McNeese State University

Department of Education Professions

Lesson Plan Template
Course: Semester: FALL 2018
EDUC 205
Name Email:
Margaret Bertrand
Primary Subject Area: English Grade Level:
12
Title Of Lesson: Beowulf Approximate Duration:
60 minutes
Overview of Lesson (Danielson, 1c)
This lesson provides an introduction to the language and poetics of the epic poem Beowulf. This
lesson is based from the translated version of Beowulf, although some of the Old English vocabulary
will be introduced. Students will also be instructed on the poetic functions of kennings.
Prior Knowledge Expected of Students
Before this lesson, students are expected to have knowledge of the Old English time period and how
to write a critical analysis of a reading.
Louisiana Student Standards (LSS)
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 summary of the text.
RL.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or
drama, how the author develops character and setting, builds the plot and subplots, creates themes, and
develops mood/atmosphere.
RL.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play
or recorded novel or poetry), evaluating how each version interprets the source text.

Educational Technology Standard

No Technology will be in use.
Additional Standards

Interdisciplinary Connections + Standards

WH.5.1 Explain the rise and development of the European and Asian nation states

Student Outcomes (Danielson, 1c)

TLW: Be able to define and identify kennings
TLW: Be able to answer higher order thinking questions of the story Beowulf
Lesson Procedures
Time Step By Step Lesson Procedures Pre-planned Seed
Questions
 5 1. Students will enter the classroom, greet them by saying, 1.) What are some
min. "Goodmorning/afternoon, I hope you guys are ready to dive examples of movies
into one of my favorite pieces of literature today. Please or stories you are
direct yourself to the board for your bellwork." and the familiar with that
students will complete grammatical bellwork that is posted involve a hero?
3 on the white board. 2.) What makes these
min. 2. Hook: I will ask the students, "What are some examples of people heroic?
movies you are familiar with that involve a hero?" And begin 3.) Who are the people
discussion on the text. Provide images of the clothing items heroes in your life?
30 and weapons used in the poem before beginning reading. 4.) Do you think
min. 3. Students will each read aloud a portion of Beowulf ; this Beowulf was
15 class period, we will only cover about ¼ of the epic. I will "enchanted"? Why or
stop and explain the kennings found in the text when why not?
Min. encountered. 5.) When was a time in
4. The students will now walk around the room in groups of 4-5 your life that
with recording sheets to answer questions presented at somebody (or yourself)
stations positioned throughout the room. This will require reflected the actions of
critical thinking and a good understanding of the text Beowulf
previously read. The groups will spend 3 minutes at each
station, or until each group has finished their discussion.
When the timer is up, music will play and students must
7 dance to the next rotation spot in order to receive candy at
Min. the end of class.
5. Closing: The students will return to their seats and each
group will send a volunteer to the front of the classroom to
briefly share their answer when called upon by the teacher.
Upon the bell ringing, students will receive candy (if teacher
deems they all danced and participated in activity) and leave
the classroom.

Teacher Materials Student Materials Technology Resources References

Teacher Textbook Notebook
Timer Textbook
candy Recording Paper
Relevance / Rationale
This topic is relevant in students' lives as learners as they will be encountered with forming their own
opinions on subjects and dilemmas presented to them. This lesson is allowing the students to
practice critical thinking skills and reading a text from a different time period.
Exploration / Extension / Supplemental
Exploration: In order to add on to this lesson:
 Students can research different kennings that were used in other works of literature of the
time.
 Watch the section we read of the movie Beowulf
Extension: For students in need of additional support:
  The students would be placed in groups of stronger students to ensure the initiation of a
logical conversation on the text is made and will make for a more personal learning
experience.
Supplemental: Early finishers will:
 Return to their work and double-check it. After this, I will ask them to form their own questions
that they have about the text, for in the next lesson, each student will need to submit a HOT
question before the class.
Assessment Criteria For Success
Formal:
I will walk around the room from group to group and check on their own interpretations by reviewing
the work that they have done by that point in time.
Informal:
The written summary at the end of class will be graded to check for his or her own interpretations of
the text.
Differentiation (Danielson, 1c, 3e )
In regards to groups that are not able to finish discussing the rotation questions in the allotted time
frame, the entire class will be given more time as needed before transitioning to the next rotation.
Post Lesson Reflection
The post-lesson reflection should address the following items as they are relevant to the particular lesson:
1. How well were the Overview and the Objectives met? What data do you have to support that claim?
2. Identify two elements of instruction that went well. Give direct teaching evidence to support your claim.
3. What would you do differently next time? Why?
4. How did your formative assessment technique help you to determine which students will need
additional support?
5. Who did not get “seen” in the class? What do you need to pay attention to in order to support this
student better?
6. What do you need to read about more in the professional literature to support your development as a
teacher?
7. Address any other relevant needs, concerns, creative ideas, etc. at the conclusion of your reflection.