The Heroic Code
Beowulf
BeowulfBeowulfBeowulf is largely a reflection of the Germanic heroic code. This code, or system of beliefs, lays out
the rules of conduct for a good man, warrior, and king. The rules involve different specific behaviors
for the different classes of people who lived at the time. For example, warriors were expected to show
strength, courage, and loyalty; kings, however, must exhibit political wisdom, along with gracious
hospitality and generosity. The actions of the characters in Beowulf
BeowulfBeowulfBeowulf either conform to this code or
deviate from it. What you will learn as you read the poem, however, is that this code is not only
contradictory, but also oftentimes useless.
Here is a list of situations; next to each situation, write a sentence or two detailing how you believe a
good, or moral, person would ideally react and why. Then, include what you personally would do and
why.
Note to Teacher: Answers will vary.
Note to teacher: To extend this activity, students can be asked to create a following handbook for the people
of Beowulf’s time instructing them on how to be a hero. Use the examples from the book as your guide
including both positive and negative examples of heroism. Be creative; include quotations and interviews from
real heroes from the book as well as illustrations, if you desire. Also, since this is a textbook intended for use
by all audiences, keep the language and layout simple.
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Student’s Page Beowulf
Pre-Reading
The Heroic Code
Objective: Understanding the heroic code
Activity
Beowulf
BeowulfBeowulfBeowulf
is largely a reflection of the Germanic heroic code. This code, or system of beliefs, lays out
the rules of conduct for a good man, warrior, and king. The rules involve different specific behaviors
for the different classes of people who lived at the time. For example, warriors were expected to show
strength, courage, and loyalty; kings, however, must exhibit political wisdom, along with gracious
hospitality and generosity. The actions of the characters in Beowulf
BeowulfBeowulfBeowulf
either conform to this code or
deviate from it. What you will learn as you read the poem, however, is that this code is not only
contradictory, but also oftentimes useless.
Here is a list of situations; next to each situation, write a sentence or two detailing how you believe a
good, or moral, person would ideally react and why. Then, include what you personally would do and
why.
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Reproducible Student Worksheet
Teacher’s Page Beowulf
Behavior Chart
Situation
Moral/Proper Reaction
Your Reaction
You are taking a test. You happen to
look up and see that your best friend
is cheating off of your paper, therefore
risking not only his grade, but yours as
well.
After a varsity football game, you meet
up with several friends. Two of them,
who are on the football team, are
drinking alcohol. Drinking is against
team rules and would result in being
kicked off the team.
You are coaching a youth league
basketball team. During the game, one
of the scorekeepers forgets to change
the possession arrow and your team is
awarded the ball two times in a row,
instead of correctly being given to the
other team. Your team is only ahead by
one point with one minute left.
You are at a fast food restaurant with
your friends. After handing the cashier
a ten-dollar bill to pay for your five-
dollar meal, you are given fifteen
dollars in change.
Your friend calls and asks if you want
to go for a drive. You know that she is
not old enough to drive yet.
You are studying for a huge chemistry
test. It is nearly 1:00 in the morning
and you still have a lot of studying to
do. Your best friend calls on the phone
crying and needs to talk. Your test is at
9:00 A.M.
You find a wallet containing over $500
in it, along with the owner’s license,
credit cards, and personal material.
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Student’s Page Beowulf
Behavior Chart
Situation
Moral/Proper Reaction
Your Reaction
You are taking a test. You happen to
look up and see that your best friend
is cheating off of your paper, therefore
risking not only his grade, but yours as
well.
After a varsity football game, you meet
up with several friends. Two of them,
who are on the football team, are
drinking alcohol. Drinking is against
team rules and would result in being
kicked off the team.
You are coaching a youth league
basketball team. During the game, one
of the scorekeepers forgets to change
the possession arrow and your team is
awarded the ball two times in a row,
instead of correctly being given to the
other team. Your team is only ahead by
one point with one minute left.
You are at a fast food restaurant with
your friends. After handing the cashier
a ten-dollar bill to pay for your five-
dollar meal, you are given fifteen
dollars in change.
Your friend calls and asks if you want
to go for a drive. You know that she is
not old enough to drive yet.
You are studying for a huge chemistry
test. It is nearly 1:00 in the morning
and you still have a lot of studying to
do. Your best friend calls on the phone
crying and needs to talk. Your test is at
9:00 A.M.
You find a wallet containing over $500
in it, along with the owner’s license,
credit cards, and personal material.
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Reproducible Student Worksheet
Teacher’s Page Beowulf
Pre-Reading
What is a Hero?
Objective: Identifying traits of a hero prior to reading Beowulf
Activity
What does the word “hero” mean to you? Is it someone who puts his or her life on the line for others?
Is it someone who lives with integrity? Or is it someone who simply does more than is expected of
him? Is there just one definition of a hero? In small groups, discuss your ideas about the meaning of
“hero,” and be prepared to share those ideas with the rest of the class. Be sure to think of someone you
believe is a hero.
Note to teacher: This can take the form of a class discussion, a give-and-take debate, or a chalkboard lesson,
with students from each group writing their ideas on the board. Encourage lower-ability students to jot down
their ideas on paper. This will help keep them on task and participate in the discussion. Students should keep
their papers in order to complete a related Wrap-up activity, if you choose to include it.
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Student’s Page Beowulf
Pre-Reading
What is a Hero?
Objective: Identifying traits of a hero prior to reading Beowulf
Activity
What does the word “hero” mean to you? Is it someone who puts his or her life on the line for others?
Is it someone who lives with integrity? Or is it someone who simply does more than is expected of him?
Is there just one definition of a hero? In small groups, discuss your ideas about the meaning of “hero,”
and be prepared to share those ideas with the rest of the class. Be sure to think of someone you believe
is a hero.
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Reproducible Student Worksheet
Teacher’s Page
Beowulf
Pre-Reading
Research
Objective: Researching and presenting background information
Activity
Some background information on Beowulf
BeowulfBeowulfBeowulf, medieval Europe, and the history of the English Language
will make the reading of the novel easier. In groups, you will be assigned one of these topics to research
and teach the class about. Use both print sources as well as the Internet in you research.
Presentations should be 5-7 minutes long. Use of posters, costumes, or any other visual aid that will
help your class better understand your topic is encouraged
Note to Teacher: Break the class into small groups. Encourage students to take notes on their topic, so that
they can explain it properly to the class. Allow enough research time in the library to accomplish the task.
Pre-Reading Research Topics for Beowulf
BeowulfBeowulfBeowulf:
1.
The exact period when Beowulf was written is not known, but scholars believe that it came from
a time before the year 1,000 A.D., maybe as early as the eighth century. Research one of the
following during this time: society, cultures, warfare, science, family life, royalty, common life,
astronomy, religion.
2.
B
BBe
eeo
oow
wwu
uul
llf
fff is the earliest known significant piece of English literature. The story of its survival to the
modern day is amazing. Research the B
BBe
eeo
oow
wwu
uul
llf
fff manuscript and how it managed to survive to this day.
3.
Several early European tribes of people are mentioned in Beowulf
BeowulfBeowulfBeowulf. Research the political divisions
of medieval Europe and the different peoples that made them up.
4.
Beowulf
BeowulfBeowulfBeowulf is a Christian poem written about a pre-Christian time. Research the role of the Catholic
Church in medieval Europe.
5.
Although Beowulf
BeowulfBeowulfBeowulf is written in what is called Old English, it is an English that is hardly
recognizable to modern English speakers. Research the history of the English language from the
first century A.D. to about 1100 A.D.
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Student’s Page Beowulf
Pre-Reading
Research
Objective: Researching and presenting background information
Activity
Some background information on Beowulf
BeowulfBeowulfBeowulf, medieval Europe, and the history of the English Language
will make the reading of the novel easier. In groups, you will be assigned one of these topics to research
and teach the class about. Use both print sources as well as the Internet in you research.
Presentations should be 5-7 minutes long. Use of posters, costumes, or any other visual aid that will
help your class better understand your topic is encouraged
Pre-Reading Research Topics for Beowulf
BeowulfBeowulfBeowulf:
1.
The exact period when Beowulf was written is not known, but scholars believe that it came from
a time before the year 1,000 A.D., maybe as early as the eighth century. Research one of the
following during this time: society, cultures, warfare, science, family life, royalty, common life,
astronomy, religion.
2.
B
BBe
eeo
oow
wwu
uul
llf
fff is the earliest known significant piece of English literature. The story of its survival to the
modern day is amazing. Research the B
BBe
eeo
oow
wwu
uul
llf
fff manuscript and how it managed to survive to this day.
3.
Several early European tribes of people are mentioned in Beowulf
BeowulfBeowulfBeowulf. Research the political divisions
of medieval Europe and the different peoples that made them up.
4.
Beowulf
BeowulfBeowulfBeowulf is a Christian poem written about a pre-Christian time. Research the role of the Catholic
Church in medieval Europe.
5.
Although Beowulf
BeowulfBeowulfBeowulf is written in what is called Old English, it is an English that is hardly
recognizable to modern English speakers. Research the history of the English language from the
first century A.D. to about 1100 A.D.
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Reproducible Student Worksheet
Teacher’s Page Beowulf
Grendel
Objective: Using contextual clues to develop a mental picture
Activity
There is not much description of the monster given so far. In modern stories, characters are usually described fully, but it was unnecessary during the time when the story of Beowulf was told. Look over the brief explanation of Grendel in the book and fill in the chart that follows.
Grendel Description Chart
Characteristic
Your Depiction
Size
Color
Distinguishing
Features
Personality
Motivation
Note to Teacher: Students concepts will vary greatly. Encourage them to use their imaginations, since
the monster is not fully described in the book. Students with artistic abilities may choose to draw or use
computer graphics to depict Grendel.
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Student’s Page Beowulf
From Prelude to Chapter II
Grendel
Objective: Using contextual clues to develop a mental picture
Activity
There is not much description of the monster given so far. In modern stories, characters are usually
described fully, but it was unnecessary during the time when the story of Beowulf was told. Look over
the brief explanation of Grendel in the book and fill in the chart that follows.
Grendel Description Chart
Characteristic
Your Depiction
Size
Color
Distinguishing
Features
Personality
Motivation
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Reproducible Student Worksheet
Teacher’s Page Beowulf
Chapters III and IV
Point of View
Objective: Retelling a portion of the work from another point of view
Activity
How would Chapters III and IV be different if told from the point of view of the “scout,” or “shorewarden”?
Rewrite both of them using the watchman’s perspective. As you write, keep in mind how the
guard might feel about his job, his country, and the seemingly frightening invaders who have arrived.
Note to teacher: You could also have students write this from the perspective of one of the Geats.
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Student’s Page Beowulf
Chapters III and IV
Point of View
Objective: Retelling a portion of the work from another point of view
Activity
How would Chapters III and IV be different if told from the point of view of the “scout,” or “shorewarden”?
Rewrite both of them using the watchman’s perspective. As you write, keep in mind how the
guard might feel about his job, his country, and the seemingly frightening invaders who have arrived.
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Reproducible Student Worksheet
Teacher’s Page Beowulf
From Prelude to Chapter 10
Character Role Model
Objective: Assessing characters’ personalities
Activity
Many people we meet present themselves in a way that we can admire. The ones we respect and whose
examples we would like to follow may be referred to as role models. Even misguided or troubled
people can have traits worth aspiring to, such as perseverance or adherence to beliefs. Grendel, for
example, has some traits you might not want to copy, but he also has some attributes that make him a
worthy adversary.
Choose a few characters from Beowulf
BeowulfBeowulfBeowulf that you could use as role models and explain which of their
qualities appeal to you. Write their names, explain the features of their personalities that you admire,
and explain how developing those qualities would benefit you. One example is given. You may choose
as many ways as you like for completing the third column.
Note to Teacher: Answers will vary. Examples have been provided.
Name of character
Hrothgar
Beowulf
Grendel
Wulfgar
Role Model Chart
Qualities to imitate
Strong ruler, sets good example,
understanding
Brave, leadership, faithfulness
Persistence, intimidating
Wisdom, courage
Ways I demonstrate
these qualities
I choose to lead others in a
positive fashion; am sympathetic
to the needs of those around me.
Unferth Questioning, skeptical
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Student’s Page Beowulf
From Prelude to Chapter 10
Character Role Model
Objective: Assessing characters’ personalities
Activity
Many people we meet present themselves in a way that we can admire. The ones we respect and whose
examples we would like to follow may be referred to as role models. Even misguided or troubled
people can have traits worth aspiring to, such as perseverance or adherence to beliefs. Grendel, for
example, has some traits you might not want to copy, but he also has some attributes that make him a
worthy adversary.
Choose a few characters from Beowulf
BeowulfBeowulfBeowulf
that you could use as role models and explain which of their
qualities appeal to you. Write their names, explain the features of their personalities that you admire,
and explain how developing those qualities would benefit you. One example is given. You may choose
as many ways as you like for completing the third column.
Role Model Chart
Name of character Qualities to imitate
Hrothgar Strong ruler, sets good example,
understanding
Ways I demonstrate
these qualities
I choose to lead others in a
positive fashion; am sympathetic
to the needs of those around me.
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Reproducible Student Worksheet
Teacher’s Page Beowulf
From Prelude to Chapter 10
Alliteration
Objective: Recognizing the use of alliteration in Beowulf
Activity
Because Beowulf was originally passed on orally from person to person, the speaker had to employ
the use of alliteration as a memory aid. Alliteration is the repetition of a consonant sound, usually at
the beginning of the word. For example, the f
fffallen f
fffighter had f
fffailed or, the sadness of the songs was
serene. Find examples of alliteration as you read through Beowulf
BeowulfBeowulfBeowulf and complete the chart that follows.
Then answer the question below it.
Note to Teacher: Answers may vary. Sample answers have been provided.
Example of Alliteration
Page #
“A foundling was he when he first lay friendless” 11
“the son of Scyld’s tale spread far in the Scedelands” 11
“the sorrow of the Scyldings’ friend was sore” 16
“Therein were many strange things, and he said them all: the Waelsing’s wide wanderings” 37
“Then did the song and music mingle together in the presence of Healfdene’s war-prince, and 43
harpsong of the hero’s ballad was heard
“She was doomed to dwell in dreary waters and cold streams ever since Cain cut down his 49
only brother”
“and the soul-warden slumbers; that which controls his might sleeps too strongly, and the 61
assassin draws nigh, secretly shooting shafts from his bow!”
“the guardian of gold went tracking over the ground” 74
Look back over your chart. How does the use of alliteration affect the tone or mood of the passage
from which it comes?
The use of alliteration, in general, heightens the mood (makes the joy more joyful, the desperate more
desperate); it is also used to better define characters’ attitudes and actions.
Note to Teacher: One possible way to extend the activity could be for students to try to locate instances of
alliteration in other works of literature. Another possibility is to have them find alliteration for as many
letters of the alphabet as they can.
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Student’s Page Beowulf
From Prelude to Chapter 10
Alliteration
Because Beowulf was originally passed on orally from person to person, the speaker had to employ
the use of alliteration as a memory aid. Alliteration is the repetition of a consonant sound, usually at
the beginning of the word. For example, the f
fffallen f
fffighter had f
fffailed or, the sadness of the songs was
serene. Find examples of alliteration as you read through Beowulf
BeowulfBeowulfBeowulf and complete the chart that follows.
Then answer the question below it.
Example of Alliteration
Page #
Look back over your chart. How does the use of alliteration affect the tone or mood of the passage
from which it comes?
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Reproducible Student Worksheet
Teacher’s Page Beowulf
Example of Alliteration
Page #
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Student’s Page Beowulf
Example of Alliteration
Page #
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Reproducible Student Worksheet
Teacher’s Page Beowulf
Chapters VIII-X
The Boast
Objective: Applying features of Beowulf’s boast to an original
Activity
After reading Chapters VIII through X, in which Beowulf eloquently and passionately defends his
reputation by boasting about his many conquests, write your own boast. Imagine that someone had
challenged your reputation. In Beowulf’s case, Unferth accuses Beowulf of losing a swimming match;
what could someone accuse you of, in a way that would damage your reputation? Once you have
decided, write your boast, giving impassioned reasons why your accuser is wrong about you. Reread
the section of the epic, paying close attention to Beowulf’s careful word choice and engaging style. You
should practice your boast before presenting it to the class.
Note to teacher: You could turn this activity into a friendly competition by allowing students to vote for their
favorite boast. An alternative could be to have students come up with comments that reveal their best traits,
but with modesty. Therefore, the boasts might be made through inferential information or through the use of
understatement. “I am the greatest home run hitter on the team” might be transformed into “Some people say
that my swing is what makes me a good hitter” or “When I baby sit, the kids never want me to leave” would
become “I’ve been a baby sitter for years, and parents usually request me instead of my sister.”
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Student’s Page Beowulf
Chapters VIII-X
The Boast
Objective: Applying features of Beowulf’s boast to an original
Activity
After reading Chapters VIII through X, in which Beowulf eloquently and passionately defends his
reputation by boasting about his many conquests, write your own boast. Imagine that someone had
challenged your reputation. In Beowulf’s case, Unferth accuses Beowulf of losing a swimming match;
what could someone accuse you of, in a way that would damage your reputation? Once you have
decided, write your boast, giving impassioned reasons why your accuser is wrong about you. Reread
the section of the epic, paying close attention to Beowulf’s careful word choice and engaging style. You
should practice your boast before presenting it to the class.
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Reproducible Student Worksheet
Teacher’s Page
Beowulf
Chapters XI-XVIII
Kennings
Throughout Beowulf
BeowulfBeowulfBeowulf, the characters are often referred to not only by name, but also by a quality they
possess and family relations. This literary device is called a kenning, and it is used to let the reader
know how the writer feels about a certain character and to help describe the traits of the character
in question. Often, it is a compound word and can be used instead of the character’s actual name. In
addition, many characters’ names are also attached to family relations.
Here is a list of some common kennings for some of the book’s characters. In the blank spaces that
come after “Grendel,” choose some friends, family members, or characters from history or literature
and create kennings for them. See what others you can come up with.
Note to Teacher: Answers will vary. Students might mention characters in Homer’s Odyssey, The Lord of
the Rings, Tarzan, Abe Lincoln, other Presidents, comic book characters, etc., who have been referred to by
nicknames and attributes
Kennings Chart
Character
Kennings
Beowulf
son of Ecgtheow, stalwart shield-fighter, prince of the Geats, kinsman of
Hygelac
Hrothgar
gray-bearded king, shield of the Scyldings, giver of rings, white-haired
Grendel
life-destroyer, master of evil, shadow-walker, man-hater
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Student’s Page Beowulf
Chapters XI-XVIII
Kennings
Throughout Beowulf
BeowulfBeowulfBeowulf, the characters are often referred to not only by name, but also by a quality they
possess and family relations. This literary device is called a kenning, and it is used to let the reader
know how the writer feels about a certain character and to help describe the traits of the character
in question. Often, it is a compound word and can be used instead of the character’s actual name. In
addition, many characters’ names are also attached to family relations.
Here is a list of some common kennings for some of the book’s characters. In the blank spaces that
come after “Grendel,” choose some friends, family members, or characters from history or literature
and create kennings for them. See what others you can come up with.
Kennings Chart
Character
Kennings
Beowulf
son of Ecgtheow, stalwart shield-fighter, prince of the Geats, kinsman of
Hygelac
Hrothgar
Grendel
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Reproducible Student Worksheet
Teacher’s Page
Beowulf
Chapters XIX and XX
Rewrite
Objective: Adapting two chapters from Beowulf
BeowulfBeowulfBeowulf into a television program format
Activity
Frequently on the news, after a major crime or disaster, involved parties are interviewed to give their
impressions of the events. The victims range from sad and tearful to angry and vengeful. If Grendel’s
mother were to appear on a major news program or talk show, what would she say about her attack
on Heorot? With a partner, develop a talk show interview or news program interview with Grendel’s
mother after her attack.
Follow these steps:
1.
Re-read Chapters XIX and XX.
2.
With your partner, try to determine Grendel’s mother’s motivation for the attack. Was it simply
to avenge her son’s death, or does it go deeper than that? Keep in mind what you know about
Grendel and his family.
3.
Decide which of you will play Grendel’s mother and which will play the interviewer. You also
need to create a name for the mother [after all, you cannot call her only “Grendel’s mother”] and
for the interviewer. Possibly, you want to identify the name of the TV program.
4.
Script the interview. Write a list of questions the interviewer will pose, and write Grendel’s
mother’s answers to those questions. Your interview should run about five minutes in length.
5.
Rehearse and be prepared to conduct your interview in front of the class.
Note to teacher: If you have a large class and don’t want to hear 20 interviews of the same character, you can
apply this assignment to other characters, such as Grendel after his attack or Beowulf’s men after his death. You
might also bring in a clip from a news program or talk show to demonstrate what an interview looks like.
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Student’s Page Beowulf
Chapters XIX and XX
Rewrite
Objective: Adapting two chapters from Beowulf
BeowulfBeowulfBeowulf
into a television program format
Activity
Frequently on the news, after a major crime or disaster, involved parties are interviewed to give their
impressions of the events. The victims range from sad and tearful to angry and vengeful. If Grendel’s
mother were to appear on a major news program or talk show, what would she say about her attack
on Heorot? With a partner, develop a talk show interview or news program interview with Grendel’s
mother after her attack.
Follow these steps:
1.
Re-read Chapters XIX and XX.
2.
With your partner, try to determine Grendel’s mother’s motivation for the attack. Was it simply
to avenge her son’s death, or does it go deeper than that? Keep in mind what you know about
Grendel and his family.
3.
Decide which of you will play Grendel’s mother and which will play the interviewer. You also
need to create a name for the mother [after all, you cannot call her only “Grendel’s mother”] and
for the interviewer. Possibly, you want to identify the name of the TV program.
4.
Script the interview. Write a list of questions the interviewer will pose, and write Grendel’s
mother’s answers to those questions. Your interview should run about five minutes in length.
5.
Rehearse and be prepared to conduct your interview in front of the class.
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Reproducible Student Worksheet
Teacher’s Page Beowulf
Chapters XIX-XVI
Mock Trial
Objective: Conducting a trial involving the characters in Beowulf
Activity
After Beowulf kills Grendel, his mother comes to Heorot seeking revenge. Imagine that she decides not
to kill more of Hrothgar’s men, but instead, brings her attorney and decides to press charges against
Beowulf and Hrothgar.
Prepare a trial scene that might have taken place if the above were to have happened. Be sure to stay
consistent with each character’s personality. This trial must have a judge, jury, and witnesses (all
characters chosen from the book) to be successful.
You could begin as follows:
[Beowulf is called to take the stand, he is sworn in, and takes a seat next to the judge.
Prosecuting Attorney: Beowulf, do at all deny you are completely responsible for the death of Grendel?
Beowulf: No, there is no denial. It was I, and I alone, who slew that wicked beast!
Prosecuting Attorney: And, prior to that night at Heorot, had you ever met Grendel.
Beowulf:
Note to Teacher: Break the class into groups. Each group could be responsible for questions and answers for a
specific character. After the trial, have the class vote on guilt or innocence. To add to the actual trial, Grendel
might be brought back from the dead to testify. Modern techniques for a trial should be used to make it seem
a bit more realistic.
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Student’s Page Beowulf
Chapters XIX-XVI
Mock Trial
Objective: Conducting a trial involving the characters in Beowulf
Activity
After Beowulf kills Grendel, his mother comes to Heorot seeking revenge. Imagine that she decides not
to kill more of Hrothgar’s men, but instead, brings her attorney and decides to press charges against
Beowulf and Hrothgar.
Prepare a trial scene that might have taken place if the above were to have happened. Be sure to stay
consistent with each character’s personality. This trial must have a judge, jury, and witnesses (all
characters chosen from the book) to be successful.
You could begin as follows:
[Beowulf is called to take the stand, he is sworn in, and takes a seat next to the judge.
Prosecuting Attorney: Beowulf, do at all deny you are completely responsible for the death of Grendel?
Beowulf: No, there is no denial. It was I, and I alone, who slew that wicked beast!
Prosecuting Attorney: And, prior to that night at Heorot, had you ever met Grendel.
Beowulf:
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Reproducible Student Worksheet
Teacher’s Page Beowulf
Chapters XIX-XXVI
Instant Messaging
Objective: Creating an instant message conversation between two characters
Activity
Imagine the characters in Beowulf had access to Internet technology, and they want to communicate by
computer. Create a possible conversation between Hrothgar and Beowulf, and another one between Grendel and
his mother.
The first conversation is started for you.
Note to teacher: Students can choose to select different characters if they choose, and the may also include a third
character. A chart of common instant messenger abbreviations is included. Many students probably know and use these
abbreviations, but it may be helpful to reproduce the list for any students who are unfamiliar with instant messaging.
ABBREVIATION
DEFINITION
AFAIK
As far as I know
AFK
Away from keyboard
BBFN
Bye bye for now
BBL
I’ll be back later
BRB
I’ll be right back
CUL8R
See you later
EG
Evil grin
EOM
End of message
G2G
I’ve got to go
HTH
Hope this helps
IMO
In my opinion
JW
Just wondering
JK
Just kidding
K
Okay
L8R
Later
LOL
laughing out loud
OIC
Oh, I see
OMG
Oh, my gosh
TTYL
I’ll talk to you later
TYVM
Thank you very much
WB
Welcome back
YW
You’re welcome
Note to teacher: These and many more acronyms/short cuts are available on the Internet simply by searching for “text
message abbreviation” or some other related phrase.
phrase.phrase.
T -30
Student’s Page Beowulf
Chapters XIX-XXVI
Instant Messaging
Objective: Creating an instant message conversation between two characters
Activity
Imagine the characters in Beowulf had access to Internet technology, and they want to communicate
by computer. Create a possible conversation between Hrothgar and Beowulf, and another one between
Grendel and his mother.
The first conversation is started for you.
ABBREVIATION
DEFINITION
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Reproducible Student Worksheet
Teacher’s Page Beowulf
Beowulf and Hrothgar
Beow: WB
Hroth: Thanks. Hey, I’ve got some trouble at Heorot.
Beow: Oh yeah? What trouble?
Hroth: A monster named Grendel.
Beow: OMG!
Hroth: Yeah, not cool at all. He’s eating all my thanes.
Beow: IMO, he was never good.
Hroth:
Grendel and his mother
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Student’s Page Beowulf
Beowulf and Hrothgar
Beow: WB
Hroth: Thanks. Hey, I’ve got some trouble at Heorot.
Beow: Oh yeah? What trouble?
Hroth: A monster named Grendel.
Beow: OMG!
Hroth: Yeah, not cool at all. He’s eating all my thanes.
Beow: IMO, he was never good.
Hroth:
Grendel and his mother
S - 33
Reproducible Student Worksheet
Teacher’s Page
Beowulf
From Prelude to Chapter XXVI
Comprehension Check
Objective: Demonstrating an understanding of the book
Activity
Answer the following questions that follow with complete sentences. Use your book to help find support for
your answers.
Note to Teacher: Answers will vary. Sample answers are provided.
1.
Why does Grendel’s mother attack Heorot?
Grendel’s mother attacks to avenge the death of her son.
2.
Unlike many of Grendel’s victims, the warrior taken by Grendel’s mother is given more attention. Who was
he and why is he important?
The warrior’s name is Æschere and he was Hrothgar’s good friend and lieutenant.
3.
What does Beowulf plan to do about Grendel’s mother?
He plans to ride out to Grendel’s mother’s lair and kill her.
4.
What two tribes of warriors are involved in Beowulf?
They are the Geats and the Danes.
5.
What does Hrothgar give Beowulf to aid him against Grendel’s mother? What becomes of it?
Hrothgar gives Beowulf a sword named Hrunting. The sword, like all man-made weapons, proves useless against
Grendel’s mother and the blade melts from it.
6.
How does Beowulf ultimately destroy Grendel’s mother? What is his proof of victory?
After Hrunting melts away, Beowulf spies a greater sword of the giants and uses it to cut off Grendel’s mother’s
head, which he then brings back as a trophy and as proof of her death.
7.
To what biblical figure is Grendel compared?
He is compared to Cain, who killed his brother Abel.
8.
What proof remains of Grendel’s defeat?
Beowulf has ripped off Grendel’s arm and shoulder and hung it “beneath the high gabled roof.”
9.
What kenning is given to the Scylding lord?
He is called “giver of rings.”
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Student’s Page Beowulf
From Prelude to Chapter XXVI
Comprehension Check
Objective: Demonstrating an understanding of the book
Activity
Answer the following questions that follow with complete sentences. Use your book to help find
support for your answers.
1.
Why does Grendel’s mother attack Heorot?
2.
Unlike many of Grendel’s victims, the warrior taken by Grendel’s mother is given more attention.
Who was he and why is he important?
3.
What does Beowulf plan to do about Grendel’s mother?
4.
What two tribes of warriors are involved in Beowulf?
5.
What does Hrothgar give Beowulf to aid him against Grendel’s mother? What becomes of it?
6.
How does Beowulf ultimately destroy Grendel’s mother? What is his proof of victory?
7.
To what biblical figure is Grendel compared?
8. What proof remains of Grendel’s defeat?
9. What kenning is given to the Scylding lord?
S - 35
Reproducible Student Worksheet
Teacher’s Page Beowulf
Chapters XXVII-XXXI
The Hero
Objective: Recognizing the traits of a hero
Activity
Beowulf was the supposed to be the ultimate ideal of what a hero of his time was.
In the chart that follows, first complete the section on Beowulf the hero as you read the book. When
you are finished reading the book and filling in the chart, choose someone who today would be
considered a hero, either in books, magazines, TV, movies, or even real life. List that person’s name in
the blank at the top of the chart. After you have completed the chart for Beowulf and one other person,
answer the questions on the attached sheet.
Note to Teacher: Possible answers for the Beowulf chart are provided; however, the answers will vary for the
other section of the assignment depending on the hero selected.
T - 36
Student’s Page Beowulf
Chapters XXVII-XXXI
The Hero
Objective: Recognizing the traits of a hero
Activity
Beowulf was the supposed to be the ultimate ideal of what a hero of his time was.
In the chart that follows, first complete the section on Beowulf the hero as you read the book. When
you are finished reading the book and filling in the chart, choose someone who today would be
considered a hero, either in books, magazines, TV, movies, or even real life. List that person’s name in
the blank at the top of the chart. After you have completed the chart for Beowulf and one other person,
answer the questions on the attached sheet.
S - 37
Reproducible Student Worksheet
Teacher’s Page Beowulf
Hero Chart
Beowulf
How is the hero portrayed? He wears fine clothing and armaments. He is smart and quick-
witted. Above all, he is unafraid to speak of his skill.
How does Beowulf treat his
friends?
He is kind and generous to those who are loyal to him.
Does Beowulf have any physical or
mental gifts?
Are the tasks Beowulf undertakes
unusual in any way?
He is one of the strongest men on earth. He is blessed with lots of
confidence and ability.
They are the most dangerous feats one could undertake.
Are the tasks Beowulf undertakes
tried by anyone else?
With the exception of the few drunken men who have come to blows
with Grendel, no one has been as brave as Beowulf.
Does Beowulf have an antagonist
he must meet at some point?
Several: Grendel, his mother, and the dragon-serpent.
Is Beowulf forced to take any
perilous journeys?
His journey to Grendel’s mother’s lair is one from which no one
expects him to survive.
When is the hero Beowulf
introduced in the story; is anyone
in trouble?
He is introduced in the middle of Hrothgar’s troubles with Grendel.
To whom does Beowulf thank for
his greatness?
He is thankful to God (the Wielder of Wonder) for his victories.
T - 38
Student’s Page Beowulf
Hero Chart
Beowulf
How is the hero portrayed?
How does Beowulf treat his
friends?
Does Beowulf have any physical or
mental gifts?
Are the tasks Beowulf undertakes
unusual in any way?
Are the tasks Beowulf undertakes
tried by anyone else?
Does Beowulf have an antagonist
he must meet at some point?
Is Beowulf forced to take any
perilous journeys?
When is the hero Beowulf
introduced in the story; is anyone
in trouble?
To whom does Beowulf thank for
his greatness?
S - 39
Reproducible Student Worksheet
Teacher’s Page Beowulf
The Hero Chart
Your Hero: __________________________
What is the hero’s physical
appearance?
How is the hero portrayed?
How does the hero treat his or
her friends?
Does the hero have any
physical or mental gifts?
Are the tasks the hero
undertakes unusual in any
way?
Are the tasks the hero
undertakes tried by anyone
else?
Does the hero have an
antagonist he must meet at
some point?
Is the hero forced to take any
perilous journeys?
When is the hero introduced
in the story; is anyone in
trouble?
To whom does the hero thank
for his or her greatness?
T - 40
Student’s Page Beowulf
The Hero Chart
Your Hero: __________________________
What is the hero’s physical
appearance?
How is the hero portrayed?
How does the hero treat his or
her friends?
Does the hero have any
physical or mental gifts?
Are the tasks the hero
undertakes unusual in any
way?
Are the tasks the hero
undertakes tried by anyone
else?
Does the hero have an
antagonist he must meet at
some point?
Is the hero forced to take any
perilous journeys?
When is the hero introduced in
the story; is anyone in trouble?
To whom does the hero thank
for his or her greatness?
S - 41
Reproducible Student Worksheet
Teacher’s Page Beowulf
Questions
1. Is your hero real or fictional?
2. What are the similarities your hero shares with Beowulf?
3. What are the differences between your hero and Beowulf?
4. What do you think your hero would do if he or she were in Beowulf’s situation?
5. What do you think Beowulf would do if he was in the your hero’s situation?
6. Who do you think is a greater hero, Beowulf or your hero? Why?
T - 42
Student’s Page Beowulf
Questions
1. Is your hero real or fictional?
2. What are the similarities your hero shares with Beowulf?
3. What are the differences between your hero and Beowulf?
4. What do you think your hero would do if he or she were in Beowulf’s situation?
5. What do you think Beowulf would do if he was in the your hero’s situation?
6. Who do you think is a greater hero, Beowulf or your hero? Why?
S - 43
Reproducible Student Worksheet
Teacher’s Page
Beowulf
Chapters XXXII-XLIII
Interviewing
Objective: Interviewing a main character
Activity
The great warrior Beowulf would provide an interesting interview, considering his amazing defeat of
not just one but three great monsters.
You are a newspaper columnist popular for your interviews with people involved in great events. You
now have the chance to interview the great warrior Beowulf for the paper.
Before the interview, you will want to research Beowulf a little in order to know what types of questions
you’ll be able to ask. You might want to question him about some of the events leading up to his
crowning.
It is your job to pry the most interesting information from your guest so that readers will continue to
read what is in the interview. Make sure to ask difficult questions that might force Beowulf to think
about his actions deeply and might make readers angry or want to know more.
The public suspects that some of the violence resulting from Beowulf’s actions may not have been
necessary, so you will want to probe deeply into his actions. You might also want to ask him how he
plans on ruling as a king. After you have written the questions, provide what you feel are accurate
answers, from Beowulf’s point of view.
The first question has been written for you.
1.
Do you believe you acted prematurely when you cut off Grendel’s arm?
2
What do you say to the people who claim Grendel’s mother’s anger was justified, and yours wasn’t?
3.
Do you think that you should be able to attack and kill without the consent of a court of law?
4.
How much of your motive in coming to help Hrothgar was political? How much was for monetary gain?
5.
Would you have come to the aid of a poor king with no treasure to offer?
6.
Why do you think it is necessary to risk your life for others? Do you have a death wish?
7.
What did Grendel or his mother ever do to you directly to justify taking their lives?
8.
What is it that seems to drive you to desire to be a hero?
9.
Since it was the magical sword and not your actual power and strength that enabled you to be so
successful, why do you think you have gotten all the honors?
T - 44
Student’s Page Beowulf
Chapters XXXII-XLIII
Interviewing
Objective: Interviewing a main character
Activity
The great warrior Beowulf would provide an interesting interview, considering his amazing defeat of
not just one but three great monsters.
You are a newspaper columnist popular for your interviews with people involved in great events. You
now have the chance to interview the great warrior Beowulf for the paper.
Before the interview, you will want to research Beowulf a little in order to know what types of questions
you’ll be able to ask. You might want to question him about some of the events leading up to his
crowning.
It is your job to pry the most interesting information from your guest so that readers will continue to
read what is in the interview. Make sure to ask difficult questions that might force Beowulf to think
about his actions deeply and might make readers angry or want to know more.
The public suspects that some of the violence resulting from Beowulf’s actions may not have been
necessary, so you will want to probe deeply into his actions. You might also want to ask him how he
plans on ruling as a king. After you have written the questions, provide what you feel are accurate
answers, from Beowulf’s point of view.
The first question has been written for you.
1. Do you believe you acted prematurely when you cut off Grendel’s arm?
S - 45
Reproducible Student Worksheet
Teacher’s Page Beowulf
Chapters XXXII-XLIII
Alternate Ending
Objective: Creating an alternate ending to Beowulf’s battle with Grendel
Activity
What if Beowulf was really just boastful? What if he was all talk and didn’t really no all that much
about fighting? What if he had lost to Grendel?
Create an alternate version of the story, one that could have happened if Beowulf had lost to Grendel.
What would happen to Beowulf’s men, Hrothgar, and Heorot? What would Grendel do?
Note to Teacher: Answers will vary. You should set up a minimum length that the students should write.
The activity can be modified by having students write in modern language or in a style similar to that in
Beowulf.
T - 46
Student’s Page Beowulf
Chapters XXXII-XLIII
Alternate Ending
Objective: Creating an alternate ending to Beowulf’s battle with Grendel
Activity
What if Beowulf was really just boastful? What if he was all talk and didn’t really no all that much
about fighting? What if he had lost to Grendel?
Create an alternate version of the story, one that could have happened if Beowulf had lost to Grendel.
What would happen to Beowulf’s men, Hrothgar, and Heorot? What would Grendel do?
S - 47
Reproducible Student Worksheet
Teacher’s Page Beowulf
Chapters XXXII-XLIII
Characterization
Objective: Analyzing characters in Beowulf
Activity
Psychiatrists are trained to examine patients, determine the source of problems, and implement
possible solutions. The proper examination of a patient may require detailed information regarding the
patient’s family life and social environment. Using personal observations and facts gathered from the
patient, the doctor then can make a diagnosis.
You are now a modern psychiatrist, and here is a list of your patients for today. Write down your initial
analysis for each patient and the possible cause of the problem. In the TREATMENT column, suggest
a treatment. Remember, one character may have multiple disorders, each of which may require a
different treatment. Note to Teacher: Answers may vary. Examples are provided below.
PATIENT
PROBLEM
8:00: Hrothgar Insecure of his power
Obsessed with power
9:00: Beowulf
Extreme ego
Xenophobic
Kills for his own benefit
10:00: Grendel Kills for no reason
Dislikes the happiness
of others
Believes he is evil
11:00: Anger
Grendel’s Mother
Selfishness
CAUSE
Failure to defeat
Grendel
Demands of family,
thanes
Lack of competition
Misunderstands other
cultures
Power-obsession
Depression; mother-
related issues
Unhappiness with home
life
Family history of
murder
Murder of her son
Family history of failure
TREATMENT
Confidence classes; group therapy
Reassurance about career
Counseling
Charity work
Rehabilitation; medication
Counseling; rehabilitation
Son to mother counseling
Relaxation exercises; charity work
Heavy counseling; medication
Group therapy
Traumatized
Sees Beowulf killed
Counseling; medication
1:00: Wiglaf
Anger
Money was stolen
Relaxation exercises; sleep clinic
2:00: Dragon
T - 48
Student’s Page Beowulf
Chapters XXXII-XLIII
Characterization
Objective: Analyzing characters in Beowulf
Activity
Psychiatrists are trained to examine patients, determine the source of problems, and implement possible
solutions. The proper examination of a patient may require detailed information regarding the patient’s family
life and social environment. Using personal observations and facts gathered from the patient, the doctor then can
make a diagnosis.
You are now a modern psychiatrist, and here is a list of your patients for today. Write down your initial analysis
for each patient and the possible cause of the problem. In the TREATMENT column, suggest a treatment.
Remember, one character may have multiple disorders, each of which may require a different treatment.
PATIENT
8:00: Hrothgar
9:00: Beowulf
PROBLEM
Insecure of his power
Obsessed with power
CAUSE
Failure to defeat Grendel
Demands of family, thanes
TREATMENT
Confidence classes; group therapy
Reassurance about career
10:00: Grendel
11:00:
Grendel’s Mother
1:00: Wiglaf
2:00: Dragon
S - 49
Reproducible Student Worksheet
Teacher’s Page Beowulf
Chapters XXXII-XLIII
Obituaries
Objective: Writing obituaries for the main characters in Beowulf
Activity
Throughout Beowulf
BeowulfBeowulfBeowulf, many important characters, both good and bad, die or are killed. In the space that
follows, write an obituary for the main characters.
Remember, obituaries highlight the positive aspects of a life, so be sure to make each character sound
as important as possible by reviewing his or her many great accomplishments. Also remember to
include the characters birth and death date and include relatives, both alive and deceased. Obituaries
should be relatively short, so keep each obituary to a maximum or eight sentences.
Note to Teacher: It may be necessary to have students bring in examples of obituaries from the newspaper.
Character Obituary
Hrothgar Born sometime in the early 800’s, Hrothgar, son of Healfdene and descendant of the great
Dane Scyld Scefing, passed away last week from a heart-related illness. He is best remembered
by those who knew him as a generous man, who built the great mead-hall called Heorot. He
will also be forever linked to the warrior Beowulf and the terror inflicted by his arch-nemesis,
Grendel. Their epic battle is one that will be told for ages. Hrothgar is survived by his wife,
Wealtheow, his two sons, Hrethric and Hrothmund, and daughter, Freawaru. Donations to his
memorial can be made through the Red Cross.
Beowulf
Grendel
Grendel's
Mother
T -50
Student’s Page Beowulf
Chapters XXXII-XLIII
Obituaries
Objective: Writing obituaries for the main characters in Beowulf
Activity
Throughout Beowulf
BeowulfBeowulfBeowulf, many important characters, both good and bad, die or are killed. In the space that
follows, write an obituary for the main characters.
Remember, obituaries highlight the positive aspects of a life, so be sure to make each character sound
as important as possible by reviewing his or her many great accomplishments. Also remember to
include the characters birth and death date and include relatives, both alive and deceased. Obituaries
should be relatively short, so keep each obituary to a maximum or eight sentences.
Character
Obituary
Hrothgar Born sometime in the early 800’s, Hrothgar, son of Healfdene and descendant of the great
Dane Scyld Scefing, passed away last week from a heart-related illness. He is best remembered
by those who knew him as a generous man, who built the great mead-hall called Heorot. He
will also be forever linked to the warrior Beowulf and the terror inflicted by his arch-nemesis,
Grendel. Their epic battle is one that will be told for ages. Hrothgar is survived by his wife,
Wealtheow, his two sons, Hrethric and Hrothmund, and daughter, Freawaru. Donations to his
memorial can be made through the Red Cross.
Beowulf
Grendel
Grendel's
Mother
S -51
Reproducible Student Worksheet
Teacher’s Page Beowulf
Chapters XXXII-XLIII
Writing to Beowulf’s Author
Objective: Communicating with the author
Activity
In the space that follows, write a letter to the author of Beowulf
BeowulfBeowulfBeowulf to give him or her your thoughts on
the book (remember, no one knows exactly who wrote it). Include references to specific chapters to
help describe your likes and dislikes of the book.
Include any questions that you have regarding the play itself, the language, or the creation of the book.
Be sure to offer any advice that you think might help the author improve the book for contemporary
audiences.
You might begin this way, although you may choose any beginning sentences.
Dear Beowulf author:
I’ve just finished dreading Beowulf, and I have a few questions and comments for you. The great warrior
Beowulf is given what is supposed to be a great sword named Hrunting. My question is, if the sword is so
great, why does the blade melt when Beowulf tries to use it? Shouldn’t it be a bit stronger than that?
Note to teacher: Students may need some reminders about the proper form of a letter.
T -52
Student’s Page Beowulf
Chapters XXXII-XLIII
Writing to Beowulf’s Author
Objective: Communicating with the author
Activity
In the space that follows, write a letter to the author of Beowulf
BeowulfBeowulfBeowulf
to give him or her your thoughts on
the book (remember, no one knows exactly who wrote it). Include references to specific chapters to
help describe your likes and dislikes of the book.
Include any questions that you have regarding the play itself, the language, or the creation of the book.
Be sure to offer any advice that you think might help the author improve the book for contemporary
audiences.
You might begin this way, although you may choose any beginning sentences.
Dear Beowulf author:
I’ve just finished dreading Beowulf, and I have a few questions and comments for you. The great warrior
Beowulf is given what is supposed to be a great sword named Hrunting. My question is, if the sword is so
great, why does the blade melt when Beowulf tries to use it? Shouldn’t it be a bit stronger than that?
S -53
Reproducible Student Worksheet
Teacher’s Page
Beowulf
Chapters XXXII-XLIII
Comprehension Check
Objective: Demonstrating an understanding of the book
Activity
Answer the following questions with complete sentences.
Note to Teacher: Answers will vary. Sample answers are provided.
1.
Why does the dragon become enraged? What does it plan to do?
The dragon becomes enraged by the thief who steals from his treasure horde. The dragon then plans to
take revenge on all the Geats.
2.
What does Beowulf plan to do about the dragon? Why does he believe he can do it?
Beowulf plans to defeat the dragon because he is king and remembers his great victories over Grendel
and Grendel’s mother.
3.
Why does Beowulf think he should defeat the dragon alone?
Beowulf thinks it would be “shameful” to face the dragon with a group of men; he believes that, because
of his past accomplishments, he can easily defeat the dragon.
4.
In Chapter XXXIV, we are given more insight into how Beowulf becomes king. Why is he chosen
over others?
Beowulf was incredibly brave in the battle at which Hygelac and his son were killed. After he returns
home alone, Hygd offers him her husband’s crown, saying that she had no confidence in her son’s ability
to keep the kingdom from being destroyed.
5.
Who is Wiglaf?
Wiglaf is the warrior who not only accompanies Beowulf to the defeat the dragon, but, unlike the other
warriors, also stays to help him battle the dragon.
6.
What is the outcome of the battle between Beowulf and the dragon?
Beowulf ultimately defeats the dragon with Wiglaf’s help. However, Beowulf is wounded badly and dies.
7.
What happens to the body of the dragon?
After they loot the dragon’s gold, the men throw its body over the cliff into the sea.
T - 54
Student’s Page Beowulf
Chapters XXXII-XLIII
Comprehension Check
Objective: Demonstrating an understanding of the book
Activity
Answer the following questions with complete sentences.
1.
Why does the dragon become enraged? What does it plan to do?
2.
What does Beowulf plan to do about the dragon? Why does he believe he can do it?
3.
Why does Beowulf think he should defeat the dragon alone?
4.
In Chapter XXXIV, we are given more insight into how Beowulf becomes king. Why is he chosen
over others?
5.
Who is Wiglaf?
6.
What is the outcome of the battle between Beowulf and the dragon?
7. What happens to the body of the dragon?
S - 55
Reproducible Student Worksheet
Teacher’s Page Beowulf
Wrap-up
Character Blog
Objective: Writing web log entries from the point of view of a main character
Activity
A blog (short for web log) is an online diary or journal, intended for public viewing, and usually
updated frequently. Blogs can be written about a person’s life, family, political views, or hobby.
You are to choose a character from Beowulf
BeowulfBeowulfBeowulf and create a blog for him or her. You must create at least
5 entries. The blog can be about that person (from that person’s point of view), or about something
that person is interested in. For example, Hrothgar may have written a blog about the mead-halls he
has visited. Be creative; make your blog something people will want to revisit over and over again. A
sample has been created for you.
Note to Teacher: Sample blogs can be found at many websites, but many are not filtered and may contain
inappropriate material. Search for blog to find examples for your class, if necessary.
Sample Blog:
18 January
Found a great deal on a new sword today! Beautiful blade and handle. Could be all gold and silver!
What
WhatWhat a
aa find!
find!find! I
II was
waswas down
downdown at
atat the
thethe flea
fleaflea market
marketmarket when
whenwhen I
II spotted
spottedspotted in
inin underneath
underneathunderneath a
aa box
boxbox of
ofof goblets.
goblets.goblets. I’ll
I’llI’ll have
havehave
spotted
to do some more research, but I think it could be 6thcentury. I’ll post some pics later, and if anyone
knows, email me ASAP.
20 January
Still not sure about the new sword, so I’m putting it aside for now. In the meantime I’m going
through all my old swords and polishing them. If only these old things could talk. They would probably
boast of my many heroic deeds that I’ve done with them. Of course, the Wielder of Wonder
really led me to victory, but I can’t help but think it was also all the extra time I put in at the gym in
the off-season.
24 January
Sorry for the break. I had to slay a monster two towns over. I wasn’t really up for it, but it gave me a
chance to get some steel out and see if I still had the touch. I did. Of course.
There’s a big sword show this weekend at the mead-hall and I’m going to try to trade a few in for
some new ones. The wife says I don’t need any more, but how many beasts has she slain?
T -56
Student’s Page Beowulf
Wrap-up
Character Blog
Objective: Writing web log entries from the point of view of a main character
Activity
A blog (short for web log) is an online diary or journal, intended for public viewing, and usually
updated frequently. Blogs can be written about a person’s life, family, political views, or hobby.
You are to choose a character from Beowulf
BeowulfBeowulfBeowulf
and create a blog for him or her. You must create at least
5 entries. The blog can be about that person (from that person’s point of view), or about something
that person is interested in. For example, Hrothgar may have written a blog about the mead-halls he
has visited. Be creative; make your blog something people will want to revisit over and over again. A
sample has been created for you.
Sample Blog:
18 January
Found a great deal on a new sword today! Beautiful blade and handle. Could be all gold and silver!
What
WhatWhat a
aa find!
find!find! I
II was
waswas down
downdown at
atat the
thethe flea
fleaflea market
marketmarket when
whenwhen I
II spotted
spottedspotted in
inin underneath
underneathunderneath a
aa box
boxbox of
ofof goblets.
goblets.goblets. I’ll
I’llI’ll have
havehave
spotted
to do some more research, but I think it could be 6thcentury. I’ll post some pics later, and if anyone
knows, email me ASAP.
20 January
Still not sure about the new sword, so I’m putting it aside for now. In the meantime I’m going
through all my old swords and polishing them. If only these old things could talk. They would probably
boast of my many heroic deeds that I’ve done with them. Of course, the Wielder of Wonder
really led me to victory, but I can’t help but think it was also all the extra time I put in at the gym in
the off-season.
24 January
Sorry for the break. I had to slay a monster two towns over. I wasn’t really up for it, but it gave me a
chance to get some steel out and see if I still had the touch. I did. Of course.
There’s a big sword show this weekend at the mead-hall and I’m going to try to trade a few in for
some new ones. The wife says I don’t need any more, but how many beasts has she slain?
S -57
Reproducible Student Worksheet
Teacher’s Page Beowulf
Wrap-up
Advice Column
Objective: Writing an advice column from Beowulf’s point of view
Activity
Because of Beowulf’s far-reaching fame, he has been asked to write a weekly advice column for a local
newspaper. The editors would like Beowulf to field questions about everyday problems. Here are
several written by readers of the paper. Pretend you are Beowulf and respond as he might. Make sure
that your advice fits the way he would approach the situation the writers explain.
Dear Beowulf,
I’m the owner of a local restaurant, and recently I’ve been dealing with several rude customers.
They are so rude, in fact, that they are driving many of my best customers away. They are loud,
obnoxious and start fights with anyone for no reason. I want to turn them away, but I’m afraid of what
might happen. What should I do?
Sincerely,
Tyler in Michigan
YOUR ANSWER:
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Student’s Page Beowulf
Wrap-up
Advice Column
Objective: Writing an advice column from Beowulf’s point of view
Activity
Because of Beowulf’s far-reaching fame, he has been asked to write a weekly advice column for a local
newspaper. The editors would like Beowulf to field questions about everyday problems. Here are
several written by readers of the paper. Pretend you are Beowulf and respond as he might. Make sure
that your advice fits the way he would approach the situation the writers explain.
Dear Beowulf,
I’m the owner of a local restaurant, and recently I’ve been dealing with several rude customers.
They are so rude, in fact, that they are driving many of my best customers away. They are loud,
obnoxious and start fights with anyone for no reason. I want to turn them away, but I’m afraid of what
might happen. What should I do?
Sincerely,
Tyler in Michigan
YOUR ANSWER:
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Reproducible Student Worksheet
Teacher’s Page Beowulf
Dear Beowulf,
I’m a father of two sons, and lately both of them have stopped listening to what I say. They are
both pretty good kids, and have never really given me much trouble until now. They just don’t listen!
They’ve stopped cleaning their rooms, helping with chores, and coming home on time. They both
play sports, and I feel like I’ll have to threaten them with not letting them play, but I hate to take away
something they enjoy so much; also, I’m afraid that if I do pull them out of sports, they’ll just get into
more trouble and hate me for it. What should I do?
Sincerely,
Jake in Ontario
YOUR ANSWER:
Dear Beowulf,
I’m a freshman in college, and I’m in a long-term, long-distance relationship with my high
school boyfriend. We’ve been together forever, but, now that I’m at college and two states away, I
want to be free to see other people. The problem is he’s such a great guy, and I really couldn’t ask
for anything more from him. I don’t want to break his heart, but I don’t want to regret not trying
something new. What can I tell him?
Sincerely,
Trisha in San Francisco
YOUR ANSWER:
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Student’s Page Beowulf
Dear Beowulf,
I’m a father of two sons, and lately both of them have stopped listening to what I say. They are
both pretty good kids, and have never really given me much trouble until now. They just don’t listen!
They’ve stopped cleaning their rooms, helping with chores, and coming home on time. They both
play sports, and I feel like I’ll have to threaten them with not letting them play, but I hate to take away
something they enjoy so much; also, I’m afraid that if I do pull them out of sports, they’ll just get into
more trouble and hate me for it. What should I do?
Sincerely,
Jake in Ontario
YOUR ANSWER:
Dear Beowulf,
I’m a freshman in college, and I’m in a long-term, long-distance relationship with my high
school boyfriend. We’ve been together forever, but, now that I’m at college and two states away, I
want to be free to see other people. The problem is he’s such a great guy, and I really couldn’t ask
for anything more from him. I don’t want to break his heart, but I don’t want to regret not trying
something new. What can I tell him?
Sincerely,
Trisha in San Francisco
YOUR ANSWER:
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Reproducible Student Worksheet
Teacher’s Page
Beowulf
Wrap-up
Research Activity
Objective:
Understanding the historical context of Beowulf
BeowulfBeowulfBeowulf through researching Germanic or
Anglo-Saxon customs and traditions
Activity
In small groups, use the library or the Internet to research some of the customs mentioned in Beowulf
BeowulfBeowulfBeowulf.
For example, you might research the importance of mead-halls or traditions related to funeral services.
Write down your findings, including a description of the custom or tradition and how it originated.
When you are finished with your research, be prepared to share your findings with the class.
Note to teacher: It might be wise to limit the presentations and assign certain customs to each group so there
is no duplication of topics. You might also have students make a poster of their findings as a visual aid for
their presentation. For your convenience, here is a list of customs, traditions, and concepts that are addressed
in Beowulf.
• Mead-halls
• Oral tradition
• Funeral pyres
• Pagan rituals
• The heroic code
• The medieval understanding/view of monsters
• The importance of the patriarchal lineage
• Hospitality
• Warfare/weapons
• Christianity
• Role of women
• Means of exploration/transportation
• Rulers/subjects
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Student’s Page Beowulf
Wrap-up
Research Activity
Objective: Understanding the historical context of Beowulf
BeowulfBeowulfthrough researching Germanic orBeowulf
Anglo-Saxon customs and traditions
Activity
In small groups, use the library or the Internet to research some of the customs mentioned in Beowulf
BeowulfBeowulfBeowulf.
For example, you might research the importance of mead-halls or traditions related to funeral services.
Write down your findings, including a description of the custom or tradition and how it originated.
When you are finished with your research, be prepared to share your findings with the class.
S -63
Reproducible Student Worksheet
Teacher’s Page
Beowulf
Wrap-up
Character Casting
Objectives: Understanding the importance of casting
Identifying physical and psychological traits of a character
Applying plot, setting, and character details from an epic poem to a film
Activity
You are a Hollywood producer and plan to produce a new big budget version of Beowulf
BeowulfBeowulfBeowulf. Because you
are very concerned about the success of your new film version, and you want to make the movie follow
the book as closely as possible, you will be doing the casting yourself. Using the CASTING CHART
that follows, identify physical and psychological traits for the main characters in the book. Then assign
a modern actor to each role. Try to imagine actors working together in a specific scene to judge if they
will be able to interact appropriately with each other. The traits for Hrothgar have been done for you.
In the last column, write a sentence explaining why you chose each specific actor.
Note to teacher: Answers may vary, especially with actors assigned. Sample traits are provided.
Casting Chart
Character
Physical Traits
Psychological Traits
Actor
Your Reason
Hrothgar
Older, gray hair, Deliberate, generous, Sean Connery Connery is the
medium to tall, not easily persuaded, right age and can
distinguished-moody, wise, convey the proper
looking educated, prideful demeanor of a king.
Beowulf
Attractive, late Witty, self-assured,
twenties, medium thoughtful, prideful,
to tall height, agile, generous, fame-seeking
quick, energetic
Grendel
Monstrous, tall, Evil, deceptive, selfish,
large, battle-scarred, prideful, violent,
strong cunning
Grendel’s Monstrous, tall, Evil, planning,
Mother large, battle-scarred, cunning, selfish,
older, hermit-like protective, violent
Wealtheow
Elegant, late forties, Protective, quiet,
graying, graceful, obedient, deliberate,
attractive generous
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Student’s Page Beowulf
Wrap-up
Character Casting
Objectives: Understanding the importance of casting
Identifying physical and psychological traits of a character
Applying plot, setting, and character details from an epic poem to a film
Activity
You are a Hollywood producer and plan to produce a new big budget version of Beowulf
BeowulfBeowulfBeowulf. Because you
are very concerned about the success of your new film version, and you want to make the movie follow
the book as closely as possible, you will be doing the casting yourself. Using the CASTING CHART
that follows, identify physical and psychological traits for the main characters in the book. Then assign
a modern actor to each role. Try to imagine actors working together in a specific scene to judge if they
will be able to interact appropriately with each other. The traits for Hrothgar have been done for you.
In the last column, write a sentence explaining why you chose each specific actor.
Casting Chart
Character Physical Traits Psychological Traits Actor Your Reason
Hrothgar
Older, gray hair, Deliberate, generous, Sean Connery Connery is the
medium to tall, not easily persuaded, right age and can
distinguished-moody, wise, convey the proper
looking educated, prideful demeanor of a king.
Beowulf
Grendel
Grendel’s
Mother
Wealtheow
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Reproducible Student Worksheet
Teacher’s Page Beowulf
Activity 2
Choose any two consecutive chapters in the epic and convert them to a film script. Try to include
specific lighting and camera directions, as well as dialogue, atmospheric details, setting details, and
appropriate character behaviors. The sample that follows will get you started.
From Chapter XXIII, in which Beowulf kills Grendel’s mother:
Director’s Notes: Beowulf takes the giant sword from the wall with confidence and ease. In one swift
motion, he swings the sword down upon her neck, crushing the bones and piercing the flesh. The sound
of bones breaking is heard; blood spurts in great amounts throughout the room and on to Beowulf.
He is unfazed. She falls to the floor with a loud thud. He holds the bloody sword and smiles at his
accomplishment.
From here you would continue to narrate the scene in full detail, describing Grendel’s mother,
Beowulf’s clothing, and the room itself. Then you should add dialogue from Beowulf’s comrades upon
his return to the surface.
Set/Costumes/General Appearance:
Dialogue:
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Student’s Page Beowulf
Activity 2
Choose any two consecutive chapters in the epic and convert them to a film script. Try to include
specific lighting and camera directions, as well as dialogue, atmospheric details, setting details, and
appropriate character behaviors. The sample that follows will get you started.
From Chapter XXIII, in which Beowulf kills Grendel’s mother:
Director’s Notes: Beowulf takes the giant sword from the wall with confidence and ease. In one swift
motion, he swings the sword down upon her neck, crushing the bones and piercing the flesh. The sound
of bones breaking is heard; blood spurts in great amounts throughout the room and on to Beowulf.
He is unfazed. She falls to the floor with a loud thud. He holds the bloody sword and smiles at his
accomplishment.
From here you would continue to narrate the scene in full detail, describing Grendel’s mother,
Beowulf’s clothing, and the room itself. Then you should add dialogue from Beowulf’s comrades upon
his return to the surface.
Set/Costumes/General Appearance:
Dialogue:
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Reproducible Student Worksheet
Teacher’s Page
Beowulf
Note to teacher: The following is an additional activity on film; it requires that students watch a movie to
complete the activity. We recognize that many teachers will not have the time to devote to the viewing of a
long film, but it is included so you can decide to use it or not.
Wrap-up
Epic Movie Research Project
Objective: Recognizing the qualities of an epic in modern film
Activity
While the epic is an ancient form, every generation uses the form for its own purposes. Many modern
films contain at least some qualities of the epic. For this activity, you will conduct research on the
qualities of the epic; watch an epic film, taking notes on its epic qualities; and then explain those epic
qualities and identify similarities and differences between the film and Beowulf
BeowulfBeowulfBeowulf.
Follow these steps:
1.
Use the Internet or library resources to research the epic genre. What qualities make an epic?
What qualities do epics have in common? Take notes on your findings; be thorough and specific.
2.
Watch one of the following epic films:
• Braveheart
• Gladiator
• Glory
• Gone with the Wind
• Lord of the Rings
• Robin Hood: Prince of Thieves
• Saving Private Ryan
• Spartacus
• Star Wars
• The Ten Commandments
3.
As you watch the film, take notes on the ways the film fits the definition of an epic. Include
concrete details from the film and even direct quotations.
4.
Be prepared to explain your findings in class or in a paper, depending on your teacher’s
instructions.
Note to teacher: A chart you may elect to use for this assignment follows. Please be aware that some of the
films are rated “R” and may not be suitable for young viewers.. Once they have finished viewing the film and
taking their notes, give them this essay topic:
Write a well-developed essay in which you explain how the movie you watched is indeed an epic.
Include the title of the film, a very brief plot summary, an explanation of its epic qualities, and
similarities/differences between the film and Beowulf.
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Student’s Page Beowulf
Wrap-up
Epic Movie Research Project
Objective: Recognizing the qualities of an epic in modern film
Activity
While the epic is an ancient form, every generation uses the form for its own purposes. Many modern
films contain at least some qualities of the epic. For this activity, you will conduct research on the
qualities of the epic; watch an epic film, taking notes on its epic qualities; and then explain those epic
qualities and identify similarities and differences between the film and Beowulf
BeowulfBeowulfBeowulf.
Follow these steps:
1.
Use the Internet or library resources to research the epic genre. What qualities make an epic?
What qualities do epics have in common? Take notes on your findings; be thorough and specific.
2.
Watch one of the following epic films:
• Braveheart
• Gladiator
• Glory
• Gone with the Wind
• Lord of the Rings
• Robin Hood: Prince of Thieves
• Saving Private Ryan
• Spartacus
• Star Wars
• The Ten Commandments
3.
As you watch the film, take notes on the ways the film fits the definition of an epic. Include
concrete details from the film and even direct quotations.
4.
Be prepared to explain your findings in class or in a paper, depending on your teacher’s
instructions.
Write a well-developed essay in which you explain how the movie you watched is indeed an epic.
Include the title of the film, a very brief plot summary, an explanation of its epic qualities, and
similarities/differences between the film and Beowulf.
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Reproducible Student Worksheet
Teacher’s Page Beowulf
Epic Movie
Research: What is an epic?
An epic is a long narrative poem on a great and serious subject, told in a sophisticated style, and centered on
a hero whose actions carry serious implications. The hero is usually a figure of great national importance and
often has superhuman traits. He is greater in almost all ways than the common person. The setting covers
large geographical areas. The action consists of courageous and valiant deeds, especially in battle.
Title of film:
Epic qualities of film:
Short plot summary of film:
Similarities/differences between film and Beowulf
BeowulfBeowulfBeowulf:
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Student’s Page Beowulf
Epic Movie
Research: What is an epic?
Title of film:
Epic qualities of film:
Short plot summary of film:
Similarities/differences between film and Beowulf
BeowulfBeowulfBeowulf:
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Reproducible Student Worksheet
Teacher’s Page Beowulf
Wrap-up
Beowulf
BeowulfBeowulfBeowulf
II: The Sequel
Objective: Creating a sequel to Beowulf
Activity
As an expert on Beowulf
BeowulfBeowulfBeowulf, a movie producer has asked you to create an idea for a new movie that begins
after Beowulf’s death. Like you, the movie producer has read the original Beowulf
BeowulfBeowulfBeowulf, but cannot think of
a good storyline for a sequel.
Working in small groups, create an outline for a sequel. Think of the sequels to movies you have seen
and how they have handled the creation of a sequel. Include setting, plot, and characters.
The main concept that you must deal with is how to include the original Beowulf in your sequel; after
all, in the book, he has died. You must include some characters from the original (for the die-hard fans
of the original), but feel free to create some new characters. Make sure your sequel relates to the first
and is a believable continuation.
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Student’s Page Beowulf
Wrap-up
Beowulf
BeowulfBeowulfBeowulf
II: The Sequel
Objective: Creating a sequel to Beowulf
Activity
As an expert on Beowulf
BeowulfBeowulfBeowulf, a movie producer has asked you to create an idea for a new movie that begins
after Beowulf’s death. Like you, the movie producer has read the original Beowulf
BeowulfBeowulfBeowulf, but cannot think of
a good storyline for a sequel.
Working in small groups, create an outline for a sequel. Think of the sequels to movies you have seen
and how they have handled the creation of a sequel. Include setting, plot, and characters.
The main concept that you must deal with is how to include the original Beowulf in your sequel; after
all, in the book, he has died. You must include some characters from the original (for the die-hard fans
of the original), but feel free to create some new characters. Make sure your sequel relates to the first
and is a believable continuation.
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Reproducible Student Worksheet
Teacher’s Page
Beowulf
Wrap-up
Creative Writing
Objectives:
Manipulating the text to create poetry
Identifying poetic language
Activity
Create a “found poem” using language from Beowulf
BeowulfBeowulfBeowulf.
One type of poetry is called a “found poem.” This type of poetry allows anyone to write a quality
poem. Found poems are constructed by taking portions of a text and putting them together in poetic
form to end up with a complete poem. For this activity, you should take sentences, phrases, or words
from one chapter of Beowulf
BeowulfBeowulfBeowulf and arrange them into a poem. An example created from the prelude
follows. You may make your poem read as you see fit; it does not have to rhyme, but it may. It is
completely up to you. Remember to give your poem a title.
Goodbye, Good King
Hark!
Glory of kings
Spear-bearing Danes
Scyld of Scefing—that was a good king!
An heir, a son, famed, steadfast and loyal
Praiseworthy deeds, honor
Carried him to the seashore
Stalwart Scyld
Well-loved chieftain
A ship, a prince’s barge
They laid their beloved lord
Adorned with weapons of war, battle gear
Blades and armored mail
Ornaments and treasures into the watery realm
High over his head a golden banner
Let the waves take him.
Note to Teacher: This activity can encourage even the most reluctant student to write a poem. If necessary,
have students complete the assignment in small groups, or allow them to use words from more than one
chapter.
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Student’s Page Beowulf
Wrap-up
Creative Writing
Objectives:
Manipulating the text to create poetry
Identifying poetic language
Activity
Create a “found poem” using language from Beowulf
BeowulfBeowulfBeowulf.
One type of poetry is called a “found poem.” This type of poetry allows anyone to write a quality
poem. Found poems are constructed by taking portions of a text and putting them together in poetic
form to end up with a complete poem. For this activity, you should take sentences, phrases, or words
from one chapter of Beowulf
BeowulfBeowulfBeowulf
and arrange them into a poem. An example created from the prelude
follows. You may make your poem read as you see fit; it does not have to rhyme, but it may. It is
completely up to you. Remember to give your poem a title.
Goodbye, Good King
Hark!
Glory of kings
Spear-bearing Danes
Scyld of Scefing—that was a good king!
An heir, a son, famed, steadfast and loyal
Praiseworthy deeds, honor
Carried him to the seashore
Stalwart Scyld
Well-loved chieftain
A ship, a prince’s barge
They laid their beloved lord
Adorned with weapons of war, battle gear
Blades and armored mail
Ornaments and treasures into the watery realm
High over his head a golden banner
Let the waves take him.
S -75
Reproducible Student Worksheet
Teacher’s Page
Beowulf
Wrap-up
Comparing Literature
Objective: Comparing Beowulf
BeowulfBeowulfBeowulf to other stories or works of literature
Activity
Beowulf
BeowulfBeowulfBeowulf is an old and respected work of literature that influenced the literature that came after it. Its
ideas of good versus evil, heroism, bravery, and loyalty are part of human nature and are examined
in all art forms. Complete the following chart by thinking of features of Beowulf
BeowulfBeowulfBeowulf that you have
encountered while reading other stories or works of literature.
Comparison Chart
Feature of Beowulf
Reminds me of…
Beowulf slays Grendel’s mother
• Hercules defeats the Hydra
•
the king defeats Sauron by chopping off his
finger in The Lord of the Rings
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Student’s Page Beowulf
Wrap-up
Comparing Literature
Objective: Comparing Beowulf
BeowulfBeowulfBeowulf to other stories or works of literature
Activity
Beowulf
BeowulfBeowulfBeowulf is an old and respected work of literature that influenced the literature that came after it. Its
ideas of good versus evil, heroism, bravery, and loyalty are part of human nature and are examined
in all art forms. Complete the following chart by thinking of features of Beowulf
BeowulfBeowulfBeowulf that you have
encountered while reading other stories or works of literature.
Comparison Chart
Feature of Beowulf
Reminds me of…
Beowulf slays Grendel’s mother
• Hercules defeats the Hydra
•
the king defeats Sauron by chopping off his
finger in The Lord of the Rings
S -77
Reproducible Student Worksheet
Teacher’s Page Beowulf
Wrap-up
Analysis of a Hero
Objective: Comparing the medieval concept of hero with today’s idea of a hero
Activity
Beowulf faces many frightening and dangerous challenges over the course of his life. He acts with
courage and determination to succeed. He cares less about his own welfare than he does about saving
humanity from evil. Beowulf also is generous to his kinsmen and follows the morals of his time.
Before reading Beowulf,
you worked in a small group to write a definition of “hero.” In the same group,
discuss whether you believe Beowulf lives up to that definition. Then, compare or contrast Beowulf to
someone whom you believe is currently a hero. How are they alike? How are they different? Is there
just one definition of a hero, or do different situations warrant different types of heroes? Fill in the
chart that follows to help organize your thoughts. Be prepared to discuss your feelings with the class.
Beowulf’s Traits
Traits of Today’s Hero
Similarities
Differences
What is your personal definition of a hero? Explain and give some examples.
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Student’s Page Beowulf
Wrap-up
Analysis of a Hero
Objective: Comparing the medieval concept of hero with today’s idea of a hero
Activity
Beowulf faces many frightening and dangerous challenges over the course of his life. He acts with
courage and determination to succeed. He cares less about his own welfare than he does about saving
humanity from evil. Beowulf also is generous to his kinsmen and follows the morals of his time.
Before reading Beowulf,
you worked in a small group to write a definition of “hero.” In the same group,
discuss whether you believe Beowulf lives up to that definition. Then, compare or contrast Beowulf to
someone whom you believe is currently a hero. How are they alike? How are they different? Is there
just one definition of a hero, or do different situations warrant different types of heroes? Fill in the
chart that follows to help organize your thoughts. Be prepared to discuss your feelings with the class.
Beowulf’s Traits
Traits of Today’s Hero
Similarities
Differences
What is your personal definition of a hero? Explain and give some examples.
S - 79
Reproducible Student Worksheet
Teacher’s Page Beowulf
Wrap-up
Creative Writing
Objective: Imitating the author’s style to add another chapter to the poem
Activity
During his adventure, Beowulf battles Grendel, Grendel’s mother, and a fearsome dragon. If Beowulf
were to fight one more battle, who would his opponent be? Write a new chapter of the poem that
recounts Beowulf’s battle with another creature of your creation. Make the new creature completely
different from any of the others and try to imitate the style used by the anonymous writer of Beowulf
BeowulfBeowulfBeowulf.
Note to teacher: This activity is easily adapted to higher or lower ability student simply by making more or
fewer requirements: the use of dialogue, length, depth of description, and adherence to the author’s style. In
addition, you could require the students to draw a picture, use computer graphics, or make a collage to depict
their creature.
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Student’s Page Beowulf
Wrap-up
Creative Writing
Objective: Imitating the author’s style to add another chapter to the poem
Activity
During his adventure, Beowulf battles Grendel, Grendel’s mother, and a fearsome dragon. If Beowulf
were to fight one more battle, who would his opponent be? Write a new chapter of the poem that
recounts Beowulf’s battle with another creature of your creation. Make the new creature completely
different from any of the others and try to imitate the style used by the anonymous writer of Beowulf
BeowulfBeowulfBeowulf.
S -81
Reproducible Student Worksheet
Teacher’s Page
Beowulf
Wrap-up
Creative Writing
Objective: Applying the events of Beowulf
BeowulfBeowulfBeowulf to journalism
Activity
For this assignment, you will work in a small group to design a newspaper highlighting the newsworthy
events of Beowulf. In addition to four front-page stories, you should include at least three editorials. You
will also need a name for your newspaper, one that suits the time of B
BBe
eeo
oow
wwu
uul
llf
fff. After deciding what storiesand editorials to include, each one should be worked on by the entire group, dividing the work equally.
Follow these steps to complete the assignment:
•
Make up a list of events in Beowulf
BeowulfBeowulfBeowulf about which you could write news stories. Also think about
what kinds of editorials you could write. Since each of you will contribute a portion of the items,
be sure everyone uses the same font. This will help your work look more professional and realistic.
•
For each item you write, either an editorial or a news article, make sure to include a catchy
headline to intrigue readers. Headline strive to capture the main idea of the story and make is
sound interesting enough to be read by anyone.
Note to teacher: You will have to decide how deeply you want to explore the realm of journalism. You might
go as far as to demonstrate to the students how each article strives to answer the questions of “Who,” “What,
“Where,” “When,” “Why,” and “How.” You might have to explain what a headline or byline is, depending
on the knowledge base of your students. You may also limit or expand the number of required items in the
newspaper. Remind students to make use of the appendices on newspapers for additional information.
Tell students that it will help if they bring in sample newspapers on the first day of the assignment.
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Student’s Page Beowulf
Wrap-up
Creative Writing
Objective: Applying the events of Beowulf
BeowulfBeowulfBeowulf to journalism
Activity
For this assignment, you will work in a small group to design a newspaper highlighting the newsworthy
events of Beowulf. In addition to four front-page stories, you should include at least three editorials. You
will also need a name for your newspaper, one that suits the time of B
BBe
eeo
oow
wwu
uul
llf
fff. After deciding what storiesand editorials to include, each one should be worked on by the entire group, dividing the work equally.
Follow these steps to complete the assignment:
•
Make up a list of events in Beowulf
BeowulfBeowulfBeowulf about which you could write news stories. Also think about
what kinds of editorials you could write. Since each of you will contribute a portion of the items,
be sure everyone uses the same font. This will help your work look more professional and realistic.
•
For each item you write, either an editorial or a news article, make sure to include a catchy
headline to intrigue readers. Headline strive to capture the main idea of the story and make is
sound interesting enough to be read by anyone.
S -83
Reproducible Student Worksheet
Teacher’s Page
Beowulf
Wrap-up
Essay Topics
Objective: Writing an essay on topics from Beowulf
Activity
Select one of the essay topics that follow. Prepare a one-page essay using the book, Internet, and library
resources for information. Include any sources in a bibliography.
Note to Teacher: Answers will vary.
1.
The characters in Beowulf
BeowulfBeowulfBeowulf place a great deal of importance on reputation. Discuss how reputation
in Beowulf
BeowulfBeowulfBeowulf determines the perception of the characters in the book. What types of actions
determine reputation? How does one improve his or her reputation? Use examples from the book.
2.
Compare and contrast the symbolism of Heorot, Hrothgar’s mead-hall, and Grendel’s lair. How are
they portrayed and described? What is the symbolic importance of each different setting? How
does the setting reflect who lives there?
3.
Loyalty is very important in Beowulf
BeowulfBeowulfBeowulf. What makes someone a loyal person? To whom or what is it
important to be loyal? Use examples from the book.
4.
Discuss the role of fate, or divine intervention, in Beowulf. How much of daily life is determined
by fate? Can fate be altered or manipulated? Is there any logical explanation for how fate
determines the outcomes of events?
T -84
Student’s Page Beowulf
Wrap-up
Essay Topics
Objective: Writing an essay on topics from Beowulf
Activity
Select one of the essay topics that follow. Prepare a one-page essay using the book, Internet, and library
resources for information. Include any sources in a bibliography.
1.
The characters in Beowulf
BeowulfBeowulfBeowulf
place a great deal of importance on reputation. Discuss how reputation
in Beowulf
BeowulfBeowulfBeowulf
determines the perception of the characters in the book. What types of actions
determine reputation? How does one improve his or her reputation? Use examples from the book.
2.
Compare and contrast the symbolism of Heorot, Hrothgar’s mead-hall, and Grendel’s lair. How are
they portrayed and described? What is the symbolic importance of each different setting? How
does the setting reflect who lives there?
3.
Loyalty is very important in Beowulf
BeowulfBeowulfBeowulf. What makes someone a loyal person? To whom or what is it
important to be loyal? Use examples from the book.
4.
Discuss the role of fate, or divine intervention, in Beowulf. How much of daily life is determined
by fate? Can fate be altered or manipulated? Is there any logical explanation for how fate
determines the outcomes of events?
S -85
Reproducible Student Worksheet
Teacher’s Page Beowulf
Wrap-up
Creative Writing
Objective: Creating a review of the book
Activity
Find and read a few movie and book reviews from the newspaper. Using them as guides, write a review
of Beowulf
BeowulfBeowulfBeowulf. Include at least one quote from the book, perhaps one that you feel has a great deal of
impact. Evaluate the play according to your opinion, but back up your reasoning with facts. The review
should be at least three paragraphs long.
Note to teacher: Sample book reviews written by ordinary readers, some of whom are students, are available
to read on the Amazon.com site
T -86
Student’s Page Beowulf
Wrap-up
Creative Writing
Objective: Creating a review of the book
Activity
Find and read a few movie and book reviews from the newspaper. Using them as guides, write a review
of Beowulf
BeowulfBeowulfBeowulf. Include at least one quote from the book, perhaps one that you feel has a great deal of
impact. Evaluate the play according to your opinion, but back up your reasoning with facts. The review
should be at least three paragraphs long.
S -87
Reproducible Student Worksheet
Appendix
Terms and Definitions
Alliteration -the repetition of sounds at the beginning of words. Example: More Mischief and Merriment.
Allusion - a reference to a person, place, poem, book, event, etc., which is not part of the story, that
the author expects the reader will recognize. Example: In The Glass Menagerie, Tom speaks of
“Chamberlain’s umbrella,” a reference to British Prime Minister Neville Chamberlain.
Characterization -the methods, incidents, speech, etc., an author uses to reveal the people in the book.
Characterization is depicted by what the person says, what others say, and by his or her actions.
Dialogue -conversation between two or more characters.
Epic - a long, narrative poem that celebrates the deeds of legendary heroes. Example: The Iliad.
Epic Hero - a man (very rarely a woman) who seems to conquer most problems he encounters, and
who is usually protected by or descended from gods but does not possess any god-like powers
himself. Example: Odysseus in The Odyssey.
Hero - the central character, usually one who possesses noble qualities such as self-sacrifice, courage,
wisdom, etc. Examples: Tarzan, King Arthur, Frodo.
Kenning – a compound word used as an adjective to describe a noun and also to indicate an opinion
about the noun. This technique is primarily used in Old and Middle English. Example: Beowulf
is called a “ring-giver,” implying that he both gives rewards to his followers and that he should
do so.
Mood -the emotional aspect of the work, which contributes to the feeling the reader gets from the
book. Example: Gothic novels like Frankenstein have a gloomy, dark quality to them, which the
author reflects through the depiction of nature, character, and plot.
Myth - a story with supernatural occurrences, which helped early cultures understand themselves.
Example: Sisyphus must push the same rock up the same hill every day as punishment for
angering Greek gods.
Plot - the pattern of events in a literary work; what happens.
Poetry - literature that is arranged in lines of differing and arbitrary lengths, not in paragraphs as in
prose. Sound, rhythm, and literary terms are more of an integral part of poetry than they are in
prose. Examples: Milton’s Paradise Lost, Shakespeare’s Sonnets.
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Point of View -the position or vantage point, determined by the author, from which the story seems
to come to the reader. The two most common points of view are First-person and Third-person.
Examples: First-person point of view occurs in The Adventures of Huckleberry Finn; the reader
receives all information through Huck’s eyes. An example of third-person point of view is
Dickens’ Hard Times, in which the narrator is not a character in the book.
-the position or vantage point, determined by the author, from which the story seems
to come to the reader. The two most common points of view are First-person and Third-person.
Examples: First-person point of view occurs in The Adventures of Huckleberry Finn; the reader
receives all information through Huck’s eyes. An example of third-person point of view is
Dickens’ Hard Times, in which the narrator is not a character in the book.
Setting -when and where the short story, play, or novel takes place. Examples: Macbeth takes place
in the eleventh century in Scotland. The Old Man and the Sea has
hashas its
itsits main
mainmain setting
settingsetting on
onon the
thethe ocean
oceanocean
outside Havana, Cuba, in an unspecified time in the middle-to-late 20th-century.
Symbol -an object, person, or place that has a meaning in itself and that also stands for something
larger than itself, usually an idea or concept; some concrete thing which represents an
abstraction. Example: The sea could be symbolic for “the unknown.” Since the sea is something
that is physical and can be seen by the reader, and also has elements that cannot be understood,
it can be used symbolically to stand for the abstraction of “mystery,” “obscurity,” or “the
unknown.”
Theme -the central or dominant idea behind the story; the most important aspect that emerges from
how the book treats its subject. Sometimes theme is easy to see, but, at other times, it may be
more difficult. Theme is usually expressed indirectly, as an element the reader must figure out.
It is a universal statement about humanity, rather than a simple statement dealing with plot or
characters in the story. Themes are generally hinted at through different methods: a phrase or
quotation that introduces the novel, a recurring element in the book, or an observation made
that is reinforced through plot, dialogue, or characters. It must be emphasized that not all works
of literature have themes in them. Example: In a story about a man who is diagnosed with cancer
and, through medicine and will-power, returns to his former occupation, the theme might be:
“Real courage is demonstrated through internal bravery and perseverance.” In a poem about a
flower that grows, blooms, and dies, the theme might be: “Youth fades, and death comes to all.”
Tone -the atmosphere in a literary work or the attitude the author puts in a literary work. Examples:
The gloom and representation of decay is the main tone of Poe’s The Fall of the House of Usher;
the tone of Catch-22 is one of sarcasm and absurdity.
Universality -a literary work whose appeal extends beyond a specific time or place to any readers in
any century. Examples:
A Christmas Carol; The Wizard of Oz.
89
SMALL GROUP LEARNING
Small Group Learning is defined as two to five students working together for a common goal. For it to be
successful, three basic elements must be present.
1.
SOCIAL SKILLS IN GROUP WORK: Most students, unless they are taught the appropriate skills,
do not participate as effectively as they might in small group work. Like any other skill, those
needed for group work must be identified, practiced, and reinforced. To this end, we have
included a Social Skills Behavior Checklist which we will ask you to use to rate your group. At
this time, please read the related objectives listed below.
Social-Behavioral Objectives
1.
Everyone is addressed by his or her first name.
2.
Everyone speaks quietly in order not to disturb other groups.
3.
No one ever uses put-downs or name calling.
4.
Everyone is always physically and mentally part of the group. The following are
prohibited and may result in the group’s grade being lowered:
A.
Putting one’s head down on the desk.
B.
Reading or working on unrelated items.
C.
Moving about the room or talking to members of other groups.
5.
Everyone is encouraged to participate and does participate.
6.
Everyone offers praise and encouragement.
7.
Everyone recognizes that on some points of opinion two equally valid points of view
can be supported.
8.
Everyone also recognizes, however, that the worth of an idea (opinion) depends on
the strength of the facts that support it.
Social-Intellectual Objectives
9.
Ideas are discussed aloud.
10.
Ideas are summarized.
11.
Clarification is asked for and received.
12.
Explanations are given until everyone understands.
13.
Ideas, not people, are criticized.
14.
Difficult ideas are paraphrased.
15.
Multiple points of view are examined.
16.
Work is organized within available time and available resources.
17.
Questions are asked and answered satisfactorily.
18.
Ideas are examined, elaborated on, and pulled together.
19.
Reasons and rationale are asked for and provided.
20.
Conclusions are challenged with new information.
21.
Ideas are created in brainstorming.
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2.
POSITIVE INTERDEPENDENCE: Critical to successful group work is the realization on the part of
the students “that we are all in this together; we either sink or swim as a group.” In terms of this
unit, it may mean that everyone in the group will share the group grade on the project, whether
it is an “A” or an “F.”
3.
INDIVIDUAL ACCOUNTABILITY: The bottom line of any teaching method is, of course, how
well the students have mastered the objectives being taught. Therefore, you must understand
that the small group process, while it is more fun than other methods, is serious business. At the
conclusion of this unit, a test may be used to evaluate how well each individual has mastered the
objectives. As a consequence, the student who slacks off in the group or in his homework not
only lets the group down, but also hurts him or herself.
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PROCEDURES FOR SMALL GROUP WORK
As well as mastery of content and concepts, grades will be based on the demonstration of the following
skills.
1.
Linguistic-Intellectual Skills – These skills are fostered when students examine ideas from
multiple points of view and critically probe for strengths and weaknesses.
2.
Group Social Skills – Before anything else can be mastered, the small group must function
effectively as a learning unit, which makes the mastery of these skills the first priority.
Linguistic-Intellectual Examples of these skills in action
Skills to be Demonstrated
Explaining
It seems to me…
One way of looking at it…
How does everyone feel about…
The idea that…
Encouraging
What’s your idea?
I didn’t think of that.
Good idea!
That helps.
Good; go on with that thought.
Clarifying
Let’s put it this way...
Perhaps if we draw a chart...
It may mean that....
How does this sound...
Where does this lead us?
Elaborating
That’s right and it also may include...
Another instance of that is when...
A point we might also include...
Qualifying
I agree with your premise, but...
I see it leading somewhere else...
That is one reason, but it may also...
I agree with the examples, but I come to a different conclusion.
Does that conclusion hold up in every instance?
Questioning
Why do you say that?
What is the proof for that conclusion?
Is that a valid generalization?
How did you reach that point?
Disagreeing
It seems to me there could be a different reason.
But looking at it from his point of view...
We may be jumping to a conclusion without looking at all the facts.
Here’s another way of looking at it...
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SMALL GROUP EVALUATION SHEET
Social-Behavioral Skills in our group
Poor Good
1.
Everyone is addressed by his or her first name. 1 2 3 4
5
2. Everyone speaks quietly. (If one group gets loud, other groups 1 2 3 4 5
get louder to hear each other.)
3.
No one ever uses put-downs or name calling. 1 2 3 4
5
4.
Everyone is always physically and mentally part of the group. 1 2 3 4
5
5.
Everyone is encouraged to and does participate. 1 2 3 4 5
6.
Everyone offers praise and encouragement. 1 2 3 4 5
7.
Everyone recognizes that on some opinions, two 1 2 3 4 5
equally valid points of view can be supported.
8.
Everyone also recognizes, however, that the worth of an idea 1 2 3 4 5
(opinion) depends on the strength of the facts that support it.
Social-Intellectual Skills in our group
9.
Ideas are examined and discussed aloud. 1 2 3 4 5
10.
Ideas are summarized. 1 2 3 4 5
11.
Clarification is asked for and received. 1 2 3 4 5
12.
Explanations are given until everyone understands. 1 2 3 4 5
13.
Ideas, not people, are criticized. 1 2 3 4 5
14.
Difficult ideas are paraphrased. 1 2 3 4 5
15.
Multiple points of view are examined. 1 2 3 4 5
16.
Work is organized within available time and available resources. 1 2 3 4 5
17.
Questions are asked and answered satisfactorily. 1 2 3 4 5
18.
Ideas are examined, elaborated on, and pulled together. 1 2 3 4 5
19.
Reasons and rationales are asked for and provided. 1 2 3 4 5
20.
Conclusions are challenged with new information. 1 2 3 4 5
21.
Ideas are created in brainstorming. 1 2 3 4 5
Total Score ______________
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STUDENT ROLES IN GROUP DISCUSSIONS
1.
Reader: The reader’s job is to read the questions aloud and to be sure everyone knows the
meaning of unfamiliar words and understands the questions.
2.
Recorder: The recorder takes notes and is responsible for writing down the group’s final answers.
3.
Timer and Voice Monitor: The timer and voice monitor is responsible for reminding individuals
when they get too loud and for keeping track of the time. Because of a concern for finishing the
project on time, the monitor will be the one to get the students back on task when they stray or
get bogged down on one point.
4.
Checker and Encourager: This person’s chief responsibility is to encourage all members to
contribute, to compliment when appropriate, and to remind everyone of the necessity of avoiding
name calling and/or put-downs.
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Newspaper
News Article -This is an accurate and objective reporting of an event. News articles should include the
“Five W’s”: What, When, Where, Who, and Why. A good newspaper writer usually can include all the
necessary information in the first paragraph of the article. This is done so that readers can understand
what the article is about simply by reading one paragraph and then deciding if they want to read further
to get more detailed information.
The next paragraphs in the news article expand on the Five W’s of the first paragraph.
Example:
Last night at 10 PM, a train from Philadelphia, PA to Pittsburgh slid off the tracks near Johnstown.
No injuries were reported, but the train had been carrying flammable materials. A spokesperson for
the Pennsylvania Railroad, Mr. Robert Graves, said that while there was no evidence of sabotage, “that
possibility is being looked into by police.” This is the second derailing on this route in two years.
The rest of the article would expand upon and give background and further information on the
accident.
Editorial - This is a piece in which the writer gives opinions about an issue. A possible solution may
be suggested. The requirements of the Five W’s and absolute, unbiased accuracy are not adhered to as
strictly as they are in a news article.
Example:
How many train wrecks will we have before the government steps in? Will it take a fatality before
trains in our state are made safer? Should explosives, poisonous materials, and hazardous wastes
continue to be shipped with only minor considerations to safety? This newspaper’s opinion is a firm
and resounding “No!” If the Federal Transportation Commission does not recognize its own failings
and correct the problems, it will be our local politicians’ job to re-route trains carrying potentially
dangerous cargoes away from our communities.
95
Human-Interest Story - This type differs from the previous two because it has a different overal- This type differs from the previous two because it has a different overall
intent. As in a news article, the intent is to inform the reader of facts, but in the human-interest story,
writers add the element of appealing to the readers’ sympathies. Answering the Five W’s is usually
adhered to, but not as strictly as in the news article. Frequent topics of human-interest stories are
animals, heroic deeds, strange occurrences of fate, money, etc.
Example:
Huddled among the broken railroad cars and destroyed contents of yesterday’s train derailment near
us, sat someone’s lost puppy. Police found it early this morning after hearing whimpering from inside
one of the cars. The poor dog’s leg had been severed in the accident, and it was trapped by rubble. Had
another hour elapsed, it probably would have died, says a local veterinarian, who treated the mixed-
breed, black-and-white dog. According to the vet, Stumpy, as the dog is now called, has received more
than twenty requests for adoption since his lucky rescue was accomplished.
Headline – This is a short heading over an article, which is set in large type, and which gives an
indication of the subject of the article. Headlines are short and are designed to catch the readers’
interest. All important words in the headline should be capitalized. Each article in a newspaper
contains a headline. The wording of headlines is very important. If they say too much, readers may
skip reading the article; if they are too vague, the subject may not interest the reader. Simple words
such as a, and, the are frequently left out of headlines.
Examples:
Train Jumps Tracks; Second in Two Years
Two Train Wrecks Are Too Many
Injured Puppy Found in Train Debris
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Writing Poems
1.
Definition Poem
Start with an abstract word. Then give images of that word.
Definition poems can begin as follows:
Happiness is
or
A delinquent’s life is
The lines that follow define the abstraction by giving specific, detailed examples or images.
2.
Cinquain – a poem 5 lines long that does not rhyme.
line 1 has two syllables
line 2 has four
line 3 has six
line 4 has eight
line 5 has two again
My dog
The best, I think
Of course, you may have one.
Mine has to be cuter than yours
She’s mine
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3.
Diamantes
A diamante is a diamond-shaped poem based on contrasts. Although there are variations, the
most common pattern produces a seven-line poem with the following form:
Line 1 – one word, usually a noun
Line 2 – two adjectives that describe the noun
Line 3 – three participles also describing the noun
Line 4 – provides a transition from the word in line 1 to the word in line 7
Line 5 – three participles that describe the noun in line 7
Line 6 – two adjectives that describe the noun in line 7
Line 7 – a noun that contrasts with line 1
Fire
orange and yellow
licking, leaping, lighting
caught between desire and indifference
staring, glaring, glistening
silver and blue
Ice
4.
Many other types of poems are written in a free, non-rhyming form, without a standard meter,
but arranged in stanzas. These will probably be the easiest for you to write, although you are
encouraged to attempt all types of poetry.
The thousand knights in armor
And on horses
Flew down the hill,
Yelling their ferocious battle cries
To make us tremble and retreat.
We stayed,
Ready to meet our death
Proudly.
5.
One of the most well-known poetic forms is Haiku, and it is quite simple to write. It consists of
three lines only that may not rhyme. The first line has 5 syllables, the second has seven, and the
third has five again.
Many winters pass;
The oak grows taller each year.
When will acorns form?
98
Dramatization of Scenes in the Novel
Drama: Drama according to Aristotle is “imitated human action” presented through dialogue meant to
instruct or entertain.
Dramatic Monologue: A person speaks to a silent audience, revealing an aspect of his or her character,
expressing a viewpoint.
Comments:Often, sections of literary works seem to portray intense or captivating interaction, drama,
between characters. While reading, visualize how the characters move in terms of their gestures
and in relation to each other. See them touching each other or backing away. Hear the tones in
their voices and the inflections, volume, and emphasis they use when they speak to each other.
Imaginatively experience the feelings and meanings they are communicating to each other.
We do not expect that students will be above-average performers, and we do not feel they should
be judged on “acting” as a major criterion in any dramatization. Students should be expected to
capture the characters they portray and exhibit the truth of whatever the activity calls for. These
types of activities are not intended to be polished Hollywood performances, nor the quality one
would even see on a High School stage. That takes a class in drama or a group of talented performers
who have a great deal of time to prepare. Our acting activities are designed only to reveal
character or plot to the audience.
99
Directions for Interviews
Planning in Small Groups
First, discuss what you, as interviewer, want to know and the reasons you want to know it. Decide
what you want to use as your specific questions.
Planning in Small Groups
First, discuss what you, as interviewer, want to know and the reasons you want to know it. Decide
what you want to use as your specific questions.
Second, anticipate what the person being interviewed will answer. Use as many quotations from the
text as possible. The answers should be consistent with things the character or narrative text says.
Finally, plan the interviewer’s summary remark. Try to explain how the information in the questions/
answers relates to the plot in general and thematic ideas of the novel.