Вы находитесь на странице: 1из 2

Teacher: Amelia Hasbrouck Mentor: Leah Jurca

Subject: English Literature Campus District: Rockwall ISD

Grade Level: 12th grade/ 45 minutes Date: 9/27/13

Overall Goal of Lesson: Students will be able to analyze an anti-heros traits compared to a heros traits.

Instructional Objectives: Students will be put into groups and each group will be given two different characters either from literature or the real world. They will then compare the two characters and analyze traits which fit into the category of a hero or an anti-hero. Texas Essential Knowledge & Skills (TEKS) & ELPS: 110.34. English Language Arts and Reading, English IV 2- reading/comprehension of literary text/theme and genre a. compare and contrast works of literature that express a universal theme b. compare and contrast similarities and differences in classical plays with their modern day novel, film, play c. relate the characters, setting and theme of a literary work with the historical, social and economic ideas of its time 5- reading comprehension of literary text/ fiction b. analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the underlying motivations and behaviors of characters 24- Listening and speaking/listening a. listen responsively to a speaker by framing inquiries that reflect an understanding of the content 26- Listening and speaking/ teamwork- students work productively with others in teams Key Vocabulary: Hero Anti-Hero Heros Journey Epic Poem Hero Archetype

Higher Order Questions: Compare anti-heroes with heroes How are Beowulf and Grendel alike? How are Beowulf and Grendel different? What if he we did not have any anti-heroes? How does Grendel act as an anti-hero?

Student Activities: (Keep in mind the following: Scaffolding, Independent or Cooperative activities, Groupings, Reading, Writing, Listening, Hands-On/Minds-On, Connections to previous knowledge, etc) Scaffolding- As a class, go over Grendels traits as an anti -hero Use of Prezi: Teacher will read excerpts from Grendel and ask the class how that view of Grendel reflects a specific trait of an anti-hero Cooperative Activity- Working as a class to come up with anti-heroic and heroic traits for Grendel Group work- comparing list of characters as either hero or anti-hero Listening- watching the Ted Ed video Connections to previous knowledge- traits of a hero/ Knowledge of Beowulf Reading- Selected excerpts from Grendel Chapter 1 Modifications/ELL Strategies Prezi Handout of anti-hero traits Anticipatory Activity for Lesson: Personal definition of an anti-hero written on the whiteboard as they walk into the classroom

Time 2 minutes 5 minutes 11 minutes 2 minutes 4 minutes 4 minutes 4 minutes 4 minutes 4 minutes 4 minutes

Teacher Input/Lesson Activity: Bell ringer- Write on the board: What comes to your mind when you think of an anti-hero Watch Ted Ed Video over the anti-hero Prezi- Read the excerpts from chapter one in Grendel and discuss how he fits certain traits Introduce the assignment through Prezi and pass out handouts Trait one-deprived of rules and consequences of society Trait two- outlaw- no status in society; wanders on fringes of society Trait three- Rejects values, rules, and attitudes of society Trait four- seeks to establish own rules and ethics Trait five- a failure, crude, sometimes stupid or dishonest Trait Six- Often angry

1 minute

Closure activity- Talk with a neighbor about your thoughts on Grendel being an anti-hero Modeling: Defining Grendel as an anti-hero together as a class

Guided Practice: Teacher will walk around and help students, also will guide them from trait to trait so that they are aware of time restraints Independent Practice: Writing their own definition of an anti-hero on the board Lesson Closure: Talk with a neighbor about your thoughts on Grendel being an anti-hero

Assessment Methods/Strategies: Daily grade on worksheet

Resources (supplies, equipment, software, etc.): Prezi Computer Projection Screen Paper and writing utensil Internet Access List of heroes and anti-heroes to distribute to groups Reflection: