Literary Devices & Vocabulary Lesson Plan

Beowulf Stations
Thursday, August 16, 2018

Objectives
● Students will understand that the Anglo-Saxons valued courage, physical strength, and
loyalty, which is illustrated in literature of that time such as Beowulf.
● Students will know the definitions of the following vocabulary words:
○ Lair
○ Affliction
○ Purge
○ Gorge
○ Talon
○ Infamous
○ Loathsome
○ Livid
● Students will be able to make abstract associations between new vocabulary words and
familiar words and justify those associations.

Virginia SOLs:
10.3 The student will apply knowledge of word origins, derivations, and figurative language to
extend vocabulary development in authentic texts.
b. Use context, structure, and connotations to determine meanings of words and phrases.
f. Extend general and cross-curricular vocabulary through speaking, listening, reading,
and writing.

Assessments
● Reading Quiz
● Comprehension/Analysis Questions
● Word Associations Handout

Materials
● Beowulf Texts
● Word Association Handouts

Beowulf Vocabulary Lesson Plan

August 16, 2018

Timeline What will students do? What will I do?

 Students will take a reading quiz I will read the quiz question, take
8 mins on the first section of Beowulf attendance, monitor students,
that they read for homework and collect quizzes when students
are finished

Students will engage in a plot of I will guide the plot review by

review of the section of text they
were assigned for homework.
8 mins
asking guiding questions:
Who is the evil monster?
Why is he evil?
How do the Danes try to get rid of
Grendel?
Why does Beowulf choose to help
the Danes?
How does Beowulf want to fight
with Grendel? Why?
Who is the King of the Danes?
Other observations that we
missed?

Students will copy down the I will read each definition aloud
definitions of eight new as students copy them. I will
vocabulary words from the text: intermittently ask whether
● Lair students have heard of some of
8 mins ● Affliction these words and in what context.
● Purge
● Gorge
● Talon
● Infamous
● Loathsome
● Livid
Students will do this on a blank
sheet of paper.

Students will listen and read I will read aloud, stopping

along as I read the next section of
text and stop periodically to
clarify comprehension. Students
will answer the
30 mins comprehension/analysis
questions.
periodically to clarify
comprehension and emphasize
important details. Then I will
invite questions and instruct
students to begin answering the
comprehension/analysis questions
with a partner or individually. As
students work, I will walk around
and touch base with each pair,
checking to see how they’re doing
and ensuring there are no
misconceptions.
 Students will learn about “Word
Associations” and the process of
5 mins making abstract connections
between unfamiliar and familiar
words.
I will teach the “Word
Association” method to students
and explain that there’s not
necessarily a “correct” pairing
for each of these, but that their
justifications are the most
important part.

I will go over the example at the

top of their handout: If we had
just learned the word
“accomplice,” and one of the
association words was “crook,” I
might pair them because a crook
sometimes needs an accomplice.
Can someone explain the method
back to me using a different pair
of words from the example
section?

Students will review both the new Before students get into pairs, I
vocabulary words and the will ask for five volunteers to give
association words. Volunteers will a brief definition or explanation
20 mins of the association words in case
define each association word in
any student is unfamiliar with
their own words and students will one or more of them. Then, I will
record definitions of association let them begin. While they work
words if needed. in pairs, I will walk around to
note any unusual associations and
check on students’ justifications.
Students will work through the I’ll make a note of any
Word Associations activity with a unexpected associations that have
partner or small group (no more particularly astute or creative
than three). justifications so that I can call on
that pair during the sharing
Students will indicate the pair portion of the activity
and then write an explanation for
why the two words go together on I will circulate the room to affirm
associations and challenge
their graphic organizer.
students to strengthen their
justifications. I will help students
work through the challenge of
embracing there not being one
correct answer.
 Students will share one word I’ll call on pairs to share one
5 mins association with their justification word association with their
to the whole group. justification. Then I’ll ask if
another pair had a different
association and why. We’ll
continue this until all new words
have been given associations and
all association words have been
paired off.