Principal Characters

Beowulf - The protagonist of the epic, Beowulf is a Geatish hero who fights the monster
Grendel, Grendel’s mother, and a fire-breathing dragon. Beowulf’s boasts and
encounters reveal him to be the strongest, ablest warrior around. In his youth, he
personifies all of the best values of the heroic culture. In his old age, he proves a wise
and effective ruler.
Read an IN-DEPTH ANALYSIS OF BEOWULF.
King Hrothgar - The king of the Danes. Hrothgar enjoys military success and prosperity
until Grendel terrorizes his realm. A wise and aged ruler, Hrothgar represents a different
kind of leadership from that exhibited by the youthful warrior Beowulf. He is a father
figure to Beowulf and a model for the kind of king that Beowulf becomes.
Grendel - A demon descended from Cain, Grendel preys on Hrothgar’s warriors in the
king’s mead-hall, Heorot. Because his ruthless and miserable existence is part of the
retribution exacted by God for Cain’s murder of Abel, Grendel fits solidly within the
ethos of vengeance that governs the world of the poem.
Read an IN-DEPTH ANALYSIS OF GRENDEL.

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Macbeth As Told in a Series of Texts | The SparkNotes Blog

Macbeth As Told in a Series of Texts | The SparkNotes Blog

Grendel’s Mother - An unnamed swamp-hag, Grendel’s mother seems to possess

fewer human qualities than Grendel, although her terrorization of Heorot is explained by
her desire for vengeance—a human motivation.
The Dragon - An ancient, powerful serpent, the dragon guards a horde of treasure in a
hidden mound. Beowulf’s fight with the dragon constitutes the third and final part of the
epic.
Other Danes
Shield Sheafson - The legendary Danish king from whom Hrothgar is descended, Shield
Sheafson is the mythical founder who inaugurates a long line of Danish rulers and
embodies the Danish tribe’s highest values of heroism and leadership. The poem opens
with a brief account of his rise from orphan to warrior-king, concluding, “That was one
good king” (11).
Beow - The second king listed in the genealogy of Danish rulers with which the poem
begins. Beow is the son of Shield Sheafson and father of Halfdane. The narrator
presents Beow as a gift from God to a people in need of a leader. He exemplifies the
maxim, “Behavior that’s admired / is the path to power among people everywhere” (24–
25).
Halfdane - The father of Hrothgar, Heorogar, Halga, and an unnamed daughter who
married a king of the Swedes, Halfdane succeeded Beow as ruler of the Danes.
Wealhtheow - Hrothgar’s wife, the gracious queen of the Danes.
Unferth - A Danish warrior who is jealous of Beowulf, Unferth is unable or unwilling to
fight Grendel, thus proving himself inferior to Beowulf.
Read an IN-DEPTH ANALYSIS OF UNFERTH.
Hrethric - Hrothgar’s elder son, Hrethric stands to inherit the Danish throne, but
Hrethric’s older cousin Hrothulf will prevent him from doing so. Beowulf offers to support
the youngster’s prospect of becoming king by hosting him in Geatland and giving him
guidance.
Hrothmund - The second son of Hrothgar.
Hrothulf - Hrothgar’s nephew, Hrothulf betrays and usurps his cousin, Hrethic, the
rightful heir to the Danish throne. Hrothulf’s treachery contrasts with Beowulf’s loyalty to
Hygelac in helping his son to the throne.
Aeschere - Hrothgar’s trusted adviser.
Other Geats
Hygelac - Beowulf’s uncle, king of the Geats, and husband of Hygd. Hygelac heartily
welcomes Beowulf back from Denmark.
Hygd - Hygelac’s wife, the young, beautiful, and intelligent queen of the Geats. Hygd is
contrasted with Queen Modthryth.
Wiglaf - A young kinsman and retainer of Beowulf who helps him in the fight against the
dragon while all of the other warriors run away. Wiglaf adheres to the heroic code better
than Beowulf’s other retainers, thereby proving himself a suitable successor to Beowulf.
Read an IN-DEPTH ANALYSIS OF WIGLAF.
Ecgtheow - Beowulf’s father, Hygelac’s brother-in-law, and Hrothgar’s friend. Ecgtheow
is dead by the time the story begins, but he lives on through the noble reputation that he
made for himself during his life and in his dutiful son’s remembrances.
King Hrethel - The Geatish king who took Beowulf in as a ward after the death of
Ecgtheow, Beowulf’s father.
Breca - Beowulf’s childhood friend, whom he defeated in a swimming match. Unferth
alludes to the story of their contest, and Beowulf then relates it in detail.
Other Figures Mentioned
Sigemund - A figure from Norse mythology, famous for slaying a dragon. Sigemund’s
story is told in praise of Beowulf and foreshadows Beowulf’s encounter with the dragon.
King Heremod - An evil king of legend. The scop, or bard, at Heorot discusses King
Heremod as a figure who contrasts greatly with Beowulf.
Queen Modthryth - A wicked queen of legend who punishes anyone who looks at her
the wrong way. Modthryth’s story is told in order to contrast her cruelty with Hygd’s
gentle and reasonable behavior.
Beowulf – Epic Poem Summary &
Analysis – Other Ancient Civilizations –
Classical Literature
(Epic poem, anonymous, Old English, c. 8th Century CE, 3,182 lines)
Introduction | Synopsis | Analysis | Resources
Introduction – Who is Beowulf Back to Top of Page

“Beowulf” is a heroic epic poem written by an unknown author in Old English, some time between
the 8th and the 10th Century CE. It is one of the most important works of Anglo-Saxon literature,
and has been the subject of much scholarly study, theory, speculation and discourse. It tells the
story of the hero Beowulf, and his battles against the monster Grendel (and Grendel’s mother), and
against an unnamed dragon.

Synopsis – Beowulf Summary Back to Top of Page

The poem begins with a history of the Danish kings,

starting with Shild (whose funeral is described in the Prologue) and leading up to the reign of the
current king Hrothgar, Shild’s great-grandson. Hrothgar is well loved by his people and successful in
war. He builds a lavish hall, called Herot (or Heorot), to house his vast army, and when the hall is
finished the Danish soldiers gather under its roof to celebrate.
However, provoked by the singing and carousing of Hrothgar’s followers, Grendel, a monster in
human shape who lives at the bottom of a nearby swamp, appears at the hall late one night and
kills thirty of the warriors in their sleep. For the next twelve years the fear of Grendel‘s potential fury
casts a shadow over the lives of the Danes. Hrothgar and his advisers can think of nothing to
appease the monster’s anger.

Beowulf, prince of the Geats, hears about Hrothgar’s troubles, and gathers fourteen of his bravest
warriors, and sets sail from his home in southern Sweden. The Geats are greeted by the members
of Hrothgar’s court, and Beowulf boasts to the king of his previous successes as a warrior,
particularly his success in fighting sea monsters. Hrothgar welcomes the arrival of the Geats, hoping
that Beowulf will live up to his reputation. During the banquet that follows Beowulf‘s arrival, Unferth,
a Danish soldier, voices his doubts about Beowulf‘s past accomplishments, and Beowulf, in turn,
accuses Unferth of killing his brothers. Before retiring for the night, Hrothgar promises Beowulf great
treasures if he meets with success against the monster.

That night, Grendel appears at Herot, and Beowulf, true to his word, wrestles the monster bare-
handed. He tears off the monster’s arm at the shoulder, but Grendel escapes, only to die soon
afterward at the bottom of the snake-infested swamp where he and his mother live. The Danish
warriors, who had fled the hall in fear, return singing songs in praise of Beowulf‘s triumph and
performing heroic stories in Beowulf‘s honour. Hrothgar rewards Beowulf with a great store of
treasures and, after another banquet, the warriors of both the Geats and the Danes retire for the
night.

Unknown to the warriors, however, Grendel‘s mother is plotting revenge for her son’s death. She
arrives at the hall when all the warriors are sleeping and carries off Esher, Hrothgar’s chief
adviser. Beowulf, rising to the occasion, offers to dive to the bottom of the lake, find the monster’s
dwelling place, and destroy her. He and his men follow the monster’s tracks to the cliff overlooking
the lake where Grendel‘s mother lives, where they see Esher’s bloody head floating on the surface
of the lake. Beowulf prepares for battle and asks Hrothgar to look after his warriors and to send his
treasures to his uncle, King Higlac, if he does not return safely.

During the ensuing battle, Grendel‘s mother carries Beowulf down to her underwater home,
but Beowulf finally kills the monster with a magical sword that he finds on the wall of her home. He
also finds Grendel‘s dead body, cuts off the head, and returns to dry land. The Geat and Danish
warriors, waiting expectantly, celebrate as Beowulf has now purged Denmark of the race of evil
monsters.

They return to Hrothgar’s court, where the Danish king is duly thankful, but warns Beowulf against
the dangers of pride and the fleeting nature of fame and power. The Danes and Geats prepare a
great feast in celebration of the death of the monsters and the next morning the Geats hurry to their
boat, anxious to begin the trip home. Beowulf bids farewell to Hrothgar and tells the old king that if
the Danes ever again need help he will gladly come to their assistance. Hrothgar
presents Beowulf with more treasures and they embrace, emotionally, like father and son.
 Beowulf and the Geats sail
home and, after recounting the story of his battles with Grendel and Grendel‘s mother, Beowulf tells
the Geat king Higlac about the feud between Denmark and their enemies, the Hathobards. He
describes the proposed peace settlement, in which Hrothgar will give his daughter Freaw to Ingeld,
king of the Hathobards, but predicts that the peace will not last long. Higlac rewards Beowulf for his
bravery with parcels of land, swords and houses.

In the second part of the poem, set many years later, Higlac is dead, and Beowulf has been king
of the Geats for some fifty years. One day, a thief steals a jewelled cup from a sleeping dragon, and
the dragon avenges his loss by flying through the night burning down houses, including Beowulf‘s
own hall and throne. Beowulf goes to the cave where the dragon lives, vowing to destroy it single-
handed. He is an old man now, however, and his strength is not as great as it was when he fought
against Grendel. During the battle, Beowulf breaks his sword against the dragon’s side and the
dragon, enraged, engulfs Beowulf in flames, wounding him in the neck.

All of Beowulf‘s followers flee except Wiglaf, who rushes through the flames to assist the aging
warrior. Wiglaf stabs the dragon with his sword, and Beowulf, in a final act of courage, cuts the
dragon in half with his knife.
 However, the damage is done, and Beowulf realizes that
he is dying, and that he has fought his last battle. He asks Wiglaf to take him to the dragon’s
storehouse of treasures, jewels and gold, which brings him some comfort and make him feel that the
effort has perhaps been worthwhile. He instructs Wiglaf to build a tomb to be known as “Beowulf‘s
tower” on the edge of the sea there.

After Beowulf dies, Wiglaf admonishes the troops who deserted their leader while he was fighting
against the dragon, telling them that they have been untrue to the standards of bravery, courage and
loyalty that Beowulf has taught. Wiglaf sends a messenger to a nearby encampment of Geat soldiers
with instructions to report the outcome of the battle. The messenger predicts that the enemies of the
Geats will feel free to attack them now that their great king is dead.

Wiglaf supervises the building of Beowulf’s funeral pyre. In keeping with Beowulf‘s instructions, the
dragon’s treasure is buried alongside his ashes in the tomb, and the poem ends as it began, with the
funeral of a great warrior.

Analysis Back to Top of Page

“Beowulf” is the oldest known epic poem written in English, although its date is not known with
any certainty (the best estimate being 8th Century CE, and definitely before the early 11th
century CE). The author is likewise unknown, and represents a question that has mystified readers
for centuries. It is generally thought that the poem was performed orally by memory by the poet or by
a “scop” (a travelling entertainer), and was passed down in this way passed down to readers and
listeners, or that it was finally written down at the request of a king who wanted to hear it again.

Because of the unified structure of the poem, with its interweaving of historical information into the
flow of the main narrative, the poem was most likely composed by one person, although there are
two distinct parts to the poem and some scholars believe that the sections which take place in
Denmark and the sections which take place back in Beowulf’s homeland were written by different
authors.

It is written in a dialect known as Old English (also referred to as Anglo-Saxon), a dialect that
had become the language of its time by about the early part of the 6th Century CE, in the wake of the
occupation of the Romans and the increasing influence of Christianity. Old English is a heavily
accented language, so different from modern English as to appear almost unrecognizable, and its
poetry is known for its emphasis on alliteration and rhythm. Each line of “Beowulf” is divided into two
distinct half-lines (each containing at least four syllables), separated by a pause and related by the
repetition of sounds. Almost no lines in Old English poetry end in rhymes in the conventional sense,
but the alliterative quality of the verse gives the poetry its music and rhythm.

The poet also makes use of a stylistic device called “kenning”, a method of naming a person or
thing by using a phrase that signified a quality of that person or thing (e.g. a warrior might be
described as “the helmet-bearing one”). Another characteristic of the poet’s style is his use of litotes,
a form of understatement, often with negative overtones, which is intended to create a sense of
irony.

Most often the characters just deliver speeches to one another, and there are no real conversations
as such. However, the story is kept moving quickly by leaping from one event to another. There is
some use of historical digressions, similar to the use of flashbacks in modern movies and novels,
and this interweaving of events of the present and the past is a major structural device. The poet
also sometimes shifts the point of view in the midst of an action in order to offer multiple
perspectives (for example, to show the reactions of the warriors who are looking on as an audience
in almost every battle).
 “Beowulf” is part of the tradition of epic poetry that
began with the poems of Homer and Virgil, and it deals with the affairs and deeds of brave men,
but, like its classical models, it makes no attempt to portray a whole life chronologically from
beginning to end. It also functions as a kind of history, blending past, present, and future in a unique,
all-encompassing way. It is not just a simple tale about a man who kills monsters and dragons, but
rather a large-scale vision of human history.

As in the earlier classical epic poems of Greece and Rome, the characters are generally presented
in realistic fashion, but also from time to time as the poet considers they ought to be. Occasionally,
the poet breaks his objective tone to offer a moral judgment on one of his characters, although for
the most part he lets the actions of the characters speak for themselves. As in the classical tradition
of epic poetry, the poem is concerned with human values and moral choices: the characters are
capable of performing acts of great courage, but conversely they are also capable of suffering
intensely for their deeds.

The poet attempts to some extent to reconcile the “human” and the “heroic” sides
of Beowulf’s personality. Although he is described as greater and stronger than anyone anywhere
in the world, and clearly commands immediate respect and attention, he is also portrayed as
courteous, patient and diplomatic in his manner, and lacks the brusqueness and coldness of a
superior and hubristic hero. He boasts to Hrothgar of his bravery, but does so mainly as a practical
means of getting what he wants.

Although Beowulf may act selflessly, governed by a code of ethics and an intuitive understanding of
other people, a part of him nevertheless has no real idea of why he acts the way he does, and this is
perhaps the tragic flaw in his character. Certainly, fame, glory and wealth are also among his
motivations, as well as practical considerations such as a desire to pay his father’s debt. He seems
to have no great desire to become king of the Geats and, when first offered the throne, he refuses,
preferring to play the role of warrior-son. Likewise, he never appears quite certain whether his
success as a warrior is due to his own strength or to God’s help, indicating some spiritual conflicts
which raise him above the level of a mere stock hero figure.

The Danish king Hrothgar is perhaps the most human character in the poem, and the person with
whom it may be easiest for us to identify. He appears wise, but also lacking the courage expected of
a great warrior-king, and age has clearly robbed him of the power to act decisively.
After Beowulf has killed Grendel‘s mother, Hrothgar takes Beowulf to one side in a very concerned
and fatherly manner and advises him to guard against wickedness and the evils of pride, and to use
his powers for the betterment of other people. When Beowulf is departing from Denmark, Hrothgar
shows that he is not afraid to show his emotions as he embraces and kisses the young warrior and
bursts into tears. The old king’s modest show of vanity in building the huge hall, Herot, as a
permanent monument to his achievments is perhaps his only real flaw, and it could be argued that
this display of pride or vanity is what attracted Grendel’s attention in the first place and set the whole
tragedy in motion.

The character of Wiglaf in the second part of the poem, although a relatively minor character, is
nevertheless important to the overall structure of the poem. He represents the young warrior who
helps the aging King Beowulf in his battle against the dragon in the second part of the poem, in
much the same way as the younger Beowulf helped King Hrothgar in the first part. He is a perfect
example of the idea of “comitatus”, the loyalty of the warrior to his leader, and, while all his fellow
warriors flee the dragon in fear, Wiglaf alone comes to the aid of his king. Like the young Beowulf,
he is also a model of self-control, determined to act in a way that he believes to be right.

The monster Grendel is an extreme example of evil and corruption,

possessing no human feelings except hatred and bitterness toward mankind. However, unlike
human beings, who can contain elements of good and evil, there seem to be no way
that Grendel can ever be converted to goodness. As much as he stands for a symbol of
evil, Grendel also represents disorder and chaos, a projection of all that was most frightening to the
Anglo-Saxon mind.

The main theme of the poem is the conflict between good and evil, most obviously exemplified
by the physical conflict between Beowulf and Grendel. However, good and evil are also presented in
the poem not as mutually exclusive opposites, but as dual qualities present in everyone. The poem
also makes clear our need for a code of ethics, which allows members of society to relate to one
another with understanding and trust.

Another theme is that of youth and age. In the first part, we see Beowulf as the young, daring
prince, in contrast with Hrothgar, the wise but aging king. In the second part, Beowulf, the aging but
still heroic warrior, is contrasted with his young follower, Wiglaf.

In some ways, “Beowulf” represents a link between two traditions, the old pagan
traditions (exemplified by the virtues of courage in war and the acceptance of feuds between men
and countries as a fact of life) and the new traditions of the Christian religion. The poet, probably
himself a Christian, makes it clear that idol worshipping is a definite threat to Christianity, although
he chooses to make no comment on Beowulf’s pagan burial rites. The character of Beowulf himself
is not particularly concerned with Christian virtues like meekness and poverty and, although he
clearly wants to help people, in a Christian sort of way, his motivation for doing so is complicated.
Hrothgar is perhaps the character who least fits into the old pagan tradition, and some readers see
him as modelled after an “Old Testament” biblical king.

Resources Back to Top of Page

English 9 lesson 2 maximizing my strength, beowulf
1. 1. A Journey through Anglo-American Literature ALVIN B. MANALANG Discussant
2. 2. Lesson 2 MAXIMIZING MY STRENGTH
3. 3. Beowulf • Beowulf is the longest and greatest surviving Anglo-Saxon poem. • Beowulf is
the oldest surviving epic in English literature. • An unknown bard composed it around the 7th
or 8th century, and probably recited it to the accompaniment of harp music. • The setting of
the epic is the sixth century in what is now known as Denmark and southwestern Sweden. •
4. 4. Literary Devices • Allusion: • Alliteration: • Epic Poetry: • Kennings: • Scop: • Simile: •
Litotis: • •
5. 5. Anglo-Saxon Concepts and Warrior Codes • Werglid • Comitatus • Thanes • Kings
6. 6. Pagan and Christian elements in Beowulf • Christianity • God is mentioned by two of the
main characters in the poem: Beowulf and Hrothgar. • Grendel as Lucifer – Both are outcasts
– Perform a task for God – Grendel is described as a son or descendant of Cain, a clear
Biblical reference. • Pagan • Strong nature presence • Strength of the warrior •
7. 7. Epic • Noble hero • Tells the traditions of the people and society • Oral tradition •
Scops/Muse • Hero of impressive stature, national and historical importance • Vast settings •
Deeds require Superhuman courage • Supernatural forces; Gods, angels and demons are
involved • Elevated style • • •
8. 8. Epic Hero • Central figure in a long narrative • Reflects values of the society • Beowulf is
an ancient English hero but he is also an archetype hero. • Represents the community facing
forces of darkness. • Super physical strength • Supremely ethical
9. 9. Four Episodes • Purging of Herot, Danish mead-hall of Hrotghar, the king, from Grendel,
the monster. • The killing of Grendel’s mother shown in her watery lair. • The triamhant
warrior returns home. • After 50 years of peace, hero-king saves his people by slaying the
dragon but also dies in the attempt.
10. 10. Scyld Scefing • The poem opens with a brief genealogy of the Scylding (Dane) royal
dynasty, named after a mythic hero, Scyld Scefing. • Many years ago he came to them, the
Danish people. They found him on the beach in a boat no bigger than a shield, a child
without clothing, surrounded by treasure. • No one knew who had sent him across the sea,
but he lived and grew and gained respect until they made him their King, and all the tribes
living nearby had to obey him. • No enemy dared to attack , and he gave gifts gladly to his
followers. He was a good King. •
11. 11. Episode 1-Heorot • Heorot (pronounced /hay oh roht) is a mead hall described in the
Anglo-Saxon epic Beowulf as "the foremost of halls under heaven." • It was built King
Hrothgar. • Heorot means "Hall of the Hart" (male deer). • The Geatish (Swedish) hero
Beowulf defends the royal hall and its residents from the monster, Grendel.
12. 12. Grendel • For 12 years, a huge man-like ogre named Grendel, a descendant of the
biblical murderer Cain, has menaced the aging Hrothgar, raiding Heorot and killing the king’s
thanes (warriors). • Grendel rules the mead-hall nightly. • He is jealous of the jealous of the
marry making and joys of the man as he is not a part of the society.
13. 13. Rescue • Beowulf, a young warrior in Geatland (southwestern Sweden), comes to the
Scyldings’ aid, bringing with him 14 of his finest men. • Hrothgar once sheltered Beowulf’s
father during a deadly feud, and the mighty Geat hopes to return the favor while enhancing
his own reputation. •
14. 14. Grendle arrives • While the Danes retire to safer sleeping quarters, Beowulf and the
Geats bed down in Heorot, fully aware that Grendel will visit them. • He does. Angered by
the joy of the men in the mead-hall, the ogre furiously bursts in on the Geats, killing one and
then reaching for Beowulf.
15. 15. Episode 2-Revenge • But Grendel’s mother—not quite as powerful as her son but highly
motivated—climbs to Heorot that night, retrieves her son’s claw, and murderously abducts
one of the Scyldings (Aeschere) while Beowulf sleeps elsewhere. • The next morning,
 Hrothgar, Beowulf, and a retinue of Scyldings and Geats follow the mother’s tracks into a
dark, forbidding swamp and to the edge of her mere. •
16. 16. Fight Underwater • Near the bottom of the lake, Grendel’s mother attacks and hauls the
Geat warrior to her dimly lit cave. • Beowulf fights back once inside the dry cavern, but the
gift sword, Hrunting, strong as it is, fails to penetrate the ogre’s hide. • Beowulf wrestles with
Grendle’s mother • The mother moves to kill Beowulf with her knife, but his armor, made by
the legendary blacksmith Weland, protects him. •
17. 17. Magical sword • Suddenly Beowulf spots a magical, giant sword and uses it to cut
through the mother’s spine at the neck, killing her. • A blessed light unexplainably illuminates
the cavern, disclosing Grendel’s corpse and a great deal of treasure. Beowulf decapitates
the corpse. • The magic sword melts to its hilt. Beowulf returns to the lake’s surface carrying
the head and hilt but leaving the treasure.
18. 18. Episode 3-Return to Geatland • After more celebration and gifts and a sermon by
Hrothgar warning of the dangers of pride and the mutability of time, Beowulf and his men
return to Geatland. • There he serves his king well until Hygelac is killed in battle and his son
dies in a feud. • Beowulf is then named king and rules successfully for 50 years. • Like
Hrothgar, however, his peace is shattered in his declining years. Beowulf must battle one
more demon. • •
19. 19. Episode 4-The final fight • Led by the fugitive, Beowulf and eleven of his men seek out
the dragon’s barrow. • Beowulf insists on taking on the dragon alone, but his own sword,
Naegling, is no match for the monster. • Seeing his king in trouble, one thane, Wiglaf, goes
to his assistance. • The others flee to the woods. •
20. 20. Death • Together, Wiglaf and Beowulf kill the dragon, but the mighty king is mortally
wounded. • Dying, Beowulf leaves his kingdom to Wiglaf and requests that his body be
cremated in a funeral pyre and buried high on a seaside cliff where passing sailors might see
the barrow. • The dragon’s treasure-hoard is buried with him. It is said that they lie there still.
21. 21. 1 battle-sweat Slaughter- drew 5 Dragon-Slayer War trooper’s Leader Chief of the
stranger 1 Battle-sweat Slaughter-dew 3 Horrible hermit Slaughter-drew Sin-stained demon
2 Evil –doer Life-evil 4 Battle-dress Mail-shirt Fighting- gear 6 Ring giver Gold giver 7 Wave
floater Swirling surf 8 Light of battle 9 Whale road Whale’s way Swan road
22. 22. The Battle with Grendel from Beowulf translated by Burton Raffel •
23. 23. Epic 4 8 Out from the marsh, from the foot of misty Hills
and bogs, bearing God’s hatred, Grendel came, hoping to kill 395 Anyone he cou
ld trap on this trip to high Herot. He moved quickly through the cloudy night,
Up from his swampland, sliding silently Toward that gold-
shining hall. He had visited Hrothgar’s Home before, knew the way— 400 But nev
er, before nor after that night, Found Herot defended so firmly, his reception
So harsh. He journeyed, forever joyless, Straight to the door, then snapped it open,
Tore its iron fasteners with a touch,
24. 24. •
405 And rushed angrily over the threshold. He strode quickly across the inlaid
Floor, snarling and fierce: His eyes Gleamed in the darkness, burned with a gru
esome Light. Then he stopped, seeing the hall 410 Crowded with sleeping warrior
s, stuffed With rows of young soldiers resting together. And his heart laughe
d, he relished the sight, Intended to tear the life from those bodies By mornin
g; the monster’s mind was hot
25. 25. •
415 With the thought of food and the feasting his belly Would soon know. But fate,
that night, intended Grendel to gnaw the broken bones Of his last human su
pper. Human Eyes were watching his evil steps, 420 Waiting to see his swift hard
claws. Grendel snatched at the first Geat He came to, ripped him apart, cut
His body to bits with powerful jaws, Drank the blood from his veins, and bolte
d
26. 26. •
425 Him down, hands and feet; death And Grendel’s great teeth came together,
Snapping life shut. Then he stepped to another Still body, clutched at Beowulf
with his claws, Grasped at a strong-hearted wakeful sleeper 430 —
And was instantly seized himself, claws Bent back as Beowulf leaned up on one arm
. That shepherd of evil, guardian of crime, Knew at once that nowhere on ea
rth Had he met a man whose hands were harder;
27. 27. • 435 His mind was flooded with fear—
but nothing Could take his talons and himself from that tight Hard grip. Gren
del’s one thought was to run From Beowulf, flee back to his marsh and hide there:
This was a different Herot than the hall he had emptied. 440 But Higlac’s follower r
emembered his final Boast and, standing erect, stopped The monster’s flight
, fastened those claws In his fists till they cracked, clutched Grendel Closer.
The infamous killer fought
28. 28. •
445 For his freedom, wanting no flesh but retreat, Desiring nothing but escape; his
claws Had been caught, he was trapped. That trip to Herot Was a miserable
journey for the writhing monster! The high hall rang, its roof boards swayed, 450
And Danes shook with terror. Down The aisles the battle swept, angry And
wild. Herot trembled, wonderfully Built to withstand the blows, the struggling
Great bodies beating at its beautiful walls;
29. 29. •
455 Shaped and fastened with iron, inside And out, artfully worked, the building
Stood firm. Its benches rattled, fell To the floor, gold-
covered boards grating As Grendel and Beowulf battled across them. 460 Hrothg
ar’s wise men had fashioned Herot To stand forever; only fire, They had plan
ned, could shatter what such skill had put Together, swallow in hot flames such sple
ndor Of ivory and iron and wood. Suddenly
30. 30. •
465 The sounds changed, the Danes started In new terror, cowering in their beds
as the terrible Screams of the Almighty’s enemy sang In the darkness, the h
orrible shrieks of pain And defeat, the tears torn out of Grendel’s 470 Taut throat,
hell’s captive caught in the arms Of him who of all the men on earth Was the
strongest. •
31. 31. • 9 • That mighty protector of men Meant to hold the monster till its li
fe Leaped out, knowing the fiend was no use 475 To anyone in Denmark. All of B
eowulf’s Band had jumped from their beds, ancestral Swords raised and rea
dy, determined To protect their prince if they could. Their courage Was great
but all wasted: They could hack at Grendel 480 From every side, trying to open A
path for his evil soul, but their points Could not hurt him, the sharpest and hardest ir
on Could not scratch at his skin, for that sin-
stained demon Had bewitched all men’s weapons, laid spells
32. 32. •
485 That blunted every mortal man’s blade. And yet his time had come, his days
Were over, his death near; down To hell he would go, swept groaning and he
lpless To the waiting hands of still worse fiends. 490 Now he discovered—
once the afflictor Of men, tormentor of their days—
what it meant To feud with Almighty God: Grendel Saw that his strength was
deserting him, his claws Bound fast, Higlac’s brave follower tearing at
33. 33. •
495 His hands. The monster’s hatred rose higher, But his power had gone. He twi
sted in pain, And the bleeding sinews deep in his shoulder Snapped, muscle
and bone split And broke. The battle was over, Beowulf 500 Had been granted n
 ew glory: Grendel escaped, But wounded as he was could flee to his den, Hi
s miserable hole at the bottom of the marsh, Only to die, to wait for the end
Of all his days. And after that bloody
34. 34. • 505 Combat the Danes laughed with delight. He who had come to them fro
m across the sea, Bold and strong-
minded, had driven affliction Off, purged Herot clean. He was happy, Now, w
ith that night’s fierce work; the Danes 510 Had been served as he’d boasted he’d serve th
em; Beowulf, A prince of the Geats, had killed Grendel, Ended the grief, the
sorrow, the suffering Forced on Hrothgar’s helpless people By a bloodthirsty
fiend. No Dane doubted
35. 35. •
515 The victory, for the proof, hanging high From the rafters where Beowulf had h
ung it, was the monster’s Arm, claw and shoulder and all. 10 • And t
hen, in the morning, crowds surrounded Herot, warriors coming to that hall 520 Fr
om faraway lands, princes and leaders Of men hurrying to behold the monster’s
Great staggering tracks. They gaped with no sense Of sorrow, felt no regret for h
is suffering, Went tracing his bloody footprints, his beaten
36. 36. •
525 And lonely flight, to the edge of the lake Where he’d dragged his corpselike w
ay, doomed And already weary of his vanishing life. The water was bloody, s
teaming and boiling In horrible pounding waves, heat 530 Sucked from his magic
veins; but the swirling Surf had covered his death, hidden Deep in murky dar
kness his miserable End, as hell opened to receive him. Then old and young
rejoiced, turned back
37. 37. • 535 From that happy pilgrimage, mounted their hard- hooved Horses, high-
spirited stallions, and rode them Slowly toward Herot again, retelling Beowulf
’s bravery as they jogged along. And over and over they swore that nowhere 540
On earth or under the spreading sky Or between the seas, neither south nor north,
Was there a warrior worthier to rule over men. (But no one meant Beowulf’s pr
aise to belittle Hrothgar, their kind and gracious king!) . . .
38. 38. • 11 • 545 . . . “They live in secret places, windy Cliffs, wolf-
dens where water pours From the rocks, then runs underground, where mist
Steams like black clouds, and the groves of trees Growing out over their lake are all
covered 550 With frozen spray, and wind down snakelike Roots that reach as far
as the water And help keep it dark. At night that lake Burns like a torch. No o
ne knows its bottom, No wisdom reaches such depths. A deer,
39. 39. •
555 Hunted through the woods by packs of hounds, A stag with great horns, thoug
h driven through the forest From faraway places, prefers to die On those sh
ores, refuses to save its life In that water. It isn’t far, nor is it 560 A pleasant spot!
When the wind stirs And storms, waves splash toward the sky, As dark as th
e air, as black as the rain That the heavens weep. Our only help, Again, lies
with you. Grendel’s mother
40. 40. •
565 Is hidden in her terrible home, in a place You’ve not seen. Seek it, if you dare!
Save us, Once more, and again twisted gold, Heaped-
up ancient treasure, will reward you For the battle you win!”
41. 41. The Battle With Grendel
42. 42. Review of the Battle of Beowulf and Grendel
43. 43. • Task 4. Say Yes or No •
Write Yes or No to the given statement. Be sure to support your answer with details from the
text. • 1. Grendel was a greedy monster. •
2. He was considered the foul enemy of God. •
 3. Beowulf and Grendel had enormous strength •
4. The weapons of the warriors could easily kill the monster. •
5. Grendel was afraid of Hrothgar. • 6. Grendel swallowed his victims. •
7. The Danes were not allowed to celebrate the defeat of Grendel. •
8. Grendel was able to escape from Beowulfs hands. • 9. Hrothgar gave Beowulf gifts. •
10. Beowulf was considered the hero of Heorot.
44. 44. • Task 5 Illustrate the Creations •
Base on the poem, how do you imagine the entities in the poem? Describe each base on wh
at is said in the test and based on how you imagined each. Write your answer in your noteb
ook.
45. 45. • ●Entities ●Description from the Text ●Your own Description ● ●Heorot
● ● ● ● ●Hrothgar ● ● ● ● ●Grendel ● ● ● ● ●Beowulf ● ● ●
46. 46.
47. 47. Task 6: Compare and Contrast
Fill out the Venn Diagram to show the similarities and differences of Beowulf and Grendel.
BEOWULF GRENDEL
48. 48. • “Sometimes wealth cannot be a solution to a problem.” The importance of personal
strengths in order to overcome one’s problem. Strength is an important determining factor in
your ability to succeed in life. We have seen that those who are strong succeed; while those
who are weak, fall back or fail. We have also noticed that if you make the effort to exercise
strength in areas where you have demonstrated weakness in the past, life can suddenly and
abundantly respond. In reading the poem, did it help you to discover your inner strengths,
potentials, and capabilities as an individual? How?
49. 49. Task 7: Into the Hero 1. Why did Beowulf go to Heorot? 2.
Did he achieve his goal? Prove your point. 3. What happened to Grendel after the fight? 4.
What did King Hrothgar do to Beowulf? 5. How did this part of the epic poem Beowulf end?
50. 50. ANSWERS: 1.
Beowulf travels to Heorot because he has heard what Grendel has been doing -
- how Grendel has been killing Hrothgar's men. He goes to Heorot because he wants to test
his skill and bravery against the monster and show Grendel how powerful the Geats are. 3.
Yes. 4. Grendel eventually dies alone in his cave as a result of losing his arm. 5.
King Hrothgar presents Beowulf with gifts: an embroidered banner, breast-
mail, an embossed helmet, and a sword. Last, but definitely not least, Hrothgar gives Be
owulf eight horses with gold bridles, one of which has a fancy saddle designed for a king in
battle. 6. It ended on retelling Beowulf’s bravery and a celebration lead by King Hrothgar. 6.
1.
51. 51. Assignment: 6.
If you were one of the Geats, what would you tell or give Beowulf? Why? 7.
Who among our present superheroes would you liken Beowulf to? Why? 8.
What strengths did Beowulf put to use in this epic poem? 9.
What are your strengths? How do you use them?
10.Give at least three reasons why you like or not like the epic poem Beowulf?
52. 52. Sequence markers -
can signal how to interpret the relationship between sentences in a number of different way
s.
53. 53. • Indicate chronological order or order of importance( e.g. first…secondly…thirdly; to
begin with…next…to conclude). • Add to or reinforce what has already been said( e.g.
furthermore;in addition;what is more). • Indicate that two propositions have equal status( e.g.
likewise;similarly). • Sequence markers
54. 54. • Indicate cause-result relationships(e.g. consequently;so; as a result). • Indicate that a
gIven proposition contradicts an earlier one (e.g. conversely; on the contrary; by way of
contrast). • Indicate concession (e.g. nevertheless; in any case; for all that; all the same).
Sequence markers
55. 55. TASK 9 Spot the Signals and Punctuation Marks ●SEQUENCE SIGNALS ●FUNCTION
IN THE SENTENCE ●e.g. then ●To show additional actions/or follow up disposition
DIRECTION: Scan the poem Beowulf. List down the sequence signals you can spot.
Illustrate how these words are used in the selection by filling out the grid below.
56. 56. Task 10 Mark the Punctuations Below are the stanzas from Beowulf. Take note of the
punctuation marks used in the stanzas and be ready to answer questions about them.
57. 57. What are the punctuation marks? He journeyed, forever joyless, Straight to the door,
then snapped it open, Tore its iron fasteners with a touch And rushed angrily over the
threshold. He strode quickly across the inlaid Floor, snarling and fierce: His eyes Gleamed in
the darkness, burned with a gruesome Light.
58. 58. The infamous killer fought For his freedom, wanting no flesh but retreat, Desiring nothing
but escape; his claws Had been caught, he was trapped. What are the punctuation marks?
59. 59. The battle was over, Beowulf Had been granted new glory: Grendel escaped, But
wounded as he was could flee to his den, His miserable hole at the bottom of the marsh,
Only to die, to wait for the end Of all his days. And after that bloody Combat the Danes
laughed with delight. What are the punctuation marks?
60. 60. The water was bloody, steaming and boiling In horrible pounding waves, heat Sucked
from his magic veins; but the swirling Surf had covered his death, hidden Deep in murky
darkness his miserable End, as hell opened to receive him What are the punctuation marks?
61. 61. Answer these questions to know more about the punctuation marks. 1.What punctuation
marks are highlighted in the given stanzas? 2.What is the meaning conveyed when these
punctuation marks are used? 3. When do we use them?
62. 62. Uses of Colons and Semicolons • To introduce a list, quote or statement that you want to
draw attention to in a complete sentence. • Example: This weekend, we will attend a variety
of events: a concert, a party, a basketball game and church.
63. 63. • To separate numbers in various instances such as time (12:30:01), a ratio (1:1) or John
3:16 • •
64. 64. • In memos or after a salutation in a formal/business letter. • •
65. 65. The high school’s homecoming staff include Coco Martin, senior; Kim Chi, junior; Jay
Cuenca, sophomore; and Julia Montes, freshman. • Use semicolons in a series, usually
when the series calls for multiple commas that could confuse the readers • •
66. 66. TASK 11 Introduce the Characters • A. Use sequence signals and punctuation marks in
writing an introduction about Beowulf and Grendel.
67. 67. • B. Take turn on delivering/reading the lines from Beowulf observing stress, intonation,
and juncture
68. 68. Rap a message for your hero •A. Write meaningful sentences about the lead
character/hero. Include the sequence signals you have learned such as colons and semi-
colons.
69. 69. ● RAP Meant for a HERO Your school’s dramatic guild is in search of a rapper who will
introduce the lead character/hero through a rap. You’ve been asked to try out for the part
You will render a one-minute rap about the hero in your life in front of the class with your
English teacher and class adviser. Be reminded of the rhyme, rhythm, and beat when your
do the rap.
70. 70. • G- To perform a one minute rap to introduce a lead character • R- You are the rapper of
the dramatic guild • A- English teacher, class adviser and classmates • S- The school’s
dramatic guild is in search of a rapper • P- Two minutes rap about the hero in your life • S-
You will be judged based on the rubric
71. 71. Remember… •Perform the rap in time to a beat •Don’t say anything that will offend
people •Craft your own style •Have fun while rapping
72. 72. A. List down your strengths and how you intend to use them in the table below.●My
Strengths ●I will use them to…
73. 73. •B. Write the things you have value the most from the discussion.
 74. 74. Assignment: Bring Out The Hero in You As a student, a son/daughter, or as a citizen,
make a simple action plan on how to show your small acts of heroism. ●Objectives
●Activities ●Procedure ●Resources ●Time frame

AMPLE DETAILED LESSON PLAN IN

ENGLISH FOR TEACHING
DEMONSTRATION (GRADE 7)

TYPES OF SENTENCES ACCORDING TO USE

Time Frame: 45 Minutes

Prepared by: Mark Anthony Llego

OBJECTIVES
At the end of the lesson the students should be able to:

1. Classify sentences according to their uses.

2. Construct declarative, interrogative, imperative, and exclamatory sentences.

3. Read sentences correctly and clearly with expressions.

4. Show teamwork and cooperation through participating in a group activity.

CONTENTS
 Topic References Materials

Different Types of Sentence Grammar and Composition 4 by Visual Aids, Charts, Flash Cards,
According to Structure Prentice Hall Pictures, Name Tags

Proficiency in English 8 by
Simeon Tabunda

PROCEDURE
A. Learning Activities

Teacher’s Activity Student’s Activity

“Good Morning Class...” “Good Morning Ma’am!”

“Let us pray first...” (One Student will lead the Prayer)

(Checking of Attendance) (Students will tell who’s absent for the

day)

“So how’s your day? Is it good so far?” “It was great Ma’am!”

“That’s good to know. So, are you to discuss our new topic today?’ “Yes Ma’am!”

“Okay that’s good, so let’s begin this with a group activity! Are “Yes Ma’am!”
you ready?

MOTIVATION

GROUP ACTIVITY
The students will be divided in to four; each group will be given pieces of paper
with words written on them. They will be asked to arrange the words in order to
make a sentence.

They will come up with the following sentences:

1. Philippines is rich in natural resources.

2. When did you go visit the white island?

3. Please give the certificate.

4. I can’t believe it! We won!

Teacher Students

Presentation (Students will give their answers)

“Very nice! I am very pleased you were able to finish the task given
to you. Now let’s discuss your answers. Anybody who can tell me
what he/she notices with the following sentences?”

Discussion (Student will volunteer to read the

first sentence: “A declarative
“Very good observation! Now, let me introduce you the four types of sentence states a fact or opinion and
sentences. Would someone read this sentence for me?” ends with a period.)

“Thanks. Now, let’s take a look at the sentence that group 1 came up (Student answers: Ma’am, because it
with. This one is a declarative sentence. Could you tell me the reason gives an idea and it states a fact. It
why it’s classified as declarative?” also ends with a period)

“Very good. Well said. Now, can somebody give me an example of (Students answer)
a declarative sentence?”

“Nice answers! Now let’s talk about the second type of sentence. (Student will volunteer to read the
Would someone read the definition written on the board?” first sentence: “An interrogative
sentence asks a question and ends
with a question mark.)

“Nice one and could you give me an example as well?” (The student will give an example.)
Teacher Students

“Very good! It’s easy to understand, right? Remember that an “Yes, Ma’am!”
interrogative sentence ends with a question mark. The sentence that
group 2 came up with is an example of it! Did you get it?”

I also want to remind you that you have to read an interrogative “Yes, Ma’am!”
sentence well. You have to sound like you’re really asking a
question. Don’t just read it as if it’s a declarative sentence so you
won’t be misunderstood when someone listens to you.”

“That is wonderful! So let’s proceed to the next type of sentence “An imperative sentence expresses a
which is the imperative sentence. Read the definition, request or gives a command or
____________.” direction. It also and ends with a
period or exclamation mark.”

“Thanks. Now, let’s check the sentence that group 3 came up with. It (A student volunteers and answers:
ends with a period but that doesn’t mean it’s a declarative sentence. Ma’am, it’s because the sentence do
Can somebody explain the class why?” not state a fact an opinion. It states a
request.)

“You got it! Perfect! Now, I want you class to give me an example (students volunteer to give their
of an imperative sentence that gives an order or direction.” answers)

“Oh! Well done! So, what about an imperative sentence that (students volunteer to give their
expresses a request?” answers)

“Oh! I could see that you got a little confused with the imperative (Student reads: “An exclamatory
sentence but I am glad you were able to get its function. Nice try for sentence conveys emotion and ends
those who gave their answers! Now let’s discuss the last type of with an exclamation mark.”)
sentence. Exclamatory sentence. Read the definition, ___________.”

“Thanks. That’s good. Now, I know you’ll find it very easy to (students volunteer to give their
understand its function. Can somebody give me an example?” answers)

“Well done, class! Do you have any questions? Any clarifications?” (students says no)/(students asks
questions)

Analysis (students answer)

“Nice. I am pleased with your participation. Now let’s have a short

activity before you take the quiz.”

“Using the pictures shown on the board, I want you to form different (students answer)
types of sentences according to function.”
Teacher Students

Picture 1 (student answers:

1. Declarative: Daniel Padilla is an

actor.
2. Interrogative: Is he famous?
3. Imperative: Could you please give
me his phone number?
4. Exclamatory: OMG! It’s I saw
Daniel Padilla!)

Picture 2 (student answers:

1. Declarative: They are asking for

directions.
2. Interrogative: Are they lost?
3. Imperative: Would you please tell
us how to get there?
4. Exclamatory: Help! We are lost!)

Picture 3 (student answers:

1. Declarative: The team won the

contest.
2. Interrogative: Did they win the
contest?
3. Imperative: Let’s clap our hands
for the winning team!
4. Exclamatory: Hurray! We won!)

Picture 4 (student answers:

1. Declarative: She reach the

mountain top.
2. Interrogative: Did she hike alone?
3. Imperative: Please take me to the
mountain top.
4. Exclamatory: At last! I reached the
top!)

Generalization (students answer)

“Now, class, let’s remember that sentences have four functions.

They can be declarative, interrogative, imperative or exclamatory.
 Teacher Students

Can you again tell me the differences of the four?”

“And let us also remember the right punctuations to use when

forming a sentence.”

APPLICATION
Group Activity: Make a short presentation depicting different situations. Make
sure to use all types of sentences.

Group 1: You and your friends are in a concert.

Group 2: You are lost when you meet a group of friends having fun on the road.
Group 3: A famous actress visited your village.
Group 4: Your teacher informed you about your failing marks.

EV ALU ATION
Directions: Read each sentence carefully and identify their function. Write DC if it
is declarative, INC if it is interrogative, IMC if it is imperative and EC if it is
Exclamatory.

1. Samar Island is known for its beautiful caves and water falls.

2. Did the organization approve her proposal?

3. Isn’t her voice magnificent!

4. It’s a baby boy!

5. Call the insurance agent, please.

6. Watch out for that car!

7. What harm did the delay cause?

 8. Most people do enjoy taking risks.

9. Is there anything else that I can get you?

10. Keep off the grass.

ASSIGNMENT
Write a short narrative about your most unforgettable experience. Use at least 4
declarative, 4 imperative, 4 exclamatory and 4 interrogative sentences.