Answering the Question of Human Destiny in Anglo-Saxon Literature
Answering the Question of
Human Destiny in Anglo-Saxon
Literature
by Keeley E. Tatum RCSD
Student will be asked to really consider one of life's being questions in this module: Do humans have control
over their own destinies? The power of the self, deity, environment, and other factors will be analyzed and
philosophized and students read literature and research informational texts in order to build a substantiated
argument on this tough, very subjective life question. Students will read Anglo-Saxon historical background
literature, as well as the epic poem Beowulf. Poems from the Exeter book will also be analyzed, including
"The Wanderer" and "The Wife's Lament." Informational articles about Free Will, Determinism, Fatalism, etc.
will add depth to the assignment, too. Who knows? Maybe one of your students will crack the code to this
age-old question.
GRADES
DISCIPLINE
COURSE
PACING
11 - 12
 ELA
 English
 N/A
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Section 1: What Task?
Teaching Task
Task Template A4 - Argumentation
Can human beings control their destinies? After reading Beowulf and other accompanying texts, write an essay
in which you argue to what extent humans have control over their own lives . Support your position with
evidence from the text/s.
Standards
Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects
RL.11-12.1
Focus
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.11-12.10
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades
11—CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
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.11-12.7
Focus
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.
RI.11-12.10
By the end of grade 11, read and comprehend literary nonfiction in the grades 11—CCR text complexity band
proficiently, with scaffolding as needed at the high end of the range.
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By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11—CCR text
complexity band independently and proficiently.
W.11-12.1
Focus
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products
in response to ongoing feedback, including new arguments or information.
W.11-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources
on the subject, demonstrating understanding of the subject under investigation.
W.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
W.11-12.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames
(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 11—12 topics, texts, and issues, building on others' ideas and
expressing their own clearly and persuasively.
SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that
listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and a range of formal
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and informal tasks.
L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.11-12.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
L.11-12.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
RL.11-12.4
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.)
Texts
 Beowulf Text.pdf
 "The Wanderer" Text .pdf
 "Freewill Vs Determinism" -SimplePsycology .pdf
 "The Wife's Lament" Text .pdf
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Argumentation Rubric for Grade 6-12 Teaching Tasks
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 and establishes
a position but focus is uneven.
D: Addresses additional
demands superficially.
Addresses prompt
appropriately and maintains a
clear, steady focus. Provides a
generally convincing position.
D: Addresses additional
demands sufficiently.
Addresses all aspects of
prompt appropriately with a
consistently strong focus and
convincing position.
D: Addresses additional
demands with thoroughness
and makes a connection to
claim.
Attempts to establish a claim,
but lacks a clear purpose.
Establishes a claim.
Establishes a credible claim.
Establishes and maintains a
substantive and credible claim
or proposal.
Reading/Research
(when applicable)
Attempts to reference reading
materials to develop
response, 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.
Accurately presents details
from reading materials relevant
to the purpose of the prompt to
develop argument or claim.
Accurately and effectively
presents important details
from reading materials to
develop argument or claim.
Development
Attempts to provide details in
response to the prompt, but
lacks sufficient development
or relevance to the purpose of
the prompt.
Presents appropriate details to
support and develop the focus,
controlling idea, or claim, with
minor lapses in the reasoning,
examples, or explanations.
Presents appropriate and
sufficient details to support and
develop the focus, controlling
idea, or claim.
Presents thorough and
detailed information to
effectively support and
develop the focus, controlling
idea, or claim.
Attempts to organize ideas,
but lacks control of structure.
Uses an appropriate
organizational structure for
development of reasoning and
logic, with minor lapses in
structure and/or coherence.
Maintains an appropriate
organizational structure to
address specific requirements
of the prompt. Structure
reveals the reasoning and
logic of the argument.
Maintains an organizational
structure that intentionally and
effectively enhances the
presentation of information as
required by the specific
prompt. Structure enhances
development of the reasoning
and logic of the argument.
Attempts to demonstrate
standard English conventions,
but lacks cohesion and
control of grammar, usage,
mechanics, language and
tone. 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
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 appropriate format.
Attempts to include
disciplinary content in
argument, 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.
Focus
Controlling Idea
Organization
Conventions
Content
Understanding
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Background for Students
Not provided
Extension
Not provided
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Section 2: What Skills?
Preparing for the Task
TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills,
experiences, interests, and concerns.
Reading Process
PRE-READING (ESTABLISHING A FOCUS/PURPOSE FOR READING):
NOTE-TAKING:
GATHERING EVIDENCE: (Post-Reading)
QUESTIONING:
ENHANCING COMPREHENSION:
GATHERING EVIDENCE:
GATHERING EVIDENCE:
ENHANCING COMPREHENSION:
QUESTIONING/GATHERING EVIDENCE:
Transition to Writing
PREPARING FOR WRITING: Ability to begin linking reading results to writing task.
Writing Process
PLANNING THE WRITING: Ability to develop a line of thought and text structure appropriate to an
argumentation task.
OUTLINING THE WRITING:
WRITING THE PAPER: Ability to coherently write their evidence and reasoning down following a
carefully outlined plan.
REVISION:
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Section 3: What Instruction?
PACING
SKILL AND DEFINITION
PRODUCT AND
PROMPT
SCORING GUIDE
INSTRUCTIONAL STRATEGIES
Preparing for the Task
Not
provided
TASK ENGAGEMENT:
Ability to connect the task and
new content to existing
knowledge, skills,
experiences, interests, and
concerns.
WHO'S REALLY IN
CONTROL? (ABC
BRAINSTORM AND
MOVIE CLIPS)
Discuss the Teaching
Task or Essential
Question: "How much
control do humans
truly have over their
own futures?" Next,
students will ABC
brainstorm about this
question. Last,
students watch and
take notes on at least
3 clips and discuss
who is in control in
each scenario.
Not Provided
1.) Generate ideas about this
"control" concept by asking
probing questions like, "Why are
you here this morning? By your
own will? Your parent's choice?
The law? Why are you wearing
what you're wearing? You're
choice? A popular trend?
Perhaps you're NOT wearing a
popular trend because of
financial reasons? Who is in
control of your decisions and
ultimately, your future? Have
students work in groups using
the ABC Brainstorm worksheet
about what some controlling
factors in their lives are. Share
ideas with whole group. Next,
with that same partner, have
students attempt to group these
brainstorming ideas into 3 or 4
pre-determined categories. (i.e.
Environment, Self, Fate/Deity,
Chance)
2.) Next, show the selected
movie clips that represent some
of these pre-determined ideas.
Students should jot down notes
about each clip and what the
controlling factors are.
3.) 4-Corners: To sum up the
activity, have students choose a
stance. Set up the statements
"Strongly Agree", "Agree",
"Disagree", and "Strongly
Disagree" around the room. Pose
the big question again: "Do
humans have control over their
own destinies?" Student should
move to their selected corners.
Discuss with class these ideas.
Additional Attachments:
 Movie Clips .docx
 Module1 Coversheet.docx
 Day1 Hook WS.docx
Not
TASK ENGAGEMENT:
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REFLECTIVE
Pre-Assessment of Writing Abilities (No
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Students respond to the big
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provided
Ability to connect the task and
new content to existing
knowledge, skills,
experiences, interests, and
concerns.
WRITING TASK
After brainstorm ideas,
discussing with peers,
and watching thoughtprovoking movie clips,
students will respond
to the Big Question of
the module: Do
humans have control
over their own
destinies? Explain with
reasoning.
evidence was required for this
assignment; reflection is based on prior
knowledge.)
question that we've been
discussing and brainstorming
about. Do humans have control
over their own destinies?
Next, teacher and students will
discuss the end task of the
module. Teacher will emphasize
that students should now begin
collecting evidence from the
upcoming literary and information
texts that we read throughout the
module to support the answer to
this same question. Answers, of
course, may change as we
continue and begin compiling
justification!
Standards:
W.11-12.10 : Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Additional Attachments:
 Day 1 Reflective Writing and Task .docx
Reading Process
Not
provided
PRE-READING
(ESTABLISHING A
FOCUS/PURPOSE FOR
READING):
PICTURE GALLERY
AND ANTICIPATION
GUIDE
Who are the AngloSaxons and what do
they think about this
concept of human
control? Students will
view a picture
slideshow and
complete the first half
of an Anticipation
Guide.
Not Provided
Students will view a slideshow in
which they see various pictures
of the Anglo-Saxon culture. This
is meant to visually engage the
students and spark their curiosity
about them as a people. After
slideshow, students will complete
an Anticipation Guide (True and
False format) questionnaire
based on the Historical Essay in
the textbook about the AngloSaxons. The AG has simply
pulled out probing questions
based on the text; this is done as
a pre-reading activity.
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.
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:
 Anticipation Guide for Anglo-Saxons.doc
Not
provided
NOTE-TAKING:
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CORNELL NOTES
STRATEGY
Students read
Not Provided
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1.) Provide an overview of the
Cornell Note-Taking Strategy
with samples/modeling.
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Answering the Question of Human Destiny in Anglo-Saxon Literature
Historical Essay from
textbook on AngloSaxon Culture and
Literature and take
notes using the Cornell
Notes Strategy. Their
focus question is: Who
are these people and
What do they think
control humans'
future? Students
should also use
anticipation guide
statements to assist
them in identifying
important concepts.
2.) Students read and take notes
on the Historical Essay about
Anglo-Saxon History/Literature.
Additional Attachments:
 CornellNotesRevised.doc
 Cornell Notes Tips Screen Shot.png
Not
provided
GATHERING EVIDENCE:
(Post-Reading)
ANTICIPATION
GUIDE WRAP-UP
1.) Now that students
have finished reading
the text, they should
pair up and share their
notes and go back
over their Anticipation
Guide answers.
Evidence should be
gathered to support
each statement
(Optional: Have
students cite evidence
with page #s on
Anticipation Guide.)
Not Provided
Not Provided
2.) Bring the
discussion full-circle
now. Have students
create a Reflective
Writing Task
individually now (as an
Exit Slip) that answers
the following question:
Based on the text and
the notes you
gathered, what would
the Anglo-Saxons
have believed
controlled humans'
future? Why?
Additional Attachments:
 Day 2 Reflective Writing 2 Historical Essay .docx
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provided
QUESTIONING:
READING BEOWULF
WITH GRAPHIC
ORGANIZER
Students read sections
of Beowulf from the
textbook with a Focus
and a Graphic
Organizer that lead
them to collect
evidence for the Big
Question: "Do Humans
Have Control Over
Their Destinies?"
Graphic Organizer
Completion/Evidence Strand of Rubric
1.) Students read Beowulf in
sections (8 sections in all);
students annotate, summarize
the section, and then collect
evidence to support what might
be controlling the characters:
Self? Fate/Chance/Deity?
Environment?
2.) Students share with partners
the evidence they've found;
partners then share with whole
group the most compelling
pieces of evidence.
Standards:
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.11-12.10 : By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11—CCR
text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
Additional Attachments:
 Beowulf Text.pdf
 Graphic Organizer for Beowulf .docx
Not
provided
ENHANCING
COMPREHENSION:
IDENTIFYING THE
CHARACTERISTICS
OF AN EPIC
POEM/EPIC HERO
Students "zoom in" on
the idea of Beowulf
controlling his own
destiny through his
heroic efforts in this
poem by creating their
own epic poem about
a modern day hero.
Scored based on Outline Components:
Did they have all of these things the
outline called for?
1.) After reading "Grendel's
Mother" and "The Battle with
Grendel" from the Beowulf text,
students "zoom in" on Beowulf as
a HERO.
2.) Students read from text book
the qualities of an Epic Poem and
an Epic Hero.
3.) Students ABC brainstorm
contemporary heroes in today's
society.
4.) Students outline their own
epic poem; students then write
their own poem to present to
class.
5.) Identify key characteristics,
especially engaging language
and such, but then probe the
students to consider: Do these
heroes control destiny? What if
they hadn't been there? What
would have happened? Does
fate pay a role in controlling
what/how the hero affects things?
Do you have to be a HERO per
say to affect destiny? or the
destiny of others?
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Standards:
RL.11-12.3 : 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).
RL.11-12.4 : 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.)
RL.11-12.10 : By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11—CCR
text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
Additional Attachments:
 Beowulf Text.pdf
 EpicHero Outline .docx
Not
provided
GATHERING EVIDENCE:
REFLECTIVE
WRITING TASK FOR
BEOWULF
Students write two
different writing tasks
using the CERCA
method in order to
practice writing a
structured
argumentative piece,
and in order to gather
evidence from Beowulf
supporting the Big Q
about what controls
human destiny.
Discussion Question: Completion
CERCA Timed Writing task:
Argumentative Writing Rubric (LDC)
1.) Introduce students to
C.E.R.C.A model for
argumentative writing.
2.) Have students use this model
to answer the following CANVAS
discussion question: "Should
Grendel be Pitied?" The focus on
the lesson is not so much the
question, but the structure they
are using to write a response to
the question.
3.) Show a smaller piece of
writing that can be transformed
easily into a whole CERCA
argument. (See example CERCA
response under Teacher
Resources)
4.) Have students use the
evidence they have collected on
their graphic organizers to
respond to a prompt (see
"Beowulf Prompt" under Teacher
Resources) using the CERCA
method. (To mix it up, have
students randomly draw what
they will have to argue in their
CERCA writing response out of
"Environment",
"Fate/Chance/Deity", or "Self")
5.) Have students peer evaluate
responses.
Standards:
W.11-12.1 : Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
W.11-12.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
W.11-12.7 : Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or
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solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
W.11-12.9 : Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.11-12.10 : Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Additional Attachments:
 Beowulf Prompt.png
 OnePager_CERCA_Image.jpg
 Example CERCA response.png
 Canvas Discussion Question Prompt
Not
provided
GATHERING EVIDENCE:
INFORMATIONAL
TEXTS WITH
"READING FOR
MEANING"
STRATEGY
After reading Beowulf,
students now dig into
some philosophical
informational articles
that discuss the
debate about human
control over destiny.
Students utilize the
"Reading for Meaning"
Strategy, as well as
Cornell Note-Taking.
Cornell_Notes_Grading_Rubric.doc
RFM is worth 24 points (up to 2 points
per evidence box)
(This works well as a group
activity, although it can be done
individually if needed.)
1.) Hook students and peek
interest by asking them to write
down a "choice" they made this
morning; share a few of these
"choices" aloud. Now, challenge
them to think back as far as they
can to what led up to this
particular choice; share aloud.
(Ex. "I chose to drink a cup of
black coffee this morning. " --> I
was out of sugar --> I forget to
get some yesterday because I
went home and took a nap after
work --> I took a nap because I
was exhausted from staying up
late the night before --> I stayed
up late because... AND SO ON.)
Tell students that this kind of
what a determinist thinks about
when contemplating human
control over destiny.
2.) Explain that we will be further
investigating this theory, in
addition to its counter argument
about human free-will over
destiny. Explain that they will get
15 minutes each to read two
articles and take Cornell Notes.
Later, they will have to discuss
openly some ideas associated
with these theories in a class
"Fish Bowl" discussion.
3.) Pass out the "Reading for
Meaning" strategy worksheet.
This worksheet will prompt them
to think about some scenarios
that a "Free-Will believer" or a
"Deity/Fate Believer" and a
"Determinist" might few
differently. Only have them
discuss the statements; they
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should NOT be recording their
discussions yet, since that's not
actual evidence to support or
disprove the statements. Take
the worksheet back up.
4.) Pass out the Cornell Notes
page and the first Article:
"Determinism VS Free Will."
Give students 15 minutes to read
and transfer ideas. Let them
know that it is okay if they don't
finish the whole article; they
simply need to be focusing on
what the two theories are and
how they might support an
argument about what controls
human destiny!
After 15 minutes, if students are
working in groups, let them share
a few ideas with their peers.
Share notes and ideas on Cornell
Notes page as well.
Repeat this same process with
the second article from
"Philosophy for Dummies"
(Chapter 10: "Fate, Destiny, and
You") or another article that has
similar ideas.
5.) Give students back their
"Reading for Meaning"
worksheets; have them now
review whether they agreed or
disagreed with the statements.
Do they still feel the same way?
Now, in groups, have students
find evidence from the articles to
support their statements. (*This
may be a great time to
encourage them to follow a
standard in writing out their
evidence. Rather than just writing
down the evidence as it appears
in quote form from the article,
have students practice the I.C.E.
method and use Evidence and
Counter-Claim Signifies. Tell
them to write it down as it might
later appear in a formal essay
(See Teacher Resources Below
for Suggestions).
6.) Assess this work with a Fish
Bowl conversation or a synthesis
writing task.
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.
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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.11-12.10 : By the end of grade 11, read and comprehend literary nonfiction in the grades 11—CCR text complexity band
proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11—CCR text complexity band
independently and proficiently.
SL.11-12.1 : Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 11—12 topics, texts, and issues, building on others' ideas and expressing their own clearly and
persuasively.
Additional Attachments:
 CornellNotesRevised.doc
 Freewill Vs Determinism -SimplePsycology .pdf
 "Reading for Meaning" Worksheet
 Show me the Evidence (Sentence Starters)
 Counter-claim Starters
 Remember to add complexity! cute example
Not
provided
ENHANCING
COMPREHENSION:
FISH BOWL
CONVERSATION
(MINI SOCRATIC
SEMINAR)
Students participate in
a mini peer-led Fish
Bowl conversation
about their
informational articles.
Group Leader and Tagged Leader:
Uses evidence
poses meaningful questions
follows conversational etiquette
supports most to all thoughts with
evidence/reasoning
attempts to verbally use the CERCA
method in presenting evidence.
participates fully while other peers
are speaking (refers to article, jots
notes, etc.)
1.) Go over SL.1 Standard from
CCRR, as well as Expectations
and Rubric.
2.) From each group, have
students elect a speaker and a
tag-team speaker to participate in
the Fish Bowl conversation. The
tag-team speaker is someone to
come in from the group when it
looks like the leader has run out
of evidence. This requires the
group to be actively listening,
taking notes, and preparing
evidence to supplement the
ongoing conversation.
Put up some "Fish Bowl Food"
(conversation starter questions)
on the board. Students main
focus is still the Big Q: Do
humans have control over their
own destinies? Only now, direct
them that this claim must be
supported with evidence from
articles, as well as relevant
examples from Beowulf.
3.) Have students complete an
exit slip at the end of this
conversation that asks them to
explain their take-away from the
Fish Bowl discussion.
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.
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
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they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
SL.11-12.1 : Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 11—12 topics, texts, and issues, building on others' ideas and expressing their own clearly and
persuasively.
Additional Attachments:
 Cerca and ICE methods
 Fish Bowl Food (conversation starters)
 FishBowl Strategy .pdf
Not
provided
QUESTIONING/GATHERING
EVIDENCE:
READ "THE
WANDERER" FROM
THE EXETER BOOK
WITH GRAPHIC
ORGANIZER
After completing
Beowulf, students now
read another literary
work from the AngloSaxon genre called
"The Wanderer" from
the Exeter Book.
Students apply Big Q
to this text too, while
comparing it to
Beowulf.
Graphic Organizer Completion
Reading Quiz
1.) Students read "The
Wanderer" and annotate for
relevance to the Big Q.
2.) Students paraphrase in
partners as an additional reading
strategy.
3.) Students complete, in pairs,
the graphic organizer to find and
record further evidence for their
Big Q.
(*Reinforce the proper way to
record evidence with Evidence
and CC starters.)
4.) Synthesis Task in form of Exit
Slip: "What is the difference
between what the speaker of the
poem thinks is controlling destiny
and what the sad man he's
describing thinks is controlling
destiny?"
Standards:
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.11-12.10 : By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11—CCR
text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
Additional Attachments:
 Graphic Organizer for Big Q .docx
 The Wanderer Text .pdf
 The Wanderer Paraphrase WS .doc
 Evidence Starters
 Counter Claim Starters
 CERCA/ICE Method
Not
provided
QUESTIONING/GATHERING
EVIDENCE:
Literacy Design Collaborative
READ "THE WIFE'S
LAMENT" FROM THE
Graphic Organizer Completion
Reading Quiz
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1.) Students read "The Wife's
Lament" and annotate for
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EXETER BOOK WITH
GRAPHIC
ORGANIZER
After reading Beowulf
and "The Wanderer",
students now read
another literary work
from the Anglo-Saxon
genre called "The
Wife's Lament" from
the Exeter Book.
Students apply Big Q
to this text too, while
comparing it to
Beowulf and "The
Wanderer."
relevance to the Big Q.
2.) Students paraphrase in
partners as an additional reading
strategy.
3.) Students complete, in pairs,
the graphic organizer to find and
record further evidence for their
Big Q.
(*Reinforce the proper way to
record evidence with Evidence
and CC starters.)
4.) Synthesis Task in form of Exit
Slip: "What is controlling the
wife's destiny? Use evidence
from text and reasoning."
Standards:
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.11-12.10 : By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11—CCR
text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
Additional Attachments:
 Graphic Organizer for Big Q .docx
 "The Wife's Lament" Paraphrase WS.doc
 Evidence Starters
 Counter Claim Starters
 CERCA/ICE Method
 The Wife's Lament Text .pdf
Transition to Writing
Not
provided
PREPARING FOR
WRITING: Ability to begin
linking reading results to
writing task.
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"TUG OF WAR"
ACTIVITY WITH
EVIDENCE
Students "Tug of War"
to decide which claim
can be most
substantiated with
evidence from
Beowulf, Excerpts
from The Exeter Book,
and the informational
texts provided about
our Big Q.
Concept Map and Outline
1.) Pull up End Task prompt
again to dissect again as a class.
Probe the students with the
following questions: How can it
be made into a claim? Which
claim should you choose? Where
will evidence come from?
2.) TUG of WAR activity
(Humans have FULL control
(SELF) VS No Control
(Environment/Fate/Etc.). Have
students place sticky notes
underneath rope that you've
drawn on the white board.
Students that have ideas that "fall
in the middle" can simply offer
reasons why we should be
playing this silly kids' game
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anyway! :)
3.) Transition in to talking about
categorizing evidence into ideas
for your upcoming paper. Have
students come up with labels for
the evidence posted to the
board.
4.) Using the concept map,
explain how these labels can turn
into topic sentences that support
your main claim (thesis).
5.) Lastly, have students
complete the body paragraph
outline pages.
Standards:
W.11-12.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
W.11-12.9 : Draw evidence from literary or informational texts to support analysis, reflection, and research.
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.
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:
 End Task Prompt
 Concept Map and Outline for Argument .pdf
Not
provided
PREPARING FOR
WRITING: Ability to begin
linking reading results to
writing task.
SPEED PARTNERS
AND PEER
FEEDBACK ON
OUTLINED BODY
PARAGRAPHS
Students rapidly rotate
partners and explain to
each what their paper
is about. Later,
students pair up with
one specific partner
and provide feedback
for their outlined body
paragraphs. Students
evaluate at the end on
whose paper sounds
the most interesting.
Peer Feedback Worksheet and
Informal Student Survey
1.) Students rotate around the
room every 2 minutes telling
each other their plan for their
papers. Students make notes on
whose description is most
interesting. (*Consider allowing
students to write out a "hook" to
tell their partners; tell them that
this may later come in handy for
their introductory paragraph for
their papers.)
2.) Students divide into pairs and
provide feedback for their
outlined body paragraphs.
3.) Students take a quick survey
for fun to vote on whose paper
was sounding the most
interesting and organized.
Standards:
W.11-12.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
W.11-12.7 : Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
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understanding of the subject under investigation.
W.11-12.9 : Draw evidence from literary or informational texts to support analysis, reflection, and research.
Additional Attachments:
 Feedback on Body Parapraph Outline .pdf
 Concept Map and Outline for Argument .pdf
Writing Process
Instructional Resources
Student Handout
 LDC Rubrics Revised .pdf
 "Sentence%20Starters.pdf" can not be found.
 Text_evidence_sentence_starters1.5652916.doc
 Concept Map and Outline for Argument .pdf
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Section 4: What Results?
Student Work Samples
Advanced
 Destiny Bond essay destinhg.docx
 Jamie Human Destiny Paper.docx
Teacher Reflection
Not provided
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All Attachments
 Beowulf Text.pdf : https://s.ldc.org/u/1gtlu0zax03vkbkllw2kv7ihw
 "The Wanderer" Text .pdf : https://s.ldc.org/u/5kxc8pohfumk0m89rl2t5yi8h
 "Freewill Vs Determinism" -SimplePsycology .pdf : https://s.ldc.org/u/nn2qzitrzhuy2hdooh0iknbd
 "The Wife's Lament" Text .pdf : https://s.ldc.org/u/3cmmkrs9fque68au7dutd6kei
 Destiny Bond essay destinhg.docx : https://s.ldc.org/u/8bu9mi7k4bizk8p5mgev8iogz
 Jamie Human Destiny Paper.docx : https://s.ldc.org/u/3o12t6bn2q4p0px0bz7gheoq4
 LDC Rubrics Revised .pdf : https://s.ldc.org/u/7oevxbgnua8ylqn7ucy82mwg
 Sentence%20Starters.pdf :
 Text_evidence_sentence_starters1.5652916.doc : https://s.ldc.org/u/9g77jcfi8rwha6mxqmddwrvxj
 Concept Map and Outline for Argument .pdf : https://s.ldc.org/u/8n9dvgqck1otjswhk3afulvlm
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