition

10) Be able to describe the rules and structure of warrior society

11) Define scop and discuss the important of poets in some of these stories

12) Discuss flaws of characters and how these flaws cause characters downfall

13) Compare the Seafarer, Wanderer, Wife’s Lament by relating them to warrior society

14) Discuss irony (and type) in each of these works

15) Define “Frame Story”

16) Define and give elements of a “saga”

17) Keep a list of events and descriptions that help you explore the following themes: Man Alone in A Hostile World, Paganism vs. Christianity, The Role of Kings, The Role of Warriors, The Role of Women, The Idea of Honor, Good vs. Evil, Loyalty, Pride, Hospitality, The transitory nature of life.

18) Define and give examples of allegory, allusion, personification, caesura, litotes, and aphorism