Beowulf Unit

Grade 12 Quarter 1: Beowulf Unit 6 Lessons

Focus Standards *Key Ideas and Details LAFS.1112.RL.1.2 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. LAFS.1112.RL.1.3 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). Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning *Craft and Structure LAFS.1112.RL.2.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning *Writing LAFS.1112.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

Learning Goals *Key Ideas and Details 1. The student will identify two themes of “Beowulf” and Epic poems and discuss verbally and in writing how those themes interact to create a meaningful text. 2. The student will analyze the author’s story choices, such as character and setting, and demonstrate understanding of how authors make choices by creating a hero, or “modern Beowulf,” who embodies modern cultural values similarly to how Beowulf embodied values of his own time. *Craft and Structure 3. The student will analyze the story structure of “Beowulf” and discuss verbally and in writing how the author’s choices impact the meaning of the text. *Writing 4. The student will compose a well-organized and audienceappropriate letter to a future upcoming senior student, detailing how, according to Beowulf, one can become a “hero.”

Lesson Purpose To be able to construct a cohesive, authentic letter to an upcoming senior student that employs both personal reflection and evidence from the “Beowulf” to discuss what it means to be a hero. Big Idea Lesson Throughout time, some elements of what it means to be a “hero” have changed, and some have stayed the same. A people’s values, fears, and hopes are reflected in their literature. Authentic writing occurs when students have a real audience and motivation to write. Essential Questions What are the values of the Anglo-Saxon people, and how does Beowulf exemplify those values? How do authors structure their stories effectively? How do authors make specific story choices such as character and setting?

Academic Vocabulary Audience Kenning

Strategies for Teaching Vocabulary Students will review vocabulary essential for writing a letter to a future student based on “Beowulf.”

Caesura Alliteration Epic Poem Motif Legendary Hero

Domain Specific Vocabulary Reparation Solace Writhing Massive Purge Loathsome

*Word Wall

Strategies for Teaching Vocabulary Create PowerPoint with words and definitions. Have students write the words in a sentence. Include the words in the study guide.

Formative Assessment Journal Entries: During the unit, the teacher will guide students in a series of journal entries that encourage active engagement with the material. Stop and Write: During the unit, the teacher will guide students to stop at key points in instruction and reflect on the text. The Stop and Write questions directly correspond to the unit standards.

Turn-Pair-Share and collaboration: During the unit, students will collaborate, work together, and share their work with the class. Text Used “Beowulf,” Author Unknown Lexile 1090 Anchor Text Description This is a traditional Anglo-Saxon text. The poem is about encountering the monstrous, defeating it, and then having to live on, physically and emotionally exposed in the exhausted aftermath.

Materials Anchor Text: “Beowulf,” Author Unknown Paper/Pencils/Pens/Highlighters Large papers for tabletop twitter Beowulf PowerPoint Pre-test and post-test Journal

Lesson One Lesson purpose: To explore the history of “Beowulf” in preparation for reading the text; to determine students’ own perspectives on what a “hero” should be and do; to begin reading the text. Hook: Students respond in their journals to the following Bellwork: Journal Topic: What Makes a Hero? Are heroes born, or are they made? How does one become a hero? Is a hero found in a person’s actions, or a person’s intentions? Who is a hero in your life? In their groups, students will discuss their answers. Each group will then elect a speaker to share some insights with the class (Accommodation: group work. Provides support for all students). Discussion/ Pre-Teaching: The teacher will use the “Beowulf” PowerPoint to lead students in a

Resources and Notes Objective: Students will reflect on their own notions of what makes a “hero.” Students will read and connect their experiences to the text. Students will predict the next section of the text.

discussion of the text’s background. Students will take notes in their English notebooks and answer the “Stop and Write” questions in their journals (Accommodation: visual images. Images in the PowerPoint assist visual learners, ELLs, and all students). Guided Practice: The teacher will begin reading the text with students. Together, the students and teacher will read the sections “The Wrath of Grendel” and “The Coming of Beowulf.” Exit Ticket: Students will respond on an index card to the following prompt: Make a prediction! What do you think will happen as the story continues? Homework: Students will be given the Beowulf study guide.

Lesson Two Lesson Purpose: To continue reading “Beowulf;” to explore the

Resources and Notes Objective: Students

characters and setting of the story in order to question the author’s decisions; to understand how the author’s story choices arose out of “Beowulf’s” time period. Hook: Collaborating with their table, students will answer the following response as a group: Recall what we have read so far of “Beowulf.” What do you think are the values of Beowulf’s culture? How do you know? Provide at least two examples. Students will elect a speaker who is different from the speaker from lesson one to share their response with the class (Accommodation: group work. Provides support to all students). Guided Practice: The teacher will continue reading the text with the students. The class will read the sections “The Battle with Grendel,” “The Monsters’ Lair,” and “The Battle with Grendel’s Mother.” While reading, the teacher will stop and address the following Stop and Discuss questions:

will consider and formulate audienceappropriate responses to text-based questions.

*How does the “renaming” of Grendel in line 325 emphasize the significance of the battle? How does it help characterize Grendel? Why did the author choose to call Grendel those names? *What details from the battle with Grendel seem realistic? What seem to be “epic?” Why did the author choose to include these elements? *Why does Grendel’s Mother not have her own name? (Accommodation: text chunking. Provides support to readers of all levels). Activity: Tabletop Twitter Five tables will be converted into “stations,” and each one will have a large sheet of paper with a question or statement written on it. *Beowulf boasts about his skills and triumphs. Does that make him any less of a hero? *The poem places a lot of emphasis on “fate.” What does that say about the world the Anglo-Saxons lived in? *Write down a heroic deed of your own! Why did you choose to do that

deed? *What has been the most dramatic setting so far in the story? Why did the author choose to include this setting? *What themes seem to be appearing in the poem so far? (Accommodations: movement around the classroom and group work. Group work provides support for all students. Movement around the classroom provides support for kinesthetic learners). (Accommodation for student in wheelchair: the path around the stations will be wide and circular to allow our student who uses a wheelchair easy access to the stations). Students will rotate around the tables, respond to the questions, and then respond to their peers’ responses in short sentences.

Lesson Three Lesson Purpose: To finish reading “Beowulf;” to make personal out-of-

Resources and Notes Objective: Students

text connections; to make audience-appropriate decisions in writing.

will judge important information and make Hook: Students will respond in their journals to the following bellwork: decisions about how to represent Journal Topic: Your Life information to a Are some things worth giving your life for? What are those things? specific audience. Students will craft an Guided Practice: The teacher will finish reading the text with the students. The class will read the sections “The Last Battle,” “The Spoils,” audience-appropriate and “The Farewell.” reproduction of the text. Stop and Discuss Questions: *Why do you think there’s an emphasis on fate in the final sections of this poem? How does this contribute to the themes of the story? What does it say about the Anglo-Saxon culture? *Who is Wiglaf? How is he similar and different from Beowulf? (Accommodation: chunking. Provides support for students of all reading levels). Independent Practice:

Now that you’ve read all of “Beowulf,” consider how you would explain the story to a younger brother or sister. Craft a synopsis of “Beowulf” that you could use to explain the story to a child. (Accommodation: students will have the opportunity to decide how they would like to present the information. They could draw a graphic depiction of the story, write a paragraph, create a bulleted list, or choose another way to share their ideas. Provides support to all learners). The teacher will call on volunteers and non-volunteers to discuss what they wrote and how they made choices in language and tone. The teacher will draw attention to the point that students made choices according to their audience. Homework: Beowulf study guide Exit Slip: 3-2-1 Slip Students will write down 3 things they have learned so far while reading “Beowulf,” 2 questions they have, and one theme of the text.

Lesson Four Lesson Purpose: To formatively assess knowledge of the text; to apply knowledge about author’s choices to a modern and relevant setting. Hook: Kahoot! Students will participate in a 12 question Kahoot! quiz. This serves as a formative assessment. (Accommodation: presenting information in short, alternative, interactive way. Provides support for all students, including ELLs). Students will respond in their journal to the following bellwork: Journal Topic: Fighting Monsters Who do you think would win in a fight between Grendel and Grendel’s Mother? Support your answer with evidence from the text. OR

Resources and Notes Objective: Students will demonstrate text comprehension. Students will design a hero based on their own modern values and ideals.

What monsters have you fought in your own life? Reflect on some heroic battles you’ve won and lost. (Accommodation: choice. Students will have the opportunity to choose which journal to respond to. Provides support to all learners). Activity: Create a Hero! The teacher will distribute the “Create a Hero” worksheet. Students will work independently to create their heroes. (Accommodation: visual depiction of information. Graphic organizer. Visualizing a hero and drawing it provides support for visual learners. Organizing the information on the back provides support for all learners). Students will assume the identity of their hero and introduce themselves to their classmates. Students must ask each other questions to understand their heroes. Students must write down the information of at least two other heroes they meet. (Accommodation: movement around the classroom, group work. Students will move around the room, which provides support for

kinesthetic learners. Speaking to peers provides support for all students). Homework due: The Beowulf Study Guide is due. Students will turn it in and the teacher will lead a discussion about some of the challenging questions.

Lesson Five Lesson Purpose: To encourage students to think about their own choices as writers; to create an authentic piece of writing. Hook: Students will respond to the following bellwork: Write down a crazy story from own life. Use vivid details (remember how you told your story in your narrative essay!) to bring your story to life. 3-4 Students will be called on to read their stories aloud to the class. We will discuss why they chose to structure their stories as they did. Why did they choose to start where they did? Why did they choose to end where they did? After discussion, all students will explain their story

Resources and Notes Objective: Students will craft an authentic piece of writing appropriate directed at the desired audience.

structure choices at the bottom of their paper. Assignment: Students will begin crafting a letter to an upcoming senior describing “how to be a hero.” Students will start by doing a free-write activity to collect their thoughts. They will write whatever comes to mind for five minutes. Then, students will craft an outline for their paper. They will turn-pair-share and explain their outline to their partner. Some students will be called on to share their outline with the class. Students will have the remainder of the class period to write. The specific requirements for the paper are located on the assignment sheet. The rough draft will be due at the beginning of lesson six. (Accommodation: The writing process is guided in order to support all students. Students can create an outline in a graphic organizer if they choose. Provides support for all students). Class discussion: The teacher will lead the class in a discussion regarding the questions in the “Beowulf” study guide. The challenging questions

will be reviewed. Students will take notes in a format that they choose. (Accommodation: Multi-modal notes. Students will decide how to best take notes so they remember the information. Supports all learners).

Lesson Six Lesson Purpose: To finish the “Beowulf” unit; to assess student learning over the course of the unit.

Resources and Notes

Objective: Students will revise their writing according to Hook: Students will respond in writing to the following bellwork: peer-feedback. Students will make Journal Topic: 10/10, Would Read Again decisions about which Would you recommend “Beowulf” to a friend? Why or why not? feedback to incorporate. Students Assignment: Students will exchange papers with somebody at their table and complete a peer review. Students will complete the peer will demonstrate review worksheet for their partner. The teacher will lead a discussion in understanding of the how to revise the letters. Students will revise for homework and turn in text through the final their completed typed draft the next day. assessment.

(Accommodation: Grouping and peer-review provides support for all learners). Picture review before test: The teacher will flip through the picture slides of “Beowulf” and have the students either tell the story to a partner, using the images as prompts, OR write down the story in a bulleted list using the images as prompts. Summative Assessment: Students will take the “Beowulf” post-test. (Accommodation: Images are printed on the test in order to support all learners. Students who require more time will be given an extension. English Language Learners will use a digital translator).

Lesson Resources: 1. “Beowulf” pre-test 2. “Beowulf” study guide 3. “Create a Hero” worksheet 4. Hero Letter Assignment Sheet 5. “Beowulf” post-test

[Pre] Name ________________________ Date_________________________ Pd __________________________

Beowulf Section 1: Reading Comprehension Directions – Please circle the correct answer to each question. Please answer every question! 1. Where does Beowulf come from? a) b) c) d)

Scotland Geatland England Texas

2. What is Grendel’s mother’s name? a) b) c) d)

Hygd Elizabeth She doesn’t have a name Breca

3. Where does Grendel live? a) b) c) d)

The swamp Heorot The church The underworld

4. Who helps Beowulf slay the dragon? a) b) c) d)

Hrothgar Grendel Hygelac Wiglaf

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5. What does Beowulf do after slaying the dragon? a) b) c) d)

He becomes king He tells Hrothgar and is rewarded with treasure He dies He renounces the throne

Section 2: Analysis Directions – Please circle the correct answer to each question. Please answer every question! 6. What are two themes of “Beowulf?” (LG1) a) b) c) d)

Fate, heroism Protecting the natural world, faith Happiness, Tranquility Questioning authority, the value of family

7. Why may the author have chosen to set Beowulf’s battle against Grendel’s mother in the water? (LG2) a) b) c) d)

Beowulf’s brother was killed there, so the battle takes on symbolic meaning Beowulf is more vulnerable in the water, so the battle takes on an epic tone Grendel’s mother lured Beowulf there, showcasing Beowulf’s foolishness The water represents Beowulf cleansing his wrongdoings

8. Why may the author have chosen to end the story as he or she did? (LG3) a) As an Epic poem, the story follows a legendary hero throughout his entire life b) The narrator wanted the readers and listeners to feel deeply moved c) The values of Anglo-Saxon culture dictated that what makes a true hero is his courage in the face of danger, no matter what the cost d) The Anglo-Saxon author wanted to teach the moral that death comes to all, even the heroic

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9. How can the readers of “Beowulf” today use the text to understand and interpret the values of Anglo-Saxon culture? (LG2) a) b) c) d)

The poetic nature of the text indicates the Anglo-Saxon love of poetry The actions of Beowulf showed how an ideal Anglo-Saxon hero would behave The “cowards” in the text all die, depicting the ultimate value of bravery The text can be used as an example of a poem changing drastically as it is shared throughout the years

10. As an Epic poem, what types of themes might be most likely to appear in “Beowulf” and similar texts? (LG1) a) b) c) d)

War, fear, conflict Great journeys, sailing the seas, scaling mountains Heroic deeds, valor, courage Peace, tranquility, respect

11. Why might the author have chosen to use the three heroic battles of Beowulf as a means of structuring the story? (LG3) a) The author wanted to create a simple structure to help people who couldn’t read follow the story b) The author wanted to showcase the most important moments of Beowulf’s life c) The Anglo-Saxons believed three was a lucky number d) The author decided to keep the poem short so more people could access it

Short Response Directions – Please respond to the question below. Describe two characteristics of a hero (one sentence). Apply those characteristics to someone who is a hero in your life today. Give one example of each characteristic (4-6 sentences). (LG4) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Beowulf Study Guide One of the most important remains of Anglo-Saxon literature is the epic poem Beowulf. Its age is unknown; but it comes from a very distant and hoar antiquity . . . It is like a piece of ancient armor; rusty and battered, and yet strong. —Henry Wadsworth Longfellow

BACKGROUND It is a curious fact that some of the world’s greatest literature has come to us from an unknown hand. Beowulf, the first epic poem in the English language, ranks high among such literature. Scholars believe that this epic about a brave warrior who vanquishes evil monsters was composed between the midseventh century and the end of the tenth century. Some of the story materials the poet uses may have been passed down by word of mouth from one generation to the next. Beowulf was probably composed in writing by one man. Although no one knows the identity of the author, he lived in what is now England, probably somewhere north of the river Thames. Little more can be said about the author with certainty, except that he was highly skilled in poetic technique and was thoroughly familiar with the traditional themes and legends of early Germanic culture. What is it about Beowulf that moved the American poet Longfellow to compare it to “a piece of ancient armor; rusty and battered, and yet strong”? Perhaps it is that the poet fused early Germanic history, legends, mythology, and ideals with Christian faith and values to create an enduring work of art that inspires as it entertains. Or perhaps it is that we still cherish many of the qualities that Beowulf embodies—among them courage, loyalty, and generosity. THE TIME AND PLACE The poem is set mainly in Denmark and Geatland (now southern Sweden) during the sixth century. The map at right shows the locations of peoples mentioned in Beowulf. The proximity of those peoples to one another, together with the warrior code they followed, made for frequent clashes. CHARACTER LIST Much of the early action takes place in Heorot (also called Herot), a great mead hall, or banquet hall, where the well-loved and generous Danish king Hrothgar holds court. The following list includes the principal characters in Beowulf. Beowulf, an ideal warrior of the Geats and the hero of the poem Dragon, a fire-breathing, snakelike monster that terrorizes the Geats Grendel, a monster with human qualities that terrorizes Herot for twelve years Grendel’s mother, a monster that also terrorizes Herot Hrothgar, Danish king and builder of Herot Higlac, king of the Geats and uncle of Beowulf Shild, legendary king of the Danes and great-grandfather of Hrothgar Unferth, a warrior in Hrothgar’s court who challenges Beowulf’s bravery Welthow, Hrothgar’s wife Wiglaf, a young warrior and relative of Beowulf

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Study AnAlySiS QueStionS: 1.

Briefly describe Grendel. What might Grendel symbolize?

2.

Hrothgar and his followers face “Twelve Winters of Grief.” How does the length of their suffering increase the epic feeling of this tale?

3.

What details from the battle with Grendel seem realistic? What seem to be “epic?” Why did the author choose to include these elements?

4.

How does the setting of the battle against Grendel’s Mother showcase its epic significance? Why did the author choose this setting? (Consider what it shows about the realms in which Beowulf has power.)

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5.

Grendel’s mother is a major figure, but nothing is known about Grendel’s father. In a poem in which ancestry is important, what does Grendel’s ancestry suggest about his character?

6.

What characteristics does the dragon have in common with Grendel? How is Beowulf’s battle with the dragon different from his battle with Grendel?

7.

Why do you think there’s an emphasis on fate in the final sections of this poem? How does this contribute to the themes of the story? What does it say about the Anglo-Saxon culture?

8.

Who is Wiglaf? How is he similar and different from Beowulf?

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domAin VocABulAry Reparation Definition: Sentence:

Solace Definition: Sentence:

Writhing Definition: Sentence:

Massive Definition: Sentence:

Purge Definition: Sentence:

Loathsome Definition: Sentence:

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AcAdemic VocABulAry Motif Definition Sentence Epic Poem Definition Sentence Legendary Hero Definition Sentence Alliteration Definition Sentence Kenning Definition Sentence Caesura Definition Sentence Audience Definition Sentence

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Test Preparation 1. Know the basics of the story! Be able to tell the characters apart. Be able to describe the three essential sections of Beowulf’s epic story.

2. What are the characteristics of a hero? Be able to define what a “hero” is and apply that knowledge to the characters from the story.

3. What are two themes of “Beowulf?”

4. What are some examples of themes that might appear in Epic poems in general?

5. Know why the author of “Beowulf” might have chosen the three main battles as a way to structure the story. Why do authors in general structure stories the way they do?

6. Know the values of Anglo-Saxon culture and how “Beowulf” explores those values.

7. Why may the author have made certain choices about character and setting? Think about why Beowulf’s battles took place where they did. Think about why the characters in the story act the way they do.

Create a Hero! Directions: We’ve been reading about Beowulf, one of the first heroes in English literature. Now it’s time to create your own hero! Think about the qualities that Beowulf embodies. Which qualities make him a hero? If you were to create a hero, would he or she share the same qualities, or have different ones? Create your hero below.

Create a Hero! What is your hero’s name? ____________________________________________ What does your hero fight for? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ What epic battles has your hero fought? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ What is your hero’s heroic code? List five elements of this code. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ What does your hero value? List five values. ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ Write two kennings to describe your hero: __________________and _____________________

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Content

The letter describes at least 3 attributes of a hero and relates them to the modern world. The student cites at least 3 strong supporting examples from the text.

The letter describes 2 attributes of a hero and relates them to the modern world. The student cites 2 supporting examples from the text.

The letter describes fewer than 2 attributes of a hero. The student cites fewer than 2 supporting examples from the text.

The letter is not ontopic.

Structure

The letter is organized into paragraphs. Each paragraph has a clearly defined topic.

The letter is organized into paragraphs. The paragraphs are not clearly defined.

Audience Awareness

The student makes all audience-appropriate choices regarding language usage and examples.

Mechanics

There are no spelling errors. Punctuation is used completely correctly. The word count is written at the bottom of the page.

The student makes many audienceappropriate choices regarding language usage and examples. There are a few spelling errors. Punctuation is used mostly correctly. The word count is written at the bottom of the page.

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The student makes a few audienceappropriate choices regarding language usage and examples. There are many spelling errors. Punctuation is sometimes used correctly. The word count is not written at the bottom of the page.

The letter is not organized into paragraphs.

The student’s choices are not audienceappropriate.

Spelling errors make the letter difficult to read. Punctuation is not used. The word count is not written at the bottom of the page.

“Letter to a Senior” Rubric: You’re a senior now! And as a senior, you have a lot of wise words of advice to give to somebody who’s right now in the junior class. Now that we’ve read Beowulf, take some time to think about how you can be a hero like Beowulf in your own life. What advice can you give to someone else about how to be a hero? Write a letter to an upcoming senior – someone who is a junior right now – explaining how she can be a hero according to Beowulf.

[Post] Name ________________________ Date_________________________ Pd __________________________

Beowulf Section 1: Reading Comprehension Directions – Please circle the correct answer to each question. Please answer every question! 1. Where does Beowulf come from? a) Scotland b) Geatland c) England d) Texas 2. Where does Grendel live? a) The swamp b) Heorot c) The church d) The underworld 3. What is Grendel’s mother’s name? a) Hygd b) Elizabeth c) She doesn’t have a name d) Breca

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4. What does Beowulf do after slaying the dragon? a) He becomes king b) He tells Hrothgar and is rewarded with treasure c) He dies d) He renounces the throne 5. Who helps Beowulf slay the dragon? a) Hrothgar b) Grendel c) Hygelac d) Wiglaf Section 2: Analysis Directions – Please circle the correct answer to each question. Please answer every question! 6. How does the Anglo-Saxon author of “Beowulf” explore the poem’s theme of “fate? (LG1) a) Grendel’s father is unknown, indicating that Grendel must choose his own fate b) Beowulf knows he is fated to die in the battle with the dragon, yet faces it anyway c) Grendel’s mother’s cave at the bottom of the lake represents a battle against fate d) Hrothgar is incapable of facing his own fate, so Beowulf must fight for him 7. What are two themes of “Beowulf?” (LG1) a) Fate, heroism b) Protecting the natural world, faith c) Happiness, Tranquility d) Questioning authority, the value of family

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8. Why may the author have chosen to end the story as he or she did? (LG3) a) As an Epic poem, the story follows a legendary hero throughout his entire life b) The narrator wanted the readers and listeners to feel deeply moved c) The values of Anglo-Saxon culture dictated that what makes a true hero is his courage in the face of danger, no matter what the cost d) The Anglo-Saxon author wanted to teach the moral that nobody is a true hero 9. How can the readers of “Beowulf” today use the text to understand and interpret the values of Anglo-Saxon culture? (LG2) a) The poetic nature of the text indicates the Anglo-Saxon love of poetry b) The actions of Beowulf showed how an ideal Anglo-Saxon hero would behave c) The “cowards” in the text all die, depicting the ultimate value of bravery d) The text can be used as an example of a poem changing drastically as it is shared throughout the years 10. Why might the author have chosen to use the three heroic battles of Beowulf as a means of structuring the story? (LG3) a) The author wanted to create a simple structure to help people who couldn’t read follow the story b) Because Beowulf is an Epic Hero, the author wanted to showcase the most important moments of Beowulf’s heroic journey c) The Anglo-Saxons believed three was a lucky number d) The author decided to keep the poem short so more people could access it

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11. What types of themes might be most likely to appear in the Epic Poem genre about Legendary Heroes? (LG1) e) War, fear, conflict f) Great journeys, sailing the seas, scaling mountains g) Heroic deeds, valor, courage h) Peace, tranquility, respect 12. Why might the author have chosen to indicate that Grendel terrorizes the Danes for “twelve winters of grief?” (LG2) a) Twelve is a demonic number in Anglo-Saxon culture b) Beowulf was a child when Grendel began causing trouble, and had to grow up before he could fight c) The length of time indicates how old Hrothgar must have been by the time Beowulf showed up d) The length of time indicates Grendel’s strength, and showcases how strong Beowulf had to be to fight him 13. Why may the author have chosen to set Beowulf’s battle against Grendel’s mother in the water? (LG2) e) Beowulf’s brother was killed there, so the battle takes on symbolic meaning f) Beowulf is more vulnerable in the water, so the battle takes on an epic tone g) Grendel’s mother lured Beowulf there, showcasing Beowulf’s foolishness h) The water represents Beowulf cleansing his wrongdoings Short Response Directions – Please respond to the question below. Describe three characteristics of a hero (one sentence). Discuss how Beowulf embodies these characteristics. Give one example of each characteristic (4-6 sentences). (LG4)