to TRNTN by the end of Friday, E.S.T.
to TRNTN by the end of Friday, E.S.T.
learning goal: what is one writing lesson, small or large, I can take away from model responses by last year’s seniors? (use one of the content writing rubric’s criteria to categorize your answer)
introduce “content writing rubric,” which has five instead of three criteria
preview student model responses to first 700 lines of Beowulf (on Raw Materials page of this blog)
by halfway through class, submit a complete draft of your Beowulf essay
during second half, receive feedback from classmate and begin revising accordingly
revised draft due Friday
learning goal: how can I best build transitions among my essay’s several paragraphs?
brief summary of Thomas Hill essay about Christian language in the poem (summary outline)
during class time, compose at least one additional paragraph, knowing that mid-class Wednesday is the target for a complete draft
some have asked if you need to include quotations. yes. ground your argument in the actual words of the text. those words provide a stronger foundation for your main idea.
learning goal: how does my idea provide insight to future seniors reading this poem?
brief essay feedback
composition time (use present tense, since Grendel is still a monster)
composition schedule: Mon/one paragraph; Tues/two paragraphs total; Wed/full draft by midway thru class (2nd half used for feedback, revision and submission
BE SURE to compose on the prescribed template and add acknowledgments where applicable
brief summary of essay T. Hill’s essay, “Christian Language and Theme of Beowulf“
for anyone who might find it helpful, here is a list labels Mr. Brown created to represent the various student essay ideas
learning goal: to see your essay audience as next year’s seniors
review of classmates’ ideas
summary of essay about Christian language in the poem
learning goal: what is one observation about a particular demon or pattern among demons that is worth exploring further?
In order to make observations worth exploring further:
download table, then start rearranging cells to create new combinations across particular rows–for example, re-arrange column GM or D to read vertically in order of passages’ appearance; or align similar essential qualities across all three monsters
use the far-right column or the bottom row to record observations, then start selecting observations that especially interest you–in light of Tolkien’s claim that these three monsters are “essential, fundamentally allied to the underlying ideas of the poem”
After the first half hour of class, you will have the rest of the time to write a prospectus--that is, a developed paragraph that explains the observation you want to explore further and why. This further exploration will happen in an essay. What idea would you like to pursue in that essay? As a guideline, use the “11-sentence” format to organize your prospectus. Within this structure, provide three different reasons for pursuing this observation and its significance to the overall poem. As you compose this prospectus, consider the “open question” below.
By midnight today (Wed), submit your prospectus paragraph to TURNITIN.
BE SURE to submit the paragraph on the prescribed template–the one with a default header-pledge and footer-acknowledgment.
Open question: What about the humans in this story? For example, do any of them show monstrous qualities? What primarily motivates/inspires/guides them? As you consider this question, make a list of major human characters in the poem.
learning goal: infer specific qualities of the dragon from passages of 1-5 lines
together, complete the dragon’s column of the “3 Demons” chart
for model entries, consult Mr. Brown’s table for Grendel and Grendel’s mother
learning goal: see the human-like attributes at the core of Grendel’s character
more fully appreciate the challenge of writing in this conventional form of Old English poetry
preview “3 Demons” chart (Grendel column), as invitation to vertical and horizontal observations
listen to Heaney’s reading of dragon excerpts
write fine lines of original verse in the Old English meter, using one of these contemporary topics, or one of your own making: ISIS, Ebola, college application process, sexual assault/rape on college campuses
learning goal: to recognize patterns in the first two demons and predict the trajectory of demon presence in the overall poem
in small groups, using the demon charts, identify the three most significant similarities and differences between Grendel and Grendel’s mother
as whole group, complete the Venn diagram on the white board
as a whole group, address this question: What do these similarities and differences suggest about the forthcoming third-and-final demon–its essential qualities and particular details?
if time allows, play a portion of Heaney’s reading the dragon episode