Week 1: Beowulf

Lesson Plan 1
Lesson Topic: The Hero’s Journey
Grade Level: 11th grade
Standards:
 [Link].4.2 Analyze and evaluate works of literary or cultural significance in history
for the way in which these works have used archetypes drawn from myths, traditional
stories, or religious works, as well as how two or more of the works treat similar themes,
conflicts, issues, or topics, and maintain relevance for current audiences.
 [Link].2.2 Compare and contrast the development of similar themes across two or
more works of literature and analyze how they emerge and are shaped and refined by
specific details
Objectives/Student outcomes:
 Students will learn the “Hero’s Journey” structure used in literature and media
 Students will be able to map the Hero’s Journey and demonstrate it’s significance in
different stories
Materials needed and Advanced preparation:
 Hero’s Journey handout
 Writing notebooks or laptops for each student
 PowerPoint:
[Link]
SCu8SwCqVE/edit?usp=sharing
 Internet
 Paper/pencil
Time: 60 minutes
Procedures w/Pacing:
Mini-Lesson (20 minutes): I will present a quick overview of the Hero’s Journey: What are the
stages and steps?
Discussion (20 minutes): Students will copy the chart provided on the PowerPoint along with all
of the steps and stages. We will then discuss examples of the Hero’s Journey found in popular
media until I feel students have a firm grasp of the structure. I have provided an example on the
PowerPoint.
Discussion Groups (20 minutes): Students will break up into groups of four and choose one of
the options I provide to analyze and map the Hero’s Journey. Each group will share at the end of
class. Any groups who do not finish will present the next day as an opener.
Accommodations:
 A PowerPoint will be provided for the mini-lesson
 Students who need it will be given auditory aids (this includes an audio
version/description of any novels)
 ESL students will be provided with a translation if they require it in addition to auditory
aids
 Students may use either their laptops or notepads during class as they prefer
 I will provide support as discussion leader during the main lesson and will circulate
during group work to help students struggling with the concepts
 Times will be adjusted as needed
Assessment:
Students will complete their group analysis and present to the class. If this is not finished, they
will present at the beginning of next class.
Closure:
Tell students they will be mapping our two future texts.
Lesson Plan 2:
Lesson Topic: Intro. to Beowulf
Grade Level: 11th grade
Standards:
 [Link].4.1 Analyze multiple interpretations or adaptations of a story and evaluate the
extent to which multiple interpretations of a story, play, or poem stay faithful to or
departs from the text or script, and analyze the impact of the interpretations on the
audience.
 [Link].4.2 Analyze and evaluate works of literary or cultural significance in history
for the way in which these works have used archetypes drawn from myths, traditional
stories, or religious works, as well as how two or more of the works treat similar themes,
conflicts, issues, or topics, and maintain relevance for current audiences.
Objectives/Student outcomes:
 Students will apply previous concept (mapping) to reading
 Students will be able to explain the significance of the Hero’s Journey in Beowulf
Materials needed and Advanced preparation:
 Copies of Beowulf (Norton Anthology Selections)
 Laptops/notebooks
 Internet
 Pens/pencils
 Prior notes
 PowerPoint: [Link]
_mO5OfZFzEXqkWB7fxaGXlZzhE_DyrYvfqGGY/edit?usp=sharing
Time: 60 minutes
Procedures w/Pacing:
Opener (15 minutes): Students who did not finish their presentations from the previous day will
finish. This will also serve as a reminder of yesterday’s material.
Model Lesson (30 minutes): Students will be introduced to Beowulf (history/culture/etc.).
Students will then listen to a short reading in the original English with musical accompaniment
to show how the poem was likely first preformed.
Reading (15 minutes): Students will begin to read Beowulf. Students will be asked to write down
their thoughts and have them prepared as entrance ticket for the next class.
Accommodations:
 A PowerPoint will be provided for the mini-lesson
 Students who need it will be given auditory aids (this includes an audio
version/description of any novels)
 ESL students will be provided with a translation if they require it in addition to auditory
aids
 Students may use either their laptops or notepads during class as they prefer
 I will provide support as discussion leader during the main lesson and will circulate
during group work to help students struggling with the concepts
 Times will be adjusted as needed
Assessment:
Discussion will serve as the primary assessment. Entrance tickets for next class will also be taken
up for a participation grade.
Closure: Assign entrance ticket for next class. Students will also be asked to map the hero’s journey as
the read.

Lesson Plan 3:
Lesson Topic: Intro. to Beowulf
Grade Level: 11th grade
Standards:
 [Link].2.1 Use context to determine or clarify the meaning of words and phrases.
 [Link].3.1 Analyze the meaning of words and phrases as they are used in works of
literature, including figurative, connotative and denotative meanings; analyze the
cumulative impact of specific word choices(e.g., imagery, allegory, and symbolism) on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).
Objectives/Student outcomes:
 Students will be able to annotate a text
 Students will demonstrate understanding of words and phrases through context
Materials needed and Advanced preparation:
 Copies of Beowulf (Norton Anthology Selections)
 Laptops/notebooks
 Internet
 Pens/pencils
 Prior notes
 PowerPoint:
[Link]
DLsxZydes/edit?usp=sharing
Time: 60 minutes
Procedures w/Pacing:
Entrance Ticket (5 minutes): Students will turn in their entrance ticket consisting of their
thoughts on the first few pages of Beowulf. I will look over these to gauge student interest.
Annotation Lesson (20 minutes): I will model to students how I want them to annotate the text as
they read.
Reading Workshop (25 minutes): Students will spend the remainder of class reading Beowulf,
annotating, and continuing to fill out their diagram for the Hero’s Journey.
Accommodations:
 A PowerPoint will be provided for the mini-lesson
 Students who need it will be given auditory aids (this includes an audio
version/description of any novels)
 ESL students will be provided with a translation if they require it in addition to auditory
aids
 Students may use either their laptops or notepads during class as they prefer
 I will provide support as discussion leader during the main lesson and will circulate
during group work to help students struggling with the concepts
 Times will be adjusted as needed
Assessment: Students will turn in their annotations.
Closure: I will tell students about their future epic poem assignment.
Lesson Plan 4
Lesson Topic: Intro. to Beowulf
Grade Level: 11th grade
Standards:
 [Link].2.1 Use context to determine or clarify the meaning of words and phrases.
 [Link].3.1 Analyze the meaning of words and phrases as they are used in works of
literature, including figurative, connotative and denotative meanings; analyze the
cumulative impact of specific word choices(e.g., imagery, allegory, and symbolism) on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).
Objectives/Student outcomes:
 Students will be able to annotate a text
 Students will demonstrate understanding of words and phrases through context
Materials needed and Advanced preparation:
 Copies of Beowulf (Norton Anthology)
 Laptops/notebooks
 Internet
 Pens/pencils
 Prior notes
Time: 60 minutes
Procedures w/Pacing:
Snowball Activity (20 minutes): Students will write what they find most interesting about
Beowulf or things that have stood out to them onto a blank sheet of paper (students do not sign
their name). Students will crumble up the paper and throw it into the middle of the classroom.
Students will go retrieve a piece of paper and read it out to the class. We will take time to discuss
things that interest students.
Reading Workshop (40 minutes): Students will spend the remainder of class reading Beowulf,
annotating, and continuing to fill out their diagram for the Hero’s Journey.
Accommodations:
 Students who need it will be given auditory aids (this includes an audio
version/description of any novels)
 ESL students will be provided with a translation if they require it in addition to auditory
aids
 Students may use either their laptops or notepads during class as they prefer
 I will provide support as discussion leader during the main lesson and will circulate
during group work to help students struggling with the concepts
 Times will be adjusted as needed
Assessment: Students will turn in their annotations.
Closure: Students will be assigned new readings tomorrow.
Lesson Plan 5

Lesson Topic: Dream of the Rood

Grade Level: 11th grade
Standards:
 [Link].2.1 Use context to determine or clarify the meaning of words and phrases.
 [Link].3.1 Analyze the meaning of words and phrases as they are used in works of
literature, including figurative, connotative and denotative meanings; analyze the
cumulative impact of specific word choices(e.g., imagery, allegory, and symbolism) on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).
 [Link].4.2 Analyze and evaluate works of literary or cultural significance in history
for the way in which these works have used archetypes drawn from myths, traditional
stories, or religious works, as well as how two or more of the works treat similar themes,
conflicts, issues, or topics, and maintain relevance for current audiences.
 [Link].2.2 Compare and contrast the development of similar themes across two or
more works of literature and analyze how they emerge and are shaped and refined by
specific details
Objectives/Student outcomes:
 Students will be able to explain the structure of an Old English poem
 Students will be able to explain alliteration
 Students will be able to compare two texts and cite similarities and differences
Materials needed and Advanced preparation:
 Copies of The Norton Anthology
 Laptops/notebooks
 Internet
 Pens/pencils
 Prior notes
 PowerPoint:
[Link]
jl-2w/edit?usp=sharing
Time: 60 minutes
Procedures w/Pacing:
Popcorn Reading (10 minutes): As a class we will read The Dream of the Rood.
Intro. to Dream (15 minutes): I will give some basic background on The Dream of the Rood and
explain some of the literary devices it uses. Specific focus on alliteration in poetry.
Comparative Quick-Write (15 minutes): Students will do a quick write comparing Beowulf and
The Dream of the Rood, and any similarities or differences they can spot.
Pair-Share (20 minutes): Students will pair together and share what they have written. Each pair
will write down the points they find most interesting on a separate sheet of paper and turn these
in at the end of class.
Accommodations:
 Students who need it will be given auditory aids (this includes an audio
version/description of any novels)
 ESL students will be provided with a translation if they require it in addition to auditory
aids
 Students may use either their laptops or notepads during class as they prefer
 I will provide support as discussion leader during the main lesson and will circulate
during group work to help students struggling with the concepts
 Times will be adjusted as needed
Assessment: Quick-write summary.
Closure: Remind students of epic poem assignment (assigned Monday).

Week 2: Wrap-Up Beowulf and The Hobbit

Lesson Plan 1
Lesson Topic: Alliterative Poems
Grade Level: 11th grade
Standards:
11-12. W.4 Apply the writing process to all formal writing including but not limited to
argumentative, informative, and narrative-
o Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new
approach, focusing on addressing what is most significant for a specific purpose and
audience; and edit to produce and strengthen writing that is clear and coherent.
o Use technology to generate, produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new arguments or information.
o Utilize a standard style guide framework for in-text documentation, formatting, and
works cited in order to properly credit sources in all writing types, utilizing multiple
sources when appropriate.
Objectives/Student outcomes:
 Students will write their own alliterative poems
 Students will demonstrate an understanding of alliteration in literature
Materials needed and Advanced preparation:
 Writing notebooks or laptops for each student
 Internet
 Paper/pencil
 PowerPoint: [Link]
3Na3KLSxz2peqoj9c0tUApEgWfSW5HxX0/edit?usp=sharing
Time: 60 minutes
Procedures w/Pacing:
Review (10 minutes): We will look briefly at yesterday’s lesson on alliteration in “The Dream of
the Rood”.
Writing (50 minutes): Students will spend the remainder of class writing their own alliterative
poems. Poems can draw from anything we have read, though preferably students will write either
about Beowulf or “The Dream of the Rood”. Instructions for writing alliterative poems are on the
PowerPoint.
Accommodations:
 A PowerPoint will be provided for the mini-lesson
 Students who need it will be given auditory aids (this includes an audio
version/description of any novels)
 ESL students will be provided with a translation if they require it in addition to auditory
aids
 Students may use either their laptops or notepads during class as they prefer
 I will provide support as discussion leader during the main lesson and will circulate
during group work to help students struggling with the concepts
 Times will be adjusted as needed
Assessment: Poems will serve as assessment.
Closure: We will be moving onto The Hobbit next week.
Lesson Plan 2
Lesson Topic: The Hobbit
Grade Level: 11th grade
Standards:
 11-12. R.L.2.3 Analyze how the author's choices impact character development over the
course of a text (e.g. how the characters are introduced and developed).
 [Link].1 Read a variety of literature within a range of complexity appropriate for
grades 11-CCR. By the end of grade 11, students interact with texts proficiently and
independently at the low end of the range and with scaffolding as needed for texts at the
high end of the range. By the end of grade 12, students interact with texts proficiently and
independently.
 [Link].3.1 Analyze and evaluate how an author’s choices concerning how to structure
specific parts of a work of literature (e.g., the choice of where to begin or end a story, the
choice to provide a comedic or tragic resolution) contribute to its overall meaning and
effect of a work.
Objectives/Student outcomes:
 Students will demonstrate their understanding of the Hero’s Journey trope in The Hobbit
 Students will compare Beowulf and The Hobbit
Materials needed and Advanced preparation:
 Writing notebooks or laptops for each student
 Internet
 Paper/pencil
Time: 60 minutes
Procedures w/Pacing:
Reading Pair-Share (45 minutes): Students will take turns reading and sharing their observations
on the text. Students will be in groups of two, and can decide to either take turns reading or
reading silently. Students will read for 20 minutes, discuss for 5, read for 15 minutes and discuss
for another 5. Students are expected to annotate as they read, paying particular attention to how
the text compares to Beowulf and how it follows the Hero’s Journey structure.
Class Discussion (15 minutes): For the last 15 minutes students will share what their group has
noticed. We will write these on the board and discuss. Students are expected to take notes.
Accommodations:
 Students who need it will be given auditory aids (this includes an audio
version/description of any novels)
 ESL students will be provided with a translation if they require it in addition to auditory
aids
 Students may use either their laptops or notepads during class as they prefer
 I will provide support as discussion leader during the main lesson and will circulate
during group work to help students struggling with the concepts
 Times will be adjusted as needed
Assessment:
Annotations and class discussions.
Closure:
Students will be told about their comparative essay due at the end of the unit. Assigned reading
through Ch. 4
Lesson Plan 3
Lesson Topic: The Hobbit
Grade Level: 11th grade
Standards:
[Link].2.3 Analyze how the author's choices impact character development over the course
of a text (e.g. how the characters are introduced and developed).
[Link].4.2 Analyze and evaluate works of literary or cultural significance in history for the
way in which these works have used archetypes drawn from myths, traditional stories, or
religious works, as well as how two or more of the works treat similar themes, conflicts, issues,
or topics, and maintain relevance for current audiences.
[Link].2.1 Initiate and engage in a range of collaborative discussions on grade-appropriate
topics, texts, and issues, building on others’ ideas and expressing personal ideas clearly and
persuasively.
[Link].2.2 Engage in a thoughtful, well-reasoned exchange of ideas by referring to specific
evidence.
Objectives/Student outcomes:
 Students will be able to map a character’s traits and changes over the course of a novel
 Students will demonstrate an ability to analyze text and contribute to the understanding of
themes
 Students will do cross-literary analysis of our two, primary works
Materials needed and Advanced preparation:
 Writing notebooks or laptops for each student
 Internet
 Paper/pencil
Time: 60 minutes
Procedures w/Pacing:
Quick-write (15 minutes): Students will listen to and watch the clip from the first movie of the
dwarves singing “Misty Mountains Cold”. Is this how they read the song in the book? Are there
tone changes? Do the characters look how they pictured them?
Class Discussion (20 minutes): I will lead a class-wide discussion about the book so far: what do
students think? Can they point out common themes (emphasis on nature, song, poetry,
language)? What do they think of the way the different races are portrayed?
Character Study (25 minutes): Students will spend the remainder of the period creating a
character inventory. Students will keep notes on two characters of their choice and Bilbo, writing
about what the character’s traits and actions are, how they contribute to the story, and how they
change over the course of the novel. Students will be required to cite the page they draw their
observations from. Any remaining time will be spent reading.
Accommodations:
 Students who need it will be given auditory aids (this includes an audio
version/description of any novels)
 ESL students will be provided with a translation if they require it in addition to auditory
aids
 Students may use either their laptops or notepads during class as they prefer
 I will provide support as discussion leader during the main lesson and will circulate
during group work to help students struggling with the concepts
 Times will be adjusted as needed
Assessment: The character study and annotations will serve as assessment of the reading.
Closure: Students assigned reading though Ch. 7.
Lesson Plan 4
Lesson Topic: The Hobbit
Grade Level: 11th grade
Standards:
[Link].2.3 Analyze how the author's choices impact character development over the course
of a text (e.g. how the characters are introduced and developed).
[Link].4.2 Analyze and evaluate works of literary or cultural significance in history for the
way in which these works have used archetypes drawn from myths, traditional stories, or
religious works, as well as how two or more of the works treat similar themes, conflicts, issues,
or topics, and maintain relevance for current audiences.
[Link].2.1 Initiate and engage in a range of collaborative discussions on grade-appropriate
topics, texts, and issues, building on others’ ideas and expressing personal ideas clearly and
persuasively.
[Link].2.2 Engage in a thoughtful, well-reasoned exchange of ideas by referring to specific
evidence.
Objectives/Student outcomes:
 Students will demonstrate an ability to back up their observations with textual evidence
and share that evidence with others
Materials needed and Advanced preparation:
 Writing notebooks or laptops for each student
 Internet
 Paper/pencil
Time: 60 minutes
Procedures w/Pacing:
Quick-Write (10 minutes): Students will write their opinions of the text and how the characters
have changed. What have they noticed? Are there any similarities yet to Beowulf? Any questions
over the text?
Question-Answer (5 minutes): I will take 5 minutes to answer questions students may have over
the text.
Character Inventory (15 minutes): Students will spend another 15 minutes filling out their
character inventory and citing evidence.
Pair-Share (20 minutes): Students will get into pairs and share what they have observed about the
characters. Students will be encouraged to challenge one another’s opinion’s. If this session is
not productive, I will convert it into a class-wide discussion.
Reading (10 minutes): Students will be given ten minutes to wrap up conversations, begin the
next reading, refine their notes, etc.
Accommodations:
 Students who need it will be given auditory aids (this includes an audio
version/description of any novels)
 ESL students will be provided with a translation if they require it in addition to auditory
aids
 Students may use either their laptops or notepads during class as they prefer
 I will provide support as discussion leader during the main lesson and will circulate
during group work to help students struggling with the concepts
 Times will be adjusted as needed
Assessment: The character study and annotations will serve as assessment of the reading.
Closure: Assigned reading through Ch. 9. Reminder to map the hero’s journey through
annotations.
Lesson Plan 5
Lesson Topic: The Hobbit
Grade Level: 11th grade
Standards:
[Link].2.3 Analyze how the author's choices impact character development over the course
of a text (e.g. how the characters are introduced and developed).
[Link].4.2 Analyze and evaluate works of literary or cultural significance in history for the
way in which these works have used archetypes drawn from myths, traditional stories, or
religious works, as well as how two or more of the works treat similar themes, conflicts, issues,
or topics, and maintain relevance for current audiences.
[Link].2.1 Initiate and engage in a range of collaborative discussions on grade-appropriate
topics, texts, and issues, building on others’ ideas and expressing personal ideas clearly and
persuasively.
[Link].2.2 Engage in a thoughtful, well-reasoned exchange of ideas by referring to specific
evidence.
Objectives/Student outcomes:
 Students will continue to build on the previous two lessons
Materials needed and Advanced preparation:
 Writing notebooks or laptops for each student
 Internet
 Paper/pencil
Time: 60 minutes
Procedures w/Pacing:
Reading (50 minutes): Students will spend this class period reading quietly or grouping up to
read collaboratively.
Annotations/Character Inventory (10 minutes): The last ten minutes of class will be spent filling
out the character inventory, finishing up annotations, and making sure to map the hero’s journey,
which students should have been completing through annotations.
Accommodations:
 Students who need it will be given auditory aids (this includes an audio
version/description of any novels)
 ESL students will be provided with a translation if they require it in addition to auditory
aids
 Students may use either their laptops or notepads during class as they prefer
 I will provide support as discussion leader during the main lesson and will circulate
during group work to help students struggling with the concepts
 Times will be adjusted as needed
Assessment: The character study and annotations will serve as assessment of the reading.
Closure: Assigned reading through Ch. 13. Reminder: comparative essays next week.

Week 3: Finishing The Hobbit and Comparative Essays

Lesson Plan 1
Lesson Topic: The Hobbit
Grade Level: 11th grade
Standards:
[Link].2.3 Analyze how the author's choices impact character development over the course
of a text (e.g. how the characters are introduced and developed).
[Link].4.2 Analyze and evaluate works of literary or cultural significance in history for the
way in which these works have used archetypes drawn from myths, traditional stories, or
religious works, as well as how two or more of the works treat similar themes, conflicts, issues,
or topics, and maintain relevance for current audiences.
[Link].2.1 Initiate and engage in a range of collaborative discussions on grade-appropriate
topics, texts, and issues, building on others’ ideas and expressing personal ideas clearly and
persuasively.
[Link].2.2 Engage in a thoughtful, well-reasoned exchange of ideas by referring to specific
evidence.
[Link].2.2 Compare and contrast the development of similar themes across two or more
works of literature and analyze how they emerge and are shaped and refined by specific details.
Objectives/Student outcomes:
 Students will demonstrate how an author’s choices affect character development
 Students will show how the hero’s journey is structured in a text
 Students will be able to compare two works and point out similarities and differences
 Students will engage in discussions over a text, using textual evidence to support their
observations
Materials needed and Advanced preparation:
 Writing notebooks or laptops for each student
 Internet
 Paper/pencil
Time: 60 minutes
Procedures w/Pacing:
Quick-write (15 minutes): Students will listen to (and watch) the music video for I See Fire-Ed
Sheeran. Students will compare the lyrics and editing to the pacing of the novel. Is the song a
good fit? Why? Does Smaug look like they pictured?
Class-Wide Discussion (30 minutes): What do students think? Can they point out similarities and
differences to Beowulf? What have they noticed about character development in the novel? How
has Bilbo changed? Why has Bilbo changed? Is Bilbo our hero? Is Thorin? What Christian tropes
have you seen in the novel?
Review (15 minutes): Students will share their hero’s journey and character inventories with the
class. This is largely to ensure they have been done correctly, but will also serve to give other’s
ideas and observations to use in their future writing assignment.
Accommodations:
 Students who need it will be given auditory aids (this includes an audio
version/description of any novels)
 ESL students will be provided with a translation if they require it in addition to auditory
aids
 Students may use either their laptops or notepads during class as they prefer
 I will provide support as discussion leader during the main lesson and will circulate
during group work to help students struggling with the concepts
 Times will be adjusted as needed
Assessment: The character study and annotations will serve as assessment of the reading.
Closure: Assigned reading through end of book.
Lesson Plan 2
Lesson Topic: Writing Workshop
Grade Level: 11th grade
Standards:
[Link].2.3 Analyze how the author's choices impact character development over the course
of a text (e.g. how the characters are introduced and developed).
[Link].4.2 Analyze and evaluate works of literary or cultural significance in history for the
way in which these works have used archetypes drawn from myths, traditional stories, or
religious works, as well as how two or more of the works treat similar themes, conflicts, issues,
or topics, and maintain relevance for current audiences.
[Link].2.1 Initiate and engage in a range of collaborative discussions on grade-appropriate
topics, texts, and issues, building on others’ ideas and expressing personal ideas clearly and
persuasively.
[Link].2.2 Engage in a thoughtful, well-reasoned exchange of ideas by referring to specific
evidence.
[Link].2.2 Compare and contrast the development of similar themes across two or more
works of literature and analyze how they emerge and are shaped and refined by specific details.
Objectives/Student outcomes:
 Students will demonstrate how an author’s choices affect character development
 Students will show how the hero’s journey is structured in a text
 Students will be able to compare two works and point out similarities and differences
 Students will engage in discussions over a text, using textual evidence to support their
observations
Materials needed and Advanced preparation:
 Writing notebooks or laptops for each student
 Internet
 Paper/pencil
Time: 60 minutes
Procedures w/Pacing:
Discussion (20 minutes): We will wrap up the book and finish off any discussion. Questions
remain the same as yesterday (with the ending possibly changing students’ answers.
Turn-In Notes (5 minutes): Students will turn in their annotations and character inventories for a
grade. Grade will be largely be participatory. I will return these the next day.
Bibliography/Works Cited (35 minutes): I will spend the remainder of the period teaching
students how to properly format a bibliography and how to cite works in a text. We will be using
MLA style and I will model based off of my own essays and through the Purdue Owl.
Accommodations:
 Students who need it will be given auditory aids (this includes an audio
version/description of any novels)
 ESL students will be provided with a translation if they require it in addition to auditory
aids
 Students may use either their laptops or notepads during class as they prefer
 I will provide support as discussion leader during the main lesson and will circulate
during group work to help students struggling with the concepts
 Times will be adjusted as needed
Assessment: The character study and annotations will serve as assessment of the reading.
Closure: Reminder about essay.
Lesson Plan 3
Lesson Topic: Reliable Sources and Essays
Grade Level: 11th grade
Standards:
[Link].2.3 Analyze how the author's choices impact character development over the course
of a text (e.g. how the characters are introduced and developed).
[Link].4.2 Analyze and evaluate works of literary or cultural significance in history for the
way in which these works have used archetypes drawn from myths, traditional stories, or
religious works, as well as how two or more of the works treat similar themes, conflicts, issues,
or topics, and maintain relevance for current audiences.
[Link].2.2 Engage in a thoughtful, well-reasoned exchange of ideas by referring to specific
evidence.
[Link].2.2 Compare and contrast the development of similar themes across two or more
works of literature and analyze how they emerge and are shaped and refined by specific details.
Write arguments in a variety of forms that –
o Introduce precise claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that logically
sequences claim(s), counterclaims, reasons, and evidence.
o Use rhetorical strategies to enhance the effectiveness of the claim
o Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant
evidence for each while pointing out the strengths and limitations of both in a manner
that anticipates the audience’s knowledge level, concerns, values, and possible biases.
o Use effective and varied transitions as well as varied syntax to link the major sections of
the text, create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
o Establish and maintain a consistent style and tone appropriate to purpose and audience.
o Provide a concluding statement or section that follows from and supports the argument
presented.
Write informative compositions on a variety of topics that –
o Introduce a topic; organize complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a unified whole; include formatting
(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
o Utilizing credible sources, develop the topic thoroughly by selecting the most significant
and relevant facts, extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge of the topic
o Use appropriate and varied transitions and syntax to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and concepts.
o Choose language, content- specific vocabulary, and techniques to manage the complexity
of the topic, recognizing and eliminating wordiness and redundancy.
o Establish and maintain a style appropriate to the purpose and audience.
o Provide a concluding statement or section that follows from and supports the information
or explanation presented (e.g., articulating implications or the significance of the topic).
11-12. W.4 Apply the writing process to all formal writing including but not limited to
argumentative, informative, and narrative-
o Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new
approach, focusing on addressing what is most significant for a specific purpose and
audience; and edit to produce and strengthen writing that is clear and coherent.
o Use technology to generate, produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new arguments or information.
o Utilize a standard style guide framework for in-text documentation, formatting, and
works cited in order to properly credit sources in all writing types, utilizing multiple
sources when appropriate.
Objectives/Student outcomes:
 Students will demonstrate how an author’s choices affect character development
 Students will show how the hero’s journey is structured in a text
 Students will be able to compare two works and point out similarities and differences
 Students will engage in discussions over a text, using textual evidence to support their
observations
Materials needed and Advanced preparation:
 Writing notebooks or laptops for each student
 Internet
 Paper/pencil
 PowerPoint:
[Link]
SbaNlOt8/edit?usp=sharing
Time: 60 minutes
Procedures w/Pacing:
Mini-Lesson (30 min.): I will conduct a mini-lesson explaining the difference between a
reliable/non-reliable source. I will show two different websites covering the coronavirus
pandemic. One is the CDC’s website, the other is a video of protests against quarantine
regulations. Students will be asked to identify who is the more reliable source and we will
discuss why that source is reliable (CDC is run by medical professionals, street protestors
unlikely to have MD or knowledge of medicine/viruses, opinions vs. facts, etc.).
Writing (30 min.): Students will begin writing their essays. Today will be used largely as a
research day so students can gather sources and create outlines. Essay guidelines: Students will
write a 3-4-page essay that explores the similarities and differences between Beowulf and The
Hobbit. Specific focus will be put on Christian influences, the hero’s journey, and character
development.
Accommodations:
 Students who need it will be given auditory aids (this includes an audio
version/description of any novels)
 ESL students will be provided with a translation if they require it in addition to auditory
aids
 Students may use either their laptops or notepads during class as they prefer
 I will provide support as discussion leader during the main lesson and will circulate
during group work to help students struggling with the concepts
 Times will be adjusted as needed
Assessment: Essay will serve as final assessment.
Closure: Essay is final project for this unit.
Lesson Plan 4
Lesson Topic: Essays
Grade Level: 11th grade
Standards:
[Link].2.3 Analyze how the author's choices impact character development over the course
of a text (e.g. how the characters are introduced and developed).
[Link].4.2 Analyze and evaluate works of literary or cultural significance in history for the
way in which these works have used archetypes drawn from myths, traditional stories, or
religious works, as well as how two or more of the works treat similar themes, conflicts, issues,
or topics, and maintain relevance for current audiences.
[Link].2.2 Engage in a thoughtful, well-reasoned exchange of ideas by referring to specific
evidence.
[Link].2.2 Compare and contrast the development of similar themes across two or more
works of literature and analyze how they emerge and are shaped and refined by specific details.
Write arguments in a variety of forms that –
o Introduce precise claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that logically
sequences claim(s), counterclaims, reasons, and evidence.
o Use rhetorical strategies to enhance the effectiveness of the claim
o Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant
evidence for each while pointing out the strengths and limitations of both in a manner
that anticipates the audience’s knowledge level, concerns, values, and possible biases.
o Use effective and varied transitions as well as varied syntax to link the major sections of
the text, create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
o Establish and maintain a consistent style and tone appropriate to purpose and audience.
o Provide a concluding statement or section that follows from and supports the argument
presented.
Write informative compositions on a variety of topics that –
o Introduce a topic; organize complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a unified whole; include formatting
(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
o Utilizing credible sources, develop the topic thoroughly by selecting the most significant
and relevant facts, extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge of the topic
o Use appropriate and varied transitions and syntax to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and concepts.
o Choose language, content- specific vocabulary, and techniques to manage the complexity
of the topic, recognizing and eliminating wordiness and redundancy.
o Establish and maintain a style appropriate to the purpose and audience.
o Provide a concluding statement or section that follows from and supports the information
or explanation presented (e.g., articulating implications or the significance of the topic).
11-12. W.4 Apply the writing process to all formal writing including but not limited to
argumentative, informative, and narrative-
o Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new
approach, focusing on addressing what is most significant for a specific purpose and
audience; and edit to produce and strengthen writing that is clear and coherent.
o Use technology to generate, produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new arguments or information.
o Utilize a standard style guide framework for in-text documentation, formatting, and
works cited in order to properly credit sources in all writing types, utilizing multiple
sources when appropriate.
Objectives/Student outcomes:
 Students will demonstrate how an author’s choices affect character development
 Students will show how the hero’s journey is structured in a text
 Students will be able to compare two works and point out similarities and differences
 Students will demonstrate a basic understanding of argumentative essay formats through
comparing and contrasting Beowulf and The Hobbit
Materials needed and Advanced preparation:
 Writing notebooks or laptops for each student
 Internet
 Paper/pencil
 PowerPoint:
[Link]
SbaNlOt8/edit?usp=sharing
Time: 60 minutes
Procedures w/Pacing:
Writing (60 min.): Students will continue writing their essays. Essay guidelines: Students will
write a 3-4-page essay that explores the similarities and differences between Beowulf and The
Hobbit. Specific focus will be put on Christian influences, the hero’s journey, and character
development.
Accommodations:
 Students who need it will be given auditory aids (this includes an audio
version/description of any novels)
 ESL students will be provided with a translation if they require it in addition to auditory
aids
 Students may use either their laptops or notepads during class as they prefer
 I will provide support as discussion leader during the main lesson and will circulate
during group work to help students struggling with the concepts
 Times will be adjusted as needed
Assessment: Essay will serve as cumulative assessment.
Closure: Continue Essays.
Lesson Plan 5
Lesson Topic: Essays
Grade Level: 11th grade
Standards:
[Link].2.3 Analyze how the author's choices impact character development over the course
of a text (e.g. how the characters are introduced and developed).
[Link].4.2 Analyze and evaluate works of literary or cultural significance in history for the
way in which these works have used archetypes drawn from myths, traditional stories, or
religious works, as well as how two or more of the works treat similar themes, conflicts, issues,
or topics, and maintain relevance for current audiences.
[Link].2.2 Engage in a thoughtful, well-reasoned exchange of ideas by referring to specific
evidence.
[Link].2.2 Compare and contrast the development of similar themes across two or more
works of literature and analyze how they emerge and are shaped and refined by specific details.
Write arguments in a variety of forms that –
o Introduce precise claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that logically
sequences claim(s), counterclaims, reasons, and evidence.
o Use rhetorical strategies to enhance the effectiveness of the claim
o Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant
evidence for each while pointing out the strengths and limitations of both in a manner
that anticipates the audience’s knowledge level, concerns, values, and possible biases.
o Use effective and varied transitions as well as varied syntax to link the major sections of
the text, create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
o Establish and maintain a consistent style and tone appropriate to purpose and audience.
o Provide a concluding statement or section that follows from and supports the argument
presented.
Write informative compositions on a variety of topics that –
o Introduce a topic; organize complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a unified whole; include formatting
(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
o Utilizing credible sources, develop the topic thoroughly by selecting the most significant
and relevant facts, extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge of the topic
o Use appropriate and varied transitions and syntax to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and concepts.
o Choose language, content- specific vocabulary, and techniques to manage the complexity
of the topic, recognizing and eliminating wordiness and redundancy.
o Establish and maintain a style appropriate to the purpose and audience.
o Provide a concluding statement or section that follows from and supports the information
or explanation presented (e.g., articulating implications or the significance of the topic).
11-12. W.4 Apply the writing process to all formal writing including but not limited to
argumentative, informative, and narrative-
o Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new
approach, focusing on addressing what is most significant for a specific purpose and
audience; and edit to produce and strengthen writing that is clear and coherent.
o Use technology to generate, produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new arguments or information.
o Utilize a standard style guide framework for in-text documentation, formatting, and
works cited in order to properly credit sources in all writing types, utilizing multiple
sources when appropriate.
Objectives/Student outcomes:
 Students will demonstrate how an author’s choices affect character development
 Students will show how the hero’s journey is structured in a text
 Students will be able to compare two works and point out similarities and differences
 Students will demonstrate a basic understanding of argumentative essay formats through
comparing and contrasting Beowulf and The Hobbit
Materials needed and Advanced preparation:
 Writing notebooks or laptops for each student
 Internet
 Paper/pencil
 PowerPoint:
[Link]
SbaNlOt8/edit?usp=sharing
Time: 60 minutes
Procedures w/Pacing:
Writing (60 min.): Students will continue writing their essays. Essay guidelines: Students will
write a 3-4-page essay that explores the similarities and differences between Beowulf and The
Hobbit. Specific focus will be put on Christian influences, the hero’s journey, and character
development.
Accommodations:
 Students who need it will be given auditory aids (this includes an audio
version/description of any novels)
 ESL students will be provided with a translation if they require it in addition to auditory
aids
 Students may use either their laptops or notepads during class as they prefer
 I will provide support as discussion leader during the main lesson and will circulate
during group work to help students struggling with the concepts
 Times will be adjusted as needed
Assessment: Essay serves as cumulative assessment.
Closure: Students will briefly present their essays on Monday. Students are expected to have
finished writing.
Bibliography
Abrams, M.H. The Norton Anthology of English Literature Tenth Edition Volume A.
[Link] & Company, 2018.
Atwell, Nancie. In the Middle: A Lifetime of Learning About Writing, Reading, and Adolescents,
Third Edition. Heinemann, 2015.
Brown, John and Cerylle A. Moffett. The Hero’s Journey: How Educators Can Transform
Schools and Improve Learning. ASCD, 1999.
Brozo, William, [Link]. 50 Instructional Routines to Develop Content Literacy, Third Edition.
Pearson, 2015.
Dial-Driver, Emily, [Link]. Fantasy Media in the Classroom: Essays on Teaching with Film,
Television, Literature, Graphic Novels and Video Games. McFarland & Company, 2012.
Tolkein, J.R.R. The Hobbit. Del Rey Books, 1956.
Waugh and Weldon. The Hero Recovered. Medieval Institute Publications, Western Michigan
University, 2010.