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This lesson plan introduces students to the epic poem Beowulf. Students will read portions of the poem aloud and learn about poetic devices like kennings. They will analyze the text in small groups by discussing questions at different stations in the classroom. The lesson aims to develop students' understanding of themes in Beowulf and their ability to think critically about the text. Formative assessments include observing group discussions and a written student summary. The teacher plans to reflect on meeting lesson objectives and supporting all students.
This lesson plan introduces students to the epic poem Beowulf. Students will read portions of the poem aloud and learn about poetic devices like kennings. They will analyze the text in small groups by discussing questions at different stations in the classroom. The lesson aims to develop students' understanding of themes in Beowulf and their ability to think critically about the text. Formative assessments include observing group discussions and a written student summary. The teacher plans to reflect on meeting lesson objectives and supporting all students.
This lesson plan introduces students to the epic poem Beowulf. Students will read portions of the poem aloud and learn about poetic devices like kennings. They will analyze the text in small groups by discussing questions at different stations in the classroom. The lesson aims to develop students' understanding of themes in Beowulf and their ability to think critically about the text. Formative assessments include observing group discussions and a written student summary. The teacher plans to reflect on meeting lesson objectives and supporting all students.
Lesson Plan Template Course: Semester: FALL 2018 EDUC 205 Name Email: Margaret Bertrand Primary Subject Area: English Grade Level: 12 Title Of Lesson: Beowulf Approximate Duration: 60 minutes Overview of Lesson (Danielson, 1c) This lesson provides an introduction to the language and poetics of the epic poem Beowulf. This lesson is based from the translated version of Beowulf, although some of the Old English vocabulary will be introduced. Students will also be instructed on the poetic functions of kennings. Prior Knowledge Expected of Students Before this lesson, students are expected to have knowledge of the Old English time period and how to write a critical analysis of a reading. Louisiana Student Standards (LSS) RL.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama, how the author develops character and setting, builds the plot and subplots, creates themes, and develops mood/atmosphere. RL.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
Educational Technology Standard
No Technology will be in use. Additional Standards
Interdisciplinary Connections + Standards
WH.5.1 Explain the rise and development of the European and Asian nation states
Student Outcomes (Danielson, 1c)
TLW: Be able to define and identify kennings TLW: Be able to answer higher order thinking questions of the story Beowulf Lesson Procedures Time Step By Step Lesson Procedures Pre-planned Seed Questions 5 1. Students will enter the classroom, greet them by saying, 1.) What are some min. "Goodmorning/afternoon, I hope you guys are ready to dive examples of movies into one of my favorite pieces of literature today. Please or stories you are direct yourself to the board for your bellwork." and the familiar with that students will complete grammatical bellwork that is posted involve a hero? 3 on the white board. 2.) What makes these min. 2. Hook: I will ask the students, "What are some examples of people heroic? movies you are familiar with that involve a hero?" And begin 3.) Who are the people discussion on the text. Provide images of the clothing items heroes in your life? 30 and weapons used in the poem before beginning reading. 4.) Do you think min. 3. Students will each read aloud a portion of Beowulf ; this Beowulf was 15 class period, we will only cover about ¼ of the epic. I will "enchanted"? Why or stop and explain the kennings found in the text when why not? Min. encountered. 5.) When was a time in 4. The students will now walk around the room in groups of 4-5 your life that with recording sheets to answer questions presented at somebody (or yourself) stations positioned throughout the room. This will require reflected the actions of critical thinking and a good understanding of the text Beowulf previously read. The groups will spend 3 minutes at each station, or until each group has finished their discussion. When the timer is up, music will play and students must 7 dance to the next rotation spot in order to receive candy at Min. the end of class. 5. Closing: The students will return to their seats and each group will send a volunteer to the front of the classroom to briefly share their answer when called upon by the teacher. Upon the bell ringing, students will receive candy (if teacher deems they all danced and participated in activity) and leave the classroom.
Teacher Textbook Notebook Timer Textbook candy Recording Paper Relevance / Rationale This topic is relevant in students' lives as learners as they will be encountered with forming their own opinions on subjects and dilemmas presented to them. This lesson is allowing the students to practice critical thinking skills and reading a text from a different time period. Exploration / Extension / Supplemental Exploration: In order to add on to this lesson: Students can research different kennings that were used in other works of literature of the time. Watch the section we read of the movie Beowulf Extension: For students in need of additional support: The students would be placed in groups of stronger students to ensure the initiation of a logical conversation on the text is made and will make for a more personal learning experience. Supplemental: Early finishers will: Return to their work and double-check it. After this, I will ask them to form their own questions that they have about the text, for in the next lesson, each student will need to submit a HOT question before the class. Assessment Criteria For Success Formal: I will walk around the room from group to group and check on their own interpretations by reviewing the work that they have done by that point in time. Informal: The written summary at the end of class will be graded to check for his or her own interpretations of the text. Differentiation (Danielson, 1c, 3e ) In regards to groups that are not able to finish discussing the rotation questions in the allotted time frame, the entire class will be given more time as needed before transitioning to the next rotation. Post Lesson Reflection The post-lesson reflection should address the following items as they are relevant to the particular lesson: 1. How well were the Overview and the Objectives met? What data do you have to support that claim? 2. Identify two elements of instruction that went well. Give direct teaching evidence to support your claim. 3. What would you do differently next time? Why? 4. How did your formative assessment technique help you to determine which students will need additional support? 5. Who did not get “seen” in the class? What do you need to pay attention to in order to support this student better? 6. What do you need to read about more in the professional literature to support your development as a teacher? 7. Address any other relevant needs, concerns, creative ideas, etc. at the conclusion of your reflection.