Unit
Planning Template
Teacher: Rebecca White
Subject//Course: English Grade/Level: !2th
Unit Topic/Focus:
The Anglo-Saxons, Their Language,
and Their Literature
Integration with other content areas (if applicable) Social Studies (Anglo-Saxon culture).
Estimated time for
implementation: 5 45-minute sessions
Connections to
previous/future learning: This follows a
unit on (Modern English)Poetry, and is followed by the
reading of Beowulf
Standards
Academic
Expectations
1.1 Students use reference tools such as dictionaries, almanacs,
encyclopedias, and computer reference programs and research tools. 1.2 Students make sense of the variety of materials they read. 1.3 Students make sense of the various things they observe. 1.4 Students make sense of the various messages to which they listen. |
EL-11-DIU-S-7 Students will
demonstrate understanding of informational use information from texts to
accomplish a specific task or to answer questions passages/texts: c) use
information from texts to accomplish a specific task or to answer questions EL-11-DIU-U-4
Students
will understand different types of texts place different demands on the
reader. Understanding text features and structures, and characteristics
associated with different genres (including print and non-print) facilitate
the reader’s ability to make meaning of the text. |
RD-11-2.0.2 &
RD-12-2.0.2
Students will identify essential
information from a passage needed to accomplish a task. RD-11-2.0.3 & RD-12-2.0.3 Students will apply the information contained in a passage to accomplish
a task/procedure or to answer questions about a passage |
Interdisciplinary,
Meaningful and Authentic Connections: I would like students to understand how our
language is connected to the Germanic languages spoken by the settlers (invaders)
that arrived in the 5th century.
This is a remote time and they will not have much of a context, so I’ll
establish one in two ways: The virtual
field trip will give them some historical knowledge of who the Anglo-Saxons
were, and I’ll connect their heroic poetry to The Lord of the Rings, explaining
that Tolkein was a scholar of these languages and was
inspired by early Medieval literature.
Context (Unit
Organizer): Students will follow a unit on poetry (modern English) with a short unit
on Anglo-Saxon poetry before moving on to Beowulf. They will find out how Old English is related
to Modern English (through Middle English), seeing the transition of some
particular words, and they will hear and see What Anglo-Saxon (Old English)
sounded and looked like. This will all
be anchored in a brief study of Anglo-Saxon culture.
Essential Questions (3-5 questions that guide
lesson planning/focus and demonstrate): What can we learn from the manuscripts and literature of
the Anglo-Saxons about who they were? What are some formal elements of
Anglo-Saxon poetry? How does their
language relate to our own?
Objectives: After completing the lessons in this unit, students will be able to
Culminating
Activity/Assessment:
·
Crossword Puzzle on Anglo-Saxon
culture and language
Other Assessments:
·
Double-entry journal
·
Say-Something record
·
Riddle Analysis workseet
·
Classroom discussions
Resources/Technology:
·
Computers (preferably one for
each student)
·
Computer with projection
equipment
·
Riddles Analysis Worksheet
·
Journals
·
Pencils and paper
·
Caedmon’s Hymn handout
Procedures:
Monday: Introduce
topic by talking about Fantasy Literature and its connection to C.S. Lewis and
J.R.R. Tolkein, who were fantasy writers and medieval
scholars. Have students take Virtual Field
Trip, and as they do, write a double entry journal (things
they’ve learned/what they want to know).
Tuesday: Using
Power
Point, Explore the Old English language. Discuss the runes (letters) and show the
features of the poetry (caesura, alliteration, kenning). Also, explain the relationship between Old
English and Modern English, and give examples of words that demonstrate it
(e.g. benc = bench, hwaer =
where, cyning = king). In groups, students will read Caedmon’s Hymn
with a Say-Something (reading strategy), which they’ll hand in.
Wednesday: Begin
riddle lesson (http://edsitement.neh.gov/view_lesson_plan.asp?id=410). Using either individual
computers or projected computer, visit these websites with students to learn
about Old English riddles:
http://www.engl.virginia.edu/OE/Guide.Readings/Riddles.html
http://www2.kenyon.edu/AngloSaxonRiddles/
I will have students open this website containing
riddles: http://www2.kenyon.edu/AngloSaxonRiddles/texts.htm
and work through the first couple for them, then ask their input on one or two
more. Then, working in pairs or alone,
have choose a riddle or two themselves to figure out (or teacher will choose
for those who need guidance). Have
handouts of riddles in case there aren’t enough computers.
Thursday: Have
students continue work in teams at website if needed. When they seem prepared, give out Riddles
Analysis worksheet (http://edsitement.neh.gov/lesson_images/lesson410/RiddlesPDF.pdf)
and have each student choose 5 or 6 other riddles at the website (http://www2.kenyon.edu/AngloSaxonRiddles/texts.htm) to work on. Also, they will write a riddle of their own. Bring class together for a discussion to
answer questions and assess where they are and see what needs to be clarified
or stressed again.
Friday: Begin class with Anglo-Saxon crossword
puzzle. After collecting it, go over
answers. Students spend rest of class
writing journal entry about what they’ve learned about Anglo-Saxons and their
literature, and what their thoughts are about these things.