Running head: THE PROGRESSION OF BRITISH LITERATURE

The Progression of British Literature Yesenia Rodriguez EDUC 386

THE PROGRESSION OF BRITISH LITERATURE Table of Contents

Standards Addressed in Unit....3 Think-Tac-Toe..5 Curriculum Outline..6 Research Paper...12 Lesson Plan Day 1: History of the Medieval World/Literature.....15 Lesson Plan Day 2: Beowulf and the Heroic Code22 Lesson Plan Day 3: Old English and Language.29 Lesson Plan Day 4: Lancelot and the Chivalric Code...17 Lesson Plan Day 5: Development of Middle English and Its Literary Works.20 Journal/Personal Communication Assessment..23 Selective Response Assessment Quiz25 Constructive Response Assessment Essay.27 Product and Performance Assessment...30 Bibliography..35

THE PROGRESSION OF BRITISH LITERATURE Standards Addressed in the Unit Goal 1: Read with understanding and fluency.
A. Apply word analysis and vocabulary skills to comprehend selections.

1.A.5a: Identify and analyze new terminology applying knowledge of word origins and derivations in a variety of practical settings.

B. Apply reading strategies to improve understanding and fluency. 1.B.5a: Relate reading to prior knowledge and experience and make connections to related information Goal 2: Read and understand literature representative of various societies, eras and ideas.
A. Understand how literary elements and techniques are used to convey meaning.

2.A.4d: Describe the influence of the authors language structure and word choice to convey the authors viewpoint.

2.A.5a: Compare and evaluate oral, written or viewed works from various eras and traditions and analyze complex literary devices (e.g., structures, images, forms, foreshadowing, flashbacks, stream of consciousness).

2.A.5b: Evaluate relationships between and among character, plot, setting, theme, conflict and resolution and their influence on the effectiveness of a literary piece.

2.A.5c: Analyze the development of form (e.g., short stories, essays, speeches, poetry, plays, novels) and purpose in American literature and literature of other countries.

2.A.5d: Evaluate the influence of historical context on form, style and point of view for a variety of literary works.

B. Read and interpret a variety of literary works.

THE PROGRESSION OF BRITISH LITERATURE 2.B.5a: Analyze and express an interpretation of a literary work. 2.B.5b: Apply knowledge gained from literature as a means of understanding

contemporary and historical economic, social and political issues and perspectives. 2.B.4c: Discuss and evaluate motive, resulting behavior and consequences demonstrated in literature. Goal 3: Write to communicate for a variety of purposes. A. Use correct grammar, spelling, punctuation, capitalization and structure. 3.A.5: Produce grammatically correct documents using standard manuscript specifications for a variety of purposes and audiences.

THE PROGRESSION OF BRITISH LITERATURE Think-Tac-Toe From this list, students must choose 3 activities. They will be due at the end of the semester. Rubrics for the poem and essay are available upon request. Film Review Watch the most recent Beowulf film and compare it to the epic read in class. How are things different? Are any themes of religion and heroism evident? Log Keep a semester long log of words from the text you have encountered but d not know. Define them and turn them in at the end of the semester. Epic Poem Write a heroic epic that embodies the Germanic Heroic Code and time period. Use vocabulary from Beowulf, at least 5 words, in your epic. 1 page minimum. No rhyming required. Museum Brochure Go to the Field Museum and photography the medieval weaponry and art exhb9ubts. Put together a brochure with the photos and describing them

Medieval Weaponry Design a medieval weapon of your choice: mace, sword, shield, lance etc. Make this preferably out of safe material. See me if you have any questions as to design or material. Essay Write a short 3-4 page essay on how the chivalric code and the heroic code differ. Use examples from texts in class and any you may have read independently

THE PROGRESSION OF BRITISH LITERATURE Multicultural Curriculum Outline-The Progression of British Literature I. History of the Medieval World/Literature A. Britain in the World: 1. Once had Roman colonies; up until the fall of Rome. 2. Invasion of Normandy: in 1066, the Normans invaded Britain for their new colony. William The Bastard killed thousands; spoke French. Relations between the British and Normans strained There was a combination of Pagan and Christian Beliefs

B. Literary Works: many were changed to accommodate the Normans beliefs and authority. 1. Bede: An Ecclesiastical History of the English People - Quick over view Resurgence of Latin (the learned language; scholars and the rich) French was courtly and the language of the powerful Existing works (from before 1066) were rewritten to reflect Christian beliefs Pagans were considered evil

C. Beowulf 1. Introduction to Beowulf PowerPointCovers: Background of time period Vocabulary Old English Explanation Quick Character Analysis

2. Assignment: Read lines 1 through 300.

THE PROGRESSION OF BRITISH LITERATURE -Reflect upon this in your journals. Write down terms or key aspects that strike you. II. Beowulf and the Heroic Code A. Students reactions to Beowulf after short quiz Discuss: Difficulty of Old English in the translation Beowulf as a character -Arrogant -Pride Class/Position -Of noble birth -Regarded as a legendary hero

B. Heroic Code: 1. Characteristics of the Heroic Code Pride Glory above all other things No prominent women Loyal men Glorious death; dying in battle

2. What signs does Beowulf exhibit of the Heroic code? Student discussion in groups of 3-4 Each student will find 1 characteristic, but discusses only 1 out of the 3 or 4 in the class forum. C. Rewritten to the New World standards: 1. Mention of the different villages I.e. -Are relations friendly? Obliging or begrudging?

THE PROGRESSION OF BRITISH LITERATURE 2. Change from Paganism to Christianity: In the same groups, have students locate at least 2 Christian lines distinctive of the Christian religion and 2 of the Pagan. 3. Homework: Read lines 300 through 600. -Find 2 more examples of Christianity and Paganism in the text. III. Old English and Language A. Old English 1. Reading of Beowulf in Old English Excerpt-Discussion 2. Language of Beowulf:

Kennings: a metaphoric expression sailors and travelers of the Medieval world used as their form of language.

3. Kennings Assignment: Students must individually write at least 3 Kennings in their Journal

B. The French Influence-The Romances of Arthur 1. Geoffrey of Monmouth: one of the first and few well known medieval historians Wrote of Richard the Lion Heart and Ambrosias Aralias (who is also thought to be Arthur) Wrote The Romances of Arthur -Development of knights -Arthur and Guinevere 2. Chrtien de Troyes: French writer who made the most famous knighthood story-Lancelot Wrote for the French court, but his writings were translated into many languages, including English.

THE PROGRESSION OF BRITISH LITERATURE Guinevere and Lancelot became the power couple of the day

C. Homework: 1. Read Lancelot, the first chapter (1 of 4) 2. Take notes on key things such as: -English and French relations -Knightly conduct -Womens influence and portrayal -Magical influence IV. Lancelot and the Chivalric Code A. Knighthood-Expectations and Characteristics 1. Short Quiz on Chapter 1 of Lancelot 2. Put class into groups of 2-3. With 10 minutes of planning, the students are no portray what their idea of a knight is or should be 3. Discussion leading into the differences between the Heroic Code and the Chivalric Code. The Heroic code is all glory and battle. There are never any prominent women in these stories or romance. Loyalty is key to these men. B. Chivalric Code/ Women/ English and French Relations 1. Chivalric Code: Loyalty to your king Accumulate wealth Marry rich and advantageously Romance

THE PROGRESSION OF BRITISH LITERATURE Prominent women

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2. Guinevere and Medieval women: Women in Medieval romances were either saintly or evil. Guinevere was seen as both. She was the most beautiful woman in all the world. (The ultimate prize) Women were represented as untouchable beings- you may reach for them but never touch Adulteress; she betrayed Arthur

3. English and French Relations: Chrtien adapted Lancelot from Geoffreys King Arthur Arthur was regarded as a hero in the English culture and country. By writing Lancelot, Chrtien has embarrassed his reputation: -He portrays Arthur as a weak and foolish King -His wife is unfaithful to him (he was more king than husband) - Lancelot is the opposite- good and pure, brave and romantic C. Homework: Red the remaining two chapters of Lancelot. Write a reflection on them discussing the main points covered in class: Code of Chivalry Portrayal of Women French and English relations The Frenchs portrayal of English Kings

V. Development of Middle English and Its Literary Works A. History 1. French was prevalent thanks to William the Bastard. He wrote the Doomsday Book which he taxed.

THE PROGRESSION OF BRITISH LITERATURE He overturned Englands Feudalism and turned it into a Beauracracy This deeply angered the British people-This led to the Hundred Years War -Richard the Lion Heart begins to take back England for the British People 2. Transition to Middle English Latin and French were the main languages -Latin meant you were well educated -French was a courtly language, of the higher class -English was seen as the language of the lower class

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The outcome of the Hundred Years war leads to the resurgence of the English Language from Old English to Middle English.

B. Chaucer 1. Introduction to Chaucers The Canterbury Tales PowerPoint Covers: -Middle English reading -Vocabulary -Character List -Tale Summaries 2. Middle English Exercise Students will be given an poem in Chaucers The Canterbury Tales written in Middle English After having heard the teacher correctly pronounce it, they will each individually have to perform the same poem in Middle English.

THE PROGRESSION OF BRITISH LITERATURE Research

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The first day will commence with information regarding the history of Britain. Rome had colonies in Britain until their downfall, at which point they were left with their culture and values. In 1066, the Normans invaded for new land. William I otherwise known as William The Bastard was the first Norman King who invaded England. With him he brought Norman-French Culture which angered the British who saw their own heritage being destroyed. With their Roman background and new Norman beliefs, there was a combination of Christian and Pagan faiths. Many literary works were changed to reflect the change from pagan to Christian. Literature was mainly written in Latin or French, the languages of the upper class. Latin was seen as scholarly a learned while French was courtly and considered the language of the rich. Even works that were written prior to the Normans invasion were changed to reflect the newly enforced Christian beliefs. All other religions, particularly paganism, were considered evil by the church. The epic of Beowulf was one such work. On the second day the student will begin to learn the difficulty of reading Old English translations. Discussion will lead to Beowulfs character. The man is arrogant, prideful, of noble birth and regarded as a hero among everyone. His concern is of class and the position he holds in society. Beowulf follows what is referred to in literary criticism as the Heroic Code. When the Heroic Code is in a story it means Pride, Glory, Loyalty and Dying a glorious death. Women are typically never prominent is these sorts of stories. Beowulf was originally written during a time when paganism was considered the main religion in Britain. It was rewritten to new world standards. There are certain characteristics and rituals in the stories which are indicative of pagan origins but have been rewritten to Christianities standards.

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The third day is concerned with Old English. An oral reading will have to be made to really understand it. The language, or even slang, Beowulf and the rest of the characters use are referred to as kennings. Kennings are metaphoric expressions that sailors and travelers of the medieval world used. Beowulf is based on the history of England and one of the best known medieval historians was Geoffrey of Monmouth. He wrote of Richard the Lion hearts victories as well as Ambrosias Aralias, who is speculated to be King Arthur. Geoffrey of Monmouth was also responsible for writing The Romances of Arthur. With this story, we have the developments of knights and the famous King Arthur and Guinevere. These stories had a great impact on French writer Chretien de Troyes. Chretien wrote for the French court but his writings were translated into many languages which included English. This is how Lancelot became famous in England. Lancelot and Guinevere became the power couple of the day. The fourth day will deal with the differences between the Heroic Code and the Chivalric Code. There are knightly expectations and characteristics, just as there are for the heroes of Beowulfs time. This was called the Chivalric Code. This code held : Loyalty to your king, accumulations of wealth, marrying rich and advantageously, romance and (unlike Heroic stories) prominent women. They were to be revered and admired but never touched. Women of this era were much like Guinevere. They could be considered saintly or evil. Guinevere was seen as both. She was rich and beautiful, the ultimate prize for any knight. However, she was unfaithful to her husband and king. Relations between England and France was very poor due to William the Bastard. Chretien may have written Lancelot in order to portray King Arthur as a foolish and weak king, who had up until this time, been regarded as a hero in Britain. He is more king than husband. Lancelot is the opposite: good and pure and in love with his queen.

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The fifth and final day will be on the development of Middle English. Due to William I, French was incredibly prevalent in England. He wrote The Doomsday Book, which was taxed among the people. Hed also turned the countries Feudalism into a Beauracracy. This deeply angered the British people. The anger and resentment ultimately led up to the Hundred Years War. Richard the Lion heart took back Britain for his people. A resurgence of English, which up until this time was considered the language of the poor, commenced. It had not been taught formally for many years and the changes renamed it Middle English. One work written at the peak of Middle English was The Canterbury Tales by Geoffrey Chaucer.

THE PROGRESSION OF BRITISH LITERATURE History of the Medieval World/Literature Date: Day 1 I. Topic: History of the Medieval World/Literature II. Major Concepts:

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This lesson will cover the history of Britain from the time when it was a Roman colony until the invasion of 1066 by the Normans. The effects of the Normans Invasion took a toll on the island as well as its works of literature. Relations between the French and British become increasingly strained. Traditions and beliefs of the Normans soon begin to warp the original Pagan beliefs of those on the island to Christian. The end of the lesson will consist of a short introduction to the epic of Beowulf. III. Illinois Standards: English Literature: 2.A.5c: Analyze the development of form (e.g., short stories, essays, speeches, poetry, plays, novels) and purpose in American literature and literature of other countries. 2.A.5d: Evaluate the influence of historical context on form, style and point of view for a variety of literary works. 2.B.5b: Apply knowledge gained from literature as a means of understanding contemporary and historical economic, social and political issues and perspectives. English Reading: 1.A.5a: Identify and analyze new terminology applying knowledge of word origins and derivations in a variety of practical settings. IV. Key Terms: 1066

THE PROGRESSION OF BRITISH LITERATURE William The Bastard Beowulf Epic Old English

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V. Lesson Objective: To explain the effect of invaders on British soil and how it changed the history of England and its literary works; even those before 1066 and well after. The brief PowerPoint will also help gain insight on the epic of Beowulf, before beginning the text, for a better understanding. A. Anticipatory Set: Teacher will explain the history of England and the Invasion of 1066 and the rulers of the time. -Pass out map of Medieval England Dictate a quick overview of Englands literary works. B. Input: Present PowerPoint on Beowulf which explains: Time period, Vocabulary, Old English and includes a which character analysis C. Modeling: Answer any questions the students may have or that have arisen with the lecture or slides. D. Checking for Understanding: Ask students questions pertaining to the lesson (historical figures, dates, etc), particularly if they have no asked questions. E. Guided Practice:

THE PROGRESSION OF BRITISH LITERATURE Students will read lines 1-800 of Beowulf. VII. Student Activities: A. 1. Anticipatory Set: Listen to lecture, look over map handout, and listen and watch the PowerPoint Slides. 2. Input, Modeling and Understanding: Students will listen, watch and ask questions they may have on the material. 3. Guided Practice: Students will read lines 1-300 of Beowulf. B. Independent Practice:

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-They will then write down key terms or passages that caught their attention in their journal. VIII. Closure: Students may (if they have started reading) begin writing in their journals. A forewarning of tomorrow quiz on the 300 lines of Beowulf, and then dismissal. IX. Texts, Material or Equipment Used: Beowulf Projector Laptop PowerPoint Medieval England Map

THE PROGRESSION OF BRITISH LITERATURE Medieval England: 700-800 B.C.

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THE PROGRESSION OF BRITISH LITERATURE Journal/Personal Communication Assessment Subject Area: English Literature

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Grade Level: High School Juniors or Seniors

Purpose of the Assessment: The purpose of this assessment will be for the students to reflect on a work that may be entirely foreign to them in terms of difficulty and understanding. By writing down things they do not yet understand or passages they find interesting, they can have checklist of subjects they can clarify in class the next day during discussion. Standards Addressed: English Literature: 2.A.5c: Analyze the development of form (e.g., short stories, essays, speeches, poetry, plays, novels) and purpose in American literature and literature of other countries. 2.A.5d: Evaluate the influence of historical context on form, style and point of view for a variety of literary works. 2.B.5b: Apply knowledge gained from literature as a means of understanding contemporary and historical economic, social and political issues and perspectives. English Reading: 1.A.5a: Identify and analyze new terminology applying knowledge of word origins and derivations in a variety of practical settings.

Prompt: Read lines 1-300 of Beowulf. Did you find that it was difficult to read a text that has been translated from Old English? Were there any words or passages that you did not understand entirely? For passages you did understand, what struck you about them?

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Rubric: (Checklist) Short summary of the passage read. At least 1 quote from the reading. At least 1 word of phrase unknown to the reader. Thoughtful and creative prose Personal input At least 350 words.

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THE PROGRESSION OF BRITISH LITERATURE Bibliography

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Heaney, S. (2000). Beowulf: A New Verse Tanslation. New York: Farrar, Straus, And Giroux. Medieval England Map. (n.d.). Crown of England. Retrieved April 4, 2011, from media.indiawargamers.com/images/campaigns/crown_england/campaign1.jpg Sweeney, M. (2000). Magic in Medieval Romance . Dublin: Four Courts Press. The Medieval Period (2 ed.). (2009). Peterborough, Ontario: Broadview Press. name. (n.d.). William I (king of England) -- Britannica Online Encyclopedia. Encyclopedia Britannica Online Encyclopedia. Retrieved April 13, 2011, from http://www.britannica.com/EBchecked/topic/643991/William-I

THE PROGRESSION OF BRITISH LITERATURE Beowulf and the Heroic Code Date: Day 2 I. Topic: Beowulf and the Heroic Code II. Major Concepts: This lesson will put into perspective the epic of Beowulf. The class will be analyzing

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Beowulf as a character, how they transition into the Heroic Code, and the effects this had on the literature written at this time. Lastly, there is the foreign consequence of a different religion: the Paganism taken over by Christianity. III. Illinois Standards: English Literature: 2.A.5b: Evaluate relationships between and among character, plot, setting, theme, conflict and resolution and their influence on the effectiveness of a literary piece. 2.A.4d: Describe the influence of the authors language structure and word choice to convey the authors viewpoint. 2.A.5d: Evaluate the influence of historical context on form, style and point of view for a variety of literary works. 2.B.5b: Apply knowledge gained from literature as a means of understanding contemporary and historical economic, social and political issues and perspectives. 2.B.4c: Discuss and evaluate motive, resulting behavior and consequences demonstrated in literature. English Reading: 1.A.5a: Identify and analyze new terminology applying knowledge of word origins and derivations in a variety of practical settings.

THE PROGRESSION OF BRITISH LITERATURE 1.B.5a: Relate reading to prior knowledge and experience and make connections to related information. IV. Key Terms: Heroic Code Christianity Paganism

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V. Lesson Objective: To understand a work that has been translated from Old English and subsequently changed to reflect the views of the world surrounding it. Students will also need to understand the concept of the Heroic Code and how it will differ from works later on. VI. Teacher Activities: A. Anticipatory Set: Begin with short vocabulary quiz on Beowulf. Begin proper lecture on Beowulf and questions students about his character; leading into the Heroic Code. B. Input: Teacher must explain the difficulty of both reading and translating Old English. Prompting may be needed to give their insights on Beowulf (epic and character). Finally, students must be lead into how to find Heroic Code characteristics. C. Modeling: Explain that students should get into groups and each find a Heroic Characteristic; having 1 main characteristic to announce at the end of 15 minutes. Observe students in groups of 3-4. The second project will have the groups find 2 Pagan and 2 Christian beliefs in the D. Checking for Understanding:

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Observe students in groups of 3-4. Call on them at the end of the allotted time, and make sure each group has 1 Heroic characteristic for the first group project. The second will call for the groups to have 2 Pagan and 2 Christian passages. E. Guided Practice: Class will search for 1 Heroic characteristic in their first group project which Beowulf exhibits. The second will call for each group to have found 2 Pagan and 2 Christian passages. VII. Student Activities: A. 1. Anticipatory Set: Students will listen to the explanation of Beowulf and the Heroic Code, and the effects religion has had on it and other medieval works. 2. Input, Modeling and Understanding: Students will partake in a discussion of Beowulfs character and the Heroic Code and later on religion. Students may then ask any questions they may have relating to the lesson at hand. 3. Guided Practice: Students will work in their groups for 2 projects B. Independent Practice: Students will read lines 800-1500 of Beowulf. -Find 2 more examples of Christianity and Paganism in the text assigned. VIII. Closure: Brief explanation of tomorrows lesson and then dismissal.

THE PROGRESSION OF BRITISH LITERATURE IX. Texts, Material or Equipment Used: Beowulf

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THE PROGRESSION OF BRITISH LITERATURE Selective Response Assessment Quiz Subject Area: English Literature Grade Level: High School Juniors or Seniors

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Purpose of the Assessment: The purpose of this assessment will to assess the students reading and analytical skills. For vocabulary or words they have not encountered, they should have been able to use context clues. This will also test the students ability to read through and complete a general homework assignment. Standards Addressed: English Literature: 2.A.5d: Evaluate the influence of historical context on form, style and point of view for a variety of literary works. English Reading: 1.A.5a: Identify and analyze new terminology applying knowledge of word origins and derivations in a variety of practical settings. 2.B.4c: Discuss and evaluate motive, resulting behavior and consequences demonstrated in literature. Rubric: This test will be graded based on whether the student has chosen the correct answer out of the 4. Each question is worth 2 points. The total sum of points available will be 10.

10 pts. 8 pts. 6 pts. 4 pts. 2 pts.

A B C D F

THE PROGRESSION OF BRITISH LITERATURE Name:__________________________ Date:___________________________ Beowulf Quiz (Lines 1-800)

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1. Where is Beowulf from? a. Angle-Land b. Denmark c. Greatland d. Heorot 2. Who is Beowulfs father? a. Breca b. Ecgtheow c. Hrothgar d. Hygelac 3. Who rules Greatland at the beginning of the epic? a. Beow b. Ecgtheow c. Hygelac d. Offa 4. What is a scop? a. A poet b. A ship c. A type of necklace d. A weapon 5. What is the name of the creature that attacked the mead hall? a. Hygelac b. Breca c. Beow d. Grendel

THE PROGRESSION OF BRITISH LITERATURE Bibliography Beowulf (Old English poem) -- Britannica Online Encyclopedia. (n.d.). Encyclopedia Britannica Online Encyclopedia. Retrieved April 20, 2011, from http://www.britannica.com/EBchecked/topic/61412/Beowulf

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Heaney, S. (2000). Beowulf: A New Verse Tanslation. New York: Farrar, Straus, And Giroux. Sweeney, M. (2000). Magic in Medieval Romance . Dublin: Four Courts Press. The Medieval Period (2 ed.). (2009). Peterborough, Ontario: Broadview Press. name. (n.d.). William I (king of England) -- Britannica Online Encyclopedia. Encyclopedia Britannica Online Encyclopedia. Retrieved April 13, 2011, from http://www.britannica.com/EBchecked/topic/643991/William-I

THE PROGRESSION OF BRITISH LITERATURE Old English and Language Date: Day 3 I. Topic: Old English and Language II. Major Concepts:

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This class will center on the language of Old English and how kennings developed and were used. Students will learn how to write their own kennings properly. They will also analyze the effect the French had on medieval England and how this reflected in the literature. We will touch briefly on the history of the Romances of Arthur and will begin during this lesson, briefly on Lancelot. III. Illinois Standards: English Literature: 2.A.5a: Compare and evaluate oral, written or viewed works from various eras and traditions and analyze complex literary devices (e.g., structures, images, forms, foreshadowing, flashbacks, stream of consciousness). 2.A.5b: Evaluate relationships between and among character, plot, setting, theme, conflict and resolution and their influence on the effectiveness of a literary piece. 2.A.4d: Describe the influence of the authors language structure and word choice to convey the authors viewpoint. 2.A.5d: Evaluate the influence of historical context on form, style and point of view for a variety of literary works. 2.B.5b: Apply knowledge gained from literature as a means of understanding contemporary and historical economic, social and political issues and perspectives.

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2.B.4c: Discuss and evaluate motive, resulting behavior and consequences demonstrated in literature.

English Reading: 1.A.5a: Identify and analyze new terminology applying knowledge of word origins and derivations in a variety of practical settings. 1.B.5a: Relate reading to prior knowledge and experience and make connections to related information. English Writing: 3.A.5: Produce grammatically correct documents using standard manuscript specifications for a variety of purposes and audiences. IV. Key Terms: Kennings Old English Geoffrey of Monmouth Ambrosias Aralias Chrtien de Troyes

V. Lesson Objective: This lessons objective will concentrate upon the concept of a kenning and how they developed out of Old English and the time period. Students will then learn of the effect history has on literature as well as other cultures, including that of (and particularly) the French. A. Anticipatory Set:

THE PROGRESSION OF BRITISH LITERATURE Teacher will explain Old English thoroughly both orally and with written documents. A lecture will be given on the prominent historian Geoffrey on Monmouth and the French writer Chrtien de Troyes along with their works. B. Input: Read Old English excerpt and pass out Old English document, explain kennings and the significance of King Arthur and later Lancelot and Guinevere. C. Modeling: Teacher will read Old English aloud and make an example of a kenning on the board. D. Checking for Understanding:

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Teacher will walk around and make sure everyone has grasped the concept of a kennings while they work. E. Guided Practice: Students will write out 3 kennings and turn the assignment in. VII. Student Activities: A. 1. Anticipatory Set: Students will listen to the lecture, Old English, kennings examples and the significance of historical characters real and literary. Students must answer any questions directed toward discussion. 2. Input, Modeling and Understanding: Students will listen to the lecture on the kennings assignment and watch the example being done 3. Guided Practice:

THE PROGRESSION OF BRITISH LITERATURE -Students will attempt their own kennings and turn the assignment in at the end of class. B. Independent Practice: Homework will be to read the first 2 chapters of Lancelot. Students are to take notes on knightly conduct, a womans portrayal and King Arthur. VIII. Closure: -Summary of the days lesson and dismissal. IX. Texts, Material or Equipment Used: Lancelot Projector Laptop Old English Document Handout

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Old English
First page of Beowulf manuscript; originally written in Old English.
Cotton Vitellius A. xv

Written between the 7th and 11th century.

Relatively modern birth certificate written in Old English. Ca. 1795

THE PROGRESSION OF BRITISH LITERATURE Bibliography Beowulf (Old English poem) -- Britannica Online Encyclopedia. (n.d.). Encyclopedia Britannica Online Encyclopedia. Retrieved April 20, 2011, from http://www.britannica.com/EBchecked/topic/61412/Beowulf

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Heaney, S. (2000). Beowulf: A New Verse Tanslation. New York: Farrar, Straus, And Giroux. ExplorePAHistory.com - Old English Birth Certificate. (n.d.). ExplorePAHistory.com. Retrieved April 20, 2011, from http://explorepahistory.com/displayimage.php?imgId=864 Old English Beowulf Manuscript. (n.d.). History of Information. Retrieved April 17, 2011, from historyofinformation.com/images/beowulf_firstpage.jpeg Sweeney, M. (2000). Magic in Medieval Romance . Dublin: Four Courts Press. The Medieval Period (2 ed.). (2009). Peterborough, Ontario: Broadview Press. YouTube- Beowulf - "Opening Lines". (2007, March 20). YouTube- Broadcast Yourself. Retrieved April 20, 2011, from http://www.youtube.com/watch?v=Y13cES7MMd8&feature=fvst

THE PROGRESSION OF BRITISH LITERATURE Lancelot and the Chivalric Code Date: Day 4 I. Topic: Lancelot and the Chivalric Code II. Major Concepts: This lesson will focus on the characteristics and expectations of a knight, the distinction between the previously discussed Heroic Code and the chivalric Code introduced by the Romances. Within Lancelot we will also analyze the representation of women and how

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French writers represented the English through the literary character of King Arthur. There will be a small and quick group presentation to use as a chivalric example. III. Illinois Standards: English Literature: 2.A.5a: Compare and evaluate oral, written or viewed works from various eras and traditions and analyze complex literary devices (e.g., structures, images, forms, foreshadowing, flashbacks, stream of consciousness). 2.A.5b: Evaluate relationships between and among character, plot, setting, theme, conflict and resolution and their influence on the effectiveness of a literary piece. 2.A.4d: Describe the influence of the authors language structure and word choice to convey the authors viewpoint. 2.A.5d: Evaluate the influence of historical context on form, style and point of view for a variety of literary works. 2.B.5a: Analyze and express an interpretation of a literary work. 2.B.5b: Apply knowledge gained from literature as a means of understanding contemporary and historical economic, social and political issues and perspectives. 2.B.4c: Discuss and evaluate motive, resulting behavior and consequences demonstrated in literature. English Reading: 1.B.5a: Relate reading to prior knowledge and experience and make connections to related information. IV. Key Terms: Chivalric Code Heroic Code

THE PROGRESSION OF BRITISH LITERATURE V. Lesson Objective:

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The lesson objective will be to distinguish between the chivalric code and the heroic code of Beowulf. Also, students should be aware of the portrayal of women in medieval literature as well as a French writers perceptions (intentional or not) of British rulers. VI. Teacher Activities: A. Anticipatory Set: Introduce quiz. Teacher must them collect then and continue lesson on Lancelot in tandem with last nights assignment. 3 random students will be chosen for a brief demonstration. B. Input: Teacher must use factors of the students performance to explain the chivalric code. This will lead to the discussion of women in the romances as well as the Frenchs portrayal of King Arthur as opposed to Geoffrey of Monmouths. C. Modeling: Lecture and write keywords on board; pass out examples. D. Checking for Understanding: Prompt students for questions to lead into a discussion. E. Guided Practice: Class watches presentation and listens to lecture. VII. Student Activities: A. 1. Anticipatory Set: Students will watch their classmates performance and take their quiz. 2. Input, Modeling and Understanding: Students will partake in addressing characteristics their classmates exhibit in the presentation and voice their opinions and key terms in the text. 3. Guided Practice: Class will be prompted by questions concerning the chivalric code, women and English/French relations for a classroom discussion. B. Independent Practice Homework will be to read the remaining 2 chapters of Lancelot.

THE PROGRESSION OF BRITISH LITERATURE -Write a reflection on the main points discussed in class: Code of chivalry, portrayal of women and Chrtien vs. Geoffreys King Arthur. VIII. Closure: Brief discussion of their journal due date and dismissal. IX. Texts, Material or Equipment Used: Lancelot White/chalk board Medieval Music Medieval Pretend Props: -Swords -Shields -Helmets -Princess Tiara

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THE PROGRESSION OF BRITISH LITERATURE Development of Middle English and Its Literary Works Date: Day 5 I. Topic: Development of Middle English and Its Literary Works II. Major Concepts:

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This lesson will concentrate on the history of French rule in England and the development of the English language. The transition from Old English to Middle English resulted from Britains rebellion against foreign rule. With the resurgence of English, new works arose including that of Geoffrey Chaucer. III. Illinois Standards: English Literature: 2.A.5a: Compare and evaluate oral, written or viewed works from various eras and traditions and analyze complex literary devices (e.g., structures, images, forms, foreshadowing, flashbacks, stream of consciousness). 2.A.4d: Describe the influence of the authors language structure and word choice to convey the authors viewpoint. 2.A.5d: Evaluate the influence of historical context on form, style and point of view for a variety of literary works. 2.B.5a: Analyze and express an interpretation of a literary work. 2.B.5b: Apply knowledge gained from literature as a means of understanding contemporary and historical economic, social and political issues and perspectives. 2.B.4c: Discuss and evaluate motive, resulting behavior and consequences demonstrated in literature. English Reading: 1.A.5a: Identify and analyze new terminology applying knowledge of word origins and derivations in a variety of practical settings. 1.B.5a: Relate reading to prior knowledge and experience and make connections to related information. English Writing: 3.A.5: Produce grammatically correct documents using standard manuscript specifications for a variety of purposes and audiences. IV. Key Terms:

THE PROGRESSION OF BRITISH LITERATURE Hundred Years War Middle English Geoffrey Chaucer

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V. Lesson Objective: The objective of this lesson will be to introduce the students to the development of Middle English and how it arose from turmoil in medieval England during the rule of the French King. They will be able to distinguish modern English in a Middle English verse. The

Canterbury Tales will be the next work to be studied along with the vocabulary and increasingly complex themes the tales present. VI. Teacher Activities: A. Anticipatory Set: Teacher will lecture on the events leading up to the Hundred Years War, the English revolt and transition to Middle English. B. Input: Teacher will pass out a poem written in Middle English and have students interpret it into appropriate modern English. C. Modeling: Teacher will write out an example of Middle English translated in modern English on the board. A PowerPoint will be given to introduce The Canterbury Tales. D. Checking for Understanding: Have students read the poem in Middle English and then again in their translation. E. Guided Practice: Teacher will give a product and performance assignment to begin on after they are done with their poem. VII. Student Activities: A. 1. Anticipatory Set: Students will listen to the lecture and begin interpreting their poem. 2. Input, Modeling and Understanding: Students will then interpret the Middle English poem into a modern equivalent. 3. Guided Practice:

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After having completed their poem, students will choose 2 or 3 other classmates to complete their product and performance assignment. B. Independent Practice Homework will be to get together with their group and put on a play depicting their choice of anyone of The Canterbury Tales on the instruction sheet. VIII. Closure: Brief discussion of the product and performance play and dismissal. IX. Texts, Material or Equipment Used: The Canterbury Tales Projector Laptop PowerPoint Middle English Poem

THE PROGRESSION OF BRITISH LITERATURE Constructive Response Essay Assessment Subject Area: English Literature Grade Level: High School Juniors or Seniors

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Purpose of the Assessment: The purpose of this assessment will be to enhance the students comprehension from the reflecting theyve been doing in their journals to an actual essay. They must be able to competently organize their thoughts and articulate their ideas onto a well written paper. This particular assignment will gauge their understanding of the topics discussed in class: The Code of Chivalry, womans portrayal in romantic literature and an authors motivation and perspective. Standards Addressed: English Literature: 2.A.5a: Compare and evaluate oral, written or viewed works from various eras and traditions and analyze complex literary devices (e.g., structures, images, forms, foreshadowing, flashbacks, stream of consciousness). 2.A.5b: Evaluate relationships between and among character, plot, setting, theme, conflict and resolution and their influence on the effectiveness of a literary piece. 2.A.4d: Describe the influence of the authors language structure and word choice to convey the authors viewpoint. 2.A.5d: Evaluate the influence of historical context on form, style and point of view for a variety of literary works. 2.B.5b: Apply knowledge gained from literature as a means of understanding contemporary and historical economic, social and political issues and perspectives.

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2.B.4c: Discuss and evaluate motive, resulting behavior and consequences demonstrated in literature.

English Reading: 1.B.5a: Relate reading to prior knowledge and experience and make connections to related information. English Writing: 3.A.5: Produce grammatically correct documents using standard manuscript specifications for a variety of purposes and audiences. Prompt: There are a lot of differences between the Heroic epic of Beowulf and that of Lancelot the Knight of the Carthorse. Beowulf is the masculine hero known throughout the lands, with glory above all else. Lancelot is the romantic knight in who set the standards for chivalry for centuries to come. In your paper, you must analyze Lancelot the Knight of the Carthorse for the 3 main points discussed in class: The Code of Chivalry, the role of women and the Frenchs portrayal of English ruler. How does the code of chivalry differ from that of the Heroic Code? How were women portrayed, particularly Guinevere? Does the fact that Chretien de Troyes is French affect the way this story is written?

THE PROGRESSION OF BRITISH LITERATURE Rubric:

Points Thesis Statement 4-Excellent The topic has been clearly addressed and all prompt questions have been included. Information clearly relates and accurately depicts events. It includes several supporting details and/or examples. All paragraphs include introductory sentence, explanations or details, and concluding sentence. No grammatical, spelling or punctuation errors. 3-Average The topic has been addressed and all prompt questions have been included. 2-Below Average The topic has been vaguely indicated and all most prompt questions have been included.

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15

30

Quality and Accuracy of Information

Paragraph Construction 20

10

Mechanics

Quotes 25

Information relates and accurately depicts events. It includes some supporting details and/or examples. Most paragraphs include introductory sentence, explanations or details, and concluding sentence. Almost no grammatical, spelling or punctuation errors, between 2-3. There are at least There are at least 4 quotes. All 3 quotes. All quotes are quotes are correct and correct and have properly been utilized. utilized. Quotes Most quotes have also been have been properly cited. properly cited.

Information clearly relates to the main topic. No details and/or examples are given.

1-Poor The topic has not been addressed and only 1 or 2 prompt questions have been included. Information has little or nothing to do with the main topic.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs. More than 6 grammatical, spelling, or punctuation errors. There is 1 or no quotes. The quotes have been used incorrectly and haven o been cited.

4-5 grammatical spelling, or punctuation errors.

There are at least 2 quotes. The quotes have been inserted, but not properly used. One of the 2 quotes has been properly cited.

Total Points: ________/100

THE PROGRESSION OF BRITISH LITERATURE Product and Performance Assessment Subject Area: British Literature Grade Level: Juniors and seniors in high school (11th and 12th graders) Illinois Learning Standard:

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2.A.5b Evaluate relationships between and among character, plot, setting, theme, conflict and resolution and their influence on the effectiveness of a literary piece.

2.B.5a Analyze and express an interpretation of a literary work. 2.B.5b Apply knowledge gained from literature as a means of understanding contemporary and historical economic, social and political issues and perspectives.

Purpose of the Assessments: The purpose of this assignment will be to give the class a more creative opportunity to express what they have learned so far, as well as how to incorporate that into an informative written work. For the performance, hey will take what they have learned from an excerpt of a literary piece and perform it as they have interpreted it. The character will be analyzed to assert what their disposition is, along with the time and setting in which they are placed and how this affects their character. The visual of a play will be not only creative but an aid in comprehending the character. For their product, they must synthesize their analysis with a modern interpretation in written work. That is, they must find a modern equivalent of their character. By the end, the students should be able to see how the characters settings and relationships effect their actions and how there is still a modern version and what makes them similar. Summary: For this part of the class, we will be evaluation the relationships between complex characters. We will be using the characters from Chaucers The Canterbury Tales. Unlike the predecessors of this section (characters like Beowulf) Chaucers creations are much harder to

THE PROGRESSION OF BRITISH LITERATURE

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understand. The Parson may be a holy man, but he wears splendid jewels that only a corrupt man could own. They must learn to see past the stereotypes they read about before and analyze their characters critically. They will need to see how they behave, what they say, how they say it and why. How are they described? Chaucer is very descriptive with his imagery which they will have to adapt to their play. After having read their selected tale, they will then put on a play in which they will portray selected characters in groups of 4. Props and costume are necessary in this endeavor. The students will be encouraged to take notes on the characters during the performances. They must then find a modern interpretation of the characters portrayed in the plays. These may be people in their everyday lives (family member, clergy) or well known citizens (government officials, celebrities). A compare and contrast paper of 3-4 pages will be their product.

THE PROGRESSION OF BRITISH LITERATURE Performance Assessment Rubric Canterbury Tales-Play Rubric Names:

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____/2 pts.

Dynamics of Presentation: All members are involved, enthusiastic, oraganized and prepared. Memorization and Accuracy: Students have depicted the characters(s) accurately and have tried to memorize the lines. Creativity: Students have incorporated props and or costumes.

____/2 pts.

____/2 pts.

____/2 pts.

Group Cooperation: The students have collaborated with each other well and conveyed that through their performance. Clarity: Students were clear and concise with their characters disposition including their position in society, occupation and dress.

____/2 pts.

Total Points: ______/10 pts. Comments:

Running head: THE PROGRESSION OF BRITISH LITERATURE

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Product Assessment Rubric Canterbury Tales- Compare and Contrast Paper Rubric
Points

4 - Excellent The topic has been clearly addressed and all prompt questions have been included.

3 -Satisfactory The topic has been addressed and all prompt questions have been included.

2 Below Average The topic has been vaguely indicated and all most prompt questions have been included.

1 - Poor The topic has not been addressed and only 1 or 2 prompt questions have been included.

15

Thesis

25

25

15

20

All of the evidence and examples are specific, relevant and explanations Comparison are given that show how each piece of evidence supports the author's position. All supportive facts and Inference statistics are reported accurately. Author makes no errors in Grammar grammar or spelling that and distract the Spelling reader from the content. Author makes no errors in capitalization or Mechanics punctuation, so the essay is exceptionally easy to read.

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. 3-4 supportive facts and statistics are reported accurately. Author makes 1-2 errors in grammar or spelling that distract the reader from the content.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position. 2-3 supportive facts and statistics are reported accurately.

Evidence and examples are NOT relevant AND/OR are not explained.

No supportive facts and statistics were reported.

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distracts the reader from the content. Author makes more than 5 errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.

Author makes 3-4 errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Total Points: _________/100

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The Canterbury Tales

For this project, you and your groups will be assigned one of the following stories in the Canterbury Tales: The Knights Tale The Millers Tale The Wife of Baths Tale The Parsons Tale The Pardoners Tale The Guildsmans Tale From these readings you will choose a scene to portray. Read the entire tale carefully in order to better understand your character. Your classmates should be able to get a good idea of who your characters are by the way they act, speak, dress, the position they hold in society and the actions in which they take part in. You would be wise to choose a scene in which your main character depicts all of these traits! This project will be done in groups of 4 people and should take no more than 10 minutes, with a minimum of 6 minutes. If props and costumes are essential to the character portrayal (and they are) please make an effort to dress up. The second part of this project will be a compare and contrast paper. You are highly encouraged to take notes of your classmates performances for this. You will be comparing one of Chaucers characters to a modern day counterpart. This can be the character that your group was assigned or one of anothers group. Are any of the current clergys holy men still as corrupt as the Pardoner? Are there professionals in the art of love like that of the Wife of Bath? This person can either be of a general profession (a doctor, priest, clerk) or someone well known in the world (celebrity, government official). The paper is to be written with MLA guidelines; between 3-4 pages, double spaced, and 12 point font.

THE PROGRESSION OF BRITISH LITERATURE Bibliography

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Abrams, M. H. (1993). The Norton Anthology of English Literature (6th ed.). New York: Norton. Ackroyd, P., & Chaucer, G. (2009). The Canterbury tales . New York, N.Y.: Viking. Colgrave, B., & Mynors, R. A. (1969). Bede's Ecclesiastical History of the English People . Oxford: Clarendon P.. Heaney, S. (2000). Beowulf: A New Verse Tanslation. New York: Farrar, Straus, And Giroux. Medieval England Map. (n.d.). Crown of England. Retrieved April 4, 2011, from media.indiawargamers.com/images/campaigns/crown_england/campaign1.jpg RubiStar Home. (n.d.). RubiStar Home. Retrieved April 13, 2011, from http://rubistar.4teachers.org/ Sweeney, M. (2000). Magic in Medieval Romance . Dublin: Four Courts Press. The Medieval Period (2 ed.). (2009). Peterborough, Ontario: Broadview Press. name. (n.d.). William I (king of England) -- Britannica Online Encyclopedia. Encyclopedia Britannica Online Encyclopedia. Retrieved April 13, 2011, from http://www.britannica.com/EBchecked/topic/643991/William-I