Beowulf Unit Plan

Running head: BEOWULF UNIT PLAN
Beowulf Unit Plan

Brittany Antolino
Prof. Lindsey Plait-Jones
Arizona State University
Fall 2015

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ENDURING OUTCOMES
Students need to be able to understand the epic poem Beowulf. (Specifically the battles)
Students need to be able to show their knowledge of the poem through varies different writing
activities.
Students need to know to properly debate.
Students need to be able to form their own interpretation of the text and the characters.
EVIDENCE OF ENDURING OUTCOMES
Debating the side of Beowulf or Grendel.
Writing a letter to another character.
Rewriting a battle scene in a modern context.
Expressing ones opinion on the epic poem.
2+ ESSENTIAL QUESTIONS
What is a hero?
Who is the true monster in Beowulf?
Who was in the wrong for killing in the poem?
What makes a text modern?
RATIONALE
This unit is focused on the epic poem Beowulf. The reason behind teaching Beowulf is to
introduce the students to myths and journey of life. By having the students rewrite a battle
scene, allows the student to prove they know the text while being able to show their creativity.
This unit will explore different ideas and themes relating to the characters in the poem. This
unit is designed as a five week unit. It is planned to be taught in an eleventh or twelfth grade
English classroom. Students will end this unit with an eminence understanding of Beowulf,
along with their own opinion of the characters that dwell within the poem. The students will be
able to show their understanding through various writing activities.
The goals of this unit is to read and understand the poem. Also, to have a debate, write a letter
to a character, and to rewrite a battle scene. By having different writing activities the students

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are able to show their knowledge through different forms of writing. Each of these writing
activities are accompanied with peer and/or teacher conferencing to ensure that students are
getting a chance to share their ideas and to revise their work.
This unit is designed to allow the students to form their own ideas and opinions of the epic
poem. Beowulf is an exciting read with twist and turns throughout the poem. Students will be
able to gather their own ideas and opinions by using details from the poem to support their
notions. At the end of this unit, students will be able to show off their work by holding a
literature walk where other teachers and students will be invited to come read the students
modern battle scenes.
Standards Used
(11-12.RL.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
(11-12.W.3)
summary of the text.

3. Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured
event sequences.
a. Engage and orient the reader by setting out a problem, situation,
or observation and its significance, establishing one or multiple
point(s) of view, and introducing a narrator and/or characters;
create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
c. Use a variety of techniques to sequence events so that they build

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on one another to create a coherent whole and build toward a

particular tone and outcome (e.g., a sense of mystery, suspense,
growth, or resolution).
d. Use precise words and phrases, telling details, and sensory
language to convey a vivid picture of the experiences, events,
setting, and/or characters.
Provide a conclusion that follows from and reflects on what is
(11-12.W.4)
experienced, observed, or resolved over the course of the narrative.

Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1
(11-12.W.5)
3 above.
Develop 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. (Editing for conventions
should demonstrate command of Language standards 13 up to and
(11-12.W.10)
including grades 1112.)

Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for
(11-12.SL.1)
a range of tasks, purposes, and audiences.

Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades
1112 topics, texts, and issues, building on others ideas and expressing
their own clearly and persuasively.
a Come to discussions prepared having read and researched
material under study; explicitly draw on that preparation by

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referring to evidence from texts and other research on the topic or

b
issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish
individual roles as needed.

Propel conversations by posing and responding to questions that
probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas
and conclusions; and promote divergent and creative
perspectives.
Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is
(11-12.L.1)
required to deepen the investigation or complete the task.

Demonstrate command of the conventions of Standard English grammar
and usage when writing or speaking.
a Apply the understanding that usage is a matter of convention, can
change over time, and is sometimes contested.
Resolve issues of complex or contested usage, consulting references
(e.g., Merriam-Websters Dictionary of English Usage, Garners Modern
(11-12.L.2)
American Usage) as needed.

Demonstrate command of the conventions of Standard English
(11-12.L.3)
capitalization, punctuation, and spelling when writing.

a Observe hyphenation conventions.
b Spell correctly.
Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.

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Vary syntax for effect, consulting references (e.g., Tuftes Artful

Sentences) for guidance as needed; apply an understanding of syntax to
the study of complex texts when reading.
Instructional
Lesson Plan
Standards
Measurable/Obser
Strategies/Tasks
Assessments
vable
Differentiation
that Match
Learning
Day 1
Background on
Beowulf
(11-12.RL.2)
Objectives
The SWBAT analyze
(11-12.L.1)
the epic poem
(11-12.L.2)
Beowulf by filling
(11-12.L.3)
Objectives
1) The students will complete
their bell work. (To be
determined)
2) The students will read/listen
out guided notes
Reading Log Exit

Ticket
(show knowledge
of chapters read
(audio book) as they fill out

while they read and
along with
their guided notes on
completing their
character tree)
chapters 1-8.
3) The students will write their
Read Chapters
Reading Log for
1-8
chapters 1-8.
Reading Log by summarizing
The SWBAT organize
what they read in 2-3
the characters and
paragraphs.
4) The students will draw what
their hometowns
happened in their reading in
by filling out a

character tree.
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their sequencing map.
5) As a class, we will begin a
character tree to map out the
characters families and
hometown.
Day 2
(11-12.SL.1)
(11-12.L.1)
(11-12.L.2)
Literary Circle 1
(11-12.L.3)
The SWBAT
1) Students will break into 5
Packet will be
investigate the
groups of 4-5.
2) Each group will be assigned a
turned in for a
given task by
analyzing the text to
check for
task.
a. Summarizer
b. Questionnaire/Discussion
become masters
in that role.
The SWBAT report
Director
c. Travel Tracer
d. Vocabulary Enricher
e. Literary Luminary
the found
information on their
role to the class.
task to master.
4) Each member will get a
packet with the 5 tasks.
These tasks will be filled out
during the
presentations/discussions for
the day.
understanding.
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5) Each group will then present
to the class what they have
found.
6) Each group will be assigned
different tasks after each
reading until all groups have
Day 3
(11-12.RL.2)
The SWBAT analyze
(11-12.L.1)
the epic poem
(11-12.L.2)
Beowulf by filling
(11-12.L.3)
had all 5 tasks.

determined)
out guided notes
Reading Log Exit

Ticket
(show knowledge
of chapters read
(librivox) as they fill out their

while they read and
along with
guided notes on chapters 9-
Read Chapters 914
completing their
Reading Log for
chapters 9-14.
character tree)
14.
The SWBAT organize
paragraphs.
the characters and

their hometowns
by filling out a

5) As a class, we will work on our

character tree.
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hometown.
Day 4
(11-12.SL.1)
(11-12.L.1)
(11-12.L.2)
Literary Circle 2
(11-12.L.3)
The SWBAT
Packet will be
investigate the
groups of 4-5.
turned in for a
given task by
check for
task.
a. Summarizer
b. Questionnaire/Discu
become masters
in that role.
The SWBAT report
the found
ssion Director
c. Travel Tracer
task to master.
role to the class.
during the
the day.
understanding.
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found.
Day 5
(11-12.RL.2)
The SWBAT analyze
(11-12.L.1)
the epic poem
(11-12.L.2)
Beowulf by filling
(11-12.L.3)
had all 5 tasks.

determined)
out guided notes
Reading Log Exit

Ticket
(show knowledge
of chapters read

while they read and
along with
Read Chapter 1520
completing their
Reading Log for
chapters 15-20.
character tree)
20.
The SWBAT organize
paragraphs.
the characters and

their hometowns
by filling out a
character tree.

12
hometown.
(11-12.SL.1)
Day 6
(11-12.L.1)
(11-12.L.2)
(11-12.L.3)
Literary Circle 3
The SWBAT
Packet will be
investigate the
groups of 4-5.
turned in for a
given task by
check for
task.
a. Summarizer
b. Questionnaire/Discussi
become masters
in that role.
The SWBAT report
the found
on Director
c. Travel Tracer
task to master.
role to the class.
during the
understanding.
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the day.
found.
Day 7
(11-12.RL.2)
The SWBAT analyze
(11-12.L.1)
the epic poem
(11-12.L.2)
Beowulf by filling
(11-12.L.3)
had all 5 tasks.

determined)
out guided notes
Reading Log Exit

Ticket
(show knowledge
of chapters read

while they read and
along with
Read Chapters
21-26
completing their
Reading Log for
chapters 21-26.
character tree)
26.
The SWBAT organize
paragraphs.
the characters and


their hometowns
14
by filling out a
character tree.
hometown.
(11-12.SL.1)
Day 8
(11-12.L.1)
(11-12.L.2)
(11-12.L.3)
Literary Circle 4
The SWBAT
Packet will be
investigate the
groups of 4-5.
turned in for a
given task by
check for
task.
a. Summarizer
become masters
in that role.
The SWBAT report
the found
on Director
c. Travel Tracer
task to master.
role to the class.
during the
the day.
understanding.
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during the
the day.
found.
Day 9
(11-12.RL.2)
The SWBAT analyze
(11-12.L.1)
the epic poem
(11-12.L.2)
Beowulf by filling
(11-12.L.3)
had all 5 tasks.

determined)
out guided notes
Reading Log Exit

Ticket (show
knowledge of
chapters read

while they read and
along with
Read Chapters
completing their
34-39
Reading Log for
character tree)
33.

(skipping 27-33)
chapters 34-39.
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The SWBAT organize
paragraphs.
the characters and

their hometowns
by filling out a
character tree.

hometown.
6) The students will receive a
study guide for the Beowulf
quiz.
Day 10
(11-12.SL.1)
(11-12.L.1)
Literary Circle 5
(11-12.L.2)
(11-12.L.3)
The SWBAT
investigate the

groups of 4-5.
given task by
turned in for a
check for
task.
a. Summarizer
become masters
in that role.
Packet will be
on Director
c. Travel Tracer
understanding.
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The SWBAT report
the found
task to master.
role to the class.
during the
the day.
found.
Each group will be assigned
Day 11
(11-12.SL.1)
(11-12.L.1)
Beowulf Quiz
Debate Lesson
(11-12.L.2)
(11-12.L.3)
The SWBAT prepare

for a debate on who
is the true monster
had all 5 tasks.

determined)
in Beowulf by
writing their
evidence on note
Quick write on
the evidence they
will use
(shows
the Beowulf Quiz.

3) The teacher will give a lecture
on Debating and the proper
knowledge of
upcoming

Prepare for
cards.
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etiquette of debating.
4) The students will take notes
debate)
Debate
using guided notes/organized
map during the debate.
5) Students will be put into two
groups (Beowulf, Monsters).
6) The students will prepare for
the debate by writing their
evidence on note cards. They
will debating who is the true
monster in Beowulf?
7) The students will quick write
on the evidence they have
found.
Day 12
(11-12.SL.1)
(11-12.L.1)
Debate
Reflection
(11-12.L.2)
(11-12.L.3)
The SWBAT argue in
Reflection Exit
their debate on who
Ticket
is the true monster
determined)
2) The students will get into
(shows
in Beowulf by
knowledge of
their groups to finish up their
conducting a class
debate and writing a
debates/what did
final preparations for debate.
3) The debate will take place.
4) After the debate the students
or didnt go well)
19
reflection on the
will write a quick write
debate.
reflection. They will write 5

points made by each side and
ways the debate went
well/did not go well.
Day 13
Letter Format
Lesson
(11-12.W.4)
The SWBAT examine
(11-12.W.5)
the proper way to
(11-12.W.10)
write a letter by
(11-12.L.1)
(11-12.L.2)
Assign Letter
(11-12.L.3)

determined)
2) The teacher will give a lesson
taking guided notes,

looking at a short
letter, and writing a
written to their
partner
(shows
on writing letters.
3) The class will look at the
format of a short letter.
4) The teacher will go over the
short letter to a
letter assignment (students
Map
Short letter
partner.
will write a letter from a
The SWBAT organize
character to another
their ideas by filling
character explaining who the
out a mind map.
real monster is in the poem
and what characteristics
make them a monster. The
knowledge of how
to write a letter)
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student will write the letter to
the character they believe is
the monster.)
5) The students will practice
writing a letter by writing a
short letter to a partner in the
class room.
6) The students will then begin
their mind map on their letter.
Day 14
(11-12.SL.1)
(11-12.W.3)
Work Day
Teacher
Conferences on
letter
(11-12.W.4)
(11-12.W.5)
(11-12.W.10)
The SWBAT argue

who they believe is
the true monster is

determined)
2) The students will continue
in Beowulf by
Mini-reflection on
conference Exit
Ticket
(shows
writing their letters while they

writing a letter to
knowledge of
conference with the teacher
that monster
revision and what

about their letters (one-on-
(11-12.L.1)
will be worked on)

one).
3) The students will write a
(11-12.L.2)
The SWBAT to
(11-12.L.3)
manage their letter
reflection on their conference.
by conferencing with
(A paragraph or two).
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the teacher to get

feedback.
Day 15
(11-12.SL.1)
(11-12.W.3)
Group Peer
Review Letter
(11-12.W.4)
(11-12.W.5)
(11-12.W.10)
The SWBAT argue

who they believe is
the true monster is
(11-12.L.3)

determined)
2) The students will workshop
in Beowulf by
writing a letter to
that monster.
(11-12.L.1)
(11-12.L.2)
Mini-reflection on
peer review Exit
Ticket
(shows
their letters with their peers.

groups of three (#off).
4) The students will read and
knowledge of
revision and what
will be worked on)
edit the letter. Then the

The SWBAT to
students will trade their letter
manage their letter
getting into groups
again.
to get feedback from
reflection (paragraph or two)
their peers.
on what they will fix/change

in their letters.

Day 16
(11-12.SL.1)
(11-12.W.4)
Come to a
Compromise
(Worksheet?)
(11-12.W.5)
(11-12.W.10)
(11-12.L.1)
Reflection
(11-12.L.2)
(11-12.L.3)
The SWBAT
compose a way the
characters can get
22
determined)
2) Students will be paired with a
along coming up
Compromise
worksheet Exit
Ticket
(shows
partner (Beowulf with a

with a compromise
then writing a short
reflection
summarizing the
knowledge that
Grendel) to read letters.
3) Students will be given a
worksheet to fill out with their
pairs.
4) Each pair will come up with a
compromise.
compromise for the battles.
(In what ways could they
have agreed to get along and
have no more battles).
summary (paragraph) on
what compromise the pair
came up with.
students see both

p.o.vs of Beowulf
and Grendel)

Day 17
Modern Context
Lesson
(11-12.W.3)
The SWBAT interpret
(11-12.W.4)
the epic poem by
(11-12.W.5)
rewriting a battle
(11-12.W.10)
(11-12.L.1)
Assign Rewrite
(1,5-3 w/c)
(11-12.L.2)
(11-12.L.3)
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determined)
2) The teacher will give a lecture
scene in a modern
Quick Write on
their ideas.
(shows where
they are on
on what makes a text

context using
specific elements
from the text to
support their ideas.
thinking about
modern.
3) The students will fill out
guided notes as the teacher
lectures.
4) The teacher will go over the
Maps
Beowulf Rewrite assignment
The SWBAT organize
guidelines/poster
their ideas by filling
out a mind map.
guidelines/literature walk.
5) The students will fill out a
mind map to organize their
ideas.
sentence or two on their
ideas for their rewrite.
their rewrite)

Day 18
(11-12.SL.1)
(11-12.W.3)
Work Day
Teacher
Conference on
Rewrite Story
(11-12.W.4)
(11-12.W.5)
(11-12.W.10)
(11-12.L.1)
(11-12.L.2)
The SWBAT interpret

the epic poem by
rewriting a battle
24
determined)
2) Students will work on their
scene in a modern
context using
Mini-reflection on
conference Exit
Ticket
(shows
rewrite in class.
3) The students will conference
knowledge of
specific elements
with the teacher (one-on-one)
revision and what
from the text to
to share their ideas to make
will be worked on)
support their ideas.
sure theyre on the right
(11-12.L.3)
track.
The SWBAT to
reflection on their conference.
manage their
(A paragraph or two).
Beowulf Battle
Scene Rewrite by
conferencing with
the teacher to get
feedback.

Day 19
(11-12.SL.1)
(11-12.W.3)
Peer Review
Mini-Reflection
(11-12.W.4)
(11-12.W.5)
(11-12.W.10)
(11-12.L.1)
(11-12.L.2)
(11-12.L.3)
The SWBAT to
25
manage their
Beowulf Battle
determined)
2) The students will workshop
Scene Rewrite
getting into groups
to get feedback from
Mini-reflection
Exit Ticket
(shows
knowledge of
their rewrites with their peers.

groups of three (#off).
4) The students will read and
revision and what

will be worked on)
their peers.
edit the rewrite. Then the
students will trade their
rewrite again.
reflection (paragraph or two)
on what they will fix/change
Day 20
Literature Walk
in their letters.
1) The students will set up for
Literature Walk by hanging
conference notes,
their posters around the
peer reviews, all
room.
2) Party/read others story
Components due
Mind map,
posters.
3) Students will turn in mind
drafts due
26
map, conference notes, peer
review, all drafts.

27
Direct instruction
Literary Circles
Subject: 11-12 Grade English
1-12.L.3)
ask by analyzing the text to become masters in that role.

mation on their role to the class.
s will turn in their literary circle packets that will be graded for completion.
o complex):
ir task in the text.

mation to the class.
Materials/Technology Resources to be Used:
Literary Circle Role Packets
arning, and make RELEVENT to real life)
e last class.
class into 5 groups consisting of 4-5 students.

ch group a task
Student Will:
1. Students will get into 5 groups consisting of 4

2. Each group will be assigned a task
a. Summarizer
b. Questionnaire/Discussion Director
c. Travel Tracer
ation: The students are able to work in groups which lessen anxiety. The students also focus on one task for that reading.
dents free to work in groups.
Student Will:
1. Students will work on their task with their group.
ation/Check for Understanding: The teacher will walk around the room answering questions when needed.
dents to present/discuss to the class.

n needed.
28
Student Will:
1. The students will present/discuss with the class w

chapters.
2. The students will fill out their packet as the group
ation: The teacher will jump in the discussion when needed to lessen confusion.
: Groups will change tasks until theyve had the chance to research each task. These circles will help the students understand the text clearer

29
Direct instruction
Debate
1-12.L.3)
the true monster in Beowulf by writing their evidence on note cards.
s will turn in their quick write and will be graded off of rubric on the evidence they found to support their argument.
o complex):
epic poem Beowulf.

of the side they are arguing.
they believe the other character is monster.
PowerPoint/Prezi
Guided notes/organized map
Bell work journals
Note cards
ell work journals.

characteristics must a monster have? Explain.
Student Will:
he Beowulf quiz.
ture on Debating and the proper etiquette of debating.
3. The students will complete the Beowulf quiz

4. The students will take notes on the Debating l
ation: The guided notes/organized map makes following along and understanding the lecture easier for students with a disability.
students into two groups.

e students which side they arguing for (Beowulf, Grendel).
dents free to prepare for the debate.
g around to answer questions and ensure students are on task.
Student Will:
2.
3.
4.
5.
The students will get into two groups.

The students will be instructed on what side they wil
The students will prepare for the debate by gathering
The students will write the evidence down on note ca

30
ation/Check for Understanding: The students are able to work in a group with peers and can refer back to the text to eliminate confusing. T
on task.
Student Will:
tudents to write a quick write on the evidence they will be using in the debate.
3. The students will write a quick write on the evide
ation: The students will turn in a quick write on the evidence they will be using in the debate. The quick write does not need to be complete
are able to show their understanding through their writing.
: The students will turn in their quick write and will take home their note cards to practice for their debate the next class period.
Direct instruction
Compromise
11-12.W.10) (11-12.L.1) (11-12.L.2) (11-12.L.3)
get along coming up with a compromise then writing a short reflection summarizing the compromise.
s will turn in their compromise worksheet as an exit ticket which shows knowledge that students see both point of
marizing their agreement.
o complex):

31
mise.
Student letters
Compromise worksheet
ell work journals.
ote your letter.

Student Will:
the students what the definition of compromise.

the students what is expected of the students.
udents up.
1. The students will write down the definition of com

them.
2. The students will get into pairs.
ation: The students will write down the definition and instructions. For students with a disability they will get the directions and definition o
e students to find an agreement on ways the two characters can stop the
airs a worksheet to organize their agreement.

dents free.
nd the room to answer any questions the students might have.
Student Will:
1.
2.
3.
4.
The students will get into pairs.

The students will share their letters to each other.
The students will discuss an agreement on how the tw
The students will fill out the worksheet given to them
ation/Check for Understanding: The students are able to work in a pairs with peers. The teacher will be walking around to answer questio
e students to write a paragraph summarizing in their own words the agreement

how that agreement will benefit the characters.
Student Will:
1. The students will write a paragraph summarizing

with and how that agreement will benefit the char
ation: The students are able to use the worksheet to refer back which will eliminate confusion.
: The students will turn in their worksheets and paragraph as an exit ticket.

32

33
Direct instruction
Beowulf Rewrite
(11-12.W.3) (11-12.W.4) (11-12.W.5) (11-12.W.10) (11-12.L.1) (11-12.L.2) (11-12.L.3)
m by rewriting a battle scene in a modern context using specific elements from the text to support their ideas.
filling out a mind map.
s will turn in their quick writes on their ideas on what battle scene they chose and ways theyll rewrite it in a modern context. (sho
o complex):
p.
PowerPoint/Prezi
Rewrite Profile
Guided Notes
Mind Map
ell work journals.
guided notes.
Modern Context in literature.
Student Will:
1. The students will take notes using guided note
ation: The students will notes using guided notes that will reduce confusion.
Beowulf Rewrite guidelines (profile).

e profile.
he packet.
e students to start their mind maps.
nd the room to answer any questions the students might have.
Student Will:
1. The students will get a handout.

2. The students will follow along as the teacher explain
3. The students will start their mind maps.

34
ation/Check for Understanding: The students are able to organize their thoughts in a mind map. The teacher will be walking around to ans
Student Will:
he students to write a quick write (paragraph or so) explaining their ideas on

1. The students will write a quick write (paragraph o
ose and ways theyll rewrite it in a modern context.
they chose and ways theyll rewrite it in a modern
ation: The students are able to write freely to lessen stress which will allow the students to express their ideas.
: The students will turn in their quick writes as an exit ticket.

35

36
Battle Scene Rewrite

For this writing assignment, you will be choosing one of the three battle scenes in
the epic poem Beowulf to rewrite. The rewrite will be in a modern context and will
contain elements of the original text, along with the use of imagery details (show
dont tell). You will write-out your ideas in the form of an outline, mind-map, or
another form of organization. You will write your first draft and bring it in for a peer
to review and give feedback. Then you will take the feedback you have received
and write a second draft. The second draft will also be reviewed by a different peer
which will give you ideas of what should be touched up for the final draft. You
should be creative and have fun with this writing assignment! For the sake of
ENG 480, the student will only being doing the map and the first draft.
You, the student, will be rewriting a Beowulf battle scene to show you clearly
understand the aspects of the battle you chose. You will be able to show that you
understand the reading by creatively rewriting the scene in a modern context. You
will also be able to show that you understand what modern means by
incorporating a modern context in your rewrite.
Prompt: Choose one of the three battle scenes in the epic poem Beowulf
(Grendel, Grendels Mother, the Dragon) then rewrite that battle in a modern
context. You have creative freedom in this paper, but you MUST include 3 or more
elements from the original text (i.e. sequencing, events, themes, dialogue). Your
rewrite will be a 1-2 pages long and should include the use of 3 imagery details
(i.e. smell, sight, touch, hearing, taste).
Helpful Reminders
Reread the battle scene you choose to rewrite! These can be located on
http://www.gutenberg.org/files/16328/16328-h/16328-h.htm Focus on the sections
Grendel and Beowulf/Grendel is Vanquished, Beowulfs Fight with Grendels Mother,
Beowulfs Last Battle.

37
Write-out your ideas to organize your thoughts (i.e. event map, story map,
process chart etc). This will be turned in. (Does not have to be extremely
detailed.)
Modern context: relates to the present or recent times as opposed to the
remote past.
Imagery details: visually descriptive or figurative language, especially in a
literary work.
Read the rubric before writing your story.
Format
Your paper should be 1,500-3,000 word count, double-spaced, Times New Roman,
12 point font with 1 margins. The paper should be written as a narrative. The
battle scene that you are rewriting should be very clear in your writing. You should
include 3 or more imagery details to show instead of tell in your story.
Items to be turned in
1 Event Map/Story Map/Process Chart
2 Draft one with peer review
3 Draft two with peer review
4. Final Draft
5. Rubric

38
Beowulf Battle Rewrite

Name: ______________________________
/ 100
CATEGORY
Clear Battle The paper is

Scene
written on
one specific
battle scene
of Beowulf.
TOTAL POINTS
2
The paper
has evidence
of both
column 4 and
1.
The paper is
not written
on a specific
battle scene
in Beowulf.
(20 points)
(5 points)
(10 points)
Includes
Original
Elements
The paper is
creative and
contains 3 or
more
elements
from the
original
Beowulf.
(20 points)
The paper is
creative and
contains 2
elements from
the original
Beowulf.
(15 points)
The paper is
creative and
contains 1
element from
the original
Beowulf.
(10 points)
The paper is
creative but
does not
contain
elements
from the
original
Beowulf.
(5 points)
Imagery
Details
The paper
contains 3
uses of
imagery
details.
(20 points)
The paper
contains 2
uses of
imagery
details.
(15 points)
The paper
contains the
use of 1
imagery
detail.
(10 points)
The paper
does not
contain the
use of
imagery
details.
(5 points)
Modern
Context
The paper
relates to the
present or
recent times
period.
There is
evidence of
both column
4 and column
1.
The paper
does not
relate to
present or
recent time
period.
(5 points)
(20 points)
(10 points)

39
Format
The paper
meets word
count, and
pages are
doublespaced. All 5
components
are turned in.
The paper
meets word
count, and
pages are
doublespaced. 3-4
components
are turned in.
The paper
meets word
count, and
pages doublespaced. 2
components
are turned in.
(10 points)
(20 points)
(15 points)
Feedback:
Sample Event Map
The paper
does not
meet word
count, and is
not doublespaced. Only
the final
paper is
turned in.
(5 points)

40

41
Sample Process Chart

42
Sample Story Map

43
Brittany Antolino
Beowulf Rewrite- Example
11/3/2015
Case #999
Sirens rang through the neighborhood of the quite town of Little Rock. The police were
responding to an anonymous tip that there needed to perform a welfare check on Ms. Angie. It was
known in the neighborhood that Ms. Angie had lost touch with reality. Ever since her son died, she has
locked herself in her broken-down home, some say that she was plotting her revenge. The responding
officers knocked on the door of the stench-stricken home, with no response. As they continued to knock,
they heard a faint voice tell them to leave. Officer B being the 63 heavy duty police officer,
proceeded to knock the door with a quick thrust to the handle.
Officer Bentered the home, as his partner waited outside for back-up. Ms. Angie stood in the
door way holding a nine-millimeter hand gun. Knowing that she had recently lost a son, Officer B
attempted to ease the situation without using deadly force. Before Officer Bcould say a word, Ms.
Angie fired one shot entering his bullet-proof vest. Officer Bfell to the ground, Ms. Angie sprung on
top of him slashing the officer leaving a three inch gash on his left temple. Officer Bthrew the insane
woman off him and tried to retrieve himself off the floor. Blood flooded the floor as Ms. Angie ran at
him again without hesitation Officer Bfired one shot into her chest. Ms. Angie lay there lifeless. Case
#999, the welfare check gone wrong. Ms. Angie, an insane woman driven by grief, killed after attacking
Officer Bthe officer who was called out to the scene of the murder of her son, Grayson.
References
English Language Arts Standards." K12 Academic Standards. Web. 12 Nov. 2015.

44
Hall, Lesslie. "Beowulf: Angelo-Saxon Epic Poem." The Project Gutenberg EBook of Beowulf. David
Starner, Dainis Millers and the Online, 9 July 2005. Web.

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