Kennings Beowulf
Kennings Beowulf
Kennings Beowulf
in
Beowulf
Grade
12
Dual
Enrollment
Lesson
Components
What
teacher
and
student
behaviors
are
planned
and
expected
Context:
Course
name;
grade
level;
length
of
lesson;
description
of
setting,
students,
and
curriculum
and
any
other
important
contextual
characteristics
-This
is
for
a
12th
grade
dual
enrollment
class
at
Albemarle
High
School
with
Piedmont
Virginia
Community
College
-Students
have
been
reading
Beowulf
in
class
for
two
weeks
-Students
come
to
class
having
read
a
few
assigned
sections
of
Beowulf
Virginia
SOL(s):
VA
SOL
12.3:
The
student
will
apply
knowledge
of
word
origins,
derivations,
and
figurative
language
to
extend
vocabulary
development
in
authentic
texts.
d)
Identify
the
meaning
of
common
idioms,
literary
and
classical
allusions
in
text.
VA
SOL
12.4:
The
student
will
read,
comprehend,
and
analyze
the
development
of
British
literature
and
literature
of
other
cultures.
b)
Recognize
major
literary
forms
and
their
elements.
f)
Explain
how
the
sound
of
a
poem
(rhyme,
rhythm,
onomatopoeia,
repetition,
alliteration,
assonance,
and
parallelism)
supports
the
subject,
mood,
and
theme.
Common
Core
State
Standard(s):
CCSS.ELA-Literacy.RL.11-12.10
Analyze
multiple
interpretations
of
a
story,
drama,
or
poem
(e.g.,
recorded
or
live
production
of
a
play
or
recorded
novel
or
poetry),
evaluating
how
each
version
interprets
the
source
text.
Objectives
(KUD
format):
Students
will
understand
1. That
figurative
language
adds
Students
will
know
2. That
kennings
are
a
descriptive
literary
device.
3. The
value
and
descriptive
power
of
kennings.
Students
will
be
able
to
4. Identify
kennings
in
Beowulf.
5. Create
kennings
of
their
own.
Assessments:
Methods
for
evaluating
each
of
the
specific
objectives
listed
above.
Diagnostic:
Students
will
demonstrate
what
they
already
know
by
Identifying
what
words
specific
kennings
replaced
VA
SOL
12.3
d
Formative:
Students
will
show
their
progress
toward
today's
objectives
by
Identifying
kennings
from
the
Beowulf
texts.
I
will
split
students
into
groups
and
each
group
will
be
responsible
for
identifying
kennings
in
a
passage
from
Beowulf.
VA
SOL
12.3
d
Summative:
Students
will
ultimately
be
assessed
(today
or
in
a
future
lesson)
on
these
standards
by...
Creating
kennings
themselves.
Some
will
be
related
to
Beowulf,
others
will
not.
VA
SOL
12.3
d
Instructional
Steps
(Procedures):
Detail
student
and
teacher
behavior.
Identify
possible
student
misconceptions.
Include:
Comments/Notes/
Reflections
I.
Welcome/greeting/announcements
(2
minutes)
-Good
afternoon,
everyone!
I
hope
that
you
all
had
a
great
Thanksgiving.
I
also
hope
you
had
a
good
snow
day
last
week.
Im
sure
you
all
were
excited
to
have
an
extra
day
off.
I
know
you
hall
have
been
reading
Beowulf
as
a
class,
so
I
wanted
to
do
an
activity
with
you
about
this
epic
poem.
Today
we
are
going
to
work
with
a
specific
literary
device.
I
will
post
the
word
kenning
on
the
board.
II.
Hook/
bridge/
opening
to
lesson
(15
minutes)
-Has
anyone
seen
this
word
before?
I
will
assess
to
see
who
raises
their
hands.
Okay,
heres
the
real
question:
does
anyone
know
what
this
word,
kenning,
means
or
what
it
is?
I
will
wait
for
students
to
respond.
If
no
one
does,
I
will
ask,
Does
anyone
know
of
an
example
of
a
kenning?
If
students
give
an
example,
I
will
ask
them,
What
does
that
specific
kenning
mean?
To
what
does
it
refer?
Why
would
you
use
a
kenning
instead
of
the
actual
word?
I
assume
students
will
not
have
much
to
say
in
response
to
this,
so
I
will
post
the
definition
on
the
board.
-A
kenning
is
a
form
of
concentrated
metaphor
often
used
in
Old
English
poetry.
It
is
created
from
the
compounding
of
words
or
phrases.
They
are
found
all
over
Beowulf.
-Now
lets
look
at
a
few
examples
of
kennings.
I
will
go
to
the
next
slide.
All
of
these
come
from
Beowulf.
-Okay
the
first
example
is
Storm
of
Swords.
Does
anyone
have
an
idea
what
that
actually
refers
to?
I
will
wait
for
a
student
to
take
a
guess.
I
will
aim
to
have
at
least
two
students
answer.
Okay
so
we
have
one
guess.
Does
anyone
have
another
idea?
After
a
few
minutes
I
will
reveal
the
answer.
So
rather
than
just
using
the
word
battle
the
reader
really
gets
the
sense
of
the
violence,
quick
pace,
power,
and
intensity
involve
in
a
battle
like
this.
-I
will
go
through
every
example
I
have
and
ask
students
to
guess
them.
-After
we
go
through
all
examples,
I
will
turn
to
the
Why
use
kennings
slide.
-After
looking
at
these
specific
kennings,
why
do
you
think
authors
would
use
kennings
as
opposed
to
the
real
world?
Why
would
someone
say
Warfriend
instead
of
just
sword?
I
will
wait
for
a
few
different
students
to
respond
and
state
why
they
think
kennings
are
important
to
writing.
-Kennings
were
originally
used
as
synonyms
in
writing
so
that
there
would
be
alliteration
in
the
poem.
An
example
of
this
is
The
Hall
of
the
Heart
used
in
place
of
Herot.
III.
Instructional
steps
Kenning
Identification
30
minutes
-Now
that
you
know
a
little
bit
more
about
kennings,
we
are
going
to
do
a
few
activities
to
get
you
more
in
the
habit
of
looking
out
for
them
and
using
them
in
your
own
creative
writing.
-For
this
activity,
I
am
going
to
spit
you
into
groups
of
three
or
four
to
work
together.
I
will
group
the
students
have
them
draw
numbers
from
a
bag
and
tell
them
where
in
the
class
to
meet.
-Now
that
yall
are
with
your
group
members,
I
am
going
to
pass
out
worksheets
with
a
few
excerpts
from
Beowulf
on
them.
Please
wait
for
my
instruction
before
you
begin.
I
will
pass
out
the
papers.
-Does
every
group
have
a
paper?
Awesome.
There
is
an
excerpt
from
Beowulf
at
the
top
of
each
paper.
There
is
at
least
one
kenning
in
that
passage.
Please
find
the
kenning(s)
and
then
answer
the
questions
at
the
bottom
of
the
page.
I
want
everyone
to
fill
out
the
questions
on
their
worksheets.
You
will
have
10
minutes
to
complete
this
activity.
Also
while
you
are
working,
choose
one
or
more
group
members
who
will
read
the
passage
aloud
when
we
come
back
together.
You
may
begin.
Students
will
work
on
their
worksheets
for
about
10
minutes.
I
will
walk
around
the
room
to
make
sure
students
are
on
track
and
to
answer
any
questions.
-Okay
everyone,
the
ten
minutes
is
up.
We
are
now
going
to
go
over
each
excerpt.
Do
I
have
a
group
who
wants
to
discuss
their
passage
first?
Students
will
volunteer.
If
not,
I
will
choose
a
group
to
share.
Okay
thank
you
Group
2.
Who
is
your
reader?
Awesome.
Read
away!
I
will
post
the
passage
on
the
board
so
that
others
can
read
along.
-So
what
are
the
kennings
used
in
this
passage?
The
group
members
will
answer
the
question.
Does
everyone
agree
with
their
choices?
Are
there
any
they
left
out?
I
will
see
if
other
students
point
out
kennings
not
identified.
-Okay
lets
go
through
this
kenning
by
kenning.
For
the
first
one,
what
word
is
it
replacing?
Students
will
respond.
Why
is
this
kenning
put
into
the
work?
What
images
do
you
get
from
it?
The
group
will
respond.
-That
is
great.
Does
anyone
want
to
add
anything?
Any
more
details
that
this
kenning
elicits?
All
right.
Good
job
yall.
Lets
move
on
to
the
next
group.
-I
will
repeat
this
same
process
for
each
group.
Kenning
Creation
20
minutes
-Thank
you
all
for
being
cooperative
and
respectful
during
that
activity.
I
hope
this
helps
you
for
the
rest
of
your
Beowulf
reading
so
that
you
can
identify
them
more
quickly.
I
also
hope
that
you
can
incorporate
your
own
into
your
writing.
I
mentioned
earlier
that
some
kennings
have
been
so
incorporated
into
the
English
language
that
they
are
now
considered
clichs.
Can
anyone
think
of
any
kennings
that
are
still
used
today?
I
will
wait
for
students
to
respond.
I
will
encourage
everyone
who
can
think
of
one
to
share
it
with
the
class.
-Here
are
some
that
I
could
think
of
that
are
still
used:
ring
giver
(for
a
prince,
as
II
said
earlier),
beer
goggles
(when
someones
judgment
of
appearances
becomes
hazy
while
intoxicated),
surfing
the
web
(which
mixes
the
imagery
of
skillful
motion
through
large
amounts
of
liquid,
amorphous
material
with
the
imagery
of
an
interconnected
net
linked
by
strands
or
cables),
Bible
thumpers
(to
describe
loud
preachers
or
intolerant
Christians),
rug
rats
(to
describe
children
who
often
crawl
around
on
rugs),
&
tramp
stamps
(to
describe
trashy
tattoos).
IV.
Closing
-Now
we
are
going
to
create
kennings
of
our
own.
I
am
going
to
post
a
list
of
words
on
the
board
that
I
want
you
to
create
kennings
for.
If
you
are
inspired
and
want
to
make
one
for
another
word,
go
ahead!
I
hope
that
some
of
you
will
share
them
with
the
class.
I
will
post
the
slide
on
the
board
with
a
list
of
suggested
words
for
kenning
creations.
After
5-10
minutes,
I
will
stop
students.
-I
want
at
least
5
students
to
share
a
kenning
with
the
class.
Does
anyone
have
something
they
want
to
share?
Students
will
share
kennings.
-Thank
you
all
so
much!
I
remember
when
I
was
in
high
school
I
created
painful
bliss
for
the
word
love,
and
we
can
all
probably
guess
the
state
of
my
love
life
at
that
point
in
time.
Haha!
-Okay
everyone
that
is
all
that
I
have
planned
today.
I
am
going
to
turn
it
back
over
to
Mrs.
Pavlo
now.
Thank
you
so
much
for
a
great
class.
Materials:
-Numbers
for
students
to
draw
(to
split
into
groups)
-PowerPoint
-Projector
-Pen
or
pencil
-Worksheets,
below
Attention
to
Individual
Student
Needs:
Detail
specific
actions/materials
you
will
a
few
that
I
wouldnt
necessarily
call
a
kenning,
but
they
had
great
reasoning
behind
it,
such
as
what
it
could
stand
for
and
what
the
author
could
have
said
instead.
They
were
thinking
hard
about
it
and
had
good
rationales
behind
their
answers.
They
were
all
very
engaged
in
writing
their
own
kennings.
They
wanted
to
create
one
for
almost
every
example
I
had
on
the
PowerPoint
and
got
so
excited
to
share
them
with
the
class.
Like
when
they
backed
up
their
reasons
for
choosing
certain
phrases
as
kennings
in
the
passages,
they
had
great
descriptions
for
why
they
chose
the
kenning
that
they
did.
Passage
1
Instructions:
Below
is
a
passage
from
Beowulf.
After
reading
it,
answer
the
questions
follow.
Outsiders
from
across
the
water,
I
say
it
again:
the
sooner
you
tell
Where
you
come
from
and
why,
the
better.
The
leader
of
the
troop
unlocked
his
word-hoard;
The
distinguished
one
gave
this
answer:
We
belong
by
birth
to
the
Geat
people
And
owe
allegiance
to
Lord
Hygelac.
1.
Circle
the
kenning(s).
2.
What
word/noun
phrase
might
the
kenning
replace?
3.
Why
do
you
think
the
poet
used
a
kenning
here?
What
does
the
kenning
say
that
the
word/noun
phrase
does
not?
Passage
2
Instructions:
Below
is
a
passage
from
Beowulf.
After
reading,
answer
the
questions
that
follow.
Then
the
gray-haired
treasure-giver
was
glad;
Far-famed
in
battle,
the
prince
of
the
Bright-Danes
And
keeper
of
his
people
counted
on
Beowulf,
On
the
warriors
steadfastness
and
his
word.
So
that
laughter
started,
the
din
got
louder
And
the
crowd
was
happy.
1.
Circle
the
kenning(s).
2.
What
word/noun
phrase
might
the
kenning
replace?
3.
Why
do
you
think
the
poet
used
a
kenning
here?
What
does
the
kenning
say
that
the
word/noun
phrase
does
not?
Passage
3
Instructions:
Below
is
a
passage
from
Beowulf.
After
reading,
answer
the
questions
that
follow.
He
realized
that
the
demon
was
going
to
descend
on
the
hall,
That
he
had
plotted
all
day,
from
dawn
light
Until
darkness
gathered
again
over
the
world
And
stealthy
night-shapes
came
stealing
forth
under
the
cloud
murk.
1.
Circle
the
kenning(s).
2.
What
word/noun
phrase
might
the
kenning
replace?
3.
Why
do
you
think
the
poet
used
a
kenning
here?
What
does
the
kenning
say
that
the
word/noun
phrase
does
not?
Passage
4
Instructions:
Below
is
a
passage
from
Beowulf.
After
reading,
answer
the
questions
that
follow.
They
knew
too
well
the
way
it
was
before,
How
often
the
Danes
had
fallen
prey
To
death
in
the
mead-hall.
But
the
Lord
was
weaving
A
victory
on
His
war-loom
for
the
Weather-Geats.
Through
the
strength
of
one
they
all
prevailed;
They
would
crush
their
enemy
and
come
through
In
triumph
and
gladness.
1.
Circle
the
kenning(s).
2.
What
word/noun
phrase
might
the
kenning
replace?
3.
Why
do
you
think
the
poet
used
a
kenning
here?
What
does
the
kenning
say
that
the
word/noun
phrase
does
not?