iv q3 11302015.doc · web viewwhat role did beowulf’s men play in the defeat of grendel? what...

DRAFT

English IV : Curriculum Map – Quarter 3 2015-2016

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRS) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

DRAFT


This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TNCore Literacy Standards

The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):

http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:

http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

http://www.tncore.org/english_language_arts.aspx

http://achievethecore.org/page/1027/academic-word-finder



DRAFT


Student Achievement Partners Text-Dependent Questions Resources:

http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1112/text-set-project-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Text Complexity in the Pearson Textbooks

Shelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. The textbook has been vetted using the Instructional Materials Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The textbook was rated as a TIER II instructional resource. TIER II is defined as meeting all non-negotiable criteria and some indicators of superior quality. Tier 2 ratings received a “Yes” for all non-negotiable criteria (Foundational Skills (as applicable), Complexity of Texts , Quality of Texts , and Text-Dependent Questions) , but at least one “No” for the remaining criteria.

All schools have access to these textbooks, so the Curriculum Maps draw heavily from them. Texts selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental texts, have been evaluated by District staff to ensure that they meet all criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on designated pages in the Pearson textbooks for those selections.

English IV – Quarter 3

Third Quarter TN Ready Standards Text Support Content

Weeks 1-3Frankenstein, Mary Shelley(1170L),





DRAFT


Rime of the Ancient Mariner, Samuel. T. Coleridge(1280L),Paradise Lost, John Milton(1460L),

Focus question: What does it mean to be human? What defines a “monster”?

Research Performance Task: After reading Frankenstein and the connected readings, write an argumentative essay in which you present a rationale for what it means to be human (as opposed to a monster) in the face of progress. Using specific examples from the readings, and your own research on current or historical events, determine whether it is humanity itself or something else that makes us human, and what the larger personal, political, ethical, and social consequences for this might be.

Week 1 TN Ready Standards Evidence Statements Content

Building knowledge through content-rich nonfiction

and

Reading Complex Texts

RL. 11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.2: 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.

RL: 11-12.3: 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).

RL 11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with

Multiple Perspectives on the Era: Progress and Decline during the Romantic Period: (p716-730)

RL. 12.10. Determines and describes the relationship between time and place, and between an author and his time.

RL. 12.1. Cites strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL: 12.5. Provides an analysis of an author's choices concerning how to structure specific parts of a text

RL: 12.4. Demonstrates the ability to determine the meaning of figurative and connotative words and phrases as they are used in a text.

RL.12.2. Writes an objective summary

Multiple Perspectives on the Era: Progress and Decline during the Romantic Period: (pg. 716-730)

- Rime of the Ancient Mariner (pg. 821-845)- Objective Summary

Text Dependent Questions

1. What power enables the Mariner to stop the wedding guest in his tracks? What is the value of "superstition" in this poem"? (Inferences)

2. Why should it matter that the man stopped was on his way to a wedding?

3. Why does the Mariner shoot the Albatross? Is any reason given in the poem? (Key Details)

4. How is the albatross more than a plain old albatross -- what is its spiritual significance, if any? (Inferences) What do you make of the "breeze" that blows through the poem -- i.e. that at certain points the Mariner's ship is becalmed or takes sail? (Opinions, Arguments, Intertexttual Connections)

DRAFT


multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.11-12.5: 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.

RL.11-12.6: Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Extended Study: Analyzing Fiction: Frankenstein

RL. 12.2. Writes an objective summary

RL. 12.3. Provides an analysis of how the frame story structure develops theme and character.

RL.12.3. Provides an analysis of an author's choices concerning how to structure specific parts of

5. What event or process leads the Mariner to bless the sea-snakes unawares? (Key details) Why does the Albatross then fall from his neck? (Inferences)

6. Why must the Mariner continue with his penance -- why must he repeat his tale to everyone he can fix with his gaze? (Opinions, Arguments, Intertextual Connections)

7. What is the overall message of this poem? How does it relate to the general philosophy of the time period? (Author’s Purpose)

Extended Study: Analyzing Fiction: Frankenstein

- Introduction to text (pg 756-757; 761-764) - Discuss Fall of Mankind; excerpts from

Paradise Lost, Milton (pg 526-534)- Chapters 1-5

Analyzing text: allusion, symbolism, characterization, antithesis, irony, gothic style

DRAFT


a text

RL12.3. Provides an analysis of how each character is introduced and developed.

RL. 12.3. Provides an analysis of impact of the author's choices regarding how to develop and relate elements of a text with specific reference where a story is set (Gothic elements)

RL. 12.4. Demonstrates the ability to determine the meaning of figurative and connotative words and phrases as they are used in a text.

RL.12.6. Provides an analysis of allusion, antithesis, symbolism, irony, and style to distinguish what is stated from what is really meant.

RL.12.4. Provides an analysis of the impact of specific word choice on meaning and/or tone, including words with multiple meanings.

RL. 12.2. Provides a statement 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. Supports claims with evidence from text.

Allusions: The Rime of the Ancient Mariner; sustained allusions to Paradise Lost (focus on the idea of Victor as God and the creature as “Adam”; the Fall of Mankind, etc.)

Text Dependent Questions for Chapters 1-5:

1. Letters: Who is writing Letter 1 (and all the letters)? To whom is he writing? What is their relationship? (Key Details)

2. Letters: Where is Robert Walton when he writes Letter 1? Why is he there? What are his plans?

3. Letters: Why does the man picked up by the ship say he is there? What shape is he in? What sort of person does he seem to be? How does Wilton respond to this man? (Key Details)

4. Why might the author choose to narrate her story this way? (Author’s Purpose)

5. Chapter 1: Describe the background of the man. What is his relationship with his family? (Key Details)

6. Chapter 1: Who is Elizabeth Lavenza and what is her story? What gift does the man's mother give him? Do we know the man's name yet? Do we know his family name? (Key Details)

7. Chapter 2: How does Victor, as narrator, characterize the interests and characters of Clerval, Elizabeth, and himself? (Key Details)

8. Chapter 2: What happens when Victor sees an oak tree destroyed by lightning and hears an explanation? What does Victor then begin to study? Who or what does he credit for this change in direction? Who or what does he blame for his "utter and terrible destruction"? Which version of "natural philosophy" would be most likely to accept this explanation? (Inferences). In what way is the tree/lightening symbolic? (Vocab and Text Structure)

DRAFT


9. Chapter 3: Discuss the significance of Victor’s relationship with M. Krempe and M. Waldman. (Inferences)

10. Chapter 4: How well does Victor progress during the next two years? What does he then become interested in and what ultimately does he discover? Will he share that knowledge with Walton? Why? (Note the "present" of the telling breaking through the narration here.) (Inferences)

11. Chapter 4: How does he go about creating a human being, and what does he expect as a result of this creation? How long does the task take? What happens to Victor in the process? (Key Details)

12. What philosophical questions does Victor’s occupation present? (Opinions, Arguments, and Intertextual Connections).

Close Reading Selection: Chapter 5 of Frankenstein

Text Dependent Questions for Close Reading Selection

1. Look at the opening scene of this chapter? How does the language set the tone for what is to come? (Author’s Purpose)

2. How does Victor respond to the actual creation of life? What surprises him about the way the creature he has brought to life looks? What does that do to Victor's response? (Key Details)

3. In the third paragraph, Victor describes how, in bringing the creature to life, his own health deteriorates. Explain the irony in this?

DRAFT


(Vocabulary and Text Structure)4. What does Victor dream? (Key Details) How

does the dream grow out of, comment on, even explain what Victor has done and been through? (Inferences)

5. What does the creature do? How does Victor respond? (Key details) Why is this significant? (Inferences)

6. Whom does Victor meet arriving in a coach the next morning? How does Victor respond? What does Victor discover when they go to Victor's apartment? How does Victor respond? What happens to him, and for how long? Is there any more news of the creature? (Key Details) What does this suggest about what might happen next? (Inferences)

7. Do you think Victor was right to just let his creature run out? What responsibility does Victor have to his creature? How does this compare to a parent’s responsibility to/for their child (Opinions, Arguments, Intertextual Connections)

Regular practice with complex text and its academic language

CCR Language

L.12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

L.12.4.C: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

CCR Language – Academic Vocabulary

Gothic styleAntithesisIronyPlotSymbolAllusionCharacterization

Vocabulary

Review word roots and prefixes.

Letters I – IV: Celestial, Assail, Ardent, Derive, Amass, Emaciate, Countenance, Daemon, Liniments, Harrowing

Chapters I – VII:Doppelganger, Indefatigable, Benevolent, Afflict, Sublime, Chimerical, Delineate, Docile, Diffident, Promontory

DRAFT


L.12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

Writing to Texts

CCR Writing

RL.12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.12.2.B: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

W.12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.12.5. 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 1–3 up to and including grades 11–12)

CCR Writing

Written Expression Evidence Statements

Development of Ideas: The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.

Organization: The student response demonstrates purposeful coherence, clarity, and cohesion5 and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone6, and/or domain-specific vocabulary.

Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage.

Writing Fundamentals

- Cite strong and thorough textual evidence- Select and integrate quotations, details, and

examples- Use appropriate organizational pattern- Write strong thesis statements- Plan, draft, revise, edit, and rewrite- Use appropriate style and tone for purpose

Routine Writing: Write an objective summary of each section

Routine Writing: How does Coleridge use sound devices and archaic words to create mood?

Analysis writing: write an essay in which you present and defend your analysis of character of Satan in Paradise Lost. (p538)

DRAFT


Reading, writing and speaking grounded in evidence from text, both literary and informational

CCR Speaking and Listening

L.12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SL.12.1.B: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

SL.12.1.D: 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 required to deepen the investigation or complete the task.


SL. 12.1. Students will be able to effectively participate in collaborative discussions (we do, they do) Students will be able to refer to textual evidence as ideas are exchanged. Students will be able to question posed ideas and themes when agreeing and/or disagreeing with text summaries.

SL.12.1. Students will be able to evaluate a speaker’s evidence and reasoning.

SL.12.3. Students will build speaking and listening skills through Accountable Talk toward peer-led Socratic Seminars.

Speaking and Listening

- Accountable Talk- Class discussion

DRAFT




and


CC Literature and Informational Text(s)






RL.12.3. Provides an analysis of an author's choices concerning how to structure specific parts of a text




Extended Study: Frankenstein

- Chapters 6-10: literary devices (allusion, symbolism, characterization, gothic style, antithesis, irony, antithesis

- Chapter 9-10: Victor and the Creature- Chapters 11-14; 16-17: creature as an outsider

Text Dependent Questions for chapters 6-17

Plot

- Identify the rising action, climax, and epistolary strand. (General Understanding)

- What is the significance of the letters? (Inferences)

Antithesis

- In what ways is Henry antithetical to Victor?

DRAFT


RL 11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)






(Key details) What is the significance of this? (Inferences/ Opinions, Arguments, Intertextual Connections)

Allusion

- Identify allusions to “The Rime of the Ancient Mariner” and “Paradise Lost” in the text. (Vocabulary and Text structure)

- How does the idea of the Opposition between fate and free will, as seen in “The Rime of the Ancient Mariner” precipitate a development in Victor’s character? (Inferences/Opinions, Arguments, and Intertextual connections)

- Explain the significance of the creature’s assertion “I should be your Adam.” What does it imply about Victor’s responsibility to the creature?(Inferences/Opinions, Arguments, and Intertextual Connections)

Characterization

- Discuss the similarities between Victor and the creature. (Key details) Why is this significant? (Inferences)

- What about the creature’s story causes us to feel sorry for him? (Inferences/Opinions, Arguments, and Intertextual Connections)

Symbolism

- Discuss the symbolism of the mountains (Vocab and Text Structure/ Inferences/Opinions, Arguments, and Intertextual connections)

DRAFT


- How does the idea of the “sublime” imbedded in the symbolism of Mt. Blanc reveal Victor’s character? Inferences/Opinions, Arguments, and Intertextual Connections)

- What is significant about the color white in these chapters? (Vocab and Text structure/ Inferences/Opinions, Arguments, and Intertextual Connections)

Irony

- Identify examples of irony in the text. (Vocab and Text Structure)

- Discuss the ways in which the death of William is an example of irony (Inferences)

Close Reading Selection: Chapter 16

Text Dependent Questions: chapter 16

1. The chapter begins with “Cursed, Cursed Creator.” Explain this allusion to Job. How does this outcry evoke Job’s agony? Where in the chapter is this allusion continued? (Vocab and Text Structure/Opinions, Arguments, Intertextual Connections)

2. What happens to the DeLacey family after the events of chapter 15? How does the creature respond, and what does he do to the cottage? (Key Details)

3. How does the creature travel? (Key Details) Does this remind you of any other people's travels? (Opinions, Arguments, Intertextual Connections)

4. What event during the creature's travels

DRAFT


confirms his hatred of humans? (Key Details)5. What event happens when the creature is near

Geneva? Who is the boy? Who is the woman? What is the date? (Key Details)

6. In his story, the creature claims “Nature decayed around me, and the sun became heatless; rain and snow poured around me; mighty rivers were frozen; the surface of the earth was hard, and chill, and bare, and I found no shelter.” Discuss the significance and symbolism of nature in revealing the creature’s state of mind here. (Inferences/Author’s Purpose)

7. When Victor visits the site of William's death in chapter 7, he says "I had turned loose into the world a depraved wretch, whose delight was in carnage and misery." After reading the creature's version of events, do you agree? (Opinions, Arguments, Intertextual Connections)

8. What does the creature demand from Victor? (Key Details). Do you believe he will comply? Why/Why not? (Opinions, Arguments, Intertextual Connections)


CCR Language

L.12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content.

L.12.4.C: Consult general and specialized reference materials (e.g., dictionaries,


Gothic styleAntithesisIronyPlotSymbolAllusion

Vocabulary

Chapters I – VII:Doppelganger, Indefatigable, Benevolent, Afflict, Sublime, Chimerical, Delineate, Docile, Diffident, Promontory

Chapters VIII – XVIII:Obdurate, Gnash, Abhorrence, Lament, Hovel,

DRAFT


glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

L.12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening.

Characterization

Identify examples of figurative language and the associated meaning.

Review word roots and prefixes.

Exhortation, Mortification, Spurn, Succour, Precipice

Writing to Texts

CCR Writing

RL.12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.


W.12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.12.5. 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 1–3 up to and including grades 11–12)




Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage.




- Routine Writing: Write an objective summary of each text

- Analysis Writing: Write a paragraph or two in which you analyze and explain how Victor is being characterized in Chapter 9. What are we learning about Victor? What does Mary Shelley want us to feel about him? How does she do this? Provide specific details in your analysis.

- Analysis Writing: Look at the creature’s speech to Victor at the end of Chapter 10. How would you characterize the creature? On a separate sheet of paper write a response (3-4 paragraphs) to the creature. How does Shelley characterize him? Use specific details from the text to support your claims. Be sure to include an introduction and a conclusion.

DRAFT


Reading, writing and speaking grounded in evidence from text, both literary and informational


SL.12.1.B: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.



SL. 12.1. Students will be able to effectively participate in collaborative discussions (we do, they do) Students will be able to refer to textual evidence as ideas are exchanged. Students will be able to question posed ideas and themes when agreeing and/or disagreeing with text summaries.




- Accountable Talk- Speech writing: Speeches (Criminal Trial of

Justine/Victor/Creature): Imagine that you are Justine. On a separate sheet write a speech in which you defend yourself. Your speech must contain an opening statement, a body with 2-4 points, and a concluding statement. Be sure to address claims logically. How can you explain how the locket was found on you? What evidence of your innocence do you have? Pay attention to details of the trial and be sure to use them to help you.


DRAFT



and







RL.11-12.5: 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



RL.12.3. Provides an analysis of an author's choices concerning how to structure specific parts of a text







Extended Study: Frankenstein

- Chapters 18-19- Chapter 20 (close read)- Chapters 23 and 24- The end

Text dependent questions for the selection:

1. Why does Victor's father think Victor might not want to marry Elizabeth? (Key Details)

2. Who is Mr. Kirwin and how does he treat Victor? What has happened to cause Victor's arrest? What happens to Victor after his arrest? (Key Details)

3. What does Elizabeth say in her letter? How does Victor respond to her? (Key Details)

4. What are the marriage plans? How does Victor prepare for what he fears will happen? (Key Details). Is it enough?

5. Has Victor understood the Creature's promise correctly? What happens on Victor's wedding night? What flaw does this reveal in Victor’s character? (Key Details/Inferences) What is ironic about the situation? (Vocab and Text Structure)

6. What happens when Victor tries to get the authorities to help him hunt for the Creature? What does this suggest about society and the nature of collective responsibility? (Inferences/Opinions,

DRAFT


resolution) contribute to its overall structure and meaning as well as its aesthetic impact.


Arguments, and Intertextual Connections)7. What happens during Victor's pursuit of the

Creature? Where to they go? What does the Creature do? Why is this significant? (Key Details/Inferences)

8. How has Victor come to understand himself? How does Walton respond to Victor's impending death? How does this tie into greater themes in the novel? (Inferences/Author’s Purpose)

9. When Walton sees the Creature in the cabin with Victor's body, what is familiar about the scene? Why has the Creature come to see Victor? How does the Creature explain what he has done? How does Walton respond to the Creature? (Key Details)

10. What will the Creature do next? How does he feel about it? What happens to him at the end? What does this suggest about society? Humanity? (Inferences/Key Details/Opinions, Arguments, and Intertextual Connections/Author’s Purpose)

Close Reading Selection: Chapter 20

DRAFT


Text Dependent Questions for close read:

1. Why does Victor change his mind about creating the female? Who watches him as he destroys the female creature? Why is this a significant turning point in the development of his character? (Key Details/Inferences/Opinions, Arguments, Intertextual connections)

2. What is significant/symbolic about the fact that the “set had set and the moon was just rising from the sea” and that Victor states that he has not enough “light”? (Vocab and Text Structure/Inferences/Opinions, Arguments, Intertextual Connections)

3. What happens shortly after Victor destroys the female? How is this similar to what happened after Victor created the Creature? (Key details/Inferences/Opinions, Arguments, Intertextual connections)

4. What happens when the Creature visits Victor. What does the Creature promise to do? What does Victor understand that promise to mean? (Key Details)

5. In this chapter, the creature calls Victor: “slave” and says that he is Victor’s “master.” How does this compare to the creature’s earlier conversations with Victor? Why is this significant? (Key Details/Inferences/Opinions, Arguments, Intertextual Connections)

6. What happens when Victor goes out in a boat to dispose of the female creature's remains? Where does he end up? What happens when

DRAFT


he lands? (Key Details)7. Trace the movement of the sun and moon (and

thus light and dark) in this chapter. How do these natural occurrences reflect the mood and development of theme and character here? Be specific. (Key details/Inferences/Opinions, Arguments, Intertextual Connections/Author’s Purpose)


CCR Language





Gothic styleAntithesisIronyPlotSymbolAllusionCharacterization

- Review word roots and prefixes.

- Identify examples of figurative language and the associated meaning from the play. Include rhetorical devices and logical fallacies.

Vocabulary

Chapters XIX – XXIV: Superscription, Waft, Augury, Respite, Conjure, Exertion, Obstinate, Incredulous, Physiognomy, Delirium

Writing to Texts

CCR Writing

RL.12.1: Cite strong and thorough textual evidence to support analysis of what the text


Development of Ideas: The student response



DRAFT


says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.


addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements4 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.


Knowledge of Language and Conventions: The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage


- Routine Writing: Write an objective summary of each section

- Analysis Writing: Choose two sections of text from Frankenstein, such as Henry’s awestruck reaction to the Alps in chapter 18 and Victor’s disgust at the Scottish Orkneys in chapter 19. Another pairing is the lightning storm in chapter 7 and the Arveiron Valley description in chapter 10. Analyze which selection demonstrates the ideals of Romanticism? Which is more Gothic in nature? Is there any overlap? Explain your answer

- Analysis Writing: evaluate the ending of the novel

Reading, writing and speaking grounded in evidence from text, both literary




SL. 12.1. Students will be able to effectively participate in collaborative discussions (we do, they do) Students will be able to refer to textual evidence as ideas are exchanged. Students will be able to


- Discussion

Consider the following ethical questions in closing:

1. What does it mean to be human? Consider:

DRAFT


and informational SL.12.1.B: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.


question posed ideas and themes when agreeing and/or disagreeing with text summaries.



What makes something “human”? Should animals and machines that can think be treated like humans? Can animals or things that are built by man have identities, and are they entitled to the same rights as humans? How do these beings and others define themselves?

2. Were the Natural Philosophers correct that “nothing can come from nothing” (Gaarder 28)?

3. Do you agree with Descartes’ assertion, “Cogito, ergo sum?”

4. Is it true that “everybody knows what is right or wrong, not because we’ve learned it but because it is born in the mind” as is attributed to Kant (Gaarder 334)?

5. What moral and ethical considerations should apply to scientists who are investigating manipulating genetic material (Simmons 30)?

6. Do parents have certain obligations to their offspring?

7. What is a monster? What creates a monster? Consider: What does the term monster mean? Where does it come from? What does it mean to a child? An adult?

8. What is conscience? What role does it play in society?

- Accountable Talk- Socratic Seminars

DRAFT


Week 4 TN Ready Standards Text Support CONTENT

Writing Workshop

RL/RI.12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

W.12.2.B: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples

Literary Research

Research and Connected Readings

- NYtimes Article: http://www.nytimes.com/learning/teachers/featured_articles/20061027friday.html

- A Special Report on Cloning, Krauthammer: http://content.time.com/time/magazine/artic

Outcomes for Writing Workshop

Performance Task Writing: After reading Frankenstein and the connected readings, write an argumentative essay in which you present a rationale for what it means to be human (as opposed to a monster) in the face of progress. Using specific examples from the readings, and your own research on current or historical events, determine whether it is humanity itself or something else that makes us human, and what the

http://content.time.com/time/magazine/article/0,9171,137376,00.html

http://www.nytimes.com/learning/teachers/featured_articles/20061027friday.html

http://www.nytimes.com/learning/teachers/featured_articles/20061027friday.html

DRAFT


appropriate to the audience's knowledge of the topic.

W.12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

le/0,9171,137376,00.html- Cloned, Mooney:

https://prospect.org/article/new-york-times-magazine-cloned

- Pandora’s Baby, Henig: www.mcdb.ucla.edu/Research/Goldberg/HC70A_W12/pdf/PandorasBaby.pdf

- The Frankenstein Myth Becomes a Reality: We Have the Awful Knowledge to Make Exact Copies of Human Beings, Willard Gaylin New York Times Magazine

- The Clone Age: Adventures in the New World of Reproductive Technology, Lori B. Andrews. Henry Holt and Company

- Human Cloning, PCBE. https://bioethicsarchive.georgetown.edu/pcbe/reports/cloningreport/execsummary.html

larger personal, political, ethical, and social consequences for this might be.

Students will produce coherent writings in response to the performance task prompt.

Students will:- Cite strong and thorough textual evidence- Select and integrate quotations, details, and


Third Quarter TN Ready Standards Text Support Content

Week 5-7 Beowulf, Unknown, (NP),Grendel, Gardner (920L)

Performance Task: After reading Beowulf and the connected readings, write an argumentative essay in which you present a rationale for what it means to be a true “hero”. Using specific examples from the readings, and your own research on current or historical events, discuss what it means to be a hero and evaluate the ways in which each character, including Beowulf and Grendel, fit the hero model. In your writings compare the traits of the epic and Anglo-Saxon hero with that of modern day perceptions of the hero.

https://bioethicsarchive.georgetown.edu/pcbe/reports/cloningreport/execsummary.html

https://bioethicsarchive.georgetown.edu/pcbe/reports/cloningreport/execsummary.html

http://www.mcdb.ucla.edu/Research/Goldberg/HC70A_W12/pdf/PandorasBaby.pdf

http://www.mcdb.ucla.edu/Research/Goldberg/HC70A_W12/pdf/PandorasBaby.pdf



http://content.time.com/time/magazine/article/0,9171,137376,00.html

DRAFT




and







RL.11-12.5: 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


RL. 12.3. Provides an analysis of how the structure of the poem develops theme and the idea of the hero.

RL.12.3. Provides an analysis of an author's choices concerning how to structure specific parts of a text with specific reference to Kenning, Caesura, Alliteration, and Assonance.


RL. 12.3. Provides an analysis of impact of the author's choices regarding how to develop and relate elements of a text with specific reference where a story is set




Extended Study: Beowulf

- Introduction to Anglo-Saxon poetry- What is an epic hero? Defining Epics (pg 34-35)- From Beowulf, Unknown (pg 40-64)- Objective summaries: “The Wrath of Grendel”,

“The Coming of Beowulf”, “The Battle with Grendel”, “The Monster’s Lair”, “The Battle with Grendel’s mother”.

- “Unferth’s Challenge” -http://www.nexuslearning.net/books/elements_of_lit_course6/anglo_saxon_period/Unferths%20Challenge.htm

Text Dependent Questions for the selection(s)

1. Find textual evidence to support features of the Epic: (enemy who is an enemy of man and God, magical weapons, cyclical journey, trip to the underworld, final task that the hero must complete alone, hero willing to do a task that no one else will or can the supernatural, a hero with superhuman strength, long boasting speeches by the hero). (General Understanding/Vocab and Text Structure)

2. Identify Pagan vs. Christian elements in the text (General Understanding/Vocab and Text Structure). What does this juxtaposition of ideas suggest about Anglo-Saxon culture? (Inferences/Author’s Purpose)

3. Identify examples of Structural Devices:

DRAFT


resolution) contribute to its overall structure and meaning as well as its aesthetic impact.


(Kenning, Alliteration, Assonance, and Caesura, meter). How does each device further theme and character? (Vocab and Text Structure/Opinions, Arguments, and Intertextual Connections).

4. What is Grendel’s motivation in the attacks? How does this reflect Anglo-Saxon attitudes? (Key ideas/Inferences/Author’s Purpose)

5. Epics often center on a battle between good and evil. Find evidence to indicate that Beowulf is battling for good. (General Understanding/Vocab and Text Structure) Is there counter- evidence? What might this suggest about the nature of the hero? (Inferences/Opinions, Arguments, Intertextual Connections)

Close Reading Selection: The Battle with Grendel (pg. 49)

Text Dependent Questions for Close Reading Selection

1. Identify examples of alliteration in lines 285-324. How does the alliteration emphasize Grendel’s wrath? (Vocab and Text Structure/Inferences)

2. What Kennings are used to describe Grendel in

DRAFT


this section? How does this compare to Kennings used to describe Beowulf? How does this emphasize the battle between good and evil? (Vocab and Text Structure/Inferences/Opinions, Arguments, and Intertextual Connections)

3. Which details from the description of the battle between Beowulf and Grendel add realism? Which details add “grandness” (elevated language). (Vocab and Text Structure)

4. What role did Beowulf’s men play in the defeat of Grendel? What does their willingness to defend Beowulf indicate about their sense of loyalty? How does this reflect Anglo-Saxon values? (Vocab and Text Structure/Inferences/Opinions, Arguments, and Intertextual Connections)

5. During the battle, it states that “the high hall rang” (Ln. 342). What effect does the sound imagery have here? Vocab and Text Structure/Inferences)

6. In this selection, Grendel is described as a “writhing monster”, “trapped” in Beowulf’s hold. What does this suggest about his ability to defeat Beowulf in battle? (Inferences)

7. Identify lines in this section that indicate Beowulf fits the description of an epic hero. (Vocab and Text Structure/Inferences/Opinions, Arguments, and Intertextual Connections)

DRAFT



CCR Language

L.12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases

L.12.4.C: Consult general and specialized reference materials (



- Kenning- Alliteration- Assonance- Caesura- Review figurative language- Review word roots and prefixes.

Vocabulary

Reparation, solace, purge, writhing, massive, loathsome

Writing to Texts

CCR Writing



L.12.1: Demonstrate command of the

CCR Writing



Organization: The student response demonstrates purposeful coherence, clarity, and cohesion5 and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making




- Write an objective summary of each text- Narrative Writing: write a 5 line verse using

Anglo-Saxon structural devices (four strong beats per line, alliteration, caesura, kenning,

DRAFT


conventions of standard English grammar and usage when writing or speaking.

W.12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.


it easy to follow the writer’s progression of ideas. The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone6, and/or domain-specific vocabulary.


and assonance)- Analysis Writing: Analyze the ways in which

structural devices are used for effect on “The Wrath of Grendel.”

- Routine Writing: identify elements of the Pagan and Christian belief system in the text

- Analysis Writing: evaluate the ways in which Beowulf fits the criteria for an epic hero.

- Analysis Writing: after reading Unferth’s challenge to Beowulf, write an essay in which you analyze Unferth’s character. What might have motivated him to give this “challenge”?

- Routine Writing: how is Beowulf characterized in “The Coming of Beowulf”?

- Narrative Writing: rewrite the Battle with Grendel from Grendel’s point of view.

-



and









Extended Study: Beowulf, Unknown (pg40-64)- Objective summaries: “The Last Battle”, “The

Spoils”, “The Farewell”

Text Dependent Questions:1. Compare the way the epic commemorates

Beowulf with the way our culture celebrates its heroes. (Opinions, Arguments, and Intertextual connections)

Close Reading Selection: "The Last Battle”

Text Dependent Questions for Close Reading

DRAFT






RL. 12.3. Provides an analysis of impact of the author's choices regarding how to develop and relate elements of a text with specific reference where a story is set




Selection

1. What is significant about the first line of this section? What does it mean that this was Beowulf’s “final boast”? (Vocab and Text Structure/Inferences)

2. What does Beowulf’s speech in lines 630-649 suggest about Anglo-Saxon values? (Opinions, Arguments, and Intertextual connections)

3. How does Beowulf plan to fight the dragon? How does this compare to his previous battles? (Key Details)

4. What does the description of Wiglaf reveal about warrior culture? (Inferences/Opinions, Arguments, and Intertextual Connections/Author’s Purpose)

5. According to Wiglaf, what is Beowulf’s relationship to his followers? (Key Details).


CCR Language

L.12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of


- Kenning- Alliteration- Assonance- Caesura

Vocabulary

Reparation, solace, purge, writhing, massive, loathsome

DRAFT


strategies.



- Review figurative language- Review word roots and prefixes.

Writing to Texts

CCR Writing




CCR Writing



Organization: The student response demonstrates purposeful coherence, clarity, and cohesion5 and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas. The student response establishes and maintains




- Write an objective summary of each text- Analysis Writing: discuss how each creature

that Beowulf battles presents an extreme and dangerous form of warrior values.

- Expository Writing: compare the way that the epic commemorates Beowulf with the way our culture celebrates its heroes.

DRAFT


W.12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.


an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone6, and/or domain-specific vocabulary.




and





RL: 11-12.3: Analyze the impact of the author's choices regarding how to develop and relate





RL. 12.3. Provides an analysis of impact of the author's choices regarding how to develop and relate elements of a text with specific reference

Connections: From Grendel, Gardner (selections: Chapter 1, 2 and Chapter 12):

- http://cdgrendel.wikispaces.com/file/view/ Grendel+chapters+1-6.pdf

- http://cdgrendel.wikispaces.com/file/view/ Grendel+chapters+7-12.pdf

Close Reading: sections 1, 2, and 12.

Text Dependent Questions:

Chapter 1

1. In the very first lines of the story, the author allows the reader to see the tone of the story.

http://cdgrendel.wikispaces.com/file/view/Grendel+chapters+7-12.pdf




DRAFT


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).




where a story is set




From this, what tone should we anticipate as readers? List at least three lines that support your assertion and show the connection between the authors tone and your belief. (Inferences/Author’s Purpose/Vocab and Text Structure)

2. Grendel says that he has been engaged in an “idiotic war” for 12 years and makes an emotional statement after citing the idiocy of it. How is Grendel’s war idiotic? If he recognizes the idiocy of the war, why do you think he continues to engage in it? (Vocab and Text Structure/Inferences)

3. The writer provides direct and indirect characterization for Grendel. What does the author directly tell us about the personality of Grendel? (Key Details) What inferences does he allow readers to draw about the personality of Grendel based upon the information he provides? (Inferences)

4. In Chapter 1, Grendel describes himself and his circumstances. He lists all the things that Man might consider evil. How does Grendel minimize the impact of his action? Why might the author minimize these actions? What might he want a reader to believe about Grendel? (Inferences/Author’s Purpose)

5. Throughout the first few pages of the novel, Gardner has presented a young Grendel that is almost child-like. However, Grendel’s parenthetical thought could be considered a contradiction. Why might/might not this be a contradiction? (Vocab and Text

DRAFT


Structure/Inferences)6. Grendel says, “I standing eh high wind

balanced, blackening the night with my stench…” What image is the author attempting to convey to the reader? How is the image relevant to Grendel’s understanding of his own identity? Does this seem to be a contradiction of tone? (Inferences/Opinions, Arguments, Textual Connections)

7. Grendel yells, “Dark chasms” and contemplates why he would never jump. What might be the author’s philosophical intent by presenting this internal exchange? What should we understand about the personality of Grendel? (Inferences)

8. Grendel says, “I was young then. Still playing cat and mouse with the universe.” In what way is this statement simultaneously about age and about the protracted battle he is waging against God? What does it mean to "see all life without observing it"? Keep in mind, no context has been given to explain why this battle exists. (Inferences/Opinions, Arguments, and Intertextual Connections)

9. Grendel says, “…they squeak and I smile exploding like spring.” What connection is the writer attempting to make with this simile? (Vocab and Text Structure/Inferences)

10. Grendel introduces readers to his mother through a flashback. What should we understand about the relationship between mother and son at the time of the flashback? What does the dragon’s revelation imply about

DRAFT


his mother’s maternal instincts? (Inferences)

Chapter 2

1. Grendel talks about the games he used to play when he was young and the possible time that has elapsed between the two extremes. How does this serve as a contradiction for the reader based upon the diction that Grendel uses? (Inferences)

2. In a flashback to his early childhood, Grendel mentions “large old shapes.” What seems to be the relationship between those shapes and Grendel? What information are we given about the familial structure? (Inferences/Key Details)

3. What does Grendel mean when he says, “there was nothing, or, rather, there was everything but my mother”? What implications about the mother-son relationship is the author attempting to imply? How might Grendel’s understanding of this relationship also be a loss of innocence? (Key Details/Inferences)

4. How is Grendel’s statement, “I create the whole universe, blink by blink” both arrogant and slightly pathetic? What are the philosophical implications of this statement? (Inferences/Opinions, Arguments, and Intertextual Connections)

5. Grendel appears philosophical when he states, “the world is all pointless accident.” How does this statement show Grendel’s increased maturity? (Inferences)

Chapter 12

DRAFT


1. In what way does the author’s language provoke a symbiosis between the reader and Grendel? (Opinions, Arguments, Intertextual Connections)

2. Once Grendel grabs Beowulf he first declares that is a mistake and then states it is a trick. What are the philosophical implications of these two words? (Opinions, Arguments, Intertextual Connections)

3. Why does Beowulf make Grendel sing of walls? What is attempting to get Grendel to see? (Vocab and Text Structure/Inferences/Key Details)

4. Grendel cries for his mother after having his arm ripped off by Beowulf. What are the differences between his first cry and this, his second, cry? What about his relationship to his mother does he understand? (Inferences/(Opinions, Arguments, Intertextual Connections))

5. At the end of the story, Grendel says, “"Poor Grendel's had an accident. . . So may you all." What philosophical accident did Grendel have? In what way is this accident detrimental to the physical and psychological being of Grendel? (Inferences/Opinions, Arguments, Intertextual Connections)

6. In what way are Grendel and Beowulf similar? How do these similarities make it possible for Beowulf to be killed by Grendel? (Opinions, Arguments, Intertextual Connections/Inferences)

DRAFT



CCR Language





- Kenning- Alliteration- Assonance- Caesura- Review figurative language- Review word roots and prefixes.

VocabularyChapter 1: docile, crocus, sycophantish, chasm, fuliginous, surmount, dirge, pyre, dogmatismChapter 2: degenerate, ardently, cynical, inviolable, impose, pungent, midsummer, upshot

Chapter 12: hearth, refinements, lunatic, baffled, monarch, sheepish

Writing to Texts

CCR Writing


W.12.2.B: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details,

CCR Writing






- Write an objective summary of each text

DRAFT


quotations, or other information and examples appropriate to the audience's knowledge of the topic.



- Analysis Writing: After reading chapters 2 and 12 of Gardner's Grendel, how has point of view affected your perception of Grendel, Beowulf, or Hrothgar?

- Analysis Writing: after reading chapter 1 of Grendel compare and contrast the ways in which Grendel is characterized in the beginning of each text.

- Task Writing: consider the focus question. In what way do the characters of Beowulf and Grendel contribute to discussions on what it means to be a hero? If Beowulf is the hero can Grendel be considered the anti-hero?


Writing Workshop


W.12.1: Write arguments to support claims in

Students use standard MLA format to avoid plagiarism.

Students paraphrase and integrate research quotations effectively.

Students revise, edit, and publish research

Writing Outcome: students complete work on Performance Task and revise previous writings.

Performance Task: After reading Beowulf and the connected readings, write an argumentative essay in which you present a rationale for what it means to be a true “hero”. Using specific examples from the readings, and your own research on current or historical events,

DRAFT


an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

discuss what it means to be a hero and evaluate the ways in which each character, including Beowulf and Grendel, fit the hero model. In your writings compare the traits of the epic and Anglo-Saxon hero with that of modern day perceptions of the hero.

Writing Workshop

1. Review task and rubric2. Reflect and Attend3. Peer-review/peer exchange4. Edits: thesis/introduction, development,

conventions, conclusions, sources and documentation

5. Revisions6. Publish (type) writings

Week 9Comprehensive Assessment

Culminating AssessmentStudents prepare and present a multi-media presentation of research. Include the following:

- Thesis- Overview of Research with citations- Analysis of Research- Alternative Perspectives - Conclusions- Text, graphics, audio, video.

iv q3 11302015.doc · web viewwhat role did beowulf’s men play in the defeat of grendel? what...

Documents