In the lesson plan that follows, I have integrated technology according to the following scenarios:

Scenario 1:

In the one computer classroom with internet access and overhead projection of the computer screen

Scenario 2:

In the six computer classroom, the computers are arranged so that four students can work at each computer and they are linked to the internet.

Scenario 3:

In the computer laboratory, one computer per student, each computer networked to the internet

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Laura Miller

November 22, 2001

General Methods

Lesson Plan – Mini Lesson

Grade: 10^th grade

Course: English Literature

Unit: Songs of Ancient Heroes

Lesson: Introduction to “Beowulf” – translated by Burton Raffel

Objectives:

 

            General:

Specific:

Materials Needed: Textbook “Elements of Literature” – 6^th Course Literature of Britain, copies of Discussing a Hero, Discussing a Celebrity, Discussion questions, Character descriptions, Guidelines for speech, copies of beginning 5 sections of Beowulf, transparency of notes, poem, and Old English version of poem.
 

Activities: 50-minute class period

a.      Attention getter: The students will be given examples of heroes (firefighters working at Ground zero, those who fought with terrorists on planes, soldiers now fighting over seas against terrorism) and celebrities (Tom Cruise, Britney Spears, George Clooney, Tyra Banks).(Examples will be on pieces of paper, each group will pick one). The students will get into 2 groups and fill out the handout on a hero or celebrity; one group will describe the attributes of the hero and the other group will describe the attributes of the celebrity. Each group will need to designate a spokesperson to explain to the class the findings of the group. Students must discuss: (Handout, 1 Discussing a Hero handout for Hero group and 1 Discussing a Celebrity handout for Celebrity group.)

a.      For the hero:

                                                                          i.      What are specific instances of evil or oppression confronted by this person?

                                                                        ii.      Why does this person do it?What is his/her motivation?

                                                                      iii.      Who is the hero fighting for or standing up for?

                                                                       iv.      What virtues does he/she represent?

b.      For the celebrity:

                                                                          i.      What actions or accomplishments make this person a celebrity?

                                                                        ii.      Why does this person do what they do? What is his/her motivation?

                                                                      iii.      Who is the celebrity working for or representing?

                                                                       iv.      What virtues/values does he/she represent?

(5 Minutes)

b.      Have the spokesperson from each group stand in front of the class and discuss the answers to their questions. Have the students differentiate between a hero and a celebrity. Explain that it is important for them to understand the difference in order to respect the character Beowulf as an amazing epic warrior hero.

(5 Minutes)

c.      Alternate Plan (or homework assignment): Have the students free write for five minutes on the topic: “Which person do you have more respect for or do you find more admirable: the hero or the celebrity? Explain your reasoning.”

(Alt. 5 Minutes)

d.     Provide the students with background information on the epic poem and the epic hero Beowulf.

(5 Minutes)

e.      Ask for a volunteer to read, but do not tell the students what they will be reading. Put the transparency of the Old English version of “Beowulf” and ask the student to read the first part of the poem. Explain to the students that they will not be using this version, but a revised version that has been translated from the Old English version to Present Day English.

(5 Minutes)

f.        Pass out packet to students including: copies of first 5 sections of Beowulf, Character Descriptions, and discussion questions worksheet. Explain to the students that they can refer to the Character Descriptions as they read the poem for additional information. The teacher will read the first passage of “Beowulf.” After this has been read, ask a student to summarize the events/message in the first passage.

(8 Minutes)

g.      Have the students get into pairs and continue reading “Beowulf.” The students should take turns reading a section until they have finished reading section number 5.The students will evaluate their partner for reading comprehension and will clear up any questions about the passage they have read.(The students will continue the pairs reading for the rest of the week as they work to complete the reading of the poem. The reading will take a week to a week and a half)

(15 minutes)

h.      Conclusion: Pass out Discussion Questions Worksheet – to be completed with the reading partners while in class. The students will not be able to complete the worksheet in class, so it should be completed as homework and turned in the next day of class.

(7 minutes)
 

Assignments:

Evaluation:

            Progress toward objectives: After this lesson, the students should be able to complete all objectives. They will have listened to sections of the poem being read, they will have read aloud sections of the poem, analyzed the attributes of a hero versus a celebrity, and be given an assignment on speaking and listening.
 

Accommodation for a challenged student: Jim has difficulty hearing, but does not require a hearing aid; therefore, I have placed his desk in the front of the classroom so that he can hear my voice more clearly. I will also give Jim a print out of the notes I will be giving in class so that he can read them to himself if he cannot hear everything that I am saying. Also, I assigned Joe as his reading partner because he is very patient and understanding with Jim, and he has a loud, clear reading voice that will be beneficial for Jim. When going over the elements of the epic poem, I will make sure that Jim can clearly hear me and I will make sure the other students speak loudly and clearly as they discuss the differences between heroes and celebrities. I am providing these accommodations because I want Jim to be in a comfortable learning environment where he always feels included and involved.

 

Technology Integration:
 

The computer will be used to play an audio file (found at http://www.nytimes.com/books/97/04/20/ra/poetry6.ram.) of Seamus Heaney talking about his translation of “Beowulf”
 

 The students will divide into groups of 4 or 5 and will take turns finding at least 4 articles nd/or reviews of “Beowulf” on the Internet.
The students will be responsible for writing a brief summary of each article/review, which will be due at the end of class.
 

 The students will be asked to create their own Beowulf website containing at least 10 links to informative websites pertaining to Beowulf or Anglo Saxon Literature.