Unit Plan Template - vogt - homelesson+plan.doc · Web viewBeowulf; The Canterbury Tales: The Prologue, The Pardoner’s Tale; The Wife of Bath) Protagonist and speaker: an old sailor

Intel® Teach ProgramEssentials Course

Unit Plan Template Unit Plan Template B. Vogt

Unit AuthorFirst and Last Name Barbara L. VogtSchool District Dare CountySchool Name Manteo High SchoolSchool City, State Manteo, North CarolinaUnit OverviewUnit TitleFrom Legend to History (A.D. 449 -1465)Unit SummaryThe Seafarer; (Beowulf; The Canterbury Tales: The Prologue, The Pardoner’s Tale; The Wife of Bath)Protagonist and speaker: an old sailorAntagonist: an indifferent cultureConflict: person vs. self; person vs. naturePoint of view: first person, with narrator as characterSignificant techniques: metaphor setting, characterization, atmosphere, personificationSetting: somewhere in northern Europe before A.D. 950“The Seafarer” describes the sea voyage of its narrator, an old sailor. Readers are introduced to the narrator’s love of the sea to be more exciting and fulfilling than life on land. This section also concerns the transitory nature of earthly pleasures and glories, and of life itself. The last twenty-one lines contain the narrator’s belief that all people should look to God for an answer to the question of life’s meaning.Subject AreaEnglishGrade Level Grades: 12Approximate Time Needed 2 weeksUnit FoundationTargeted Content Standards and Benchmarks Students will apply, analyze, create and evaluate learned material in a new situation. Explore the way that audience, purpose, and context shape oral communication, written communication, and media and technology. While emphasis is placed on communicating for purpose of personal expression, students also engage in meaningful communication for expressive, expository, and argumentative purposes. Students will organize information about an entity and associate that information with a word. Students will recognize relationships between or among concepts to generate meaning or understanding by relating new information to prior knowledge; students will analyzing and resolve a perplexing or difficult situation where they select form alternatives, and conduct research. Students will examine non-literary texts related to cultural studies. Students will learn optimum testing strategies and learning strategies. NC WL.1.02.5, CT.4.03.7, LT.5.01.1, LT.5.03.10, LT.5.03.1, GU.6.01.1, GU.6.01.5

© 2008 Intel Corporation. All Rights Reserved. Page 1 of 15


Connections: NC WL.1.03.10Analyze Literary Period: NC CT.4.03.7, LT.5.01.2Autobiographical Narrative: NC WL.1.01.3, GU.6.01.4Sequential Order: NC LT.5.03.2, LT.5.03.4Delivering Autobiographical Presentation: NC GU.6.01.4

Student Objectives/Learning OutcomesRespond to an elegiac poem: (An elegy is a poem that mourns the loss of a person, quality, or thing. The mood of such a poem is usually sorrowful, or elegiac).Identify and explain KenningsEvaluate the contribution of poetic devices to setting, characterization, and atmosphereSupport an opinionLearn and practice vocabulary. Generate examples to reinforce meaning.Identify the elements of an epic poem including setting, character, plot, and theme.Practice sorting poetic elements into a graphic organizer.Practice analyzing the setting, characters, and Anglo-Saxon elements.Use text marking to identify poetic elements.Practice tracking poetic elements using a graphic organizer.Review strategies for reading for detail.Complete a Skills Check to demonstrate understanding of poetic elements.Identify the mood of a poem.Use text marking to identify words that reflect the moodFind symbolism within a poem.Identify imagery in a poem. Use text marking to indicate examples of imagery. Practice identifying symbolism in a poem.Review and use Target Words in new contexts, using the words expressively in discussion and in writing. Practice word-study strategies: verb endings, word families.Identify the topic, supporting details, and conclusion in a literature response.Identify the form, audience, and purpose for writing.Brainstorm ideas for writing using a graphic organizer.Generate appropriate word Choices to respond to a writing prompt.Plan a literature response using a graphic organizerWrite a first draft of a literature response.Use a rubric to assess and then revise writing.Write an autobiographical narrative.Delivering Autobiographical PresentationsAnalyze Literary Periods.Recognize complete sentences; identify and correct run-on sentences.Identify and use correct word order.Edit draft to correct specific spelling, grammar, and usage errors.Proofread a writing sample for specific spelling, grammar and usage errors.Read background information.



Practice test-taking strategies: restating the question.Demonstrate understanding of text selection, vocabulary, and skills.Practice on-demand writing by responding to a short answer prompt.

Curriculum-Framing Questions

Essential Question

Are there recurring tasks in your life that you both enjoy and fear? What Keeps you doing these tasks? Are these tasks obligations that you must meet? Did the poem change your view of what matters most in life? (Students are likely to mention the satisfaction they feel when they succeed at things they were initially afraid to do.)

Unit Questions

1. What impact did Alfred the Great have on the development of English?Hint: What was one way Alfred earned the title “The Great”?

2. In what ways did literature keep history alive in Anglo-Saxon and medieval England?Hint: What was the Venerable Bede’s contribution to literature and history?

3. In what ways did literature keep history alive in Anglo-Saxon and medieval England?Hint:How did Chaucer’s Canterbury Tales present a cross-section of medieval society?

4. In what ways did literature keep history alive in Anglo-Saxon and medieval England?Hint: What was The Anglo-Saxon Chronicles, and in what language was it written?

5. In what ways did literature keep history alive in Anglo-Saxon and medieval England?Hint: What role did medieval romances play, especially tales about King Arthur?



Content Questions

1. What kinds of feelings about the sea does the speaker experience? (He seems both tormented by the sea and enamored with it).

2. What goals does the seafarer think the most worthy ones in life? (keeping one’s mind on Heaven, living humbly, fearing God).3. How would you describe the differences between the first and second

halves of the poem? (the first half of the poem is filled with action and vivid description of life at sea. The second half explains the seafarer’s ideas about fate and his religious beliefs).

4. What final thoughts does the speaker leave the reader? (The speaker explains that God is stronger than any man, so ultimately people’s thoughts should turn to eternity and the hope of heaven).

5. What kinds of feelings about the sea does the speaker experience? (He seems both tormented by the sea and enamored with it).

6. What goals does the seafarer think the most worthy ones in life? (keeping one’s mind on Heaven, living humbly, fearing God).

Assessment Plan



Assessment Timeline

Before project work begins Students work on projects and complete tasks

After project work is completed

Build BackgroundAnchor BackgoundPreview/Teach Vocb.

Vocab. Study

Teach/Practice/ApplyAnglo-Saxon ElementsSettingCharacterAtmosphereTonePersonificationKenningsTest Type:Elegy

Teach Literary Element with a poster project or Power point:MoodSymbolismImageryText Type:Anglo-Saxon lyric/ElegyKenningCaesuraEpicLegendary heroCharacter capable of great deedsFrame storyAllegoryMedieval romanceFolk ballad

Review and Extend: with Poster or Power point project:Vocab. StudyReview and Extend:Word ChallengeCompound WordsWord Families

Writing and Grammar:Literature ResponseGrammar and Usage:Correcting Run-On Sentences, and Compound SentencesUsing Correct Word Order,

Real-World Connection:

Review SkillsComprehen-sion Vocab. Short Answer Questions and discussionsTest Taking StrategiesCritical Thinking

Assessment SummaryPoster project; background quiz; elegy quiz; group work and discussion; test. “ The Seafarer ” translated by Burton Raffel Activity Sheet

Unit DetailsPrerequisite SkillsTell student that “The Seafarer” is an elegy, a solemn poem that laments how quickly life passes. “The Seafarer: is about an old sailor who describes the dangers and rewards of his relationship with the sea. Ask students to speculate on what causes people like the old sailor to place themselves deliberately in challenging or dangerous circumstances. Ask: What personal qualities distinguish a person who explores the Antarctic, climbs Mount Everest, rides a bicycle across China, or surfs the big waves in Hawaii? (Possible responses: the thrill of pushing Physical limits; the excitement of exploring the unknown.)Instructional ProceduresBuilding Vocabulary: On the board, write the following words, without their definitions: unfurl (unfold), heave (to rise and fall rhythmically), ravenous (intensely hungry), tarnished (spoiled), strewing (covering), scorch (sear). Discuss the meaning of each word and have volunteers use the words in sentences. Encourage students to watch for these words as they read “The Seafarer.”Word Study: Compound Words: Review with the class the meaning of the term compound word. (A compound word is a word that is made up of two or more smaller words.) A compound word can be


http://www.fortbend.k12.tx.us/campuses/documents/Teacher/2007%5Cteacher_20071008_1625.pdf



written in three different ways: as a single word (football), as a hyphenated word (merry-go-round), or as two words (home run). Examples found in “The Seafarer” include: hailstorms, sea-fowl, and others that may be kennings.Setting a Purpose for Reading where the student read “The Seafarer” to explore an old sailor’s mixed feeling about the sea and a bridge between the old world and the new.Interpret Mood by having each student to take turns reading sections of the elegy aloud with a partner. Students will analyze the elements—such as subject matter, language, setting, tone, rhythm, and rhyme—(using TPCASTT and ancillary handouts) that contribute to the emotional quality or atmosphere. Read aloud lines 1-19 from “The Seafarer.” Then model the process of interpreting mood.Modeling: When I read these lines, the overwhelming emotional quality, or mood, that comes through to me is one of wretchedness and fear. The sailor has suffered “in a hundred ships,/ In a thousand ports.” He has been freezing cold and starving. He says that one who has not experienced the harshness of the ice-cold sea in winter cannot imagine how miserable the experience can make a person. I wonder whether the mood of the poem will change.

Analyzing Personification: Tell students that personification is a figure of speech in which an animal, object, force of nature, or idea is assigned human characteristics. In line 106, “Death leaps at the fools who forget their God.” Ask: Can death leap? (no) What has the poet personified, or assigned human powers to? (death) Why is this figure of speech appropriate and powerful? (Possible response: Death can come on suddenly and take a person by surprise. The image of death leaping suddenly is frightening and vivid.) In line 109, “A man must conquer pride, not kill it.” (Pride, an abstract idea, has been personified. It cannot actually be conquered or killed.)

Identifying Tone: Tone of selection reflects the writer’s attitude toward his or her subject. For example, a author’s tone might be humorous, skeptical, sarcastic, exasperated, or admiring. Authors create tone through the words they choose, particularly their descriptions of how things look, sound, or feel.

“ The Seafarer ” translated by Burton Raffel Activity Sheet

Prereading Activities: Viewing; Reading Comprehension; Vocabulary (2 days) Reading Activities: Reading Comprehension; Anglo-Saxon poetic Elements; Vocabulary; Critical Thinking group work.Literary Elements: Poetry; Reading Comprehension; lit. elements; vocab; critical thinking (2-3 days).Vocab. Word Study: Review and extend>Word Challenge; Verb Endings; Word Families (1-2 days).Writing and Grammar: Writing>Literature Response; Grammar and Usage>Correcting Run-On Sentences and Using Correct Word Order (3 days).Functional Literacy: Real-World Connections>Meet the AuthorWorkshop Wrap-Up: Review Skills>Comprehension, Vocabulary, Short Answer, Test-taking strategies, and critical thinking summative assessment test (1 day).A kenning is a basically a metaphor that uses two or more words usually joined by a hyphen. The intention is to make a simple, mundane word/object into something beautiful and significant. They were




very popular in Old English poetry such as The Seafarer.

Kennings:Line 17- "rime-crystals" = icicles."whale's home" and "whale-way" = the oceanLine 44 - "ring-taking" meaning marriageLine 55 - "breast-hoard" = heartLine 94 - "flesh-home" = the human bodyProviding Cultural Differences: Discuss attitudes toward nature one finds in contemporary life or in the traditions of other cultures.

Accommodations for Differentiated Instruction

Special Needs Students

Introduce the elegy: have students write down events visual words from the board. Use sentence starters: The character’s main problem is ____________; As the character tries to solve (name the problem), he/she faces complications such as ________________; The turning point of the story is when ______________; The elegy is resolved when ________________.

Nonnative Speakers

Play “Build the graphic scene.” A student begins by naming a character and an event. Go around the class and have each student say an event to build the graphic scene and mood of the elegy. Create a time line and flash cards to discuss the atmosphere of the poem.

Gifted/Talented Students

Write an autobiography.

Materials and Resources Required For UnitTechnology – Hardware (Click boxes of all equipment needed)

Camera Computer(s) Digital Camera DVD Player Internet Connection

Laser Disk Printer Projection System Scanner Television

VCR Video Camera Video Conferencing Equip. Other

Technology – Software (Click boxes of all software needed.) Database/Spreadsheet Desktop Publishing E-mail Software Encyclopedia on CD-ROM

Image Processing Internet Web Browser Multimedia

Web Page Development Word Processing Other

Printed Materials Prentice Hall text; Prentice Hall ancillaries, vocab. list, class expectation review, and other handouts

Supplies Posters; highlighters; markers; Publisher; Power point; ancillary materials from Prentice Hall



Internet Resources1. project ideas and instructions. Lecture II: A Close Reading of

The Seafarer ,

Other Resources Teacher made handouts for understanding and making meaning

Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

“The Seafarer” was first discovered in the Exeter Book, a hand-copied manuscript containing the largest known collection of Old English poetry, which is kept at Exeter Cathedral, England. “The Seafarer” has its origins in the Old English period of English literature, 450-1100, a time when very few people knew how to read or write. Old English (the predecessor of modern English) is the name given to the Germanic tongues brought to England by the invading tribes who crossed the English channel from Northern Europe. Old English resembles German and Scandinavian languages, and one cannot read it without at least one year of intense study. Even in its translated form, “The Seafarer” provides an accurate portrait of the sense of stoic endurance, suffering, loneliness, and spiritual yearning so characteristic of Old English poetry. “The Seafarer” is divisible into two sections, the first elegiac and the second didactic. “The Seafarer” can be read as two poems on separate subjects or as one poem moving between two subjects. Moreover, the poem can be read as a dramatic monologue, the thoughts of one person, or as a dialogue between two people. The first section is a painfully personal description of the suffering and mysterious attractions of life at sea. In the second section, the speaker makes an abrupt shift to moral speculation about the fleeting nature of fame, fortune, and life itself, ending with an explicitly Christian view of God as wrathful and powerful. In this section, the speaker urges the reader to forget earthly accomplishments and anticipate God’s judgment in the afterlife. The poem addresses both pagan and Christian ideas about overcoming this sense of suffering and loneliness. For example, the speaker discusses being buried with treasure and winning glory in battle (pagan) and also fearing God’s judgment in the afterlife (Christian). Moreover, “The Seafarer” can be thought of as an allegory discussing life as a journey and the human condition as that of exile from God on the sea of life. For comparison, read Samuel Taylor Coleridge’s poem “The Rime of the Ancient Mariner.” Whatever themes one finds in the poem, “The Seafarer” is a powerful account of a sensitive poet’s interaction with his environment.

The Seafarer Summary

Lines 1-5:The elegiac, personal tone is established from the beginning. The speaker pleads to his audience about his honesty and his personal self-revelation to come. He tells of the limitless suffering, sorrow, and pain and his long experience in various ships and ports. The speaker never explains exactly why he is driven to take to the ocean.

Lines 6-11:Here, the speaker conveys intense, concrete images of cold, anxiety, stormy seas, and rugged shorelines. The comparisons relating to imprisonment are many, combining to drag the speaker into his prolonged state of anguish. The adverse conditions affect both his physical body (his feet) and his spiritual sense of worth (his heart).


http://courses.jercol.macam.ac.il/62/english/lessons/lesson2.html

http://courses.jercol.macam.ac.il/62/english/lessons/lesson2.html


Lines 12-16:The loneliness and isolation of the speaker’s ocean wanderings are emphasized in these lines. The speaker highlights the opposition between the comfortable landlubber and the anguished, lonely, frozen mariner. Alone physically and without a sense of connection to the rest of the human race, the seafarer pushes on in his suffering.

Lines 17-19:The speaker returns to depicting his adverse environment and the inclement weather conditions of hail, high waves, cold, and wind.

Lines 20-26:The first of several catalogues, or lists of items using similar grammatical structures, appears in these lines; here the speaker invokes the names of four specific sea-birds that serve as his sole companions. The birds’ plaintive cries only emphasize the distance from land and from other people. The speaker says that the swan’s song might serve for pleasure, but in his case it will not. The swans, gulls, terns, and eagles only increase the mariner’s sense of abandonment and illumine the lack of warm, human compassion in his stormy ocean wandering. The speaker metaphorically drowns in his loneliness.

Lines 27-30:The speaker constructs another opposition, one between himself and the comfortable city dweller who puffs himself up with pride and drink. This city person cannot possibly know of the seafarer’s suffering. The wilderness experience of the speaker cannot be translated for the sheltered urban inhabitant. The landlocked man cannot possibly understand the seafarer’s motives; however, like all people, he will eventually be held accountable for his choice of lifestyle. This theme becomes predominant in the poem’s second half.

Lines 31-38: and through lines 43The speaker again describes the changes in weather. As day turns to night, and snow and hail rain down from black skies, the speaker says that he is once again drawn to his inexplicable wandering. The speaker cannot find words to say why he is magically pulled towards suffering and into foreign seaports. The phrase “seeking foreigners’ homes” is a paradox, because, while he searches for the shelter of homes, the seafarer is isolated from the values represented by home: warmth, safety, compassion,.. There is a physical fear because of the danger of sailing. The sailor is reminded of his dependence on fate.

The first 64 lines express contrasting feelings about seafaring where the old sailor tells of both the pain and hardship and the excitement and romance of the sea

In the spring the sailor wants to be off and journeying in the summer, he misses the beauty of the land. In the winter, life at sea is harsh.

The transitional sentence, lines 64-66, connects seafaring with religion. Physical life is brief. A love of God in our earthly life will bring eternal life when we die.

Lines 80 – 103 contrast the dismal present with the glorious past. In the past there were great and generous rulers, who lived grandly. Glory, honor and love of God are now diminished.



Alienation and LonelinessAs a poetic genre, elegy generally portrays sorrow and longing for the better days of times past. To conjure up its theme of longing, “The Seafarer” immediately thrusts the reader deep into a world of exile, hardship, and loneliness. The speaker of the poem describes his feelings of alienation in terms of physical privation and suffering: “My feet were cast / In icy bands, bound with frost, / With frozen chains, and hardship groaned / Around my heart” (8b-11a). The cold that seizes his feet, immobilized in the hull of his open-aired ship...

The Seafarer, with other poems including The Wanderer in lesson 8, is found in the Exeter Book, a latter 10th century volume of Anglo-Saxon poetry. The poem is an elegy, characterized by an attitude of melancholy toward earthly life while, perhaps in allegory, looking forward to the life to come.

As with The Wanderer, authorship of The Seafarer is unknown and the time-frame is uncertain; it may have originated a half century before the Exeter Book was compiled, but much clumsy modification is apparent. This is not due to problems with the book itself, as it is undamaged and the penmanship is clear. Whether some corruption is due to secondary Christian influence is not known, though it seems quite possible.

Reading and Textual Analysis

Whether a dialogue or a monologue, the poem presents two views of life at sea. Gordon, in his Anglo-Saxon Poetry (op. cit., p. 84), characterizes the debate on one side as "a dialogue in which an old sailor tells of the lonely sufferings of life at sea, and is answered by a youth who urges that it is the hardness of the life which makes it attractive," vs. the other side as "a monologue in which the speaker tells of his sufferings, but also admits the fascination of the sea." Either way, the transcendant message exposes "the fleeting nature of earthly pomps and joys."

Various parts of this poem, some included in our selection, display signs of textual corruption, disturbing the grammar and poetic structure and making some sections quite difficult to understand. Our selection includes lines 1-43, found on pp. 152-153 in: Charles T. Onions, ed. (1959), Sweet's Anglo-Saxon Reader in Prose and Verse, 14th edition, Oxford: Clarendon.

Mæg ic be mē sylfum sōðgied wrecan, sīþas secgan, hū ic geswincdagum earfoðhwīle oft þrōwade, bitre brēostceare gebiden hæbbe, gecunnad in cēole cearselda fela, atol y þa gewealc.

mæg -- modal (preterit-present) verb, class V; 1st person singular present indicative of <magan, mæg, magon, meahte> may, be able to -- can

ic -- 1st person pronoun; nominative singular of <ic> I -- I be -- preposition <be> at, by, near -- about mē -- 1st person pronoun; dative singular of <ic> I -- my- sylfum -- reflexive pronoun; dative singular of <self> self, same -- self sōðgied -- noun, neuter; accusative singular of <sōð-gied> lit. true tale -- (a) true tale



wrecan -- strong verb, class V; infinitive of <wrecan, wræc, wræcon, wrecen> wreak, force; tell, utter -- tell

sīþas -- noun, masculine; accusative plural of <sīð> journey, voyage -- (of) voyages secgan -- weak verb, class III; infinitive of <secgan, sægde, sægd> say -- speak hū -- adverbial conjunction <hū> how -- how ic -- 1st person pronoun; nominative singular of <ic> I -- I geswincdagum -- noun, masculine; dative plural of <geswinc-dæg> day of toil -- (in) days of toil earfoðhwīle -- noun, feminine; accusative singular of <earfoð-hwīl> lit. hardship-time -- a time of

hardship oft -- adverb <oft> often, frequently -- often þrōwade -- weak verb, class II; 1st person singular preterite of <ðrōwian, ðrōwade, ðrōwad>

endure, suffer -- endured bitre -- adjective; accusative singular feminine of <bitre> bitter, sharp -- bitter brēostceare -- noun, feminine; accusative singular of <brēost-cearu> anxiety, heart-care -- sadness gebiden -- strong verb, class I; past participle of <gebīdan, gebād, gebidon, gebiden> remain;

await; experience; attain -- experienced hæbbe -- weak verb, class III; 1st person singular present of <habban, hæfde, hæfd> have, possess

-- have gecunnad -- weak verb, class II; past participle of <gecunnian, gecunnade, gecunnad> know; try,

test, make trial of -- known in -- preposition <in> in, into -- on cēole -- noun, masculine; dative singular of <cēol> keel (of a ship) -- a ship cearselda -- noun, neuter; genitive plural of <cear-seld> place of sorrow, care-place -- places of

sorrow fela -- indeclinable adjective <fela> much, many -- much atol -- adjective; accusative singular neuter of <atol> dire, repulsive -- dire yþa -- strong noun, feminine; genitive plural of <yð> wave -- of the waves gewealc -- noun, neuter; accusative singular of <gewealc> rolling, tossing -- tossing

Þǣr mec oft bigeat nearo nihtwaco æt nacan stefnan, þonne hē be clifum cnossað.

þǣr -- adverb <þǣr> there, where -- where mec -- 1st person pronoun; accusative singular of <ic> I -- me oft -- adverb <oft> often, frequently -- often bigeat -- strong verb, class V; 3rd person singular preterite of <begietan, begeat, begēaton,

begieten> get, acquire -- kept nearo -- adjective; accusative singular feminine of <nearu> narrow; full of hardship -- an anxious nihtwaco -- noun, feminine; accusative singular of <niht-waco> night-watch -- night-watch æt -- preposition <æt> at, against -- on nacan -- noun, masculine; genitive singular of <naca> boat, ship -- of a ship stefnan -- noun, masculine; dative singular of <stefn> stem; prow, stern -- the prow þonne -- adverb <þonne> then, when -- when hē -- 3rd person pronoun; nominative singular masculine of <hē, hēo, hit> he, she, it -- it be -- preposition <be> at, by, near -- beneath



clifum -- noun, neuter; dative plural of <clif> cliff -- the cliffs cnossað -- weak verb, class II; 3rd person singular present of <cnossian, cnossode, cnossod> drive,

pitch -- drives

Calde geþrungen wǣron fēt mīne forste gebunden, caldum clommum; þǣr þā ceare seofedun hāt(e) ymb heortan; hungor innan slāt merewērges mōd.

calde -- adjective; dative singular masculine of <ceald> cold -- cold geþrungen -- strong verb, class III; past participle of <þringan, þrong, þrungon, þrungen> throng,

crowd, press -- pressed wǣron -- anomalous verb; 3rd person plural preterite indicative of <wesan> be, happen -- were fēt -- noun, masculine; nominative plural of <fōt> foot -- feet mīne -- 1st person pronoun; used as adjective; nominative plural masculine of <ic> I -- my forste -- noun, masculine; dative singular of <forst> frost -- by the frost gebunden -- strong verb, class III; past participle of <bindan, bond, bundon, bunden> bind, tie --

bound caldum -- adjective; dative plural masculine of <ceald> cold -- (in) frigid clommum -- noun, masculine; dative plural of <clom> bond, fetter; grasp -- fetters þǣr -- adverb <þǣr> there, where -- where þā -- definite article; nominative plural of <se, sēo, ðæt> the -- ... ceare -- noun, feminine; nominative plural of <cearu> care, grief, sorrow -- sorrows seofedun -- weak verb, class II; 3rd person plural preterite of <seofian, seofade, seofad> sigh,

lament -- sighed hāte -- adjective; nominative plural feminine of <hāt> hot, fervid -- hot ymb -- preposition <ymbe> at, around -- around heortan -- noun, feminine; accusative singular of <heorte> heart -- (my) heart hungor -- noun, masculine; nominative singular of <hungor> hunger -- hunger innan -- preposition used as adverb <innan> in, within -- within slāt -- strong verb, class I; 3rd person singular preterite of <slītan, slāt, sliton, sliten> slit, tear --

gnawed merewērges -- adjective <mere-wērig> sea-weary -- a sea-weary mōd -- noun, neuter; nominative singular of <mōd> mood, mind -- mood

Þæt se mon ne wāt, þe him on foldan fægrost limpeð, hū ic earmcearig īscealdne sǣ winter wunade wræccan lāstum winemǣgum bidroren ...

þæt -- demonstrative pronoun; accusative singular neuter of <sē, sēo, ðæt> that -- ... se -- definite article; nominative singular masculine of <se, sēo, ðæt> the -- the mon -- strong noun, masculine; nominative singular of <monn> man, person -- man ne -- adverb <ne> not -- not



wāt -- preterite-present verb, class I; 3rd person singular present indicative of <witan, wāt, witon, wiste> know, observe -- does ... know

þe -- relative particle <þe> that, which, who -- ... him -- 3rd person pronoun; dative singular masculine of <hē, hēo, hit> he, she, it -- to whom on -- preposition <on> on(to), upon -- on foldan -- noun, feminine; dative singular of <folde> earth, ground -- earth fægrost -- adverb; superlative of <fæger> fairly, beautifully -- most happily limpeð -- strong verb, class III; 3rd person singular present of <limpan, lamp, lumpon, lumpen>

befall, happen -- (everything) happens hū -- conjunction <hū> how -- how ic -- 1st person pronoun; nominative singular of <ic> I -- I earmcearig -- adjective; nominative singular masculine of <earm-cearig> miserable, lit. wretched-

caring -- wretched īscealdne -- adjective; accusative singular masculine of <īs-ceald> ice-cold -- an ice-cold sǣ -- noun, feminine; accusative singular of <sǣ> sea, lake -- at sea winter -- noun, masculine; accusative singular of <winter> winter, year -- winter wunade -- weak verb, class II; 1st person singular preterite of <wunian, wunode, wunod> dwell,

live, remain -- spent wræccan -- weak noun, masculine; genitive singular of <wrecca> wretch, exile -- of exile lāstum -- noun, masculine; dative plural of <lāst> track, footprint -- in the paths winemǣgum -- noun, masculine; dative plural of <wine-mǣg> dear-, lit. friend-kinsman --

kinsmen bidroren -- strong verb, class II; past participle of <bedrēosan, bedrēas, bedruron, bedroren>

bereave, deprive of -- bereft of

bihongen hrīmgicelum: hægl scūrum flēag.

bihongen -- strong verb, class VII; past participle of <behōn, behēng, behēngon, behongen> hang round -- behung

hrīmgicelum -- noun, masculine; dative plural of <hrīm-gicel> icicle -- with icicles hægl -- noun, masculine; nominative singular of <hagol> hail -- the hail scūrum -- noun, masculine; dative plural of <scūr> shower -- in showers flēag -- strong verb, class II; 3rd person singular preterite of <flēogan, flēag, flugon, flogen> flee,

fly -- flew

Þǣr ic ne gehy rde būtan hlimman sǣ, īscaldne wǣg, hwīlum ylfete song:

þǣr -- adverb <þǣr> there, where -- there ic -- 1st person pronoun; nominative singular of <ic> I -- I ne -- adverb <ne> not -- no(thing) gehy rde -- weak verb, class I; 1st person singular preterite of <gehīeran, gehīerede, gehīered> hear

(of) -- heard būtan -- preposition <būton> without, except for -- but hlimman -- strong verb, class III; infinitive of <hlimman, hlamm, hlumon, hlummen> roar,

resound -- roar



sǣ -- noun, feminine; accusative singular of <sǣ> sea, lake -- the sea īscaldne -- adjective; accusative singular masculine of <īs-ceald> ice-cold -- ice-cold wǣg -- noun, masculine; accusative singular of <wǣg> wave, billow -- billow hwīlum -- noun, feminine; dative plural of <hwīl> while, time -- sometimes ylfete -- noun, feminine; genitive singular of <ilfetu> swan -- of a swan song -- noun, masculine; accusative singular of <song> song -- the song

dyde ic mē tō gomene ganetes hlēoþor and huilpan swēg fore hleahtor wera, mǣw singende fore medodrince.

dyde -- anomalous verb; 1st person singular preterite indicative of <dōn> do, make -- made ic -- 1st person pronoun; nominative singular of <ic> I -- I mē -- 1st person pronoun; dative singular of <ic> I -- my own # "for myself" tō -- preposition <tō> (in)to -- for gomene -- noun, neuter; dative singular of <gomen> pastime, pleasure, entertainment --

amusement ganetes -- noun, masculine; genitive singular of <ganot> gannet, goose -- the gannet's hlēoþor -- noun, neuter; accusative singular of <hlēoðor> song, sound -- song and -- conjunction <and> and -- and huilpan -- noun, feminine; genitive singular of <hwilpe> curlew? water-bird -- the water-bird's swēg -- noun, masculine; accusative singular of <swēg> noise, sound -- call fore -- preposition <fore> for, before -- for hleahtor -- noun, masculine; accusative singular of <hleahtor> laughter, jubilation -- the laughter wera -- noun, masculine; genitive plural of <wer> man -- of men mǣw -- noun, masculine; accusative singular of <mǣw> mew, sea-gull -- mew singende -- strong verb, class III; present participle of <singan, sang, sungon, sungen> sing,

compose -- singing fore -- preposition <fore> for, before -- for medodrince -- noun, masculine; accusative singular of <medu-drinc> mead-drink -- mead-

drink(ing)

Stormas þǣr stānclifu bēotan, þǣr him stearn oncwæð īsigfeþera; ful oft þæt earn bigeal ūrigfeþra.

stormas -- noun, masculine; nominative plural of <storm> storm, tempest; attack -- storms þǣr -- adverb <þǣr> there, where -- there stānclifu -- noun, neuter; accusative plural of <stān-clif> stony cliff -- stony cliffs bēotan -- strong verb, class VII; 3rd person plural preterite of <bēatan, bēot, bēoton, bēaten> beat,

pound, strike -- pounded þǣr -- adverb <þǣr> there, where -- where him -- 3rd person pronoun; dative plural of <hē, hēo, hit> he, she, it -- to them stearn -- noun, masculine; nominative singular of <stearn> tern, sea-swallow -- sea-swallow oncwæð -- strong verb, class V; 3rd person singular preterite of <oncweðan, oncwæð, oncwǣdon,

oncweden> answer, reply to -- replied



īsigfeþera -- adjective; nominative singular masculine of <īsig-feðera> lit. icy-feathered -- with frosted wings

ful -- adverb <ful> fully, completely -- ... oft -- adverb <oft> often, frequently -- often þæt -- demonstrative article; accusative singular neuter of <se, sēo, ðæt> that -- ... # the referent is

highly uncertain earn -- noun, masculine; nominative singular of <earn> eagle -- the eagle bigeal -- strong verb, class III; 3rd person singular preterite of <begiellan, begeall, begullon,

begollen> yell, scream, screech -- screamed ūrigfeþra -- adjective; nominative singular masculine of <ūrig-feðera> lit. dewey-feathered --

dewey-winged

Nǣnig hlēomǣga


Documents

Unit Plan Template - vogt - homelesson+plan.doc · Web viewBeowulf; The Canterbury Tales: The Prologue, The Pardoner’s Tale; The Wife of Bath) Protagonist and speaker: an old sailor