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Answering the Question ofHuman Destiny in Anglo-Saxon
Literatureby Keeley E. Tatum RCSD
Student will be asked to really consider one of life's being questions in this module: Do humans have controlover their own destinies? The power of the self, deity, environment, and other factors will be analyzed andphilosophized and students read literature and research informational texts in order to build a substantiatedargument on this tough, very subjective life question. Students will read Anglo-Saxon historical backgroundliterature, as well as the epic poem Beowulf. Poems from the Exeter book will also be analyzed, including"The Wanderer" and "The Wife's Lament." Informational articles about Free Will, Determinism, Fatalism, etc.will add depth to the assignment, too. Who knows? Maybe one of your students will crack the code to thisage-old question.
GRADES
11 - 12DISCIPLINE
ELACOURSE
EnglishIV
PACING
N/A
Answering the Question of Human Destiny in Anglo-Saxon Literature
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Section 1: What Task?Section 1: What Task?
Teaching Task
Task Template A4 - Argumentation
Can human beings control their destinies? After reading Beowulf and other accompanying texts, write an essayin which you argue to what extent humans have control over their own lives . Support your position withevidence from the text/s.
Standards
Common Core State Standards for English Language Arts & Literacy in History/Social Studies,Science, and Technical Subjects
RL.11-12.1 Focus
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well asinferences drawn from the text, including determining where the text leaves matters uncertain.
RL.11-12.2Determine two or more themes or central ideas of a text and analyze their development over the course ofthe text, including how they interact and build on one another to produce a complex account; provide anobjective summary of the text.
RL.11-12.10By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades11—CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the highend of the grades 11—CCR text complexity band independently and proficiently.
RI.11-12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well asinferences drawn from the text, including determining where the text leaves matters uncertain.
RI.11-12.2Determine 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 objectivesummary of the text.
RI.11-12.7 Focus
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.
RI.11-12.10By the end of grade 11, read and comprehend literary nonfiction in the grades 11—CCR text complexity bandproficiently, with scaffolding as needed at the high end of the range.
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By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11—CCR textcomplexity band independently and proficiently.
W.11-12.1 Focus
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning andrelevant and sufficient evidence.
W.11-12.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task,purpose, and audience.
W.11-12.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,focusing on addressing what is most significant for a specific purpose and audience.
W.11-12.6Use technology, including the Internet, to produce, publish, and update individual or shared writing productsin response to ongoing feedback, including new arguments or information.
W.11-12.7Conduct short as well as more sustained research projects to answer a question (including a self-generatedquestion) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sourceson the subject, demonstrating understanding of the subject under investigation.
W.11-12.8Gather relevant information from multiple authoritative print and digital sources, using advanced searcheseffectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience;integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
W.11-12.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.11-12.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SL.11-12.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11—12 topics, texts, and issues, building on others' ideas andexpressing their own clearly and persuasively.
SL.11-12.4Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such thatlisteners can follow the line of reasoning, alternative or opposing perspectives are addressed, and theorganization, development, substance, and style are appropriate to purpose, audience, and a range of formal
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Texts
Beowulf Text.pdf
"The Wanderer" Text .pdf
"Freewill Vs Determinism" -SimplePsycology .pdf
"The Wife's Lament" Text .pdf
and informal tasks.
L.11-12.1Demonstrate command of the conventions of standard English grammar and usage when writing orspeaking.
L.11-12.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling whenwriting.
L.11-12.6Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,writing, speaking, and listening at the college and career readiness level; demonstrate independence ingathering vocabulary knowledge when considering a word or phrase important to comprehension orexpression.
RL.11-12.4Determine the meaning of words and phrases as they are used in the text, including figurative andconnotative meanings; analyze the impact of specific word choices on meaning and tone, including wordswith multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare aswell as other authors.)
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Argumentation Rubric for Grade 6-12 Teaching Tasks
Not Yet
1
ApproachesExpectations
2
Meets Expectations
3
Advanced
4
Focus
Attempts to address promptbut lacks focus or is off task.D: Attempts to addressadditional demands but lacksfocus or is off task.
Addresses promptappropriately and establishesa position but focus is uneven.D: Addresses additionaldemands superficially.
Addresses promptappropriately and maintains aclear, steady focus. Provides agenerally convincing position.D: Addresses additionaldemands sufficiently.
Addresses all aspects ofprompt appropriately with aconsistently strong focus andconvincing position.D: Addresses additionaldemands with thoroughnessand makes a connection toclaim.
Controlling IdeaAttempts to establish a claim,but lacks a clear purpose.
Establishes a claim. Establishes a credible claim. Establishes and maintains asubstantive and credible claimor proposal.
Reading/Research(when applicable)
Attempts to reference readingmaterials to developresponse, but lacksconnections or relevance tothe purpose of the prompt.
Presents information fromreading materials relevant tothe purpose of the prompt withminor lapses in accuracy orcompleteness.
Accurately presents detailsfrom reading materials relevantto the purpose of the prompt todevelop argument or claim.
Accurately and effectivelypresents important detailsfrom reading materials todevelop argument or claim.
Development
Attempts to provide details inresponse to the prompt, butlacks sufficient developmentor relevance to the purpose ofthe prompt.
Presents appropriate details tosupport and develop the focus,controlling idea, or claim, withminor lapses in the reasoning,examples, or explanations.
Presents appropriate andsufficient details to support anddevelop the focus, controllingidea, or claim.
Presents thorough anddetailed information toeffectively support anddevelop the focus, controllingidea, or claim.
Organization
Attempts to organize ideas,but lacks control of structure.
Uses an appropriateorganizational structure fordevelopment of reasoning andlogic, with minor lapses instructure and/or coherence.
Maintains an appropriateorganizational structure toaddress specific requirementsof the prompt. Structurereveals the reasoning andlogic of the argument.
Maintains an organizationalstructure that intentionally andeffectively enhances thepresentation of information asrequired by the specificprompt. Structure enhancesdevelopment of the reasoningand logic of the argument.
Conventions
Attempts to demonstratestandard English conventions,but lacks cohesion andcontrol of grammar, usage,mechanics, language andtone. Sources are usedwithout citation.
Demonstrates an unevencommand of standard Englishconventions and cohesion.Uses language and tone withsome inaccurate,inappropriate, or unevenfeatures. Inconsistently citessources.
Demonstrates a command ofstandard English conventionsand cohesion, with few errors.Response includes languageand tone appropriate to theaudience, purpose, andspecific requirements of theprompt. Cites sources usingappropriate format with onlyminor errors.
Demonstrates and maintains awell-developed command ofstandard English conventionsand cohesion, with few errors.Response includes languageand tone consistentlyappropriate to the audience,purpose, and specificrequirements of the prompt.Consistently cites sourcesusing appropriate format.
ContentUnderstanding
Attempts to includedisciplinary content inargument, but understandingof content is weak; content isirrelevant, inappropriate, orinaccurate.
Briefly notes disciplinarycontent relevant to the prompt;shows basic or unevenunderstanding of content;minor errors in explanation.
Accurately presentsdisciplinary content relevant tothe prompt with sufficientexplanations that demonstrateunderstanding.
Integrates relevant andaccurate disciplinary contentwith thorough explanationsthat demonstrate in-depthunderstanding.
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Background for Students
Not provided
Extension
Not provided
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Section 2: What Skills?Section 2: What Skills?
Preparing for the TaskTASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills,experiences, interests, and concerns.
Reading ProcessPRE-READING (ESTABLISHING A FOCUS/PURPOSE FOR READING):
NOTE-TAKING:
GATHERING EVIDENCE: (Post-Reading)
QUESTIONING:
ENHANCING COMPREHENSION:
GATHERING EVIDENCE:
GATHERING EVIDENCE:
ENHANCING COMPREHENSION:
QUESTIONING/GATHERING EVIDENCE:
Transition to WritingPREPARING FOR WRITING: Ability to begin linking reading results to writing task.
Writing ProcessPLANNING THE WRITING: Ability to develop a line of thought and text structure appropriate to anargumentation task.
OUTLINING THE WRITING:
WRITING THE PAPER: Ability to coherently write their evidence and reasoning down following acarefully outlined plan.
REVISION:
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Section 3: What Instruction?Section 3: What Instruction?
PACING SKILL AND DEFINITIONPRODUCT AND
PROMPT SCORING GUIDE INSTRUCTIONAL STRATEGIES
Preparing for the Task
Notprovided
TASK ENGAGEMENT: Ability to connect the task andnew content to existingknowledge, skills,experiences, interests, andconcerns.
WHO'S REALLY INCONTROL? (ABCBRAINSTORM ANDMOVIE CLIPS)Discuss the TeachingTask or EssentialQuestion: "How muchcontrol do humanstruly have over theirown futures?" Next,students will ABCbrainstorm about thisquestion. Last,students watch andtake notes on at least3 clips and discusswho is in control ineach scenario.
Not Provided 1.) Generate ideas about this"control" concept by askingprobing questions like, "Why areyou here this morning? By yourown will? Your parent's choice?The law? Why are you wearingwhat you're wearing? You'rechoice? A popular trend?Perhaps you're NOT wearing apopular trend because offinancial reasons? Who is incontrol of your decisions andultimately, your future? Havestudents work in groups usingthe ABC Brainstorm worksheetabout what some controllingfactors in their lives are. Shareideas with whole group. Next,with that same partner, havestudents attempt to group thesebrainstorming ideas into 3 or 4pre-determined categories. (i.e.Environment, Self, Fate/Deity,Chance)
2.) Next, show the selectedmovie clips that represent someof these pre-determined ideas.Students should jot down notesabout each clip and what thecontrolling factors are.
3.) 4-Corners: To sum up theactivity, have students choose astance. Set up the statements"Strongly Agree", "Agree","Disagree", and "StronglyDisagree" around the room. Posethe big question again: "Dohumans have control over theirown destinies?" Student shouldmove to their selected corners.Discuss with class these ideas.
Additional Attachments:
Movie Clips .docx
Module1 Coversheet.docx
Day1 Hook WS.docx
Not TASK ENGAGEMENT: REFLECTIVE Pre-Assessment of Writing Abilities (No Students respond to the big
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provided Ability to connect the task andnew content to existingknowledge, skills,experiences, interests, andconcerns.
WRITING TASKAfter brainstorm ideas,discussing with peers,and watching thought-provoking movie clips,students will respondto the Big Question ofthe module: Dohumans have controlover their owndestinies? Explain withreasoning.
evidence was required for thisassignment; reflection is based on priorknowledge.)
question that we've beendiscussing and brainstormingabout. Do humans have controlover their own destinies?
Next, teacher and students willdiscuss the end task of themodule. Teacher will emphasizethat students should now begincollecting evidence from theupcoming literary and informationtexts that we read throughout themodule to support the answer tothis same question. Answers, ofcourse, may change as wecontinue and begin compilingjustification!
Standards:
W.11-12.10 : Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a singlesitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Additional Attachments:
Day 1 Reflective Writing and Task .docx
Reading Process
Notprovided
PRE-READING(ESTABLISHING AFOCUS/PURPOSE FORREADING):
PICTURE GALLERYAND ANTICIPATIONGUIDEWho are the Anglo-Saxons and what dothey think about thisconcept of humancontrol? Students willview a pictureslideshow andcomplete the first halfof an AnticipationGuide.
Not Provided Students will view a slideshow inwhich they see various picturesof the Anglo-Saxon culture. Thisis meant to visually engage thestudents and spark their curiosityabout them as a people. Afterslideshow, students will completean Anticipation Guide (True andFalse format) questionnairebased on the Historical Essay inthe textbook about the Anglo-Saxons. The AG has simplypulled out probing questionsbased on the text; this is done asa pre-reading activity.
Standards:
RI.11-12.1 : Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawnfrom the text, including determining where the text leaves matters uncertain.
RI.11-12.2 : Determine two or more central ideas of a text and analyze their development over the course of the text, including howthey interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Additional Attachments:
Anticipation Guide for Anglo-Saxons.doc
Notprovided
NOTE-TAKING: CORNELL NOTESSTRATEGYStudents read
Not Provided 1.) Provide an overview of theCornell Note-Taking Strategywith samples/modeling.
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Historical Essay fromtextbook on Anglo-Saxon Culture andLiterature and takenotes using the CornellNotes Strategy. Theirfocus question is: Whoare these people andWhat do they thinkcontrol humans'future? Studentsshould also useanticipation guidestatements to assistthem in identifyingimportant concepts.
2.) Students read and take noteson the Historical Essay aboutAnglo-Saxon History/Literature.
Additional Attachments:
CornellNotesRevised.doc
Cornell Notes Tips Screen Shot.png
Notprovided
GATHERING EVIDENCE: (Post-Reading)
ANTICIPATIONGUIDE WRAP-UP1.) Now that studentshave finished readingthe text, they shouldpair up and share theirnotes and go backover their AnticipationGuide answers.Evidence should begathered to supporteach statement(Optional: Havestudents cite evidencewith page #s onAnticipation Guide.)
2.) Bring thediscussion full-circlenow. Have studentscreate a ReflectiveWriting Taskindividually now (as anExit Slip) that answersthe following question:Based on the text andthe notes yougathered, what wouldthe Anglo-Saxonshave believedcontrolled humans'future? Why?
Not Provided Not Provided
Additional Attachments:
Day 2 Reflective Writing 2 Historical Essay .docx
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Notprovided
QUESTIONING: READING BEOWULFWITH GRAPHICORGANIZERStudents read sectionsof Beowulf from thetextbook with a Focusand a GraphicOrganizer that leadthem to collectevidence for the BigQuestion: "Do HumansHave Control OverTheir Destinies?"
Graphic OrganizerCompletion/Evidence Strand of Rubric
1.) Students read Beowulf insections (8 sections in all);students annotate, summarizethe section, and then collectevidence to support what mightbe controlling the characters:Self? Fate/Chance/Deity?Environment?
2.) Students share with partnersthe evidence they've found;partners then share with wholegroup the most compellingpieces of evidence.
Standards:
RL.11-12.1 : Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawnfrom the text, including determining where the text leaves matters uncertain.
RL.11-12.10 : By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11—CCRtext complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11—CCRtext complexity band independently and proficiently.
Additional Attachments:
Beowulf Text.pdf
Graphic Organizer for Beowulf .docx
Notprovided
ENHANCINGCOMPREHENSION:
IDENTIFYING THECHARACTERISTICSOF AN EPICPOEM/EPIC HEROStudents "zoom in" onthe idea of Beowulfcontrolling his owndestiny through hisheroic efforts in thispoem by creating theirown epic poem abouta modern day hero.
Scored based on Outline Components:Did they have all of these things theoutline called for?
1.) After reading "Grendel'sMother" and "The Battle withGrendel" from the Beowulf text,students "zoom in" on Beowulf asa HERO.
2.) Students read from text bookthe qualities of an Epic Poem andan Epic Hero.
3.) Students ABC brainstormcontemporary heroes in today'ssociety.
4.) Students outline their ownepic poem; students then writetheir own poem to present toclass.
5.) Identify key characteristics,especially engaging languageand such, but then probe thestudents to consider: Do theseheroes control destiny? What ifthey hadn't been there? Whatwould have happened? Doesfate pay a role in controllingwhat/how the hero affects things?Do you have to be a HERO persay to affect destiny? or thedestiny of others?
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Standards:
RL.11-12.3 : Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g.,where a story is set, how the action is ordered, how the characters are introduced and developed).
RL.11-12.4 : Determine the meaning of words and phrases as they are used in the text, including figurative and connotativemeanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language thatis particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
RL.11-12.10 : By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11—CCRtext complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11—CCRtext complexity band independently and proficiently.
Additional Attachments:
Beowulf Text.pdf
EpicHero Outline .docx
Notprovided
GATHERING EVIDENCE: REFLECTIVEWRITING TASK FORBEOWULFStudents write twodifferent writing tasksusing the CERCAmethod in order topractice writing astructuredargumentative piece,and in order to gatherevidence from Beowulfsupporting the Big Qabout what controlshuman destiny.
Discussion Question: Completion
CERCA Timed Writing task:Argumentative Writing Rubric (LDC)
1.) Introduce students toC.E.R.C.A model forargumentative writing.
2.) Have students use this modelto answer the following CANVASdiscussion question: "ShouldGrendel be Pitied?" The focus onthe lesson is not so much thequestion, but the structure theyare using to write a response tothe question.
3.) Show a smaller piece ofwriting that can be transformedeasily into a whole CERCAargument. (See example CERCAresponse under TeacherResources)
4.) Have students use theevidence they have collected ontheir graphic organizers torespond to a prompt (see"Beowulf Prompt" under TeacherResources) using the CERCAmethod. (To mix it up, havestudents randomly draw whatthey will have to argue in theirCERCA writing response out of"Environment","Fate/Chance/Deity", or "Self")
5.) Have students peer evaluateresponses.
Standards:
W.11-12.1 : Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant andsufficient evidence.
W.11-12.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,and audience.
W.11-12.7 : Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or
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solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstratingunderstanding of the subject under investigation.
W.11-12.9 : Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.11-12.10 : Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a singlesitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Additional Attachments:
Beowulf Prompt.png
OnePager_CERCA_Image.jpg
Example CERCA response.png
Canvas Discussion Question Prompt
Notprovided
GATHERING EVIDENCE: INFORMATIONALTEXTS WITH"READING FORMEANING"STRATEGYAfter reading Beowulf,students now dig intosome philosophicalinformational articlesthat discuss thedebate about humancontrol over destiny.Students utilize the"Reading for Meaning"Strategy, as well asCornell Note-Taking.
Cornell_Notes_Grading_Rubric.doc
RFM is worth 24 points (up to 2 pointsper evidence box)
(This works well as a groupactivity, although it can be doneindividually if needed.)
1.) Hook students and peekinterest by asking them to writedown a "choice" they made thismorning; share a few of these"choices" aloud. Now, challengethem to think back as far as theycan to what led up to thisparticular choice; share aloud.
(Ex. "I chose to drink a cup ofblack coffee this morning. " --> Iwas out of sugar --> I forget toget some yesterday because Iwent home and took a nap afterwork --> I took a nap because Iwas exhausted from staying uplate the night before --> I stayedup late because... AND SO ON.)
Tell students that this kind ofwhat a determinist thinks aboutwhen contemplating humancontrol over destiny.
2.) Explain that we will be furtherinvestigating this theory, inaddition to its counter argumentabout human free-will overdestiny. Explain that they will get15 minutes each to read twoarticles and take Cornell Notes.Later, they will have to discussopenly some ideas associatedwith these theories in a class"Fish Bowl" discussion.
3.) Pass out the "Reading forMeaning" strategy worksheet.This worksheet will prompt themto think about some scenariosthat a "Free-Will believer" or a"Deity/Fate Believer" and a"Determinist" might fewdifferently. Only have themdiscuss the statements; they
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should NOT be recording theirdiscussions yet, since that's notactual evidence to support ordisprove the statements. Takethe worksheet back up.
4.) Pass out the Cornell Notespage and the first Article:"Determinism VS Free Will."Give students 15 minutes to readand transfer ideas. Let themknow that it is okay if they don'tfinish the whole article; theysimply need to be focusing onwhat the two theories are andhow they might support anargument about what controlshuman destiny!
After 15 minutes, if students areworking in groups, let them sharea few ideas with their peers.Share notes and ideas on CornellNotes page as well.
Repeat this same process withthe second article from"Philosophy for Dummies"(Chapter 10: "Fate, Destiny, andYou") or another article that hassimilar ideas.
5.) Give students back their"Reading for Meaning"worksheets; have them nowreview whether they agreed ordisagreed with the statements.Do they still feel the same way?Now, in groups, have studentsfind evidence from the articles tosupport their statements. (*This may be a great time toencourage them to follow astandard in writing out theirevidence. Rather than just writingdown the evidence as it appearsin quote form from the article,have students practice the I.C.E.method and use Evidence andCounter-Claim Signifies. Tellthem to write it down as it mightlater appear in a formal essay(See Teacher Resources Belowfor Suggestions).
6.) Assess this work with a FishBowl conversation or a synthesiswriting task.
Standards:
RI.11-12.1 : Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawnfrom the text, including determining where the text leaves matters uncertain.
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RI.11-12.2 : Determine two or more central ideas of a text and analyze their development over the course of the text, including howthey interact and build on one another to provide a complex analysis; provide an objective summary of the text.
RI.11-12.10 : By the end of grade 11, read and comprehend literary nonfiction in the grades 11—CCR text complexity bandproficiently, with scaffolding as needed at the high end of the range.By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11—CCR text complexity bandindependently and proficiently.
SL.11-12.1 : Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) withdiverse partners on grades 11—12 topics, texts, and issues, building on others' ideas and expressing their own clearly andpersuasively.
Additional Attachments:
CornellNotesRevised.doc
Freewill Vs Determinism -SimplePsycology .pdf
"Reading for Meaning" Worksheet
Show me the Evidence (Sentence Starters)
Counter-claim Starters
Remember to add complexity! cute example
Notprovided
ENHANCINGCOMPREHENSION:
FISH BOWLCONVERSATION(MINI SOCRATICSEMINAR)Students participate ina mini peer-led FishBowl conversationabout theirinformational articles.
Group Leader and Tagged Leader:
Uses evidenceposes meaningful questionsfollows conversational etiquettesupports most to all thoughts withevidence/reasoningattempts to verbally use the CERCAmethod in presenting evidence. participates fully while other peersare speaking (refers to article, jotsnotes, etc.)
1.) Go over SL.1 Standard fromCCRR, as well as Expectationsand Rubric.
2.) From each group, havestudents elect a speaker and atag-team speaker to participate inthe Fish Bowl conversation. Thetag-team speaker is someone tocome in from the group when itlooks like the leader has run outof evidence. This requires thegroup to be actively listening,taking notes, and preparingevidence to supplement theongoing conversation.
Put up some "Fish Bowl Food"(conversation starter questions)on the board. Students mainfocus is still the Big Q: Dohumans have control over theirown destinies? Only now, directthem that this claim must besupported with evidence fromarticles, as well as relevantexamples from Beowulf.
3.) Have students complete anexit slip at the end of thisconversation that asks them toexplain their take-away from theFish Bowl discussion.
Standards:
RI.11-12.1 : Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawnfrom the text, including determining where the text leaves matters uncertain.
RI.11-12.2 : Determine two or more central ideas of a text and analyze their development over the course of the text, including how
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they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
SL.11-12.1 : Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) withdiverse partners on grades 11—12 topics, texts, and issues, building on others' ideas and expressing their own clearly andpersuasively.
Additional Attachments:
Cerca and ICE methods
Fish Bowl Food (conversation starters)
FishBowl Strategy .pdf
Notprovided
QUESTIONING/GATHERINGEVIDENCE:
READ "THEWANDERER" FROMTHE EXETER BOOKWITH GRAPHICORGANIZERAfter completingBeowulf, students nowread another literarywork from the Anglo-Saxon genre called"The Wanderer" fromthe Exeter Book.Students apply Big Qto this text too, whilecomparing it toBeowulf.
Graphic Organizer Completion
Reading Quiz
1.) Students read "TheWanderer" and annotate forrelevance to the Big Q.
2.) Students paraphrase inpartners as an additional readingstrategy.
3.) Students complete, in pairs,the graphic organizer to find andrecord further evidence for theirBig Q.
(*Reinforce the proper way torecord evidence with Evidenceand CC starters.)
4.) Synthesis Task in form of ExitSlip: "What is the differencebetween what the speaker of thepoem thinks is controlling destinyand what the sad man he'sdescribing thinks is controllingdestiny?"
Standards:
RL.11-12.1 : Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawnfrom the text, including determining where the text leaves matters uncertain.
RL.11-12.2 : Determine two or more themes or 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 produce a complex account; provide an objective summary of the text.
RL.11-12.10 : By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11—CCRtext complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11—CCRtext complexity band independently and proficiently.
Additional Attachments:
Graphic Organizer for Big Q .docx
The Wanderer Text .pdf
The Wanderer Paraphrase WS .doc
Evidence Starters
Counter Claim Starters
CERCA/ICE Method
Notprovided
QUESTIONING/GATHERINGEVIDENCE:
READ "THE WIFE'SLAMENT" FROM THE
Graphic Organizer Completion
Reading Quiz
1.) Students read "The Wife'sLament" and annotate for
Answering the Question of Human Destiny in Anglo-Saxon Literature
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EXETER BOOK WITHGRAPHICORGANIZERAfter reading Beowulfand "The Wanderer",students now readanother literary workfrom the Anglo-Saxongenre called "TheWife's Lament" fromthe Exeter Book.Students apply Big Qto this text too, whilecomparing it toBeowulf and "TheWanderer."
relevance to the Big Q.
2.) Students paraphrase inpartners as an additional readingstrategy.
3.) Students complete, in pairs,the graphic organizer to find andrecord further evidence for theirBig Q.
(*Reinforce the proper way torecord evidence with Evidenceand CC starters.)
4.) Synthesis Task in form of ExitSlip: "What is controlling thewife's destiny? Use evidencefrom text and reasoning."
Standards:
RL.11-12.1 : Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawnfrom the text, including determining where the text leaves matters uncertain.
RL.11-12.2 : Determine two or more themes or 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 produce a complex account; provide an objective summary of the text.
RL.11-12.10 : By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11—CCRtext complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11—CCRtext complexity band independently and proficiently.
Additional Attachments:
Graphic Organizer for Big Q .docx
"The Wife's Lament" Paraphrase WS.doc
Evidence Starters
Counter Claim Starters
CERCA/ICE Method
The Wife's Lament Text .pdf
Transition to Writing
Notprovided
PREPARING FORWRITING: Ability to beginlinking reading results towriting task.
"TUG OF WAR"ACTIVITY WITHEVIDENCEStudents "Tug of War"to decide which claimcan be mostsubstantiated withevidence fromBeowulf, Excerptsfrom The Exeter Book,and the informationaltexts provided aboutour Big Q.
Concept Map and Outline 1.) Pull up End Task promptagain to dissect again as a class.Probe the students with thefollowing questions: How can itbe made into a claim? Whichclaim should you choose? Wherewill evidence come from?
2.) TUG of WAR activity(Humans have FULL control(SELF) VS No Control(Environment/Fate/Etc.). Havestudents place sticky notesunderneath rope that you'vedrawn on the white board.Students that have ideas that "fallin the middle" can simply offerreasons why we should beplaying this silly kids' game
Answering the Question of Human Destiny in Anglo-Saxon Literature
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anyway! :)
3.) Transition in to talking aboutcategorizing evidence into ideasfor your upcoming paper. Havestudents come up with labels forthe evidence posted to theboard.
4.) Using the concept map,explain how these labels can turninto topic sentences that supportyour main claim (thesis).
5.) Lastly, have studentscomplete the body paragraphoutline pages.
Standards:
W.11-12.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing onaddressing what is most significant for a specific purpose and audience.
W.11-12.9 : Draw evidence from literary or informational texts to support analysis, reflection, and research.
RL.11-12.1 : Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawnfrom the text, including determining where the text leaves matters uncertain.
RI.11-12.1 : Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawnfrom the text, including determining where the text leaves matters uncertain.
Additional Attachments:
End Task Prompt
Concept Map and Outline for Argument .pdf
Notprovided
PREPARING FORWRITING: Ability to beginlinking reading results towriting task.
SPEED PARTNERSAND PEERFEEDBACK ONOUTLINED BODYPARAGRAPHSStudents rapidly rotatepartners and explain toeach what their paperis about. Later,students pair up withone specific partnerand provide feedbackfor their outlined bodyparagraphs. Studentsevaluate at the end onwhose paper soundsthe most interesting.
Peer Feedback Worksheet andInformal Student Survey
1.) Students rotate around theroom every 2 minutes tellingeach other their plan for theirpapers. Students make notes onwhose description is mostinteresting. (*Consider allowingstudents to write out a "hook" totell their partners; tell them thatthis may later come in handy fortheir introductory paragraph fortheir papers.)
2.) Students divide into pairs andprovide feedback for theiroutlined body paragraphs.
3.) Students take a quick surveyfor fun to vote on whose paperwas sounding the mostinteresting and organized.
Standards:
W.11-12.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing onaddressing what is most significant for a specific purpose and audience.
W.11-12.7 : Conduct short as well as more sustained research projects to answer a question (including a self-generated question) orsolve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
Answering the Question of Human Destiny in Anglo-Saxon Literature
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understanding of the subject under investigation.
W.11-12.9 : Draw evidence from literary or informational texts to support analysis, reflection, and research.
Additional Attachments:
Feedback on Body Parapraph Outline .pdf
Concept Map and Outline for Argument .pdf
Writing Process
Instructional Resources
Student Handout
LDC Rubrics Revised .pdf
"Sentence%20Starters.pdf" can not be found.
Text_evidence_sentence_starters1.5652916.doc
Concept Map and Outline for Argument .pdf
Answering the Question of Human Destiny in Anglo-Saxon Literature
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Section 4: What Results?Section 4: What Results?
Student Work Samples
Advanced
Destiny Bond essay destinhg.docx
Jamie Human Destiny Paper.docx
Teacher Reflection
Not provided
Answering the Question of Human Destiny in Anglo-Saxon Literature
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All Attachments
Beowulf Text.pdf : https://s.ldc.org/u/1gtlu0zax03vkbkllw2kv7ihw
"The Wanderer" Text .pdf : https://s.ldc.org/u/5kxc8pohfumk0m89rl2t5yi8h
"Freewill Vs Determinism" -SimplePsycology .pdf : https://s.ldc.org/u/nn2qzitrzhuy2hdooh0iknbd
"The Wife's Lament" Text .pdf : https://s.ldc.org/u/3cmmkrs9fque68au7dutd6kei
Destiny Bond essay destinhg.docx : https://s.ldc.org/u/8bu9mi7k4bizk8p5mgev8iogz
Jamie Human Destiny Paper.docx : https://s.ldc.org/u/3o12t6bn2q4p0px0bz7gheoq4
LDC Rubrics Revised .pdf : https://s.ldc.org/u/7oevxbgnua8ylqn7ucy82mwg
Sentence%20Starters.pdf :
Text_evidence_sentence_starters1.5652916.doc : https://s.ldc.org/u/9g77jcfi8rwha6mxqmddwrvxj
Concept Map and Outline for Argument .pdf : https://s.ldc.org/u/8n9dvgqck1otjswhk3afulvlm
Answering the Question of Human Destiny in Anglo-Saxon Literature
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