Beowulf: The Wind Beneath My Wings
Beowulf: The Wind Beneath My
Wings
by Monica Hasley
The epic poem "Beowulf" explores the heroic feats of an idealized warrior. Henry Wadsworth Longfellow
eloquently stated that Beowulf is one of the most important remains of Anglo Saxon literature.... and its age
is unknown; but it comes from a very distant and hoar antiquity . . . It is like a piece of ancient armor; rusty
and battered, and yet strong. Why is Beowulf prevalent? Students will examine the motifs/themes in
"Beowulf" and understand how these themes are relevant in our lives today.
GRADES
DISCIPLINE
COURSE
PACING
12
 ELA
 British
 N/A
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Beowulf: The Wind Beneath My Wings
Section 1: What Task?
Teaching Task
Task Template IE3 - Informational or Explanatory
To what extent do themes such as good vs. evil, loyalty of friends, and courage shape our culture and define
your identity? After reading "Beowulf " and informational text on heroes, write a speech in which you explain
(what it means to be a hero. . Support your discussion with evidence from the texts.
Standards
Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects
RI.11-12.1
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.
RI.11-12.2
Determine two or more central ideas of a text and analyze their development over the course of the text,
including how they interact and build on one another to provide a complex analysis; provide an objective
summary of the text.
RI.11-12.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative,
and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over
the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address a question or solve a problem.
W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly
and accurately through the effective selection, organization, and analysis of content.
W.11-12.2.a
Introduce a topic; organize complex ideas, concepts, and information so that each new element builds
on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.
W.11-12.2.b
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience's knowledge
of the topic.
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Beowulf: The Wind Beneath My Wings
W.11-12.2.c
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion,
and clarify the relationships among complex ideas and concepts.
W.11-12.2.d
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and
analogy to manage the complexity of the topic.
W.11-12.2.e
Establish and maintain a formal style and objective tone while attending to the norms and conventions
of the discipline in which they are writing.
W.11-12.2.f
Provide a concluding statement or section that follows from and supports the information or explanation
presented (e.g., articulating implications or the significance of the topic).
SL.11-12.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance,
premises, links among ideas, word choice, points of emphasis, and tone used.
SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated
or appropriate.
L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.11-12.1.a
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes
contested.
L.11-12.1.b
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's
Dictionary of English Usage, Garner's Modern American Usage) as needed.
RL.11-12.1
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.
RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to produce a complex account; provide an
objective summary of the text.
RL.11-12.4
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Beowulf: The Wind Beneath My Wings
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.)
Texts
 1240_frederick_douglass_from_slavery_to_freedom_0 (1).pdf
 beowulf.pdf
 1010_always_remember_0.pdf
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Informational/Explanatory Rubric for Grade 6-12 Teaching Tasks
Focus
Controlling Idea
Reading/Research
(when applicable)
Development
Not Yet
Approaches
Expectations
Meets Expectations
Advanced
1
2
3
4
Attempts to address prompt
but lacks focus or is off task.
D: Attempts to address
additional demands but lacks
focus or is off task.
Addresses prompt
appropriately but with a weak
or uneven focus.
D: Addresses additional
demands superficially.
Addresses prompt
appropriately and maintains a
clear, steady focus.
D: Addresses additional
demands sufficiently.
Addresses all aspects of
prompt appropriately and
maintains a strongly
developed focus.
D: Addresses additional
demands with thoroughness
and makes a connection to
controlling idea.
Attempts to establish a
controlling idea, but lacks a
clear purpose.
Establishes a controlling idea
with a general purpose.
Establishes a controlling idea
with a clear purpose
maintained throughout the
response.
Establishes a strong
controlling idea with a clear
purpose maintained
throughout the response.
Attempts to present
information in response to the
prompt, but lacks connections
or relevance to the purpose of
the prompt.
Presents information from
reading materials relevant to
the purpose of the prompt with
minor lapses in accuracy or
completeness.
Presents information from
reading materials relevant to
the prompt with accuracy and
sufficient detail.
Accurately presents
information relevant to all parts
of the prompt with effective
selection of sources and
details from reading materials.
Attempts to provide details in
response to the prompt,
including retelling, but lacks
sufficient development or
relevancy.
Presents appropriate details to
support the focus and
controlling idea.
Presents appropriate and
sufficient details to support the
focus and controlling idea.
Presents thorough and
detailed information to strongly
support the focus and
controlling idea.
Attempts to organize ideas,
but lacks control of structure.
Uses an appropriate
organizational structure to
address the specific
requirements of the prompt,
with some lapses in coherence
or awkward use of the
organizational structure
Maintains an appropriate
organizational structure to
address the specific
requirements of the prompt.
Maintains an organizational
structure that intentionally and
effectively enhances the
presentation of information as
required by the specific
prompt.
Attempts to demonstrate
standard English conventions,
but lacks cohesion and
control of grammar, usage,
and mechanics. Sources are
used without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion.
Uses language and tone with
some inaccurate,
inappropriate, or uneven
features. Inconsistently cites
sources.
Demonstrates a command of
standard English conventions
and cohesion, with few errors.
Response includes language
and tone appropriate to the
audience, purpose, and
specific requirements of the
prompt. Cites sources using
an appropriate format with only
minor errors.
Demonstrates and maintains a
well-developed command of
standard English conventions
and cohesion, with few errors.
Response includes language
and tone consistently
appropriate to the audience,
purpose, and specific
requirements of the prompt.
Consistently cites sources
using an appropriate format.
Attempts to include
disciplinary content in
explanations, but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary
content relevant to the prompt;
shows basic or uneven
understanding of content;
minor errors in explanation.
Accurately presents
disciplinary content relevant to
the prompt with sufficient
explanations that demonstrate
understanding.
Integrates relevant and
accurate disciplinary content
with thorough explanations
that demonstrate in-depth
understanding.
Organization
Conventions
Content
Understanding
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Beowulf: The Wind Beneath My Wings
Background for Students
Read epic poem "Beowulf."
"Always Remember"--- 9-11 Heroes
Video "Heroes on the 88th Floor"
Frederick Douglas
Ben Carson
Anne Frank
Helen Keller
Extension
Not provided
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Beowulf: The Wind Beneath My Wings
Section 2: What Skills?
Preparing for the Task
BRIDGING CONVERSATION > TASK ENGAGEMENT: Ability to connect the task and new content to
existing knowledge, skills, experiences, interests, and concerns.
TASK AND RUBRIC ANALYSIS > TASK ANALYSIS: Ability to understand and explain the task's
prompt and rubric.
Reading Process
PRE-READING > TEXT SELECTION: Ability to identify appropriate texts.
ACTIVE READING > ESSENTIAL VOCABULARY: Ability to identify and master terms essential to
understanding a text.
ACTIVE READING > NOTE-TAKING: Ability to select important facts and passages for use in one's own
writing.
POST-READING > ENHANCING COMPREHENSION: Ability to identify the central point and main
supporting elements of a text.
POST-READING > ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.
Transition to Writing
BRIDGING CONVERSATION > IDENTIFYING SIGNIFICANT ELEMENTS: Ability to begin linking
reading results to writing task.
Writing Process
PLANNING > PLANNING THE WRITING: Ability to develop a line of thought and text structure
appropriate to an informational/explanatory task.
DEVELOPMENT > INTRODUCTORY PARAGRAPH: Ability to establish a controlling idea and
consolidate information relevant to task.
DEVELOPMENT > BODY PARAGRAPHS: Ability to construct an initial draft with an emerging line of
thought and structure.
REVISION, EDITING, AND COMPLETION > REVISION: Ability to refine text, including line of thought,
language usage, and tone as appropriate to audience and purpose.
REVISION, EDITING, AND COMPLETION > EDITING: Ability to proofread and format a piece to make
it more effective.
REVISION, EDITING, AND COMPLETION > FINAL DRAFT: Ability to submit final piece that meets
expectations.
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Beowulf: The Wind Beneath My Wings
Section 3: What Instruction?
PACING
SKILL AND DEFINITION
PRODUCT AND
PROMPT
SCORING GUIDE
INSTRUCTIONAL STRATEGIES
Preparing for the Task
15 mins
BRIDGING
CONVERSATION >
TASK ENGAGEMENT:
Ability to connect the
task and new content to
existing knowledge,
skills, experiences,
interests, and concerns.
BEOWULF TRAILER
After viewing the Beowulf
trailer, write two
impressions you have
from the scene.
Students meet the
requirements if they
have written two
impressions from the
Beowulf trailer.
Instruct the students to watch the Beowulf
trailer.
Allow each student to write two impressions
about the trailer.
Invite student to think pair share.
Standards:
RI.11-12.2 : Determine two or more central ideas of a text and analyze their development over the course of the text, including how
they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
30 mins
TASK AND RUBRIC
ANALYSIS > TASK
ANALYSIS: Ability to
understand and explain
the task's prompt and
rubric.
WITH GREAT POWER
COMES GREAT
RESPONSIBILITY
After viewing a selection
from the Spiderman
movie, create a T-chart in
which you compare a
modern day hero to a
superhero.
Choices represent
thoughtful selections
Reasoning for choices
complete
Compete T-chart with
at least three
responses on both
sides
Use evidence from
the hero comic strips
provided
Make a reference to
the Spiderman movie.
Invite Students to read the prompt.
Each student write a Quick Write on his/her
understanding of prompt.
Number the students chairs for groups (1 to
4)
Four Corners will have a meeting and
discuss their understanding of the prompt.
Each group will report back to main group
and discuss again
Students will select one representative from
the group to share information
Students will view two scenes
from Spiderman (write any impressions from
the scenes)
Ask students to name Superheroes and
place them on a T-chart
Ask students to name modern day heroes
and placed them on a T-chart
Provide comic strips of superheroes
Students will choose a superhero to compare
with a modern day hero. (Real or fictional)
Students will compare and contrast their
modern day hero and superhero
Model T-chart of Spiderman and
Grandmother
Share T-charts with class 30 sec commerial
Standards:
RI.11-12.2 : Determine two or more central ideas of a text and analyze their development over the course of the text, including how
they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Reading Process
30 mins
PRE-READING > TEXT
SELECTION: Ability to
identify appropriate texts.
Literacy Design Collaborative
INTRODUCING OLD
ENGLISH
1. Explain to the class
Observe your students
as you work through and
discuss the various
8 of 15
to be introduced to Old English, the language
of Beowulf.
https://s.ldc.org/u/9kejdwd4sth61ipps7ja7ph3z
Beowulf: The Wind Beneath My Wings
that Beowulf has been
translated many times
and that in your next
session you are going
to continue your
examination
of Beowulf translations
to explore the choices
translators make, how
those choices result in
“imaginative
reconstructions,” and
how examining a
number of translations
can help provide a
better understanding of
the poem than any one
translation can impart.
translations. Do they
seem interested and
engaged with the
discussion? Are they
contributing to the class
discussion? Do their
comments and questions
demonstrate an
understanding of the
material?
know the relationship between Old English
and Modern English.
learn about alliteration and alliterative verse.
understand kennings, a poetic device
common to Old English poetry, and how they
are used in Beowulf.
Standards:
RI.11-12.4 : Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
Additional Attachments:
 Beowulf Translation Handout
 Literary Guide to Beowulf
 Beowulf: Quick Reference Sheet
30 mins
ACTIVE READING >
ESSENTIAL
VOCABULARY: Ability
to identify and master
terms essential to
understanding a text.
BEOWULF
VOCABULARY POWER
LIST
Develop a list of key terms
from Beowulf.
Students must be
engaged and creating a
relationship with Beowulf
words.
Step one: The teacher explains a new word,
going beyond reciting its definition (tap into prior
knowledge of students, use imagery).
Step two: Students restate or explain the new
word in their own words (verbally and/or in
writing).
Step three: Ask students to create a nonlinguistic representation of the word (a picture,
or symbolic representation).
Step four: Students engage in activities to
deepen their knowledge of the new word
(compare words, classify terms, write their own
analogies and metaphors).
Step five: Students discuss the new word (pairshare, elbow partners).
Step six: Students periodically play games to
review new vocabulary (Pyramid, Jeopardy,
Telephone).
Marzano's six steps do something revolutionary
to vocabulary learning: They make it fun.
Students think about, talk about, apply, and play
with new words. And Webster doesn't get a
word in edgewise.
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Additional Attachments:
 Vocabulary.com/Beowulf
 Beowulf Glossary.doc
 Beowulf Vocabulary/Coursehero
1 hr
ACTIVE READING >
ESSENTIAL
VOCABULARY: Ability
to identify and master
terms essential to
understanding a text.
BEOWULF STRATEGIC
POWER READING
Essential Questions 1.
Why do we still read
Beowulf? 2. How are the
values of a culture
expressed within a piece
of literature? 3. What
determines our definitions
of the nature of good and
evil? Why is evil so
compelling?
Students must complete
Cornell Notes as they
read Beowulf.
Essential Understandings and Content
Standards Reading Essential Understanding
#1 Students will understand that successful
readers comprehend texts by reading fluently,
strategically, and accurately. Content Standards:
Students will be able to: • Use a variety of
comprehension strategies before, during, and
after reading • Communicate understanding
orally and in writing • Read and comprehend
increasingly sophisticated literature Reading
Essential Understanding
#2 Students will understand that accomplished
readers read a wide range of literature and
respond in personal, interpretive, and critical
ways. Content Standards: Students will be able
to: • Form an initial understanding by identifying
or inferring relationships among characters,
setting, events, and conflicts • Develop
interpretations by examining text evidence,
predicting events, inferring characters’ motives,
and generalizing beyond the text • Explain how
the themes reflect human nature and/or address
universal ideas • Critique the elements of literary
style • Respond to the unique characteristics of
a variety of literary forms • Demonstrate how
literary works reflect the culture that shapes
them Reading Essential Understanding
#3 Students will understand that accomplished
readers make effective decisions, explain
complex issues, draw conclusions, and solve
problems by strategically reading informational
texts. Content Standards: Students will be able
to: • Make effective decisions using explicit and
implicit information from texts • Solve problems
by connecting background knowledge with new
information from the text • Evaluate the
information from the text to draw logical
conclusions • Explain complex issues by
determining the essential ideas and relationships
within texts
Standards:
RI.11-12.1 : 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.
Additional Attachments:
 Beowulf Audio
 CornellNotesTemplate.doc
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Beowulf: The Wind Beneath My Wings
Not
provided
ACTIVE READING >
ESSENTIAL
VOCABULARY: Ability
to identify and master
terms essential to
understanding a text.
NOT PROVIDED
Not Provided
Not Provided
Not Provided
1 hr
ACTIVE READING >
NOTE-TAKING: Ability
to select important facts
and passages for use in
one's own writing.
BEOWULF STRATEGIC
POWER READING
Essential Questions 1.
Why do we still read
Beowulf? 2. How are the
values of a culture
expressed within a piece
of literature? 3. What
determines our definitions
of the nature of good and
evil? Why is evil so
compelling?
Students must complete
Cornell Notes as they
read Beowulf.
Essential Understandings and Content
Standards Reading Essential Understanding
#1 Students will understand that successful
readers comprehend texts by reading fluently,
strategically, and accurately. Content Standards:
Students will be able to: • Use a variety of
comprehension strategies before, during, and
after reading • Communicate understanding
orally and in writing • Read and comprehend
increasingly sophisticated literature Reading
Essential Understanding
#2 Students will understand that accomplished
readers read a wide range of literature and
respond in personal, interpretive, and critical
ways. Content Standards: Students will be able
to: • Form an initial understanding by identifying
or inferring relationships among characters,
setting, events, and conflicts • Develop
interpretations by examining text evidence,
predicting events, inferring characters’ motives,
and generalizing beyond the text • Explain how
the themes reflect human nature and/or address
universal ideas • Critique the elements of literary
style • Respond to the unique characteristics of
a variety of literary forms • Demonstrate how
literary works reflect the culture that shapes
them Reading Essential Understanding
#3 Students will understand that accomplished
readers make effective decisions, explain
complex issues, draw conclusions, and solve
problems by strategically reading informational
texts. Content Standards: Students will be able
to: • Make effective decisions using explicit and
implicit information from texts • Solve problems
by connecting background knowledge with new
information from the text • Evaluate the
information from the text to draw logical
conclusions • Explain complex issues by
determining the essential ideas and relationships
within texts
Standards:
RI.11-12.1 : 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.
Additional Attachments:
 Beowulf Audio
 CornellNotesTemplate.doc
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Beowulf: The Wind Beneath My Wings
Transition to Writing
30 mins
BRIDGING
CONVERSATION >
IDENTIFYING
SIGNIFICANT
ELEMENTS: Ability to
begin linking reading
results to writing task.
9-11 HEROES ON THE
88TH FLOOR
Students will watch a
video clip of "Heroes on
the 88th Floor" to compare
and contrast to Beowulf.
Students will complete
graphic organizer.
Students will view video and complete graphic
organizer.
Standards:
RI.11-12.2 : Determine two or more central ideas of a text and analyze their development over the course of the text, including how
they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Additional Attachments:
 Compare and Contrast Graphic Organizer
 Heroes on the 88th Floor Video
Writing Process
10 mins
PLANNING >
PLANNING THE
WRITING: Ability to
develop a line of thought
and text structure
appropriate to an
informational/explanatory
task.
BREAKING DOWN THE
TASKS
What is the task asking
you to do?
Not Provided
Not Provided
25 mins
DEVELOPMENT >
INTRODUCTORY
PARAGRAPH: Ability to
establish a controlling
idea and consolidate
information relevant to
task.
BRAINSTORMING AND
OUTLING
Complete Speech Outline
Not Provided
Not Provided
Additional Attachments:
 Speech Guideline/Outline
1 hr
DEVELOPMENT >
INTRODUCTORY
PARAGRAPH: Ability to
establish a controlling
idea and consolidate
information relevant to
task.
FIRST DRAFT
Using your outline, begin
to write your speech.
Not Provided
Not Provided
1 hr
DEVELOPMENT >
BODY PARAGRAPHS:
Ability to construct an
initial draft with an
emerging line of thought
and structure.
FIRST DRAFT
Using your outline, begin
to write your speech.
Not Provided
Not Provided
REVISION, EDITING,
AND COMPLETION >
REVISION: Ability to
SCOPE--FRESH
WRITING
Using the SCOPE rubric,
Not Provided
Not Provided
30 mins
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Beowulf: The Wind Beneath My Wings
refine text, including line
of thought, language
usage, and tone as
appropriate to audience
and purpose.
edit speech.
Spelling
Capitalization
Omitted Words
Punctuation
Ear (Does it sound right?
Does it make sense?
Write final draft.
Instructional Resources
No resources specified
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Beowulf: The Wind Beneath My Wings
Section 4: What Results?
Student Work Samples
No resources specified
Teacher Reflection
Not provided
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All Attachments
 1240_frederick_douglass_from_slavery_to_freedom_0 (1).pdf :
https://s.ldc.org/u/1ecozusos4oerhky7ssdjhft1
 beowulf.pdf : https://s.ldc.org/u/583rc9rucu4p3i7kx08xl3bus
 1010_always_remember_0.pdf : https://s.ldc.org/u/51n6mcrq019pozyygnyent6bi
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