• Document: THE INDEPENDENT NOTEBOOK FOR. BEOWULF: A NEW TELLING by ROBERT NYE
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Page |1 THE INDEPENDENT NOTEBOOK FOR BEOWULF: A NEW TELLING by ROBERT NYE Created By: Amber Anthony OVERVIEW: This Interactive Notebook is designed as a way to read through Robert Nye’s Beowulf. The work students do is text dependent and self- reflecting. In doing this notebook, students will explore the novels theme, character analyzation, identify the figurative language, learn new vocabulary, recognize symbolism and how it is used to emphasize the overall theme of the story. The notebook also allows the story to resonate with the students as they interact by reflections and making connections through the creative left side activities. These activities are enjoyable and often help students grasp the deeper level thinking we so want them to be able to do. MATERIALS NEEDED Each student will need the following items to do this notebook 1. A 70 page spiral notebook 2. Class copy of Beowulf: A New Telling By: Robert Nye 3. Colored Pencils or crayons 4. A pencil 5. Scissors 6. Glue CHAPTER QUESTIONS: Questions are provided following each of the chapters read. They are designed to help students recall important things and understand the purposeful symbolism from this text. The questions are text dependent; designed to have students use quotes directly from the text to back up their answers. VOCABULARY: Vocabulary is included for each chapter as students come across words they may not be familiar with. These can be reviewed before the chapter is read, or simply provided as a reference for students. LEFT SIDE ACTIVITIES For most of the chapters, I try to add a reflection lesson for students which I like to call the LEFT SIDE ACTIVITY. These activities are a higher level form of thinking, helping students to make deeper connections to the text and develop a better understanding of overall themes of the novel. While many of the activities require text dependent answers, there is also an element of creativity that Page |2 students must use. These lessons are great for ELD learners who may need to look at the text in a more visual way. The activities are designed to pair perfectly with the heavy descriptive figurative language found in the text. Here is an overview of these activities from this Interactive Notebook. Left side activities will be labeled with the following in this packet LEFT SIDE ACTIVITY Chapter 1: A Ship without Sails is loaded with Hyperboles. Using these hyperboles, as clues, draw a picture of the great king, Scyld Scefing. It can be a picture of the king himself or a symbolic picture (the boat, his throne etc.) Use and copy at least four hyperboles (see Chapter 1 Questions) from the text and add them to your sketch or picture. Chapter 2: Heorot vs the Fen: Establishing the mood and settings of a story. Using the template, fill out the hall of Heorot. Then glue it in your notebook and add a picture of the fen behind it. Chapter 3: Have students divide their paper into two large sections with a small thin section between the two. Have them label the larger sections GOOD and EVIL. Instruct students to go back through the chapters previously read and add characters and things (symbols) that represent GOOD and EVIL. This will be an ongoing list. The middle section will be reserved for a special reason they will figure out later in the book. (There are characters things that have both good and evil in them that belong here) Chapter 4: Beowulf’s sword graphic organizer. Chapter 5: Analyze the apple from this chapter to understand how it is a symbol for the balance between good and evil. Chapter 6 & 7: Draw a picture of Grendel’s arm and write how his death affects the following characters: Hrothgar, Wealtheow, Beowulf and Unferth Chapter 8: Do a close read on the first paragraph in chapter 8 then have the students draw the mother and write the sensory details about her from the text. Chapter 9: Do the Unferth: Man or Monster Worksheet to help students understand the conflict within this character and how he was a man on the outside but a monster on the inside who desperately wanted to escape his human exterior. Then have them make an inference of what happened to him from the end of Chapter 8 to Chapter 9. Chapter 10: Imagery: Students will review Chapter 10 and search for quotes that appeal to each of the reader’s senses. Chapter 12-13: Have students complete the graphic organizer about Beowulf’s family. Chapter 14 -15: Students Illustrate the Firedrake and make claims based on the text of whether it is good,

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