Beowulf

1. Beowulf Day 5

2. Standards Objectives Students will be able to… compare and contrast identify and utilize read and respond analyze describe and predict • 2.0 Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced.2.4 Make warranted and reasonable assertions about the author's arguments by using elements of the text to defend and clarify interpretations. 2.5 Analyze an author's implicit and explicit philosophical assumptions and beliefs about a subject. • Writing 3.6 Analyze the way in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings (e.g., how the archetypes of banishment from an ideal world may be used to interpret Shakespeare's tragedy Macbeth).3.7Analyze recognized works of world literature from a variety of authors:a. Contrast the major literary forms, techniques, and characteristics of the major literary periods (e.g., Homeric Greece, medieval, romantic, neoclassic, modern).b. Relate literary works and authors to the major themes and issues of their eras.c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings.

3. Reading Check • Discuss and/or summarize the last reading with a partner. Make sure you are both on the same page as to what you understand from the reading. • The Battle with Grendel’s Mother

4. Study Question Check • 31. What does Beowulf ask of Hrothgar in the beginning of this section? • 32. Briefly describe the setting of this section. • 33. How does the setting of this battle add to it’s epic significance? • 34. Why does Beowulf toss aside his sword in the fight? • 35. What does Beowulf do after slaying Grendel’s mother? • 36. What is Hrunting? • 37. What failed Beowulf for the first time in this section? • 38. What two things saved Beowulf in the battle against Grendel’s mother, according to the poet? • 39. What is special about the sword that Beowulf finds in the lair and how does it add to Beowulf’s epic hero status? • 40. While Beowulf was down in the lair fighting, what did the Danes do and what did Beowulf’s men do?

5. Artifacts and Background • Silver pendant showing the helmet of the Vendel • This pendant bears a face that is similar to one seen on Viking helmets, buckles, and other articles of clothing. • Also shows style and decorations common on helmets of the time period. • 1. How does this helmet compare with what you imagine Beowulf’s helmet to look like? • 2. Who do you think would have worn a pendant like this? • 3. Why would someone wear a pendant like this, what is it’s purpose?

6. Merging of Ideas and Beliefs • This passage of the epic really underscores the blend of Pagan and Christian beliefs that existed at the time. In many countries, when Christianity arrived, it was often the leaders and the educated who became Christians, while the common people clung to many of their pagan traditions, even though they nominally became Christians. • 1. Find an example of this “blend” from this section. • 2. What are any other legends you might know of that show a similar blend?

7. Vocabulary Review • Page 62 of your text • Vocabulary Development Lesson • Concept development: Antonyms • #1-6

8. Review of Anglo-Saxon Lyrics • What are the elements of Anglo-Saxon lyrics? • four hard beats per line • usually four stressed or accented syllables or beats per line, often called “Anglo-Saxon meter.” • a caesura in the middle of each line • pause within a line of poetry, sometimes indicated by a punctuation mark like a period or a semi-colon or by a space. • kennings • a specialized metaphor made of compound words or a phrase used to name a person, place, thing, or event indirectly. • alliteration • repeated sounds at the beginnings of words in close proximity (within two or three lines of each other). • assonance • repetition of similar vowel sounds followed by different consonant sounds in words that are close together • no end rhyme • the words at the end of each line do not form any particular rhyme scheme

9. Straight Boastin’ • As we read the many adventures of Beowulf (as well as the many brave warriors of the Danes, Geats, and Swedes), we will come to find out that the Anglo-Saxons saw nothing wrong with letting the world know who they were, who their noble parents were, what great feats they had accomplished and what they planned to do. This boasting was perfectly polite, even expected. • Your assignment is to write a formal boast about yourself and perform it for the class. Tell us your deeds, who your daddy/mama are, what you plan to do, and how you're not gonna take nothing from nobody. Your accomplishments may be academic, athletic, musical, social, artistic, etc. Lay aside your humility! Remember, you'll soon be applying for college anyway, and may need to do a bit of boasting Guidelines: • Your boast must show your understanding of Anglo-Saxon poetry by following the Anglo-Saxon poetic format: • Average of four hard beats per line • No end-rhyme • A caesura in each mid-line • An example of alliteration • An example of assonance • Further, include at least two examples of an original kenning. • Length: 16-20 lines

10. Anglo-Saxon Poetry • To give you more to reference • “The Seafarer,” “The Wanderer,” and “The Wife’s Lament.” • Three examples of poems from the Anglo-Saxon period that use the elements of Anglo-Saxon lyrics • These poems are also representative of the Anglo-Saxon elegy • a lyric poem mourning the loss of someone or something • All three of these poems, though the circumstances are very different, involve speakers who are mourning the loss of their “home.” This was a common theme dealing with exile. • Exile was a serious punishment as far as the Anglo-Saxons were concerned. We have discussed how loyalty to your country/lord/village/etc. was very important to these people, so to be taken away from one of the core foundations of the culture was not to be taken lightly.

11. Part 4: The Last Battle 41. What characteristics do the dragon, on page 54, and Grendel have in common? 42. What characteristics do the dragon and Grendel have that are different? 43. What does Beowulf’s speech in lines 630-649 suggest to you about Anglo-Saxon values? 44. How does Beowulf plan to fight the dragon? 45. What do lines 717-740 reveal about the values of warrior culture? 46. According to Wiglaf, what is Beowulf’s relationship with his followers like? 47. What does Wiglaf’s decision suggest about the way in which a legendary hero can inspire heroism in others? 48. How do Beowulf’s companions react when the dragon breathes fire on him? 49. How does the battle end? 50. What does Beowulf ask Wiglaf to do?