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Debbi Patton EDTP 645 Assessment Portfolio Unit of Study: Beowulf and Grendel MCPS Semester B: 12th Grade – Inquiry into the Global Experience

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Table of Contents -

MCCR Standards Addressed in Assessments Assessment Examples o Fifteen item multiple choice test featuring higher level questions from Bloom’s Taxonomy o Ten item multiple choice test featuring lower level question from Bloom’s Taxonomy o Ten item true-false test o Three essay questions and accompanying rubrics o Five short answer questions and accompanying rubrics o Fifteen item matching question test o Cooperative Learning assignment and accompanying project descriptions and rubrics

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Standards Addressed in Assessments: • MCCR RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. • MCCR RL.3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). • MCCR RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) • MCCR RL.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) • MCCR RL.10: By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently. • MCCR W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • MCCR W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3.) • MCCR W.9:D raw evidence form literary or informational texts to support analysis, reflection, and research. o A. Apply grades 11–12 Reading standards to literature. • MCCR L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • MCCR L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • MCCR L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening • MCCR L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies • MCCR L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. All standards pulled from: http://mdk12.msde.maryland.gov/instruction/curriculum/reading/index.html

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Assessment One: Fifteen Item Multiple Choice Test Featuring Higher Level Questions 12th Grade English – Higher Level Understanding Check for Beowulf Circle your intended answer. 1. What does the epic poem, Beowulf, indicate about the culture of this time? a. They believed that you had control of your own fate. b. They valued bravery and loyalty above all else. c. They valued intelligence over physical ability. d. They believed that humility was the sign of a true hero. 2. Which is the best paraphrase for the following statement from Wiglaf, “Yea, death is better for liegemen all than a life of shame!” a. I would rather die than to live a cowardly life. b. Death is better for warriors than to live a life of shame. c. Death will take you as a result of your shameful acts. d. You are fated to die due to your cowardly behavior. 3. What does the phrase “raven-harvest” mean? a. Black plague b. Feast of the birds c. Dead body d. Dark field 4. Based on Beowulf’s behavior and dialogue throughout the poem, who does he believe is in control of his destiny? a. Himself b. Zeus c. God d. The three fates 5. What is the Dragon’s treasure symbolic of? a. What awaits for men in heaven b. The vanity of human nature c. The temptation of wealth d. The price that a warrior must pay 6. When Wiglaf is addressing the Geats he states, “At the mandate of one, oft warriors many sorrow must suffer; and so must we.” What meaning is he trying to convey to the people regarding Beowulf’s death? a. We fight as one and we suffer as one.

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b. Beowulf died for us and now we must carry on his legacy. c. Beowulf’s decision to fight the dragon alone will now result in suffering for us all. d. We must respect Beowulf’s decision and carry on despite our grief and pending suffering. 7. When Grendel enters the hall the author writes, “Cunningly creeping, a spectral stalker slunk through the night.” What literary device is this an example of? a. Assonance b. Simile c. Kenning d. Alliteration 8. When fighting Grendel, Beowulf refuses to use a sword. When you consider the original audience of this piece, what cultural value does this demonstrate? a. That engaging in a fair fight is the honorable thing to do. b. That glory only comes to those who take risks. c. That true warriors know their own strength. d. That fate intervened on Beowulf’s behalf since Grendel couldn’t be defeated with a sword. 9. The author of Beowulf uses both Unferth and Grendel as symbols of which cardinal sin? a. Envy b. Gluttony c. Wrath d. Lust 10. After Grendel’s death, the author writes, “The livelong time after that grim fight, Grendel’s mother, monster of women, mourned her woe.” What irony is presented in this statement? a. That Grendel’s mother is even more terrifying than her son. b. That monsters such as Grendel and his mother have human emotions. c. That Grendel’s defeat would ultimately trigger more death. d. That once one monster is defeated another will always rise. 11. When Beowulf fights the dragon, he once again chooses to fight alone. What does this indicate about Beowulf’s character? a. That he’d rather die than see his men harmed. b. That he was secure in his fate regardless of the outcome. c. That his love for glory overpowered his sense of reason. d. That his biggest weakness was his pride. 12. When Grendel’s mother attacks the hall, the author writes “To Heorot came she, where helmeted Danes slept in the hall. Too soon came back old ills of the earls, when in she burst, the mother of Grendel. Less grim, though, that terror, e’en as terror of woman in 5


war is less, might of maid, than of men in arms when, hammer-forged, the falchion hard, sword gore-stained, through swine of the helm, crested, with keen blade carves amain.” What does this indicate about the author’s view of women? a. That women are emotional and allow their feelings to guide their actions. b. That women are not an even match for men when it comes to war and battle. c. That women are often underestimated by their male counterparts. d. That women’s cunning and sneakiness can overcome men’s brute strength and weaponry. 13. Beowulf includes both Christian and Pagan Influences. Which concept is derived from a Pagan Influence? a. Sacrifice b. Fratricide c. Wyrd d. Predestination 14. When Grendel is attacking the hall, the author writes “Then laughed his heart; for the monster was minded, ere morn should dawn, savage, to sever the soul of each life from body, since lusty banquet waited his will.” What literary device is the author using? a. Simile b. Personification c. Hyperbole d. Kenning 15. What does the necklace that Beowulf gives Wiglaf symbolize? a. That Beowulf recognizes Wiglaf as his equal. b. That Wiglaf is the true hero of the story. c. That Beowulf wishes Wiglaf to become his successor. d. That Wiglaf now inherits the dragon’s treasure.

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Assessment Two: Ten Item Multiple Choice Test Featuring Lower Level Questions 12th Grade English – General Knowledge Check for Beowulf Circle your intended answer. 1. An epic poem is _____________? a. A long narrative that features a hero(es)and involves monsters, gods, and other mythological elements. b. A poem that has a rhyming structure, is told from the first person point of view, and centers on a main battle/conflict. c. A narrative written in iambic meter that is typically centered around a tragedy. d. A chronological narrative that utilizes rhyming couplets, descriptive imagery, and has an overarching moral message. 2. What does the concept of “Wyrd” mean? a. Belief that faith will guide you b. Belief that something is fated or destined to happen c. Belief that love can overcome all obstacles d. Belief that heroes never truly die 3. Which is a “kenning”? a. A statement comparing two items b. Another name for an epic hero c. A compound, descriptive phrase with a metaphorical meaning d. The narrator of an epic poem 4. Where is Beowulf from? a. Land of the Geats b. Land of the Danes c. Land of the Scots d. Land of the Norns 5. What does the epic poem begin and end with? a. A battle b. A wedding c. A feast d. A funeral 6. Who is Grendel descended from? a. Satan b. Hades

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c. Cain d. Cyclops 7. Who seeks out revenge for Grendel’s death? a. Grendel’s sister b. Grendel’s wife c. Grendel’s son d. Grendel’s mother 8. Hrunington is…. a. The name of Beowulf’s best friend b. The name of the ship that Beowulf sailed in on c. The name of the dragon d. The name of Beowulf’s sword 9. What does Beowulf bring back as a trophy from his battle in the swamp? a. Grendel’s arm b. Grendel’s head c. Grendel’s foot d. Grendel’s heart 10. How does Beowulf die? a. He’s assassinated b. Old age c. A fight with a dragon d. He’s poisoned

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Assessment Three: Ten Item True/False Test 12th Grade English – General Knowledge Check for Grendel Please circle the correct answer. 1. Novels like Grendel, are called rewrites since the authors’ modify original literature pieces. • True • False 2. Grendel is written from the point of view of the dragon. • True • False 3. Grendel and his mother are descendants of Abel. • True • False 4. Gardner divides the novel into the three stages of Grendel’s life: Childhood, Adulthood, and Death. • True • False 5. Grendel’s lifelong fascination with humans is based on their ability to adapt and create new patterns. • True • False 6. The biggest difference between Beowulf and Grendel is the humanization of Grendel and his mother. • True • False 7. The Shaper and the Dragon present complementary views of human nature and the world. • True • False 8. Beowulf and the Dragon are the only characters who have conversations with Grendel throughout the novel. 9


• •

True False

9. The novel is centered around Grendel’s quest to find his place in the world. • True • False 10. Grendel ends with an injured Grendel diving headfirst into the abyss. • True • False

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Assessment Four: Three Essays that Demonstrate Critical Thinking 12th Grade English – Argumentative/Persuasive Essay Regarding the Concept of an Epic Hero Prompt : Beowulf was considered an epic hero. Using at least three of the characteristics of an epic hero that we have discussed, make the case for or against Beowulf's status as a hero. Your essay should be at least five paragraphs long and include a thesis, well-thought out paragraphs, specific examples from the text, logical reasoning, address a counter argument, and have a strong conclusion. Grading Rubric: Beowulf – Persuasive Essay

IDEAS • • • • •

Clear Thesis Relevant supporting ideas Use of concrete details/examples Counterargument address Sense of completeness

ORGANIZATION •

• • • •

Clear introduction Cohesive sequence of ideas Balanced examples Effective transitions Appropriate length

STYLE • • • •

Sentence variety Word choice Audience awareness Personal voice

5

4

3

2

1

The essay does an outstanding job of addressing the topic and takes a clearly identified stance. Concrete examples and details are used to provide supporting evidence. A counterargument is clearly addressed and refuted. The conclusion is strong and gives a sense of finality.

The essay does a good job of addressing the topic and taking a stance on the question. A good amount of concrete details and examples are provided within the body paragraphs. A counterargument is identified and addressed. There is a summative conclusion.

The essay does an acceptable job of addressing the topic and takes some type of stance on the question. Some detail and examples are used. There is a counterargument identified but little rebuttal is attempted. There is a concluding paragraph.

The essay does a below average job of addressing the topic and the stance on the question is confusing. There is a brief mention of a counterargument, but no additional information. Very little concrete examples or details are included. The conclusion seems incomplete.

The essay fails to take a stance on the question and isn’t on topic. There are little to no details or examples. There is no logical flow and no conclusion.

The organization of ideas supports the writer’s focus. Ideas and examples are grouped in a logical manner. Effective and varied transitions are used. The essay is an appropriate length.

The organization is appropriate and the sequencing of ideas and examples is logical. Varied transitions are used. The essay is an appropriate length.

The organization is formulaic or inappropriate. The response may lack a clear introduction or conclusion. Transitions are rare. The essay is too long or too short.

The essay shows little evidence of organization or sequencing. Transitions are not used. The response is incomplete.

The writer utilizes carefully crafted phrases to create a sustained tone and an authoritative voice. Word choice reflects an advanced vocabulary.

The language and tone of the essay enhance the persuasive purpose. Word choice is appropriate. Sentences are varied.

The organization is generally appropriate and the ideas are clearly sequenced, but may be repetitive. The examples are not balanced throughout. Transitions are used. The essay is slightly too long or slight too short. The language and tone are appropriate. Word choice is adequate, but may be simple or ordinary. Some sentence variety is evident.

The language and tone are uneven. Word choice is simple, ordinary, or repetitive. There is minimal variation in sentence length and structure.

The language and tone are inappropriate. Word choice is incorrect or confusing. The response is incomplete or too brief.

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CONVENTIONS • • •

Sentence formation Subject-verb agreement Standard word forms Punctuation, spelling, and capitalization

The writer demonstrates full command of the conventions of written English language. No errors are evident.

The writer demonstrates knowledge of the conventions of written English. Errors are minor and do not interfere with meaning.

The writer demonstrates sufficient control of the conventions of written English. Errors may interfere with meaning, but are not distracting.

The writer demonstrates minimal control of the conventions of written English. Errors are frequent and interfere with meaning.

The writer lacks understanding of the conventions of written English. Errors are pervasive. The response is incomplete or too brief.

Scoring Guidelines: 5: 90 – 100 4: 80 – 89 3: 70-79 2: 60 – 69 1: 0 - 59 12th Grade English – Analysis Essay Regarding Author’s Choice and Audience Reaction Prompt : How do the “heroic code” and religious value systems clash with one another in Beowulf? Questions to consider in your essay include how this tension adds to the overall theme of the poem and why the author felt the need to include these opposing influences. Compare at least two factors of the heroic code and two of their opposing religious values. Your essay should be at least four paragraphs, written in third person, and include a thesis statement, organized body paragraphs, specific examples and details from the text, insightful commentary, and a conclusion. Beowulf – Analysis of Author’s Choice Essay

IDEAS • • • • •

Clear Thesis Relevant supporting ideas Use of concrete details/examples Insightful Commentary Sense of completeness

ORGANIZATION •

• • • •

Clear introduction Cohesive sequence of ideas Balanced examples Effective transitions Appropriate length

5

4

3

2

1

The essay does an outstanding job of addressing the topic and carefully analyzes the author’s choice. Concrete examples and details are used to provide supporting evidence and accompanied by insightful commentary. The conclusion is strong and gives a sense of finality.

The essay does a good job of addressing the topic and provides thoughtful analysis regarding the author’s choice. A good amount of concrete details and examples are provided along with commentary. There is a logical conclusion.

The essay does an acceptable job of addressing the topic and attempts to analyze the author’s choice. Some detail and examples are used. Some commentary is provided, but it is fairly shallow. There is a concluding paragraph.

The essay does a below average job of addressing the topic and only summarizes the author’s choice. Very little concrete examples or details are included. There is little to no commentary. The conclusion seems incomplete.

The essay fails to take answer question and isn’t on topic. There are little to no details or examples. There is no logical flow and no conclusion.

The organization of ideas supports the writer’s focus. Ideas and examples are grouped in a logical manner. Effective and varied transitions are used. The essay is an appropriate length.

The organization is appropriate and the sequencing of ideas and examples is logical. Varied transitions are used. The essay is an appropriate length.

The organization is generally acceptable and the ideas are ordered, but repetitive. The examples are not balanced. The essay is slightly too long or slight too short.

The organization is formulaic or inappropriate. The response may lack a clear introduction or conclusion. Transitions are rare. The essay is too long or too short.

The essay shows little evidence of organization or sequencing. Transitions are not used. The response is incomplete.

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STYLE • • • •

Sentence variety Word choice Audience awareness Third Person

CONVENTIONS • • •

Sentence formation Subject-verb agreement Standard word forms Punctuation, spelling, and capitalization

The writer utilizes carefully crafted phrases to create a sustained tone and an authoritative voice. Word choice reflects an advanced vocabulary. The writer demonstrates full command of the conventions of written English language. No errors are evident.

The language and tone of the essay enhance the persuasive purpose. Word choice is appropriate. Sentences are varied. The writer demonstrates knowledge of the conventions of written English. Errors are minor and do not interfere with meaning.

The language and tone are appropriate. Word choice is adequate, but may be simple or ordinary. Some sentence variety is evident. The writer demonstrates sufficient control of the conventions of written English. Errors may interfere with meaning, but are not distracting.

The language and tone are uneven. Word choice is simple, ordinary, or repetitive. There is minimal variation in sentence length and structure.

The language and tone are inappropriate. Word choice is incorrect or confusing. The response is incomplete or too brief.

The writer demonstrates minimal control of the conventions of written English. Errors are frequent and interfere with meaning.

The writer lacks understanding of the conventions of written English. Errors are pervasive. The response is incomplete or too brief.

Scoring Guidelines: 5: 90 – 100 4: 80 – 89 3: 70-79 2: 60 – 69 1: 0 - 59 12th Grade English – Comparison and Contrast Essay Regarding Character Development in Beowulf and Grendel Prompt : Compare and contrast the way Grendel’s and the Beowulf’s characters are developed in the retelling of Grendel and the original epic poem, Beowulf. Factors to consider could include the authors’ methods of character development, literary devices used, the addition of background information, supporting characters, and plot development/choices. Your essay should be at least two pages, written in third person, and include a well-defined thesis, carefully crafted paragraphs, concrete examples and details, commentary, and a conclusion. Beowulf – Comparison and Contrast of Character Development in Beowulf and Grendel

IDEAS • • • • • •

Clear Thesis Relevant supporting ideas Use of concrete details/examples Clearly identified methods and literary techniques Insightful Commentary Sense of completeness

5

4

3

2

1

The essay does a wonderful job of comparing and contrasting the character development in two related pieces of literature. Concrete examples and details are used to provide evidence and are accompanied by clearly identified literary techniques and insightful commentary. The conclusion is strong and gives a sense of finality.

The essay does a good job of comparing and contrasting the character development in the two literary works. A good amount of concrete details and examples are provided along with commentary. The student identifies some literary methods and techniques. There is a logical conclusion.

The essay does an acceptable job of comparing and contrasting the character development in the two literary works. Some detail and examples are used. Some commentary is provided, but it is fairly shallow. There is minimal mention of literary methods and techniques. There is a concluding paragraph.

The essay does a below average job of comparing and contrasting the character development in the two literary works. Very little concrete examples or details are included. There is little to no commentary and no clearly identified literary techniques or methods. The conclusion seems incomplete.

The essay fails to do any type of compare/contrast and isn’t on topic. There are little to no details or examples. There is no logical flow and no conclusion.

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ORGANIZATION •

• • • •

Clear introduction Cohesive sequence of ideas Balanced examples Effective transitions Appropriate length

STYLE • • • •

Sentence variety Word choice Audience awareness Third Person

CONVENTIONS • • •

Sentence formation Subject-verb agreement Standard word forms Punctuation, spelling, and capitalization

The organization of ideas supports the writer’s focus. Ideas and examples are grouped in a logical manner. Effective and varied transitions are used. The essay is an appropriate length.

The organization is appropriate and the sequencing of ideas and examples is logical. Varied transitions are used. The essay is an appropriate length.

The writer utilizes carefully crafted phrases to create a sustained tone and an authoritative voice. Word choice reflects an advanced vocabulary. The writer demonstrates full command of the conventions of written English language. No errors are evident.

The language and tone of the essay enhance the persuasive purpose. Word choice is appropriate. Sentences are varied.

The writer demonstrates knowledge of the conventions of written English. Errors are minor and do not interfere with meaning.

The organization is generally appropriate and the ideas are clearly sequenced, but may be repetitive. The examples are not balanced throughout. Transitions are used. The essay is slightly too long or slight too short. The language and tone are appropriate. Word choice is adequate, but may be simple or ordinary. Some sentence variety is evident.

The organization is formulaic or inappropriate. The response may lack a clear introduction or conclusion. Transitions are rare. The essay is too long or too short.

The essay shows little evidence of organization or sequencing. Transitions are not used. The response is incomplete.

The language and tone are uneven. Word choice is simple, ordinary, or repetitive. There is minimal variation in sentence length and structure.

The language and tone are inappropriate. Word choice is incorrect or confusing. The response is incomplete or too brief.

The writer demonstrates sufficient control of the conventions of written English. Errors may interfere with meaning, but are not distracting.

The writer demonstrates minimal control of the conventions of written English. Errors are frequent and interfere with meaning.

The writer lacks understanding of the conventions of written English. Errors are pervasive. The response is incomplete or too brief.

Scoring Guidelines: 5: 90 – 100 4: 80 – 89 3: 70-79 2: 60 – 69 1: 0 - 59

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Assessment Five: Five Short Answer Questions 12th Grade English - Short Answer Questions Related to Beowulf and Grendel 1. In three to four sentences explain a difference between the character of Grendel portrayed in Beowulf and the character of Grendel portrayed in the retelling Grendel. Rubric:

5 points

4 points

3 points

2 points

1 points

- Answers all parts of the question - Cites and explains a specific difference - 3 to 4 sentences in length - No spelling or grammatical errors

- Answers all parts of the question - Cited a specific difference, but explanation is vague - 3 to 4 sentences in length - Some spelling and grammatical errors

- Only answers part of the question - Little to no explanation provided in the short answer - Not the specified length - Some spelling or grammatical errors

- Somewhat answered the question, but provided incorrect or incomplete information - Very general and lacking specifics - Major spelling and grammatical errors

- Words are written but fails to properly answer the question - Major grammatical and spelling errors - Incomplete answer/length

2. There is one key foil character in Beowulf. In three to four sentences describe how a specific action this character took provided a lesson to the audience. Rubric:

5 points

4 points

3 points

2 points

1 points

- Answers all parts of the question - Cites and explains a specific action and subsequent lesson for the reader/audience - 3 to 4 sentences in length - No spelling or grammatical errors

- Answers all parts of the question - Cites a specific action, but explanation is vague - 3 to 4 sentences in length - Some spelling and grammatical errors

- Only answers part of the question - Little to no explanation provided in the short answer - Not the specified length - Some spelling or grammatical errors

- Somewhat answered the question, but provided incorrect or incomplete information - Very general and lacking specifics - Major spelling and grammatical errors

- Words are written but fails to properly answer the question - Major grammatical and spelling errors - Incomplete answer/length

3. Based on our class discussions, list three characteristics of an epic hero. In addition, provide a brief 1 – 2 sentence explanation of how Beowulf demonstrated each characteristic.

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Rubric:

5 points

4 points

3 points

2 points

1 points

- Answers all parts of the question correctly - Listed three characteristic - Provides brief description for each characteristic -Appropriate length - No spelling or grammatical errors

- Answers all parts of the question - Cites three characteristics, but explanation of Beowulf is lacking - Appropriate length - Some spelling and grammatical errors

- Only answers part of the question - Little to no explanation of Beowulf provided in the short answer - Not the specified length - Some spelling or grammatical errors

- Somewhat answered the question, but provided incorrect or incomplete information - Very general and lacking specifics - Major spelling and grammatical errors

- Words are written but fails to properly answer the question - Major grammatical and spelling errors - Incomplete answer/length

4. In Beowulf, there are a number of pagan influences. List three specific pagan influences found in the epic poem and a 1 – 2 sentence description of what role each influence played in the poem. Rubric:

5 points

4 points

3 points

2 points

1 points

- Answers all parts of the question correctly - Lists three pagan influences and provides a brief description of the influences’ roles -Adequate length. - No spelling or grammatical errors

- Answers all parts of the question - Lists three characteristics, but explanation of the roles in the poem are vague. - Appropriate length - Some spelling and grammatical errors

- Only answers part of the question - Little to no explanation of the role the influences played in the poem. - Not the specified length - Some spelling or grammatical errors

- Somewhat answered the question, but provided incorrect or incomplete information - Very general and lacking specifics - Major spelling and grammatical errors

- Words are written bit fails to properly answer the question - Major grammatical and spelling errors - Incomplete answer/length

5. In Grendel, the main character comes into contact with a number of animals throughout the novel. List two animals he has interactions with and give a 2 - 3 sentence description of each interaction. Rubric:

5 points

4 points

3 points

2 points

1 points

- Answers all parts of the question correctly - Lists two animals and provides a brief description of the interaction. -Adequate length. - No spelling or grammatical errors

- Answers all parts of the question - Lists two animals, but details of the interactions are vague. - Appropriate length - Some spelling and grammatical errors

- Only answers part of the question - Little to no explanation regarding the specific interactions. - Not the specified length - Some spelling or grammatical errors

- Somewhat answered the question, but provided incorrect or incomplete information - Very general and lacking specifics - Major spelling and grammatical errors

- Words are written but fails to properly answer the question - Major grammatical and spelling errors - Incomplete answer/length

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Assessment Six: Fifteen Item Matching Question Test 12th Grade English – Anglo Saxon Unit Vocabulary Write the definition letter next to the corresponding vocab word Words:

Definitions:

Caesura

_____

Kenning

_____

Wyrd

_____

Personification _____ Elegy

_____

Protagonist

_____

Antagonist

_____

Foil

_____

Didacticism

_____

Allegory

_____

Epic

_____

Anglo Saxon

_____

Allegory

_____

Alliteration

_____

Litotes

_____

A. When an author gives human characteristics to ideas, objects, etc. B. A contrast between two things that are represented as being totally different or opposed. C. A character who sets apart a separate character through a strong difference/contrast. D. A pause or break within a line. E. The concept of fate. F. An understatement for rhetorical effect. G. A compound word or metaphorical phrase used to name a thing, person, place, or event indirectly. H. A lengthy narrative poem that follows the great deeds of a hero that possesses the values of a current time or society. I. The repetition of consonant sounds in words that are close together. J. The leading character/hero in a literary work. K. Literature written in Old English composed between 650 – 1100. L. A literary work that can be understood to reveal a hidden meaning that is usually moral or political. M. A character that is opposed to or against the hero of a story. N. Philosophical approach that believes literature should teach a moral lesson or convey deeper meaning. O. A poem of mourning.

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Assessment Seven: Cooperative Learning Assignment 12th Grade English – Beowulf Translation Group Activity Background Information: Students will work in small groups (between 3 – 5 members) to translate a section/chapter of Beowulf into a modern day translation. They will choose one of the following options for their translation assignment: - Construct a rap or jingle - Create a children’s book or comic book - Craft a narration that will be read orally and accompanied by silent acting The groups will then be chosen by the teacher after each student has turned in a notecard that indicates their project preference. The teacher will assign a different section of the text to each group. On the following pages are individual project descriptions/instructions for students, along with the accompanying rubrics.

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Rap/Jingle Project Description & Rubric Project Description: As a group translate your assigned section of Beowulf. After you have translated the section, transform it into a rap or jingle using modern day English and slang. Your rap or jingle will either need to be presented to the class live or recorded. You are not given much instruction for this project because I want you to have the opportunity to express yourselves. Elements to think about include: 1. Who will write the lyrics? 2. Who will present? 3. Do you want to record it or perform live? 4. Do you want background music? 5. What musical elements (slang, rhythm, rhyming, etc) can you use? While creativity is encouraged, please refrain from using swear words or inappropriate language. Projects containing these elements will lose points. How you will be graded:

Criteria

Group Participation (20%)

Excellent The student was observed by the teacher as actively engaged in every step of the group process The student demonstrated respect for other group members. The student received positive feedback from the peer reviews.

Meets Expectations The student was observed by the teacher as participating some of the time. The student listened to other group members, but didn’t always respond or engage. The student received neutral or average feedback from the peer reviews.

Below expectations The student was observed by the teacher rarely participating. The student didn’t interact with the other students.

The student received below average feedback from the peer reviews.

Does not meet expectations The student was never observed by the teacher participating in the group. The student refused to participate with other students. The student received all negative feedback from peer reviews.

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Evaluation: Peer & Self (10%)

Rap/Jingle (70%)

The student filled out the self-evaluation on time and demonstrated selfawareness in their response. The student filled out the peer-evaluations for group members on-time and provided constructive and substantial feedback.

The rap/jingle incorporated modern day musical elements (including rhyming, slang, and underlying beats). The rap/jingle was presented or recorded in a professional and entertaining manner. The rap/jingle accurately translated the text and transformed it into modern English.

The student filled out the self-evaluation form, but only completed a shallow/surface level review. The student filled out the peer-evaluations for group members, but provided very little feedback or suggestion.

The student filled out the self-evaluation form, but only provided a one sentence answer. The student filled out the peer-evaluations for group members, but only provided a one sentence answer.

The rap/jingle incorporated some musical elements, but could be confused with a monologue or poem.

The rap/jingle did not read or present like a rap or jingle. It was missing almost all of the key musical elements.

The rap/jingle was presented or recorded in a slightly unprofessional manner.

The rap/jingle was presented or recorded in a completely unprofessional manner.

The rap/jingle got most of the text translated correctly, but left some key elements out or had misinterpretations.

The rap/jingle incorrectly translated the majority of the text and was missing large parts.

The student did not fill out the self-evaluation form. The student did not fill out the peer-evaluation forms.

The group failed to present or record a project.

Scoring Guidelines: Excellent: 90 – 100, Meets Expectation: 80 – 89, Below Expectations: 70 79, Does not Meet Expectations: 0 - 69

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Comic Book or Children’s Book Description & Rubric Project Description: As a group translate your designated section of Beowulf. After you have translated the section, transform it into a comic book or children’s picture book. The book can be created using online tools or by hand. You are not given much instruction for this project because I want you to have the opportunity to express yourselves. Elements to think about include: 1. Who will write the text for the storyboard? 2. Who will draw the images and/or design it? 3. What elements of a comic strip or children’s book will you include? (Examples: Text bubbles, chronological order, cartoons, etc) 4. How will you present this to the class? a. Who will read the text out loud? b. Do you want to scan it in and have it shown on the SmartBoard? How you will be graded:

Criteria

Excellent

Meets Expectations

Below expectations

Group Participation

The student was observed by the teacher as actively engaged in every step of the group process

The student was observed by the teacher as participating some of the time.

The student was observed by the teacher rarely participating.

(20 %)

The student demonstrated respect for other group members. The student received positive feedback from the peer reviews.

The student listened to other group members, but didn’t always respond or engage. The student received neutral or average feedback from the peer reviews.

The student didn’t interact with the other students.

The student received below average feedback from the peer reviews.

Does not meet expectations The student was never observed by the teacher participating in the group. The student refused to participate with other students. The student received all negative feedback from peer reviews.

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Evaluation: Peer & Self (10%)

Comic or Children’s Book (70%)

The student filled out the self-evaluation on time and demonstrated self-awareness in their response.

The student filled out the self-evaluation form, but only completed a shallow/surface level review.

The student filled out the self-evaluation form, but only provided a one sentence answer. The student filled out the peer-evaluations for group members, but only provided a one sentence answer.

The student filled out the peer-evaluations for group members on-time and provided constructive and substantial feedback.

The student filled out the peer-evaluations for group members, but provided very little feedback or suggestion.

The book incorporated modern day artistic elements that would be found in a normal comic or children’s book.

The book incorporated some modern day artistic elements for comic or children’s books, but it could be confused with a series of drawings.

The book did not resemble a modern day book and failed to incorporate the elements of a book in it.

The book was designed and presented in a slightly unprofessional manner, but still presented a visually appealing product.

The book was presented in an unprofessional manner and is not visually appealing (example: stick figures).

The book got most of the text translated correctly, but left some key elements out or had misinterpretations.

The book incorrectly translated the majority of the text and was missing large parts.

The book was designed and presented in a professional manner. The book is extremely visually appealing. The book accurately translated the text and transformed it into modern English.

The student did not fill out the self-evaluation form. The student did not fill out the peer-evaluation forms.

The group failed to present or record a project.

Scoring Guidelines: Excellent: 90 – 100, Meets Expectation: 80 – 89, Below Expectations: 70 79, Does not Meet Expectations: 0 - 69

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Narration and Silent Acting/Miming Description & Rubric Project Description: As a group translate your assigned section of Beowulf. After you have translated the section, transform the section into a modern day narration that is accompanied by silent acting/miming to depict the scene. The project can be presented live or pre-recorded. You are not given much instruction for this project because I want you to have the opportunity to express yourselves. Elements to think about include: 1. Who will write the text for the narration? 2. Who will choreograph the accompanying silent acting/miming? 3. Who will read the narration for the presentation and who will act it out? 4. Where can you draw inspiration from? (silent movies, etc). 5. Will your actors need props? How you will be graded:

Criteria

Group Participation (20%)

Evaluation: Peer & Self (10%)

Excellent

Meets Expectations

The student was observed by the teacher as actively engaged in every step of the group process

The student was observed by the teacher as participating some of the time.

The student demonstrated respect for other group members.

The student listened to other group members, but didn’t always respond or engage.

The student received positive feedback from the peer reviews.

The student received neutral or average feedback from the peer reviews.

The student filled out the self-evaluation on time and demonstrated self-awareness in their response.

The student filled out the self-evaluation form, but only completed a shallow/surface level review.

The student filled out the peer-evaluations for group members ontime and provided constructive and substantial feedback.

The student filled out the peer-evaluations for group members, but provided very little

Below expectations The student was observed by the teacher rarely participating. The student didn’t interact with the other students.

The student received below average feedback from the peer reviews.

The student filled out the self-evaluation form, but only provided a one sentence answer. The student filled out the peer-evaluations for group members, but only provided a one sentence answer.

Does not meet expectations The student was never observed by the teacher participating in the group. The student refused to participate with other students. The student received all negative feedback from peer reviews.

The student did not fill out the self-evaluation form. The student did not fill out the peer-evaluation forms.

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feedback or suggestion.

Narration and Silent Acting/Miming (70%)

The narration and silent acting/miming presentation incorporated deliberate and relevant movement to accompany the narration.

The narration and silent acting/miming presentation incorporated some deliberate and relevant movement to accompany the narration.

The narration and silent acting/miming was presented or recorded in a professional and entertaining manner.

The narration and silent acting/miming was presented in a slightly unprofessional manner, but was obviously rehearsed.

The narration accurately translated the text and transformed it into a creative modern English piece.

The narration got most of the text translated correctly, but left some key elements out or had misinterpretations.

The narration and silent acting/miming presentation did not resemble a silent moving and used irrelevant movement or very little.

The group failed to present or record a project.

The narration and silent acting/miming was presented in an unprofessional or completely unrehearsed manner.

The narration incorrectly translated the majority of the text and was missing large parts.

Scoring Guidelines: Excellent: 90 – 100, Meets Expectation: 80 – 89, Below Expectations: 70 79, Does not Meet Expectations: 0 - 69

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Peer Evaluation Form for Group Project

Your name ___________________________________________________ Write the name of each of your group members in a separate column. For the first four criteria and for each person, indicate the extent to which you agree with the statement on the left, using a scale of 1-4 (1=strongly disagree; 2=disagree; 3=agree; 4=strongly agree).

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Self-Evaluation Form for Group Project Your name ___________________________________________________ For each the first four criteria, indicate the extent to which you agree with the statement on the left, using a scale of 1-4 (1=strongly disagree; 2=disagree; 3=agree; 4=strongly agree).

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Sources:

BEOWULF. (2005, July 19). Retrieved from https://www.gutenberg.org/files/16328/16328h/16328-h.htm English in grade 12. (n.d.). Retrieved from http://www.montgomeryschoolsmd.org/curriculum/english/high/grade12/ Teaching and learning: English language arts. (n.d.). Retrieved from http://mdk12.msde.maryland.gov/instruction/curriculum/reading/index.html

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