English I The Evolution of Medieval Literature Beowulf Higher-level Questioning and Discussion Standards: Objectives (measurable, interactive

, Bloom’s Taxonomy: higher order thinking) By the end o this lesson, students should be able to: !) Identi y the di erence bet"een higher and lo"er#level thinking$ %) &iscuss higher#level 'uestions, using the text as a re erence () )sk their o"n higher level 'uestions and debate the ans"ers$

Procedures: Opening Boardwork: T"o 'uestions or the students to ans"er about Beo"ul (!* minutes)$ !) +hat role does religion ,lay in Beo"ul %) &iscuss the signi icance o the heroic code o comitatus in Beowulf considering s,eci ically the actions o Beo"ul as a young "arrior, +igla as a young "arrior, and the co"ardly retainers at the dragon ight$ Lecture: .igher and /o"er#level thinking Practice: &iscussing and identi ying the level o 'uestions on the board$ Important Information 0rom the larger stand,oint o the unit, the ,oint o Beo"ul is to sho" the transition o literature rom the ,agan roots o the classical ,eriod, and into the ,ost#1hristianity o the medieval Euro,ean "orld$ Beo"ul is a classical hero, thrust into a "orld that values virtue over might, and is killed at the end o the story as an exam,le o the ailure o the old#style "arlord in a culture that ,laces a higher value on virtue than might$ )dditionally, the story introduces us to the comitatus, or the king’s retinue o soldier#bodyguards$ This is the beginning o the conce,t o the knight, "hich igures ,rominently in medieval literature, most notably in )rthurian myth$ The board"ork is designed to get the students thinking about Beo"ul in those terms, be ore they begin their discussions and cra t their o"n 'uestions$ Because "e "ill be moving to Sir 2a"ain next, the understanding o the roots o knighthood is im,ortant$ 0or this ,art o the unit, the ocus is on getting students to understand the ,ur,ose and begin the ,ractice o thinking critically about a ,iece o literature$ This skill "ill be rein orced as the students tear a,art and analy3e

hase.ractice they shall have to become amiliar "ith in college.er ectly the irst time out the gate$ )t this . I "ant to see i the students can identi y the di erence bet"een the di erent orders o thinking$ The irst assessment o their 'uestions should .lex .s should give the students and understanding o class ormat and ex.ossible$ Practice Activit 1losure # summary.ecting it to go . and I’m not ex. "hile the discussions in grou.oint o vie" "ith exam. more com. link to next lesson Evaluation! "ormative #ummative Teacher $eflection This is an introduction to the .smaller articles and larger.rocess.les in the text is a .ed as soon as .oint to build on.ieces$ The act o discussing the 'uestions and de ending their .ectations going or"ard . and they "ill need the skills develo.rovide me "ith a good starting .

ro icient at this activity."ith literature$ )t this . and "hat ones need more hel. "e’re looking at logistics as "ell# "hat grou.$ This "ill allo" me to build "orking grou.oint.s and individuals are most .s in the uture that are sel # rein orcing$ .

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