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8/3/2019 The Progression of British Literature Unit Plan
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Running head: THE PROGRESSION OF BRITISH LITERATURE 1
The Progression of British Literature
Yesenia Rodriguez
EDUC 386
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THE PROGRESSION OF BRITISH LITERATURE 2
Table of Contents
Standards Addressed in Unit.. ..3
Think-Tac-Toe ..5
Curriculum Outline..6
Research Paper...12
Lesson Plan Day 1: History of the Medieval World/Literature.....15
Lesson Plan Day 2: Beowulf and the Heroic Code22
Lesson Plan Day 3: Old English and Language.29
Lesson Plan Day 4: Lancelot and the Chivalric Code...17
Lesson Plan Day 5: Development of Middle English and Its Literary Works .20
Journal/Personal Communication Assessment..23
Selective Response Assessment Quiz25
Constructive Response Assessment Essay .27
Product and Performance Assessment...30
Bibliography..35
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THE PROGRESSION OF BRITISH LITERATURE 3
Standards Addressed in the Unit
Goal 1: Read with understanding and fluency.
A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.5a: Identify and analyze new terminology applying knowledge of word origins
and derivations in a variety of practical settings.
B. Apply reading strategies to improve understanding and fluency.
1.B.5a: Relate reading to prior knowledge and experience and make connections torelated information
Goal 2: Read and understand literature representative of various societies, eras and ideas.
A. Understand how literary elements and techniques are used to convey meaning. 2.A.4d: Describe the influence of the authors language structure and word choice to
convey the authors viewpoint.
2.A.5a: Compare and evaluate oral, written or viewed works from various eras andtraditions and analyze complex literary devices (e.g., structures, images, forms,
foreshadowing, flashbacks, stream of consciousness).
2.A.5b: Evaluate relationships between and among character, plot, setting, theme,conflict and resolution and their influence on the effectiveness of a literary piece.
2.A.5c: Analyze the development of form (e.g., short stories, essays, speeches,poetry, plays, novels) and purpose in American literature and literature of other
countries.
2.A.5d: Evaluate the influence of historical context on form, style and point of viewfor a variety of literary works.
B. Read and interpret a variety of literary works.
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THE PROGRESSION OF BRITISH LITERATURE 4
2.B.5a: Analyze and express an interpretation of a literary work. 2.B.5b: Apply knowledge gained from literature as a means of understanding
contemporary and historical economic, social and political issues and perspectives.
2.B.4c: Discuss and evaluate motive, resulting behavior and consequencesdemonstrated in literature.
Goal 3: Write to communicate for a variety of purposes.
A. Use correct grammar, spelling, punctuation, capitalization and structure.
3.A.5: Produce grammatically correct documents using standard manuscriptspecifications for a variety of purposes and audiences.
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THE PROGRESSION OF BRITISH LITERATURE 5
Think-Tac-Toe
From this list, students must choose 3 activities. They will be due at the end of thesemester. Rubrics for the poem and essay are available upon request.
Film Review
Watch the most recentBeowulf film and compare it
to the epic read in class. How
are things different? Are any
themes of religion andheroism evident?
Epic Poem
Write a heroic epic thatembodies the Germanic
Heroic Code and time period.
Use vocabulary from Beowulf,
at least 5 words, in your epic.1 page minimum. No rhyming
required.
Medieval Weaponry
Design a medieval weapon ofyour choice: mace, sword,
shield, lance etc. Make this
preferably out of safe
material. See me if you haveany questions as to design or
material.
Log
Keep a semester long log of
words from the text you haveencountered but d not know.
Define them and turn them inat the end of the semester.
Museum Brochure
Go to the Field Museum and
photography the medievalweaponry and art exhb9ubts.
Put together a brochure withthe photos and describing
them
Essay
Write a short 3-4 page essay
on how the chivalric code andthe heroic code differ. Use
examples from texts in classand any you may have read
independently
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THE PROGRESSION OF BRITISH LITERATURE 6
Multicultural Curriculum Outline-The Progression of British Literature
I. History of the Medieval World/Literature
A. Britain in the World:
1. Once had Roman colonies; up until the fall of Rome.
2. Invasion of Normandy: in 1066, the Normans invaded Britain for their new colony.
William The Bastard killed thousands; spoke French. Relations between the British and Normans strained There was a combination of Pagan and Christian Beliefs
B. Literary Works: many were changed to accommodate the Normans beliefs and authority.
1. Bede:An Ecclesiastical History of the English People - Quick over view
Resurgence of Latin (the learned language; scholars and the rich) French was courtly and the language of the powerful Existing works (from before 1066) were rewritten to reflect Christian beliefs Pagans were considered evil
C. Beowulf
1. Introduction toBeowulfPowerPoint-
Covers:
Background of time period Vocabulary Old English Explanation Quick Character Analysis
2. Assignment:
Read lines 1 through 300.
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THE PROGRESSION OF BRITISH LITERATURE 7
-Reflect upon this in your journals. Write down terms or key aspects that strike you.
II. Beowulf and the Heroic Code
A. Students reactions to Beowulf after short quiz
Discuss:
Difficulty of Old English in the translation Beowulf as a character
-Arrogant -Of noble birth
-Pride -Regarded as a legendary hero
Class/Position
B. Heroic Code:
1. Characteristics of the Heroic Code-
Pride Glory above all other things No prominent women Loyal men Glorious death; dying in battle
2. What signs does Beowulf exhibit of the Heroic code?
Student discussion in groups of 3-4 Each student will find 1 characteristic, but discusses only 1 out of the 3 or 4 in the class
forum.
C. Rewritten to the New World standards:
1. Mention of the different villages I.e.
-Are relations friendly? Obliging or begrudging?
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THE PROGRESSION OF BRITISH LITERATURE 8
2. Change from Paganism to Christianity:
In the same groups, have students locate at least 2 Christian lines distinctive of theChristian religion and 2 of the Pagan.
3. Homework: Read lines 300 through 600.
-Find 2 more examples of Christianity and Paganism in the text.
III. Old English and Language
A. Old English
1. Reading of Beowulf in Old English Excerpt-Discussion
2. Language of Beowulf:
Kennings: a metaphoric expression sailors and travelers of the Medieval world used astheir form of language.
3. Kennings Assignment:
Students must individually write at least 3 Kennings in their JournalB. The French Influence-The Romances of Arthur
1. Geoffrey of Monmouth: one of the first and few well known medieval historians
Wrote of Richard the Lion Heart and Ambrosias Aralias (who is also thought to beArthur)
Wrote TheRomances of Arthur-Development of knights
-Arthur and Guinevere
2. Chrtien de Troyes: French writer who made the most famous knighthood story-Lancelot
Wrote for the French court, but his writings were translated into many languages,including English.
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THE PROGRESSION OF BRITISH LITERATURE 9
Guinevere and Lancelot became the power couple of the dayC. Homework:
1. Read Lancelot, the first chapter (1 of 4)
2. Take notes on key things such as:
-English and French relations
-Knightly conduct
-Womens influence and portrayal
-Magical influence
IV. Lancelot and the Chivalric Code
A. Knighthood-Expectations and Characteristics
1. Short Quiz on Chapter 1 of Lancelot
2. Put class into groups of 2-3.
With 10 minutes of planning, the students are no portray what their idea of a knight is orshould be
3. Discussion leading into the differences between the Heroic Code and the Chivalric Code.
The Heroic code is all glory and battle. There are never any prominent women in thesestories or romance. Loyalty is key to these men.
B. Chivalric Code/ Women/ English and French Relations
1. Chivalric Code:
Loyalty to your king Accumulate wealth Marry rich and advantageously Romance
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THE PROGRESSION OF BRITISH LITERATURE 10
Prominent women2. Guinevere and Medieval women: Women in Medieval romances were either saintly or evil.
Guinevere was seen as both. She was the most beautiful woman in all the world. (The ultimate prize) Women were represented as untouchable beings- you may reach for them but never touch Adulteress; she betrayed Arthur
3. English and French Relations:
Chrtien adapted Lancelot from Geoffreys King Arthur
Arthur was regarded as a hero in the English culture and country.
By writingLancelot, Chrtien has embarrassed his reputation:-He portrays Arthur as a weak and foolish King
-His wife is unfaithful to him (he was more king than husband)
- Lancelot is the opposite- good and pure, brave and romantic
C. Homework: Red the remaining two chapters of Lancelot. Write a reflection on them
discussing the main points covered in class:
Code of Chivalry Portrayal of Women French and English relations The Frenchs portrayal of English Kings
V. Development of Middle English and Its Literary Works
A. History
1. French was prevalent thanks to William the Bastard.
He wrote theDoomsday Bookwhich he taxed.
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THE PROGRESSION OF BRITISH LITERATURE 11
He overturned Englands Feudalism and turned it into a Beauracracy This deeply angered the British people-This led to the Hundred Years War
-Richard the Lion Heart begins to take back England for the British People
2. Transition to Middle English
Latin and French were the main languages-Latin meant you were well educated
-French was a courtly language, of the higher class
-English was seen as the language of the lower class
The outcome of the Hundred Years war leads to the resurgence of the English Language
from Old English to Middle English.
B. Chaucer
1. Introduction to Chaucers The Canterbury Tales PowerPoint
Covers:
-Middle English reading
-Vocabulary
-Character List
-Tale Summaries
2. Middle English Exercise
Students will be given an poem in Chaucers The Canterbury Tales written in MiddleEnglish
After having heard the teacher correctly pronounce it, they will each individually have toperform the same poem in Middle English.
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THE PROGRESSION OF BRITISH LITERATURE 12
Research
The first day will commence with information regarding the history of Britain. Rome had
colonies in Britain until their downfall, at which point they were left with their culture and
values. In 1066, the Normans invaded for new land. William I otherwise known as William The
Bastard was the first Norman King who invaded England. With him he brought Norman-French
Culture which angered the British who saw their own heritage being destroyed. With their
Roman background and new Norman beliefs, there was a combination of Christian and Pagan
faiths. Many literary works were changed to reflect the change from pagan to Christian.
Literature was mainly written in Latin or French, the languages of the upper class. Latin was
seen as scholarly a learned while French was courtly and considered the language of the rich.
Even works that were written prior to the Normans invasion were changed to reflect the newly
enforced Christian beliefs. All other religions, particularly paganism, were considered evil by the
church. The epic ofBeowulfwas one such work.
On the second day the student will begin to learn the difficulty of reading Old English
translations. Discussion will lead to Beowulfs character. The man is arrogant, prideful, of noble
birth and regarded as a hero among everyone. His concern is of class and the position he holds in
society. Beowulf follows what is referred to in literary criticism as the Heroic Code. When the
Heroic Code is in a story it means Pride, Glory, Loyalty and Dying a glorious death. Women are
typically never prominent is these sorts of stories.Beowulfwas originally written during a time
when paganism was considered the main religion in Britain. It was rewritten to new world
standards. There are certain characteristics and rituals in the stories which are indicative of pagan
origins but have been rewritten to Christianities standards.
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THE PROGRESSION OF BRITISH LITERATURE 13
The third day is concerned with Old English. An oral reading will have to be made to
really understand it. The language, or even slang, Beowulf and the rest of the characters use are
referred to as kennings. Kennings are metaphoric expressions that sailors and travelers of the
medieval world used. Beowulf is based on the history of England and one of the best known
medieval historians was Geoffrey of Monmouth. He wrote of Richard the Lion hearts victories
as well as Ambrosias Aralias, who is speculated to be King Arthur. Geoffrey of Monmouth was
also responsible for writing The Romances of Arthur. With this story, we have the developments
of knights and the famous King Arthur and Guinevere. These stories had a great impact on
French writer Chretien de Troyes. Chretien wrote for the French court but his writings were
translated into many languages which included English. This is howLancelotbecame famous in
England. Lancelot and Guinevere became the power couple of the day.
The fourth day will deal with the differences between the Heroic Code and the Chivalric
Code. There are knightly expectations and characteristics, just as there are for the heroes of
Beowulfs time. This was called the Chivalric Code. This code held : Loyalty to your king,
accumulations of wealth, marrying rich and advantageously, romance and (unlike Heroic stories)
prominent women. They were to be revered and admired but never touched. Women of this era
were much like Guinevere. They could be considered saintly or evil. Guinevere was seen as both.
She was rich and beautiful, the ultimate prize for any knight. However, she was unfaithful to her
husband and king. Relations between England and France was very poor due to William the
Bastard. Chretien may have written Lancelot in order to portray King Arthur as a foolish and
weak king, who had up until this time, been regarded as a hero in Britain. He is more king than
husband. Lancelot is the opposite: good and pure and in love with his queen.
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THE PROGRESSION OF BRITISH LITERATURE 14
The fifth and final day will be on the development of Middle English. Due to William I,
French was incredibly prevalent in England. He wrote The Doomsday Book, which was taxed
among the people. Hed also turned the countries Feudalism into a Beauracracy. This deeply
angered the British people. The anger and resentment ultimately led up to the Hundred Years
War. Richard the Lion heart took back Britain for his people. A resurgence of English, which up
until this time was considered the language of the poor, commenced. It had not been taught
formally for many years and the changes renamed it Middle English. One work written at the
peak of Middle English was The Canterbury Tales by Geoffrey Chaucer.
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History of the Medieval World/Literature
Date: Day 1
I. Topic: History of the Medieval World/Literature
II. Major Concepts:
This lesson will cover the history of Britain from the time when it was a Roman colony until
the invasion of 1066 by the Normans. The effects of the Normans Invasion took a toll on
the island as well as its works of literature. Relations between the French and British
become increasingly strained. Traditions and beliefs of the Normans soon begin to warp the
original Pagan beliefs of those on the island to Christian. The end of the lesson will consist
of a short introduction to the epic ofBeowulf.
III. Illinois Standards:
English Literature:
2.A.5c: Analyze the development of form (e.g., short stories, essays, speeches, poetry,plays, novels) and purpose in American literature and literature of other countries.
2.A.5d: Evaluate the influence of historical context on form, style and point of view for avariety of literary works.
2.B.5b: Apply knowledge gained from literature as a means of understandingcontemporary and historical economic, social and political issues and perspectives.
English Reading:
1.A.5a: Identify and analyze new terminology applying knowledge of word origins and
derivations in a variety of practical settings.
IV. Key Terms:
1066
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William The Bastard Beowulf Epic Old English
V. Lesson Objective:
To explain the effect of invaders on British soil and how it changed the history of England
and its literary works; even those before 1066 and well after. The brief PowerPoint will also
help gain insight on the epic of Beowulf, before beginning the text, for a better
understanding.
A. Anticipatory Set:
Teacher will explain the history of England and the Invasion of 1066 and the rulers of the
time.
-Pass out map of Medieval England
Dictate a quick overview of Englands literary works.
B. Input:
Present PowerPoint on Beowulf which explains: Time period, Vocabulary, Old English and
includes a which character analysis
C. Modeling:
Answer any questions the students may have or that have arisen with the lecture or slides.
D. Checking for Understanding:
Ask students questions pertaining to the lesson (historical figures, dates, etc), particularly if
they have no asked questions.
E. Guided Practice:
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THE PROGRESSION OF BRITISH LITERATURE 17
Students will read lines 1-800 ofBeowulf.
VII. Student Activities:
A.
1. Anticipatory Set:
Listen to lecture, look over map handout, and listen and watch the PowerPoint Slides.
2. Input, Modeling and Understanding:
Students will listen, watch and ask questions they may have on the material.
3. Guided Practice: Students will read lines 1-300 ofBeowulf.
B. Independent Practice:
-They will then write down key terms or passages that caught their attention in their journal.
VIII. Closure:
Students may (if they have started reading) begin writing in their journals. A forewarning of
tomorrow quiz on the 300 lines ofBeowulf, and then dismissal.
IX. Texts, Material or Equipment Used:
Beowulf Projector Laptop PowerPoint Medieval England Map
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THE PROGRESSION OF BRITISH LITERATURE 18
Medieval England: 700-800 B.C.
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Journal/Personal Communication Assessment
Subject Area: English Literature
Grade Level: High School Juniors or Seniors
Purpose of the Assessment: The purpose of this assessment will be for the students to reflect on
a work that may be entirely foreign to them in terms of difficulty and understanding. By writing
down things they do not yet understand or passages they find interesting, they can have checklist
of subjects they can clarify in class the next day during discussion.
Standards Addressed:
English Literature:
2.A.5c: Analyze the development of form (e.g., short stories, essays, speeches, poetry,plays, novels) and purpose in American literature and literature of other countries.
2.A.5d: Evaluate the influence of historical context on form, style and point of view for avariety of literary works.
2.B.5b: Apply knowledge gained from literature as a means of understandingcontemporary and historical economic, social and political issues and perspectives.
English Reading:
1.A.5a: Identify and analyze new terminology applying knowledge of word origins andderivations in a variety of practical settings.
Prompt: Read lines 1-300 of Beowulf. Did you find that it was difficult to read a text that has
been translated from Old English? Were there any words or passages that you did not understand
entirely? For passages you did understand, what struck you about them?
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THE PROGRESSION OF BRITISH LITERATURE 20
Rubric: (Checklist)
Short summary of the passage read.
At least 1 quote from the reading.
At least 1 word of phrase unknown to the reader. Thoughtful and creative prose Personal input At least 350 words.
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Bibliography
Heaney, S. (2000).Beowulf: A New Verse Tanslation. New York: Farrar, Straus, And Giroux.
Medieval England Map. (n.d.). Crown of England. Retrieved April 4, 2011, from
media.indiawargamers.com/images/campaigns/crown_england/campaign1.jpg
Sweeney, M. (2000).Magic in Medieval Romance . Dublin: Four Courts Press.
The Medieval Period (2 ed.). (2009). Peterborough, Ontario: Broadview Press.
name. (n.d.). William I (king of England) -- Britannica Online Encyclopedia.Encyclopedia -
Britannica Online Encyclopedia. Retrieved April 13, 2011, from
http://www.britannica.com/EBchecked/topic/643991/William-I
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Beowulf and the Heroic Code
Date: Day 2
I. Topic: Beowulf and the Heroic Code
II. Major Concepts:
This lesson will put into perspective the epic ofBeowulf. The class will be analyzing
Beowulf as a character, how they transition into the Heroic Code, and the effects this had on
the literature written at this time. Lastly, there is the foreign consequence of a different
religion: the Paganism taken over by Christianity.
III. Illinois Standards:
English Literature:
2.A.5b: Evaluate relationships between and among character, plot, setting, theme,conflict and resolution and their influence on the effectiveness of a literary piece.
2.A.4d: Describe the influence of the authors language structure and word choice toconvey the authors viewpoint.
2.A.5d: Evaluate the influence of historical context on form, style and point of view for avariety of literary works.
2.B.5b: Apply knowledge gained from literature as a means of understandingcontemporary and historical economic, social and political issues and perspectives.
2.B.4c: Discuss and evaluate motive, resulting behavior and consequences demonstratedin literature.
English Reading:
1.A.5a: Identify and analyze new terminology applying knowledge of word origins andderivations in a variety of practical settings.
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THE PROGRESSION OF BRITISH LITERATURE 24
1.B.5a: Relate reading to prior knowledge and experience and make connections torelated information.
IV. Key Terms:
Heroic Code Christianity Paganism
V. Lesson Objective:
To understand a work that has been translated from Old English and subsequently changed
to reflect the views of the world surrounding it. Students will also need to understand the
concept of the Heroic Code and how it will differ from works later on.
VI. Teacher Activities:
A. Anticipatory Set:
Begin with short vocabulary quiz onBeowulf. Begin proper lecture on Beowulf and
questions students about his character; leading into the Heroic Code.
B. Input:
Teacher must explain the difficulty of both reading and translating Old English. Prompting
may be needed to give their insights on Beowulf (epic and character). Finally, students must
be lead into how to find Heroic Code characteristics.
C. Modeling:
Explain that students should get into groups and each find a Heroic Characteristic; having 1
main characteristic to announce at the end of 15 minutes. Observe students in groups of 3-4.
The second project will have the groups find 2 Pagan and 2 Christian beliefs in the
D. Checking for Understanding:
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THE PROGRESSION OF BRITISH LITERATURE 25
Observe students in groups of 3-4. Call on them at the end of the allotted time, and make
sure each group has 1 Heroic characteristic for the first group project. The second will call
for the groups to have 2 Pagan and 2 Christian passages.
E. Guided Practice:
Class will search for 1 Heroic characteristic in their first group project which Beowulf
exhibits. The second will call for each group to have found 2 Pagan and 2 Christian
passages.
VII. Student Activities:
A.
1. Anticipatory Set:
Students will listen to the explanation of Beowulf and the Heroic Code, and the effects
religion has had on it and other medieval works.
2. Input, Modeling and Understanding:
Students will partake in a discussion of Beowulfs character and the Heroic Code and later
on religion. Students may then ask any questions they may have relating to the lesson at
hand.
3. Guided Practice:
Students will work in their groups for 2 projects
B. Independent Practice:
Students will read lines 800-1500 of Beowulf.
-Find 2 more examples of Christianity and Paganism in the text assigned.
VIII. Closure:
Brief explanation of tomorrows lesson and then dismissal.
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THE PROGRESSION OF BRITISH LITERATURE 26
IX. Texts, Material or Equipment Used:
Beowulf
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THE PROGRESSION OF BRITISH LITERATURE 27
Selective Response Assessment Quiz
Subject Area: English Literature
Grade Level: High School Juniors or Seniors
Purpose of the Assessment: The purpose of this assessment will to assess the students reading
and analytical skills. For vocabulary or words they have not encountered, they should have been
able to use context clues. This will also test the students ability to read through and complete a
general homework assignment.
Standards Addressed:
English Literature:
2.A.5d: Evaluate the influence of historical context on form, style and point of view for avariety of literary works.
English Reading:
1.A.5a: Identify and analyze new terminology applying knowledge of word origins andderivations in a variety of practical settings.
2.B.4c: Discuss and evaluate motive, resulting behavior and consequences demonstratedin literature.
Rubric:
This test will be graded based on whether the student has chosen the correct answer out of the 4.
Each question is worth 2 points. The total sum of points available will be 10.
10 pts. A
8 pts. B
6 pts. C
4 pts. D
2 pts. F
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THE PROGRESSION OF BRITISH LITERATURE 28
Name:__________________________
Date:___________________________
Beowulf Quiz
(Lines 1-800)
1. Where is Beowulf from?a. Angle-Landb. Denmarkc. Greatlandd. Heorot
2. Who is Beowulfs father?a. Brecab. Ecgtheowc.
Hrothgard. Hygelac
3. Who rules Greatland at the beginning of the epic?a. Beowb. Ecgtheowc. Hygelacd. Offa
4. What is a scop?a. A poetb. A shipc. A type of necklaced. A weapon
5. What is the name of the creature that attacked the mead hall?a. Hygelacb. Brecac. Beowd. Grendel
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THE PROGRESSION OF BRITISH LITERATURE 29
Bibliography
Beowulf (Old English poem) -- Britannica Online Encyclopedia. (n.d.). Encyclopedia -
Britannica Online Encyclopedia. Retrieved April 20, 2011, from
http://www.britannica.com/EBchecked/topic/61412/Beowulf
Heaney, S. (2000).Beowulf: A New Verse Tanslation. New York: Farrar, Straus, And Giroux.
Sweeney, M. (2000).Magic in Medieval Romance . Dublin: Four Courts Press.
The Medieval Period (2 ed.). (2009). Peterborough, Ontario: Broadview Press.
name. (n.d.). William I (king of England) -- Britannica Online Encyclopedia.Encyclopedia -
Britannica Online Encyclopedia. Retrieved April 13, 2011, from
http://www.britannica.com/EBchecked/topic/643991/William-I
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THE PROGRESSION OF BRITISH LITERATURE 30
Old English and Language
Date: Day 3
I. Topic: Old English and Language
II. Major Concepts:
This class will center on the language of Old English and how kennings developed and were
used. Students will learn how to write their own kennings properly. They will also analyze
the effect the French had on medieval England and how this reflected in the literature. We
will touch briefly on the history of the Romances of Arthur and will begin during this lesson,
briefly on Lancelot.
III. Illinois Standards:
English Literature:
2.A.5a: Compare and evaluate oral, written or viewed works from various eras andtraditions and analyze complex literary devices (e.g., structures, images, forms,
foreshadowing, flashbacks, stream of consciousness).
2.A.5b: Evaluate relationships between and among character, plot, setting, theme,conflict and resolution and their influence on the effectiveness of a literary piece.
2.A.4d: Describe the influence of the authors language structure and word choice toconvey the authors viewpoint.
2.A.5d: Evaluate the influence of historical context on form, style and point of view for avariety of literary works.
2.B.5b: Apply knowledge gained from literature as a means of understandingcontemporary and historical economic, social and political issues and perspectives.
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THE PROGRESSION OF BRITISH LITERATURE 31
2.B.4c: Discuss and evaluate motive, resulting behavior and consequences demonstratedin literature.
English Reading:
1.A.5a: Identify and analyze new terminology applying knowledge of word origins andderivations in a variety of practical settings.
1.B.5a: Relate reading to prior knowledge and experience and make connections torelated information.
English Writing:
3.A.5: Produce grammatically correct documents using standard manuscriptspecifications for a variety of purposes and audiences.
IV. Key Terms:
Kennings Old English Geoffrey of Monmouth Ambrosias Aralias Chrtien de Troyes
V. Lesson Objective:
This lessons objective will concentrate upon the concept of a kenning and how they
developed out of Old English and the time period. Students will then learn of the effect
history has on literature as well as other cultures, including that of (and particularly) the
French.
A. Anticipatory Set:
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THE PROGRESSION OF BRITISH LITERATURE 32
Teacher will explain Old English thoroughly both orally and with written documents. A
lecture will be given on the prominent historian Geoffrey on Monmouth and the French
writer Chrtien de Troyes along with their works.
B. Input:
Read Old English excerpt and pass out Old English document, explain kennings and the
significance of King Arthur and later Lancelot and Guinevere.
C. Modeling:
Teacher will read Old English aloud and make an example of a kenning on the board.
D. Checking for Understanding:
Teacher will walk around and make sure everyone has grasped the concept of a kennings
while they work.
E. Guided Practice:
Students will write out 3 kennings and turn the assignment in.
VII. Student Activities:
A.
1. Anticipatory Set:
Students will listen to the lecture, Old English, kennings examples and the significance of
historical characters real and literary. Students must answer any questions directed toward
discussion.
2. Input, Modeling and Understanding:
Students will listen to the lecture on the kennings assignment and watch the example being
done
3. Guided Practice:
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THE PROGRESSION OF BRITISH LITERATURE 33
-Students will attempt their own kennings and turn the assignment in at the end of class.
B. Independent Practice:
Homework will be to read the first 2 chapters of Lancelot. Students are to take notes on
knightly conduct, a womans portrayal and King Arthur.
VIII. Closure:
-Summary of the days lesson and dismissal.
IX. Texts, Material or Equipment Used:
Lancelot
Projector
Laptop Old English Document Handout
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THE PROGRESSION OF BRITISH LITERATURE 34
Old English
First page ofBeowulfmanuscript;
originally written in Old English.
Cotton Vitellius A. xv
Written between the 7th and 11th century.
Relatively modern birth certificate written in Old English.
Ca. 1795
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THE PROGRESSION OF BRITISH LITERATURE 35
Bibliography
Beowulf (Old English poem) -- Britannica Online Encyclopedia. (n.d.). Encyclopedia -
Britannica Online Encyclopedia. Retrieved April 20, 2011, from
http://www.britannica.com/EBchecked/topic/61412/Beowulf
Heaney, S. (2000).Beowulf: A New Verse Tanslation. New York: Farrar, Straus, And Giroux.
ExplorePAHistory.com - Old English Birth Certificate. (n.d.).ExplorePAHistory.com. Retrieved
April 20, 2011, from http://explorepahistory.com/displayimage.php?imgId=864
Old English Beowulf Manuscript. (n.d.).History of Information. Retrieved April 17, 2011, from
historyofinformation.com/images/beowulf_firstpage.jpeg
Sweeney, M. (2000).Magic in Medieval Romance . Dublin: Four Courts Press.
The Medieval Period (2 ed.). (2009). Peterborough, Ontario: Broadview Press.
YouTube- Beowulf - "Opening Lines". (2007, March 20). YouTube- Broadcast Yourself.
Retrieved April 20, 2011, from
http://www.youtube.com/watch?v=Y13cES7MMd8&feature=fvst
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THE PROGRESSION OF BRITISH LITERATURE 36
Lancelot and the Chivalric Code
Date: Day 4
I. Topic: Lancelot and the Chivalric Code
II. Major Concepts:
This lesson will focus on the characteristics and expectations of a knight, the distinction
between the previously discussed Heroic Code and the chivalric Code introduced by the
Romances. Within Lancelot we will also analyze the representation of women and how
French writers represented the English through the literary character of King Arthur. There
will be a small and quick group presentation to use as a chivalric example.
III. Illinois Standards:
English Literature:
2.A.5a: Compare and evaluate oral, written or viewed works from various eras andtraditions and analyze complex literary devices (e.g., structures, images, forms,
foreshadowing, flashbacks, stream of consciousness).
2.A.5b: Evaluate relationships between and among character, plot, setting, theme,conflict and resolution and their influence on the effectiveness of a literary piece.
2.A.4d: Describe the influence of the authors language structure and word choice toconvey the authors viewpoint.
2.A.5d: Evaluate the influence of historical context on form, style and point of view for avariety of literary works.
2.B.5a: Analyze and express an interpretation of a literary work. 2.B.5b: Apply knowledge gained from literature as a means of understanding
contemporary and historical economic, social and political issues and perspectives.
2.B.4c: Discuss and evaluate motive, resulting behavior and consequences demonstratedin literature.
English Reading:
1.B.5a: Relate reading to prior knowledge and experience and make connections torelated information.
IV. Key Terms:
Chivalric Code Heroic Code
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THE PROGRESSION OF BRITISH LITERATURE 37
V. Lesson Objective:
The lesson objective will be to distinguish between the chivalric code and the heroic code of
Beowulf. Also, students should be aware of the portrayal of women in medieval literature as
well as a French writers perceptions (intentional or not) of British rulers.
VI. Teacher Activities:
A. Anticipatory Set:
Introduce quiz. Teacher must them collect then and continue lesson on Lancelot in tandem
with last nights assignment. 3 random students will be chosen for a brief demonstration.
B. Input:
Teacher must use factors of the students performance to explain the chivalric code. This
will lead to the discussion of women in the romances as well as the Frenchs portrayal of
King Arthur as opposed to Geoffrey of Monmouths.
C. Modeling:
Lecture and write keywords on board; pass out examples.
D. Checking for Understanding:
Prompt students for questions to lead into a discussion.
E. Guided Practice:
Class watches presentation and listens to lecture.
VII. Student Activities:
A.
1. Anticipatory Set:
Students will watch their classmates performance and take their quiz.
2. Input, Modeling and Understanding:
Students will partake in addressing characteristics their classmates exhibit in the
presentation and voice their opinions and key terms in the text.
3. Guided Practice:
Class will be prompted by questions concerning the chivalric code, women and
English/French relations for a classroom discussion.
B. Independent Practice
Homework will be to read the remaining 2 chapters of Lancelot.
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THE PROGRESSION OF BRITISH LITERATURE 38
-Write a reflection on the main points discussed in class: Code of chivalry, portrayal of
women and Chrtien vs. Geoffreys King Arthur.
VIII. Closure:
Brief discussion of their journal due date and dismissal.
IX. Texts, Material or Equipment Used:
Lancelot White/chalk board Medieval Music Medieval Pretend Props:
-Swords
-Shields
-Helmets
-Princess Tiara
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THE PROGRESSION OF BRITISH LITERATURE 39
Development of Middle English and Its Literary Works
Date: Day 5
I. Topic: Development of Middle English and Its Literary Works
II. Major Concepts:
This lesson will concentrate on the history of French rule in England and the development of
the English language. The transition from Old English to Middle English resulted from
Britains rebellion against foreign rule. With the resurgence of English, new works arose
including that of Geoffrey Chaucer.
III. Illinois Standards:
English Literature:
2.A.5a: Compare and evaluate oral, written or viewed works from various eras andtraditions and analyze complex literary devices (e.g., structures, images, forms,
foreshadowing, flashbacks, stream of consciousness).
2.A.4d: Describe the influence of the authors language structure and word choice toconvey the authors viewpoint.
2.A.5d: Evaluate the influence of historical context on form, style and point of view for avariety of literary works.
2.B.5a: Analyze and express an interpretation of a literary work. 2.B.5b: Apply knowledge gained from literature as a means of understanding
contemporary and historical economic, social and political issues and perspectives.
2.B.4c: Discuss and evaluate motive, resulting behavior and consequences demonstratedin literature.
English Reading:
1.A.5a: Identify and analyze new terminology applying knowledge of word origins andderivations in a variety of practical settings.
1.B.5a: Relate reading to prior knowledge and experience and make connections torelated information.
English Writing:
3.A.5: Produce grammatically correct documents using standard manuscriptspecifications for a variety of purposes and audiences.
IV. Key Terms:
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THE PROGRESSION OF BRITISH LITERATURE 40
Hundred Years War Middle English Geoffrey Chaucer
V. Lesson Objective:
The objective of this lesson will be to introduce the students to the development of Middle
English and how it arose from turmoil in medieval England during the rule of the French
King. They will be able to distinguish modern English in a Middle English verse. The
Canterbury Tales will be the next work to be studied along with the vocabulary and
increasingly complex themes the tales present.
VI. Teacher Activities:
A. Anticipatory Set:
Teacher will lecture on the events leading up to the Hundred Years War, the English revolt
and transition to Middle English.
B. Input:
Teacher will pass out a poem written in Middle English and have students interpret it into
appropriate modern English.
C. Modeling:
Teacher will write out an example of Middle English translated in modern English on the
board. A PowerPoint will be given to introduce The Canterbury Tales.
D. Checking for Understanding:
Have students read the poem in Middle English and then again in their translation.
E. Guided Practice:
Teacher will give a product and performance assignment to begin on after they are done
with their poem.
VII. Student Activities:
A.
1. Anticipatory Set:
Students will listen to the lecture and begin interpreting their poem.
2. Input, Modeling and Understanding:
Students will then interpret the Middle English poem into a modern equivalent.
3. Guided Practice:
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THE PROGRESSION OF BRITISH LITERATURE 41
After having completed their poem, students will choose 2 or 3 other classmates to complete
their product and performance assignment.
B. Independent Practice
Homework will be to get together with their group and put on a play depicting their choice
of anyone ofThe Canterbury Tales on the instruction sheet.
VIII. Closure:
Brief discussion of the product and performance play and dismissal.
IX. Texts, Material or Equipment Used:
The Canterbury Tales Projector Laptop PowerPoint Middle English Poem
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Constructive Response Essay Assessment
Subject Area: English Literature
Grade Level: High School Juniors or Seniors
Purpose of the Assessment:The purpose of this assessment will be to enhance the students
comprehension from the reflecting theyve been doing in their journals to an actual essay. They
must be able to competently organize their thoughts and articulate their ideas onto a well written
paper. This particular assignment will gauge their understanding of the topics discussed in class:
The Code of Chivalry, womans portrayal in romantic literature and an authors motivation and
perspective.
Standards Addressed:
English Literature:
2.A.5a: Compare and evaluate oral, written or viewed works from various eras andtraditions and analyze complex literary devices (e.g., structures, images, forms,
foreshadowing, flashbacks, stream of consciousness).
2.A.5b: Evaluate relationships between and among character, plot, setting, theme,conflict and resolution and their influence on the effectiveness of a literary piece.
2.A.4d: Describe the influence of the authors language structure and word choice toconvey the authors viewpoint.
2.A.5d: Evaluate the influence of historical context on form, style and point of view for avariety of literary works.
2.B.5b: Apply knowledge gained from literature as a means of understandingcontemporary and historical economic, social and political issues and perspectives.
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THE PROGRESSION OF BRITISH LITERATURE 43
2.B.4c: Discuss and evaluate motive, resulting behavior and consequences demonstratedin literature.
English Reading:
1.B.5a: Relate reading to prior knowledge and experience and make connections torelated information.
English Writing:
3.A.5: Produce grammatically correct documents using standard manuscript specificationsfor a variety of purposes and audiences.
Prompt:
There are a lot of differences between the Heroic epic ofBeowulfand that ofLancelot the Knight
of the Carthorse. Beowulf is the masculine hero known throughout the lands, with glory above
all else. Lancelot is the romantic knight in who set the standards for chivalry for centuries to
come. In your paper, you must analyzeLancelot the Knight of the Carthorse for the 3 main
points discussed in class: The Code of Chivalry, the role of women and the Frenchs portrayal of
English ruler. How does the code of chivalry differ from that of the Heroic Code? How were
women portrayed, particularly Guinevere? Does the fact that Chretien de Troyes is French affect
the way this story is written?
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THE PROGRESSION OF BRITISH LITERATURE 44
Rubric:
Points 4-Excellent 3-Average 2-Below Average 1-Poor
15
Thesis
Statement
The topic has
been clearly
addressed and
all prompt
questions have
been included.
The topic has
been addressed
and all prompt
questions have
been included.
The topic has been
vaguely indicated
and all most prompt
questions have been
included.
The topic has
not been
addressed and
only 1 or 2
prompt
questions have
been included.
30
Quality and
Accuracy of
Information
Information
clearly relates
and accuratelydepicts events. It
includes several
supporting
details and/or
examples.
Information
relates and
accuratelydepicts events. It
includes some
supporting
details and/or
examples.
Information clearly
relates to the main
topic. No detailsand/or examples are
given.
Information has
little or nothing
to do with themain topic.
20
Paragraph
Construction
All paragraphs
include
introductory
sentence,
explanations or
details, and
concluding
sentence.
Most paragraphs
include
introductory
sentence,
explanations or
details, and
concluding
sentence.
Paragraphs included
related information
but were typically
not constructed
well.
Paragraphing
structure was not
clear and
sentences were
not typically
related within
the paragraphs.
10 Mechanics
No grammatical,
spelling or
punctuation
errors.
Almost no
grammatical,
spelling or
punctuation
errors, between
2-3.
4-5 grammatical
spelling, or
punctuation errors.
More than 6
grammatical,
spelling, or
punctuation
errors.
25
Quotes
There are at least
4 quotes. All
quotes are
correct and
properly
utilized. Quotes
have also been
properly cited.
There are at least
3 quotes. All
quotes are
correct and have
been utilized.
Most quotes
have been
properly cited.
There are at least 2
quotes. The quotes
have been inserted,
but not properly
used. One of the 2
quotes has been
properly cited.
There is 1 or no
quotes. The
quotes have
been used
incorrectly and
haven o been
cited.
Total Points: ________/100
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THE PROGRESSION OF BRITISH LITERATURE 45
Product and Performance Assessment
Subject Area: British Literature
Grade Level: Juniors and seniors in high school (11th
and 12th
graders)
Illinois Learning Standard:
2.A.5b Evaluate relationships between and among character, plot, setting, theme, conflict andresolution and their influence on the effectiveness of a literary piece.
2.B.5a Analyze and express an interpretation of a literary work. 2.B.5b Apply knowledge gained from literature as a means of understanding contemporary
and historical economic, social and political issues and perspectives.
Purpose of the Assessments: The purpose of this assignment will be to give the class a more
creative opportunity to express what they have learned so far, as well as how to incorporate that
into an informative written work. For the performance, hey will take what they have learned
from an excerpt of a literary piece and perform it as they have interpreted it. The character will
be analyzed to assert what their disposition is, along with the time and setting in which they are
placed and how this affects their character. The visual of a play will be not only creative but an
aid in comprehending the character. For their product, they must synthesize their analysis with a
modern interpretation in written work. That is, they must find a modern equivalent of their
character. By the end, the students should be able to see how the characters settings and
relationships effect their actions and how there is still a modern version and what makes them
similar.
Summary: For this part of the class, we will be evaluation the relationships between complex
characters. We will be using the characters from Chaucers The Canterbury Tales. Unlike the
predecessors of this section (characters like Beowulf) Chaucers creations are much harder to
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THE PROGRESSION OF BRITISH LITERATURE 46
understand. The Parson may be a holy man, but he wears splendid jewels that only a corrupt man
could own. They must learn to see past the stereotypes they read about before and analyze their
characters critically. They will need to see how they behave, what they say, how they say it and
why. How are they described? Chaucer is very descriptive with his imagery which they will have
to adapt to their play. After having read their selected tale, they will then put on a play in which
they will portray selected characters in groups of 4. Props and costume are necessary in this
endeavor. The students will be encouraged to take notes on the characters during the
performances. They must then find a modern interpretation of the characters portrayed in the
plays. These may be people in their everyday lives (family member, clergy) or well known
citizens (government officials, celebrities). A compare and contrast paper of 3-4 pages will be
their product.
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THE PROGRESSION OF BRITISH LITERATURE 47
Performance Assessment Rubric
Canterbury Tales-Play Rubric
Names:
____/2 pts. Dynamics of Presentation:All members are involved, enthusiastic,oraganized and prepared.
____/2 pts. Memorization and Accuracy: Students have depicted the characters(s)
accurately and have tried to memorize the lines.
____/2 pts. Creativity: Students have incorporated props and or costumes.
____/2 pts. Group Cooperation: The students have collaborated with each other well and
conveyed that through their performance.
____/2 pts. Clarity: Students were clear and concise with their characters disposition
including their position in society, occupation and dress.
Total Points:______/10 pts.
Comments:
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Running head: THE PROGRESSION OF BRITISH LITERATURE 48
Product Assessment Rubric
Canterbury Tales- Compare and Contrast Paper Rubric
Points 4 - Excellent 3 -Satisfactory 2Below Average 1 - Poor
15Thesis
The topic hasbeen clearly
addressed and all
prompt questions
have beenincluded.
The topic hasbeen addressed
and all prompt
questions have
been included.
The topic has beenvaguely indicated
and all most prompt
questions have been
included.
The topic has notbeen addressed and
only 1 or 2 prompt
questions have been
included.
25 Comparison
All of the
evidence and
examples are
specific, relevantand explanations
are given that
show how eachpiece of evidence
supports the
author's position.
Most of the
evidence and
examples are
specific, relevantand explanations
are given that
show how eachpiece of evidence
supports the
author's position.
At least one of the
pieces of evidence
and examples is
relevant and has anexplanation that
shows how that
piece of evidencesupports the author's
position.
Evidence and
examples are NOT
relevant AND/OR
are not explained.
25Inference
All supportive
facts andstatistics are
reported
accurately.
3-4 supportive
facts and statisticsare reported
accurately.
2-3 supportive facts
and statistics arereported accurately.
No supportive facts
and statistics werereported.
15Grammar
and
Spelling
Author makes no
errors ingrammar or
spelling that
distract thereader from thecontent.
Author makes 1-2
errors in grammaror spelling that
distract the reader
from the content.
Author makes 3-4
errors in grammar orspelling that distract
the reader from the
content.
Author makes more
than 4 errors ingrammar or
spelling that
distracts the readerfrom the content.
20 Mechanics
Author makes no
errors in
capitalization or
punctuation, sothe essay is
exceptionally
easy to read.
Author makes 1-2
errors in
capitalization or
punctuation, butthe essay is still
easy to read.
Author makes 3-4
errors in
capitalization and/or
punctuation thatcatch the reader's
attention and
interrupt the flow.
Author makes more
than 5 errors in
capitalization
and/or punctuationthat catch the
reader's attention
and interrupt theflow.
Total Points: _________/100
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THE PROGRESSION OF BRITISH LITERATURE 49
The Canterbury TalesFor this project, you and your groups will be assignedone of the following stories in the Canterbury Tales:
The Knights Tale The Millers Tale The Wife of Baths Tale The Parsons Tale The Pardoners Tale The Guildsmans Tale
From these readings you will choose a scene to portray.
Read the entire tale carefully in order to better understand
your character. Your classmates should be able to get a goodidea of who your characters are by the way they act, speak,
dress, the position they hold in society and the actions in
which they take part in.You would be wise to choose a scene in which your main
character depicts all of these traits!
This project will be done in groups of 4 people and should takeno more than 10 minutes, with a minimum of 6 minutes. If props
and costumes are essential to the character portrayal (and they are)
please make an effort to dress up.
The second part of this project will be a compare and contrastpaper. You are highly encouraged to take notes of your
classmates performances for this. You will be comparing one of
Chaucers characters to a modern day counterpart. This can be thecharacter that your group was assigned or one of anothers group.
Are any of the current clergys holy men still as corrupt as the
Pardoner? Are there professionals in the art of love like that of theWife of Bath? This person can either be of a general profession (a
doctor, priest, clerk) or someone well known in the world
(celebrity, government official).
The paper is to be written with MLA guidelines; between 3-4
pages, double spaced, and 12point font.
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THE PROGRESSION OF BRITISH LITERATURE 50
Bibliography
Abrams, M. H. (1993). The Norton Anthology of English Literature (6th ed.). New York:
Norton.
Ackroyd, P., & Chaucer, G. (2009). The Canterbury tales . New York, N.Y.: Viking.
Colgrave, B., & Mynors, R. A. (1969).Bede's Ecclesiastical History of the English People .
Oxford: Clarendon P..
Heaney, S. (2000).Beowulf: A New Verse Tanslation. New York: Farrar, Straus, And Giroux.
Medieval England Map. (n.d.). Crown of England. Retrieved April 4, 2011, from
media.indiawargamers.com/images/campaigns/crown_england/campaign1.jpg
RubiStar Home. (n.d.).RubiStar Home. Retrieved April 13, 2011, from
http://rubistar.4teachers.org/
Sweeney, M. (2000).Magic in Medieval Romance . Dublin: Four Courts Press.
The Medieval Period (2 ed.). (2009). Peterborough, Ontario: Broadview Press.
name. (n.d.). William I (king of England) -- Britannica Online Encyclopedia.Encyclopedia -
Britannica Online Encyclopedia. Retrieved April 13, 2011, from
http://www.britannica.com/EBchecked/topic/643991/William-I