Essential Questions: Enduring Understandings:

Transcription

1 Anglo- Saxon/Middle Ages Enduring Understandings: Essential Questions: The hero s journey in Anglo Saxon literature is an archetype for future epics. The foundation of the Anglo Saxon society can be found in the epic writings of Anglo Saxon literature. Chaucer s Canterbury Tales displayed the social and religious aspects of the Middle Ages. Allegories inspire moral teachings not only for the Middle Ages, but also for future generations. What are sound devices? What is an epic and what defines an epic hero? What role does characterization play in writing? What does satire reveal about medieval literature? How is allegory used to teach a moral lesson through symbolism? What is an elegy? How do the characteristics of a ballad form a narrative? How is the archetypal journey of a hero portrayed in literature? 1

2 Anglo Saxon/Middle Ages Critical Content: Critical Skills: Allegory Identify the structure of a text. Alliteration Consonance Assonance Internal Rhyme Kenning Caesura Summarize the central ideas. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Satire Characterization Elegy Epic (hero) Archetype Narrative poetry Morality play Historical narrative Symbolism Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Classify types of syntax (e.g. sentence types, sentence beginnings, phrases, clauses) 2

3 Established Goal: RL.12.5: RL RI.12.2 RI.12.7 W.12.1a W.12.1b W.12.1c W.12.1d W.12.1e W.12.6 SL.2 SL.12.4 Learning Targets Analyze how an author s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. Read and comprehend literature, including stories, dramas and poems, in the grade 12 text complexity band proficiently, with scaffolding as needed at the high end of the range. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively), as well as in words in order to address a question or solve a problem. Introduce precise knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons and evidence. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience s knowledge level, concerns, values, and possible biases. Use words, phrases, and clauses as well as varied syntax to link major sections of the text, create cohesion, and clarify the relationships between claims(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are written. Provide a concluding statement or section that follows from or supports the argument presented. Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Present information, findings, and supporting evidence, conveying a Focused Assessed 3

4 clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. SL.12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.12.6 Adapt speech to a variety of contexts and tasks, demonstrate a command of formal English when indicated or appropriate. L.12.3(a) Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 4

5 Differentiation Unit Title: Anglo-Saxon and Middle Ages Performance Tasks with Ideas for Differentiation Option 1: Analytical Essay Description: Choose one of the many themes from Beowulf, Chaucer, Le Morte d Arthur, Everyman, or The Ballads You will need: MLA formatting guide, strong thesis statement, Works Cited. Core Standard(s): RL.12.5, RL.12.10, RI.12.2, RI12.7, W12.1a, W12.1b, W12.1c, W12.1d, W12.1e, SL.12.4, L.12.3 Option 2: Oral Presentation Description: Choose one or more Anglo-Saxon or Middle Ages pieces of literature and create an oral presentation that integrates the use of media. You will need: technology. Core Standard(s): 12.5, RL.12.10, RI.12.2, RI12.7, W12.6, SL.12.4, SL.12.5, SL.12.6, L.12.3 Option 3: Oral Presentation Description: Create in a group a modern day Prologue to the Canterbury Tales. Choose representative characters that are traveling to a modern day place. Describe the situation where they are going and 5+ characters that are traveling there. Characters must represent all walks of life. Students must show their understanding of satire. You will need: Posters or Power points to illustrate tales. Core Standard(s): RL.12.10, SL.2, SL.12.4, L.12.3 Remediation (R) and Extension (E): 1R: Teacher could provide background information, outlines, topic ideas. Provide quality sources at appropriate reading level with highlighted points. 1E: Students could write a comparison or could combine essay with the presentation in a creative manner. 2R: Teacher could provide background information, outlines, topic ideas. Provide quality sources at appropriate reading level with highlighted points. Could present in front of the teacher only instead of the classs. 2E: Create presentation as a movie file complete with text, images, video, and audio clips (voice and music). 3R: Teacher could form the groups so that students are able to rely on others in the group for support. 3E: Should be in the style of Chaucer. 5

6 Suggested Learning Experiences with Ideas for Differentiation R)=Remediation E)=Extension Analytical Activities Define Hero and find textual evidence to support the definition. (Beowulf, Le Morte d Arthur) Define Feudal System and find textual evidence to support the definition. (Chaucer s Canterbury Tales) Examine characterization as it applies to the literature. (Beowulf, Le Morte d Arthur, or Chaucer s Canterbury Tales). RL12.5, RL12.10, RI12.2, RI12.7, W12.1a, W12.1b, W12.1c, W12.1d, W12.1e, W12.6, SL12.4, SL12.5, SL12.6, L12.3(a) Enrichment Activities Show film to compare to the literature: Merlin Sword in the Stone Camelot First Knight Lord of the Rings Sir Gawain and Green Knight Discuss the characterization, heroic elements and class system as it applies to both literature and film. Create your own pilgrim. Create your own pilgrim for modern day Canterbury tale with a description in iambic pentameter. This may be done in groups or individual. Create place where people travel in a group in modern times. Present Modern Day Canterbury Tale to class as group if done as a group. Create an Anglo-Saxon or Middle English newspaper. This may be done in groups or individual. Discuss styles of writing for newspaper and different sections. Has to look like a newspaper incorporating format and style. Must include front page, obituaries, editorials, ads, sports, and features. RL12.5, RL12.10, RI12.2, RI12.7, W12.1a, W12.1b, W12.1c, W12.1d, W12.1e, W12.6, SL12.4, SL12.5, SL12.6, L12.3(a) Rock and Roll Hall of Fame STI Lesson 52 Scops, Rappers and You: Historians with Style! This lesson will help students to better understand and appreciate the epic poem Beowulf by comparing it to a modern rap song. All R=provide skeleton notes on connections to the elements. E=find other media sources that exemplify characterization, heroic elements, and class system of the time period. E= Henry and the corresponding ballads which have been written about them. From the 6

7 learners, and at-risk students in particular, learn better when they are able to find relevance and meaning in the curriculum. By establishing links to contemporary issues, students will have the opportunity to demonstrate an understanding of this important work in terms of its cultural and literary significance. See Appendix Core Standard(s): RL.1, RL.4, W4, SL2 British tradition there is Robin Hood. Musical selections such as U2 s Pride and Elton John s adaptation of Candle in the Wind to honor Princess Diana, or his Empty Garden salute to John Lennon, as well as Dion s 1968 tribute to Abraham, Martin and John would also be appropriate. For additional credit, students could be encouraged to share other appropriate musical tributes to individuals and to explain how the subject personified the cultural values of our country. 7

8 Resources Nonfiction: The Ecclesiastical History of the English People (The Venerable Bede)(Glencoe) From The Book Margery Kempe (Margery Kempe) (Glencoe) Poetry: Beowulf (Glencoe) The Seafarer (Glencoe) Canterbury Tales- The Prologue (Geoffrey Chaucer) (Glencoe) The Pardoner s Tale (Geoffrey Chaucer)(Glencoe) The Wife of Bath s Tale (Geoffrey Chaucer)(Glencoe) from Sir Gawain and the Green Knight (Glencoe) Sir Patrick Spens (Glencoe) Bonny Barbara Allen (Glencoe) Get Up and Bar the Door (Glencoe) Lord Randall (Holt) The Twa Corbies (Holt) Edward, Edward (Holt) Legend: Le Morte D Arthur (Sir Thomas Mallory) (Glencoe) Drama: From Everyman (Glencoe) Audio/Visual: The History of the English Language (video) Beowulf (video) Sir Gawain and the Green Knight (video) A Prologue to Chaucer (video) Geoffrey Chaucer and Middle English Literature (video) Le Morte d Arthur (video) King Arthur (video) Life in Medieval Times (DVD) The Middle Ages: Program 1 & 2 (video) The Middle Ages: Program 3 & 4 (video) The Middle Ages: Program 5 (video) The Middle Ages (video) Life in Anglo-Saxon Times (DVD) 8