Lesson Plan

"Beginning Beowulf" Lesson objectives:

• Consider how Anglo-Saxon (and other languages) can be translated and interpreted in multiple ways
• Think about the concept of the Anglo-Saxon value of "comitatus" and how it fits into the poem Beowulf
• Consider the physical setting of the poem, particularly the meadhall of Heorot

Resources:

• Readlists
• Textbook
• Film clip of 300
• Beowulf Prezi

Listen!

• Beowulf opening line misinterpreted for 200 years: http://www.independent.co.uk/arts-entertainment/books/news/listen-beowulf-opening-line-misinterpreted-for-200-years-8921027.html
• Liuzza: Listen!
• Heaney: So -
• Tolkien and Lesslie Hall: Lo!
• “What ho!” “Hear me!” “Attend!” “Indeed!"
• “Listen! We have heard of the might of the kings” the Old English of “Hwæt! We Gar-Dena in gear-dagum, þeod-cyninga, þrym gefrunon, hu ða æþelingas ellen fremedon!” should instead be understood as: “How we have heard of the might of the kings.”
• Jakob Grimm, one of the Grimm Brothers, who wrote in 1837 that “hwæt” was a “pure interjection”
• Dr George Walkden: “It shows that perhaps the Anglo-Saxon audiences were better behaved than we thought because it doesn’t say `Oi you, listen to this!’” Perhaps they were more appreciative,” he added.
• Question:
  • What is Walkden's argument about his translation?
  • If he is correct, does it actually change the sense of the beginning of the poem?
• Dream of the Rood
• Scops

How kings/princes should behave

• ll. 20-25 (p. 65)
• Giving of gold
• Comitatus
  • 300, The Art of No Compromises: http://www.youtube.com/watch?v=cwK3VkbxLLU
  • Thanes
• Hrothgar: gave out rings, treasure at table, honor in battle, kinsmen eagerly served hum, mead-hall
• Heorot: "Hart"

Lesson objectives:

• Meet the character Grendel and define the concept of the "Other"

Grendel

• Find lines related to Grendel's appearance, personality, and how others perceive him (pp. 66-7, 74-5, 82)
• Drihten/lord/Lord, gifstol: ll.168-9 (p. 67) - Caedmon's Hymn (p. 50)

Lesson objectives:

• Meet the character Beowulf
• Consider the Anglo-Saxon value of "wergild"
• Meet the character Unferth and consider his role
• Consider the Anglo-Saxon value of "flyting"

Beowulf

• One of 15; Thane of Hygelac (p. 67)
• Hrothgar knows of Beowulf: ll. 456-72 (p. 71); Ecgtheow - wergild paid by Hrothgar (ll.155-8 - p. 67)
• "I will not kill him with a sword" (l. 679, p. 73)

Unferth

• Flyting: l. 499 (p. 71)
  • Rap music originated in medieval Scottish pubs, claims American professor: http://www.telegraph.co.uk/culture/music/3998862/Rap-music-originated-in-medieval-Scottish-pubs-claims-American-professor.html
• Beowulf's reply: ll. 581-89 (p. 72)
• Silenced: ll. 980-1 (p. 77)
• Gives his sword, Hrunting: ll. 1455-72, p. 84 (l. 1525, p. 84 - sword fails)

Lesson objectives:

• Meet the character Wealtheow and consider Anglo-Saxon women's responsibilities
• Meet the character Grendel's Mother and contrast her behavior with the Queen's

Wealhtheow

• Responsibilities:
  • Peace-weaver
  • Cup-bearer (ll. 620-28, p. 73)
  • Protector of children (ll. 1169-91, p. 80)
  • Diplomat (ll. 1215-31, p. 81)
• Works within society vs...

Grendel's Mother

• Find lines related to Grendel's mother's appearance, personality, and how others perceive her (pp. 81-2)
• "The horror was less by as much as a maiden's strength, a woman's warfare" (ll. 1282-3, p. 81)
• "She avenged that feud" (l. 1333, p. 82)
• "HE will find no protection" (l. 1392, p. 83): why a masculine pronoun?
• Whose head does Beowulf bring back? Why? (ll. 1585-90, p. 85)