Monday

 

Today we will read a little and then I would like you to outline the first 1/3 of Beowulf (to like 1250). You will need a bullet point of events (in order), a brief description of the characters below, 2-3 examples of literary elements (kenning, litotes, flytes, appositive), and a discussion of a major theme. Note - you will have a quiz on part 1 this week (please see the quiz from a few years ago at the bottom. Also there are some examples of dialectical journals from previous classes if you are struggling).

Shield Sheafson
Beow
Halfdane
Hrothgar
Beowulf
Hrothgar
Wealtheow
Heorogar
Hygelac
Ecgtheow
Unferth
Wulfgar
Brecca
Sigmund

Finally - here is an interesting article on the meaning or the dispute of Unferth's name: https://www.jstor.org/stable/437181?read-now=1&seq=6#page_scan_tab_contents 

 Note - some argue that Unferth's name means "mar the peace" or "not peace" but R.D. Fulk in the article above argues that this is not the meaning and that Unferth was and should be seen as a serious warrior.

 NEW VOCABULARY WORDS:

Bellicose
Gregarious
Surly
Surreptitious
Contumacious
Jollity
Referendum
Conundrum
Sybarite
Gustatory
Regale 

Dialectical Journal:


Example: "Beowulf got ready, donned his war-gear, indifferent to death; his mighty, hand-forged, fine-webbed mail would soon meet with the menace underwater" -lines 1441-1444

This is showing the way in which Beowulf prepared to meet with his late enemy's mother. It foreshadows that he will be battling underwater.

This  just repeated exactly what the line said.  There is not interpretation here.  One thing you could think about here is how the 1st part of the book there is a motif of water: Shield comes from the sea to set up the Danish dynasty; Shield returns to the sea in his funeral;  Beowulf crosses the sea to confront Grendel and save the Danes; Beowulf recounts his swimming match with Brecca and how he wore armor and carried a sword; Beowulf swims for the better part of a day to meet Grendel's mom; Beowulf leaves Denmark by sea; also Grendel and his Mom live at the bottom of a really deep pond or lake.  Okay what is going on here with water?  What does water symbols?   You could compare this with the 2nd part of the book that deals with EARTH AND FIRE.  Or think about how the Brecca episode links with the Grendel episode.

"Hygelac the Geat. grandson of Swerting, wore this neck-ring on his last raid; at bay under his banner, he defeated the booty, treasure he had won." -lines 1202-1205

Hygalec, who is the king of the Geats at this time is being foreshadowed that he will eventually die wearing this neck-ring that has been given to Beowulf as a prize for defeated Grendel. This shows a link between the past, present, and future; also showing that war is a positive thing if you die, you must go out strong and try your hardest no matter what to fight for your people.
 
This is better.  Note, most of the digressions link past, present and future.  The question is why?  How does this relate to a larger theme?

Also note, the entry says "Hygelac the Geat. grandson of Swerting, wore this neck-ring on his last raid; at bay under his banner, ". Banner here can be connected to the banner in the treasure at the end of the book. How?  Why?  In what way?

"But generally the spear is prompt to retaliate when a prince is killed, no matter how admirable the bride may be." -lines 2029-2031

I think this quote is saying that if someone's kin or someone of power is killed, "the sword" meaning like maybe society or some power will somehow get revenge for their death

This oversimplifies the line.  There is much more going on here.  What about the second half of the quote?



Think about what Beowulf is foreshadowing in this quote and think about the major themes of the book.

27. “After his death Sigemund’s glory grew and grew because of his courage when he killed the dragon, the guardian of the hoard. Under the grey stone he had dared to enter all by himself to face the worst without Fitela.” - lines 885-888.

This section recounts the tale of Sigemund, legendary dragon slayer. He is paralleled by Beowulf later in the book. Both are dragon slayers. Sigmund enters “all by himself… without Fitela.” It would be, I think, a safe guess to assume Fitela is a Pagan god. By emerging victorious without Fitela’s help, it can be inferred that Pagan gods have no influence on the outcome of fate. This is why there are conflicting ideologies of “fate” and “wyrd” in the poem. 

When Beowulf, on the other hand, enters, he attempts to take on the dragon by himself. This is an example of overstepping one’s bounds as a result of too much pride. Perhaps by giving way to the sin of pride and attempting to single-handedly defeat the dragon, Beowulf effectively forsakes God's help in the fight. This, in combination with the desertion of all his retainers but one, proves fatal for the legendary warrior.

This being so would point once more to Beowulf’s reliance on God’s hand in the favor of fate, reinforcing the importance of faith.

BEOWULF REVIEW

1. For the following characters discuss who they are and why they are important:

Brecca:

Sigmund:

 

Shield Sheafson:

Hrothgar:

Finn:

Unferth:

Wealtheow:

2. Discuss the symbolism of the following:

Heorot:

Grendel:

4. Define the following literary devices and give an example of them in the text:

Kenning:

Epic Boast:

Litotes;

 

Flyte(s):

Apositive:

Epic Boast:

5. Discuss one of the structures of Beowulf and how it works – so far.

6. Discuss how the following themes work in Beowulf:

The Cycle of Violence:

Good vs. Evil

:

The Role of Women:

8)  Give an overview of the Finn Episode – what happened, what themes does it reinforce, why might the poet have used this story?  

9) How does Beowulf fit the idea of an Epic Hero?

10) Be able to summarize the story up to line 1250.

Friday

Today we are going to take a vocabulary quiz and then get back to Beowulf.

 Please note that you might have a quiz on Beowulf on Monday.

 

BEOWULF Study Guide – Please fill this out

1.    For the following characters discuss who they are and why they are important:

Brecca:

Sigmund:

 

Shield Sheafson:

Hrothgar:

Finn:

Unferth:

Wealtheow:

 

Hygelac:

 

Wiglaf:

 

Hygd:

 

Hildeburgh:

 

Modthyrth

 

Aeschere

 

Freawaru

 

2.             Discuss the symbolism of the following:

Heorot:

 

 

Grendel:

 

 

4.             Define the following literary devices and give an example of them in the text:

Kenning:

Epic Boast:

 

Litotes;

 

 

 

Flyte(s):

 

 

 

5.              Discuss one of the structures of Beowulf and how it works – so far.

 

6.             Discuss how the following themes work in Beowulf and give at least two scenes that reinforce the theme.

The Cycle of Violence:

 

Good vs. Evil:

 

 

 

 

 

The Role of Women:

8)  Give an overview of the Finn Episode – what happened, what themes does it reinforce, why might the poet have used this story?  

 

 

 

 

 

 

 

 

 

 

 

9) How does Beowulf fit the idea of an Epic Hero?

 

10) Summarize the story

 

 

 

Thursday

 

Today, we are going to review vocabulary and then continue to read Beowulf.

 

Unit Learning goal

Students will be able to write a series of short analysis papers looking at BEOWULF read during this unit in three different ways.  Each short essay will connect commentary both to DIRECT TEXT EXAMPLES (cited with the correct page number!) as well as to the BOOK or TEXT AS A WHOLE.  Students will choose five from the following:

 

1. THE AUTHOR AND HER/HIS TIMES: Biographical and historical information pertinent to the novel.  What important family, community, national, and world events helped inform this material? Do not provide an exhaustive biography; merely provide those details that can be directly linked to the novel in a manner that is convincing. This is one of the few sections that will require some outside research, so please remember to cite your source(s).

 

2. FORM/STRUCTURE, PLOT: How is the novel organized and what techniques are used?  Discuss techniques such as sequencing, multiple, complex, or simple plot, foreshadowing, chapter choices.  Then, provide a BRIEF outline of the events of the plot (no more than 200 words). For some modern novels, the plot may be difficult to describe succinctly – but try to do it anyway. When you discuss structure, remember that you need to discuss the effect of the intentional internal arrangement of parts.

 

3. POINT OF VIEW/ PERSPECTIVE: From what vantage point does the reader receive the information?  Is the perspective reliable, or is it highly subjective?  How are important ideas received?  Is there an agenda that the narrator seems to have, either consciously or subconsciously? Does the perspective shift, and if so, to what end? Are characters explicit in their dialog, or does on omniscient narrator fill the reader in concerning the larger issues?  Why is the perspective used particularly effective for this novel?

 

4. CHARACTER: Are each of the characters highly developed, or is most of the writing devoted to one character? Do you learn about them through what is not included in the text?  How is character revealed for the most part? Is through what they say? What they do? What they wear? What they think? The people with whom they associate? What the narrator says about them? How complex are the people that you meet?  Describe the central characters including what you find out about their names, ages, physical descriptions, personalities, functions in the novel – in other words, the responses to the questions asked in the preceding sentence. Also include one short quotation that reveals their character, and explain why the quote reveals character.

 

5. SETTING:  Where and when does the novel occur?  How many locations are described? Are there connections between the setting(s) and character(s)? How is the atmosphere described?  Are there any important settings that contrast or parallel each other?  Why is this setting so effective in supporting the ideas in the novel as a whole? Conversely, if the setting is ambiguous, what details seem most important and what is the effect of the ambiguity? Why is this story best told in this setting? When discussing setting, remember that it does not only mean the geographical location (topography, scenery) but also the cultural backdrop, social context, and the artificial environment (rooms, buildings, cities, towns) as well.

 

6. THEME: Identify one major theme (a central or controlling idea) and explicate the theme using specific moments from the text, either paraphrased or directly quoted.  What is the abstract concept being addressed and what is the evaluation of that concept through the text? Are there any “universal” truths are revealed, supported, or challenged by this theme?  Be aware that a theme cannot be expressed in a single word, and with complex works of literary merit the elucidation of a theme requires a full paragraph or more. Also note that the theme is rarely stated explicitly, but rather is implicit. Remember that a theme has TWO (2) PARTS: An abstract concept AND the author’s commentary on  or evaluation of that concept through the text.

 

7. CRITICAL REVIEW: Find one critical review (not a Cliffs Notes or similar source) of you novel and offer your opinion of the critic’s analysis in two or three paragraphs. Attach a copy of the critical review to your paper, and cite it directly. When expressing your response to the review, be specific in your discussion. If you agree, then explain why and carry the argument beyond what the critic pointed out. If you disagree, provide support for your position from the text.

 

8. DICTION:  Analyze the novelist’s word choice.  Is the language high or formal, neutral, informal?  Does the novelist employ slang(faddish words)? Colloquialisms (nonstandard regional ways of using language(like someone from Boston asking where you “paah-ked yeh caaah”)? Jargon (language associated with a particular trade)? Dialect (think Tom Sawyer)? Is the language plain?  Flowery?  Concise?  Vulgar?  Dense?  Elevated?  Select a passage that illustrates your observations and discuss this passage directly.

 

9. SYNTAX (Sentence structure):  Analyze the sentence and phrase patterns.  Are the sentences predominantly simple, compound, or complex?  Are the sentences intentionally long and complex or are they precise and simple?  How is punctuation used?  Select a passage that illustrates your observations concerning syntax, complete the attached Style and Syntax Analysis Chart, and discuss your example specifically.

 

10. TONE:  What is the author’s attitude towards the subject of the novel?  Discuss how the author creates the tone you identified through a variety of vehicles including plot, characterization, setting, and anything else that contributes to tone. Use specific text examples to support your findings.

 

11. TITLE:  Why is this title so appropriate for the novel?  Does it have literal or symbolic significance?  Does it actually appear in the novel, and if so, what is the situation? Is the title an allusion, and if so, why would the title include this allusion? Does the title implicitly connect to the theme of the work?

 

12. MEMORABLE QUOTE:  Choose and type out one quotation that you 

believe to be significant or noteworthy.  Please explain your choice. Is it an especially moving moment? Is it especially well-written? Why does this quote stand out for you?

 

13. Symbol or literary device: Choose a symbol or literary device that you believe to be significant to this book.  Discuss how it is used, what ideas it backs up (what it means), and perhaps why the author used it.  Make sure you use examples for the text and you connect the symbol or device to the text as a whole.

 

Scale/Rubric relating to learning goal:

4 – The student can write on five different views of the book relating them to each other to form one main argument or idea.

3 – The student can write adequate on at least three selections looking at the epic poem in five different ways.

2 – With help from the instructor the student is able to write adequate on at least three selections – from the least above – looking at the epic poem in five different ways.

1 – Even with help from the instructor the student is unable to write on three selections (they maybe able to write on 1-4) looking at the epic poem in different ways.  

 

 

 

Wednesday

 

Today we will discuss Hildeburgh and Finn Fragment. Review vocabulary (below), and watch a little of the movie Beowulf.

https://en.wikipedia.org/wiki/Battle_of_Finnsburg

HW: Outline and summarize the first 1/3 of the poem. Make sure you include a list of characters and who those characters are.

Vocabulary #1

Obsolete

Reprisal
Philistine

Meticulous

Officious

Peruse

Mitigate

Perfidy

Morose 

 

Things to know for a quiz

 

Characters:
Grendel

Grendel's mother

Hygelac
Beowulf
Hrothogar
Heremod
Wealtheow
Unferth
Danish backstory

Reason why Grendal attacks Heorot

Symbols: Heorot 

Literary Terms and Examples of Literary Terms:
Kenning 

Litotes

Flytes 

Apositive

Alliteration

Allusion 

Epic Boast 

Epic Hero (definition and how Beowulf fits it)

Motifs and Themes:
Exile
Kin Killing
Ambush
Wergild and Wyrd
The Role of Kings
The Role of Woman
The Role of Warriors
Paganism vs. Christianity

 

Tuesday

Today - we are going to look at the lines through the death of Grendel and the celebration of Grendel's death and discuss your dialectical journals.

Note: We are almost 1/3 of the way through Beowulf. You will have a quiz on the first 1/3 later this week or on Monday.

Monday

Today we are going to discuss your dialectical journals and some characters you should know. We will also read lines to around 700 or so. We will also review vocabulary words.

Vocabulary #1

Obsolete

Reprisal
Philistine

Meticulous

Officious

Peruse

Mitigate

Perfidy

Morose 

Characters:

Shield Sheafson
Beow
Halfdane
Hrothgar
Beowulf
Hrothgar
Wealtheow
Heorogar
Hygelac
Ecgtheow
Unferth
Wulfgar
Brecca
Sigmund

 

Unit Learning goal

Students will be able to write a series of short analysis papers looking at BEOWULF read during this unit in three different ways.  Each short essay will connect commentary both to DIRECT TEXT EXAMPLES (cited with the correct page number!) as well as to the BOOK or TEXT AS A WHOLE.  Students will choose five from the following:

 

1. THE AUTHOR AND HER/HIS TIMES: Biographical and historical information pertinent to the novel.  What important family, community, national, and world events helped inform this material? Do not provide an exhaustive biography; merely provide those details that can be directly linked to the novel in a manner that is convincing. This is one of the few sections that will require some outside research, so please remember to cite your source(s).

 

2. FORM/STRUCTURE, PLOT: How is the novel organized and what techniques are used?  Discuss techniques such as sequencing, multiple, complex, or simple plot, foreshadowing, chapter choices.  Then, provide a BRIEF outline of the events of the plot (no more than 200 words). For some modern novels, the plot may be difficult to describe succinctly – but try to do it anyway. When you discuss structure, remember that you need to discuss the effect of the intentional internal arrangement of parts.

 

3. POINT OF VIEW/ PERSPECTIVE: From what vantage point does the reader receive the information?  Is the perspective reliable, or is it highly subjective?  How are important ideas received?  Is there an agenda that the narrator seems to have, either consciously or subconsciously? Does the perspective shift, and if so, to what end? Are characters explicit in their dialog, or does on omniscient narrator fill the reader in concerning the larger issues?  Why is the perspective used particularly effective for this novel?

 

4. CHARACTER: Are each of the characters highly developed, or is most of the writing devoted to one character? Do you learn about them through what is not included in the text?  How is character revealed for the most part? Is through what they say? What they do? What they wear? What they think? The people with whom they associate? What the narrator says about them? How complex are the people that you meet?  Describe the central characters including what you find out about their names, ages, physical descriptions, personalities, functions in the novel – in other words, the responses to the questions asked in the preceding sentence. Also include one short quotation that reveals their character, and explain why the quote reveals character.

 

5. SETTING:  Where and when does the novel occur?  How many locations are described? Are there connections between the setting(s) and character(s)? How is the atmosphere described?  Are there any important settings that contrast or parallel each other?  Why is this setting so effective in supporting the ideas in the novel as a whole? Conversely, if the setting is ambiguous, what details seem most important and what is the effect of the ambiguity? Why is this story best told in this setting? When discussing setting, remember that it does not only mean the geographical location (topography, scenery) but also the cultural backdrop, social context, and the artificial environment (rooms, buildings, cities, towns) as well.

 

6. THEME: Identify one major theme (a central or controlling idea) and explicate the theme using specific moments from the text, either paraphrased or directly quoted.  What is the abstract concept being addressed and what is the evaluation of that concept through the text? Are there any “universal” truths are revealed, supported, or challenged by this theme?  Be aware that a theme cannot be expressed in a single word, and with complex works of literary merit the elucidation of a theme requires a full paragraph or more. Also note that the theme is rarely stated explicitly, but rather is implicit. Remember that a theme has TWO (2) PARTS: An abstract concept AND the author’s commentary on  or evaluation of that concept through the text.

 

7. CRITICAL REVIEW: Find one critical review (not a Cliffs Notes or similar source) of you novel and offer your opinion of the critic’s analysis in two or three paragraphs. Attach a copy of the critical review to your paper, and cite it directly. When expressing your response to the review, be specific in your discussion. If you agree, then explain why and carry the argument beyond what the critic pointed out. If you disagree, provide support for your position from the text.

 

8. DICTION:  Analyze the novelist’s word choice.  Is the language high or formal, neutral, informal?  Does the novelist employ slang(faddish words)? Colloquialisms (nonstandard regional ways of using language(like someone from Boston asking where you “paah-ked yeh caaah”)? Jargon (language associated with a particular trade)? Dialect (think Tom Sawyer)? Is the language plain?  Flowery?  Concise?  Vulgar?  Dense?  Elevated?  Select a passage that illustrates your observations and discuss this passage directly.

 

9. SYNTAX (Sentence structure):  Analyze the sentence and phrase patterns.  Are the sentences predominantly simple, compound, or complex?  Are the sentences intentionally long and complex or are they precise and simple?  How is punctuation used?  Select a passage that illustrates your observations concerning syntax, complete the attached Style and Syntax Analysis Chart, and discuss your example specifically.

 

10. TONE:  What is the author’s attitude towards the subject of the novel?  Discuss how the author creates the tone you identified through a variety of vehicles including plot, characterization, setting, and anything else that contributes to tone. Use specific text examples to support your findings.

 

11. TITLE:  Why is this title so appropriate for the novel?  Does it have literal or symbolic significance?  Does it actually appear in the novel, and if so, what is the situation? Is the title an allusion, and if so, why would the title include this allusion? Does the title implicitly connect to the theme of the work?

 

12. MEMORABLE QUOTE:  Choose and type out one quotation that you 

believe to be significant or noteworthy.  Please explain your choice. Is it an especially moving moment? Is it especially well-written? Why does this quote stand out for you?

 

13. Symbol or literary device: Choose a symbol or literary device that you believe to be significant to this book.  Discuss how it is used, what ideas it backs up (what it means), and perhaps why the author used it.  Make sure you use examples for the text and you connect the symbol or device to the text as a whole.

 

Scale/Rubric relating to learning goal:

4 – The student can write on five different views of the book relating them to each other to form one main argument or idea.

3 – The student can write adequate on at least three selections looking at the epic poem in five different ways.

2 – With help from the instructor the student is able to write adequate on at least three selections – from the least above – looking at the epic poem in five different ways.

1 – Even with help from the instructor the student is unable to write on three selections (they maybe able to write on 1-4) looking at the epic poem in different ways. 

 

Friday

Today, we will finish notes on Beowulf, and continue the book. We will also listen to your dialectical journals. 

HW: Dialectical Journals.  

 

MEDIEVAL LITERATURE: HEROES, MONSTERS and POETS

The Medieval Period marked the transformation from oral to written literature, from pagan to Christian religion, from myth to recorded history, from political chaos to social order, from Old Roman power to the rise of Northern Europe, from Old English (a more Germanic Language) to the Modern English of Shakespeare. This period, roughly from the fall of Rome in 476 A.D. to the beginning of the Renaissance (which in England occurred during the Reign of Queen Elizabeth, who took power in 1558 A.D.), sees the formation of new World Order that is the foundation of Western Culture and the Americas. The literature produced during this time suggests a pre-historic warrior culture, but with a mix of Christian philosophy and satire. By studying this period we become more aware of where Europe came from and aware of how myths change to reflect the values of a culture. We also see glimpses of old myths that our society still clings to and holds dear.

This unit will explore medieval literature that revolves around warriors, heroes, monsters and the ideas of chivalry. We will look at the warrior culture and the roles of individuals in these cultures—particularly the roles of the King (and what makes a good king), the role of the warrior, the roles of women, and the roles of poets (skalds) or storytellers. We will look at the different ideas of afterlife, or the idea of Christianity vs. Paganism, the themes of loyalty, pride, magic and magic’s use in the world (especially in worlds associated with Christianity and/or paganism). We will look at the theme of man alone in a hostile world, why hospitality was important, banishment as a form of punishment and blood-money as a form of justice, and the concept of fate (as in “It’s a good day to die” mentality). We will also discuss the oral tradition and contrast it with the written, and we will view how the English language came to be what it is—meaning we will look at Old English and Middle English and Modern English.

We will read the following texts: “The Death of Concobar” – a story from the Ulster Hero Cycle; “Branwen” – the 2nd branch of the Mabinogion about the war between Wales and Ireland because of the mistreatment of a queen and bad hospitality. The old Anglo-Saxon poems: “The Battle of Muldon”, “The Seafarer”, “The Wanderer”, “A Wife’s Lament”. “Beowulf”, “Sir Gawain and the Green Knight”, “The Death of King Arthur”, sections from the Canterbury Tales, possibly the Saga of King Hrolf Kraki and his Champions, J.R. Tolkien’s “Monsters and the Critics” and his sequel to “The Battle of Maldon” and others.

For this unit you will have a final project, a final test, an essay assignment, at least one creative writing assignment, and various quizzes on various books. We will view a bit of history and look into the humor and cruelty of an ancient world.


STUDY GUIDE and OBJECTIVES: Things you should know by end of Unit.

Note: Most importantly you should look back through your notes and returned quizzes, tests and assignments and read over them.

TEXTS that you will need to know (and I mean know beyond comprehension), be able to relate to themes, to other texts with similar themes (compare and contrast), be able to explain symbols, make arguments about actions of characters, etc.

“The Death of Conchobhar”
“Branwen, Daughter of Llyr”
“The Battle of Muldon”, “The Seafarer”, “The Wanderer”, “The Wife’s Lament”
Beowulf
Sir Gawain and the Green Knight
The Canterbury Tales

THEMES: The Corruption of Power, Christianity vs. Paganism, Man Alone in a Hostile World, The Roles of Woman, The Role of Christianity, The Roles of Kings and Warriors, Loyalty, Pride, The Role of Magic, Fate, Faith, Bloody-Money as a form of Punishment, Banishment, Good vs. Evil, Hospitality, The Transitory Nature of Life, and any others we have talked about.

Some Definitions you’ll need to remember: Wergild, wyrd, kenning, alliteration, epic hero, epic poem, epic boast, romantic literature, chivalry

List of Characters that you will need to know: Conchobhar, Cet, Meis-Geghra, Finghin, Brandigiefran, Branwen, Maholwch, Manawydan, Efnisien, Nisien, Beowulf, Grendal, Hygelac, Hrothgar, Shield Sheafson, Wulfgar, Wiglaf, Unferth, Finn, Siegmund, Weltheow, Morgan Le Fay, Sir Gawain, King Arthur, The Green Knight, The Mistress, all the characters from “The Canterbury Tales”

For major characters (or protagonists) make sure you can discuss character flaws and what those flaws are meant to do – or how they inform us of someone larger idea.

Motifs: ambush, birds and horses, the mutilation of horses, betrayal while the king is away, divine protection, the troublemaker, beheading, kin killing, important of ancestors, reputation, the arming of the warrior, the fairy world, green

Symbols: the brain-ball, the cauldron of resurrection, Heorot, Grendal, the Dragon, the fiery lake (and Grendal’s mothers’ liar), hrunting, the giant’s sword, Gawain’s shield, the girdle (remember characters themselves can also be symbols)

Allusions: for each story or book be able to pick out some allusions and link them to a theme

Irony: For each story or book be able to pick out some ironies
Make sure you keep a list of events from any book or story that backs up a theme. You will need to use examples. Specific examples.

You will need to be able to compare and contrast the four poems – Battle of Muldon, The Seafarer, The Wanderer, The Wife’s Lament—with each other and/or be able to connect to a theme and used to back up a larger book (such as Beowulf).

Be able to generalize the differences between the following: Anglo-Saxon, Celtic, and Welsh literature, between Old English and Middle English, between the ideas of Sir Gawain and The Canterbury Tales.

Objectives: By the end of this unit some of the things students should be able to do include

1) Define wergild and give examples from various stories on how it works and why it was important as a form of justice
2) Define wyrd and give examples of heroes that followed this idea or code of life. Explain with examples why it was important to warrior society.
3) Define kenning and give examples
4) Define alliteration and give examples from alliterative poems
5) Define Epic Hero and Epic Poem
6) Keep a list of characters and be able to describe them and compare them to characters from other stories in relation to themes
7) Define chivalry and describe how certain characters followed the chivalric code.
8) Keep a list of symbols and relate these to major themes
9) Keep a list of motifs involving “types of stories” or events that reoccur in oral tradition
10) Be able to describe the rules and structure of warrior society
11) Define scop and discuss the important of poets in some of these stories
12) Discuss flaws of characters and how these flaws cause characters downfall
13) Compare the Seafarer, Wanderer, Wife’s Lament by relating them to warrior society
14) Discuss irony (and type) in each of these works
15) Define “Frame Story”
16) Define and give elements of a “saga”
17) Keep a list of events and descriptions that help you explore the following themes: Man Alone in A Hostile World, Paganism vs. Christianity, The Role of Kings, The Role of Warriors, The Role of Women, The Idea of Honor, Good vs. Evil, Loyalty, Pride, Hospitality, The transitory nature of life.
18) Define and give examples of allegory, allusion, personification, caesura, litotes, and aphorism 

 

Vocabulary #1

Obsolete

Reprisal
Philistine

Meticulous

Officious

Peruse

Mitigate

Perfidy

Morose

Thursday

Today, we take some notes on Beowulf, and begin the book. 

HW: Dialectical Journals.  

 

MEDIEVAL LITERATURE: HEROES, MONSTERS and POETS

The Medieval Period marked the transformation from oral to written literature, from pagan to Christian religion, from myth to recorded history, from political chaos to social order, from Old Roman power to the rise of Northern Europe, from Old English (a more Germanic Language) to the Modern English of Shakespeare. This period, roughly from the fall of Rome in 476 A.D. to the beginning of the Renaissance (which in England occurred during the Reign of Queen Elizabeth, who took power in 1558 A.D.), sees the formation of new World Order that is the foundation of Western Culture and the Americas. The literature produced during this time suggests a pre-historic warrior culture, but with a mix of Christian philosophy and satire. By studying this period we become more aware of where Europe came from and aware of how myths change to reflect the values of a culture. We also see glimpses of old myths that our society still clings to and holds dear.

This unit will explore medieval literature that revolves around warriors, heroes, monsters and the ideas of chivalry. We will look at the warrior culture and the roles of individuals in these cultures—particularly the roles of the King (and what makes a good king), the role of the warrior, the roles of women, and the roles of poets (skalds) or storytellers. We will look at the different ideas of afterlife, or the idea of Christianity vs. Paganism, the themes of loyalty, pride, magic and magic’s use in the world (especially in worlds associated with Christianity and/or paganism). We will look at the theme of man alone in a hostile world, why hospitality was important, banishment as a form of punishment and blood-money as a form of justice, and the concept of fate (as in “It’s a good day to die” mentality). We will also discuss the oral tradition and contrast it with the written, and we will view how the English language came to be what it is—meaning we will look at Old English and Middle English and Modern English.

We will read the following texts: “The Death of Concobar” – a story from the Ulster Hero Cycle; “Branwen” – the 2nd branch of the Mabinogion about the war between Wales and Ireland because of the mistreatment of a queen and bad hospitality. The old Anglo-Saxon poems: “The Battle of Muldon”, “The Seafarer”, “The Wanderer”, “A Wife’s Lament”. “Beowulf”, “Sir Gawain and the Green Knight”, “The Death of King Arthur”, sections from the Canterbury Tales, possibly the Saga of King Hrolf Kraki and his Champions, J.R. Tolkien’s “Monsters and the Critics” and his sequel to “The Battle of Maldon” and others.

For this unit you will have a final project, a final test, an essay assignment, at least one creative writing assignment, and various quizzes on various books. We will view a bit of history and look into the humor and cruelty of an ancient world.


STUDY GUIDE and OBJECTIVES: Things you should know by end of Unit.

Note: Most importantly you should look back through your notes and returned quizzes, tests and assignments and read over them.

TEXTS that you will need to know (and I mean know beyond comprehension), be able to relate to themes, to other texts with similar themes (compare and contrast), be able to explain symbols, make arguments about actions of characters, etc.

“The Death of Conchobhar”
“Branwen, Daughter of Llyr”
“The Battle of Muldon”, “The Seafarer”, “The Wanderer”, “The Wife’s Lament”
Beowulf
Sir Gawain and the Green Knight
The Canterbury Tales

THEMES: The Corruption of Power, Christianity vs. Paganism, Man Alone in a Hostile World, The Roles of Woman, The Role of Christianity, The Roles of Kings and Warriors, Loyalty, Pride, The Role of Magic, Fate, Faith, Bloody-Money as a form of Punishment, Banishment, Good vs. Evil, Hospitality, The Transitory Nature of Life, and any others we have talked about.

Some Definitions you’ll need to remember: Wergild, wyrd, kenning, alliteration, epic hero, epic poem, epic boast, romantic literature, chivalry

List of Characters that you will need to know: Conchobhar, Cet, Meis-Geghra, Finghin, Brandigiefran, Branwen, Maholwch, Manawydan, Efnisien, Nisien, Beowulf, Grendal, Hygelac, Hrothgar, Shield Sheafson, Wulfgar, Wiglaf, Unferth, Finn, Siegmund, Weltheow, Morgan Le Fay, Sir Gawain, King Arthur, The Green Knight, The Mistress, all the characters from “The Canterbury Tales”

For major characters (or protagonists) make sure you can discuss character flaws and what those flaws are meant to do – or how they inform us of someone larger idea.

Motifs: ambush, birds and horses, the mutilation of horses, betrayal while the king is away, divine protection, the troublemaker, beheading, kin killing, important of ancestors, reputation, the arming of the warrior, the fairy world, green

Symbols: the brain-ball, the cauldron of resurrection, Heorot, Grendal, the Dragon, the fiery lake (and Grendal’s mothers’ liar), hrunting, the giant’s sword, Gawain’s shield, the girdle (remember characters themselves can also be symbols)

Allusions: for each story or book be able to pick out some allusions and link them to a theme

Irony: For each story or book be able to pick out some ironies
Make sure you keep a list of events from any book or story that backs up a theme. You will need to use examples. Specific examples.

You will need to be able to compare and contrast the four poems – Battle of Muldon, The Seafarer, The Wanderer, The Wife’s Lament—with each other and/or be able to connect to a theme and used to back up a larger book (such as Beowulf).

Be able to generalize the differences between the following: Anglo-Saxon, Celtic, and Welsh literature, between Old English and Middle English, between the ideas of Sir Gawain and The Canterbury Tales.

Objectives: By the end of this unit some of the things students should be able to do include

1) Define wergild and give examples from various stories on how it works and why it was important as a form of justice
2) Define wyrd and give examples of heroes that followed this idea or code of life. Explain with examples why it was important to warrior society.
3) Define kenning and give examples
4) Define alliteration and give examples from alliterative poems
5) Define Epic Hero and Epic Poem
6) Keep a list of characters and be able to describe them and compare them to characters from other stories in relation to themes
7) Define chivalry and describe how certain characters followed the chivalric code.
8) Keep a list of symbols and relate these to major themes
9) Keep a list of motifs involving “types of stories” or events that reoccur in oral tradition
10) Be able to describe the rules and structure of warrior society
11) Define scop and discuss the important of poets in some of these stories
12) Discuss flaws of characters and how these flaws cause characters downfall
13) Compare the Seafarer, Wanderer, Wife’s Lament by relating them to warrior society
14) Discuss irony (and type) in each of these works
15) Define “Frame Story”
16) Define and give elements of a “saga”
17) Keep a list of events and descriptions that help you explore the following themes: Man Alone in A Hostile World, Paganism vs. Christianity, The Role of Kings, The Role of Warriors, The Role of Women, The Idea of Honor, Good vs. Evil, Loyalty, Pride, Hospitality, The transitory nature of life.
18) Define and give examples of allegory, allusion, personification, caesura, litotes, and aphorism 

 

Vocabulary #1

Obsolete

Reprisal
Philistine

Meticulous

Officious

Peruse

Mitigate

Perfidy

Morose