Ubd unit 1 Arlington High School Unit Title



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Essential Questions:

  • We are Americans. Why study British Literature?

  • Why did the Anglo-Saxons record their stories?

(Course EQ: How and why do humans write?)

  • Is the art of oral tradition lost?

  • What did it mean to be human in Anglo-Saxon times?

(Course EQ: What does it mean to be human?)


Understandings:

  • Literature is a universal reflection of life and human nature. But, it is not a mirror, meaning it does not reflect back every part of every person’s life. Rather authors choose the details they include carefully and intentionally to make specific comments about us and our world. They may hyperbolize certain actions, for instance Beowulf’s heroic feats, to expose something they believe to be true about all of humanity. We must read literature with a purpose, to find out what the author is trying to say about people and life. This type of reading enables us to learn more about ourselves and what we’re capable of (regardless of the culture, era or geographic location).




Knowledge (Students will know…)


  • The definitions of Anglo-Saxon poetic devices: caesura, alliteration, assonance, kenning, hyperbole

  • Anglo-Saxon bards used caesura, alliteration, assonance, kenning to help them remember the oral verse

  • The definitions word associated with Anglo-Saxon verse: scop, bard, oral tradition, elegy

  • The competing influences of Paganism and Christianity in Anglo-Saxon society and literature

  • What characteristics make us (even the villains) human

  • Basic recurring “human” themes that make a piece of literature (Beowulf) timeless



  • Semicolons separate independent clauses or long lists; colons indicate that an example or list is to follow; commas separate introductory/non-essential phrases or clauses, and quotation marks follow inquiries.

  • A main clause is a complete sentence with subject and verb, a subordinate clause is an incomplete sentence with subject and verb, a ph verb.

  • The difference between compound, complex, and simple sentences

  • Discussing and outline ideas for writing before drafting can create clearer writing and save time

  • It is important to integrate quotations using context and tags to introduce them so the reader knows who is speaking and about what

  • After you write, you should use the rubric to revise your work systematically

Skills (Students will be able to…)

Measurable daily objectives:



  • Define and identify caesura, alliteration, assonance, kenning, hyperbole

  • Explain the purpose of literary devices caesura, alliteration, assonance, kenning for Anglo-Saxon bards

  • Explain the terms and history of the oral tradition

  • Use the clash of religions to define the Anglo-Saxon world view

  • Cite pagan influences vs. Christian influences in A-S poetry

  • Identify themes students find own their own in Beowulf

  • Analyze a recurring theme by making inferences about what it means for characters in the text, people reading the text, and all of humanity

  • Name characteristics (mental and emotional) that make us human

  • How and when to use semicolons, colons, commas and quotation marks

  • How to define and label a sentence’s main clause, subordinate clause, phrases

  • Locate the difference between compound, complex, and simple sentences

  • Manipulate their own sentences (complex, compound, simple) to create voice

  • Outline ideas for writing before drafting

  • Integrate quotations from a primary text with context and citations

  • Produce paragraphs in response to opinion questions

  • Use the rubric to revise own writing




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