01.01.03a - Assignment: Literary Analysis of Beowulf's Opening
Assignment: Literary Analysis of Beowulf's Opening
Learning Targets Assessed:
- I can analyze how a poet uses literary techniques to create meaning in an epic poem. RL.9-10.4 RL.9-10.5
- I can construct an evidence-based literary analysis that connects textual details to larger themes. RL.9-10.1 RL.9-10.2 W.9-10.1
DOK Level: DOK 3
Estimated: 45-60 minutes for draft; 30-45 minutes for revision
The Task
Write an analysis of how the poet uses literary techniques in the opening of Beowulf (lines 1-52, Gummere translation) to establish the values of Anglo-Saxon culture. Your analysis should focus on specific techniques (kennings, alliteration, variation, imagery, structure) and explain how they create meaning, not just identify them.
Choose Your Path
All options assess the same learning targets with equivalent rigor. Choose the format that lets you do your best thinking:
Option A: Written Analysis (2-3 paragraphs)
Write a focused essay with a clear thesis, integrated textual evidence (at least 3 quotations with line references), and analytical commentary explaining how specific literary techniques reveal Anglo-Saxon values. Include an introductory thesis statement and a concluding sentence that connects your analysis to the unit's essential question.
Option B: Annotated Visual Map + Written Explanation
Create a visual map (digital or hand-drawn) showing how the literary techniques in lines 1-52 connect to Anglo-Saxon cultural values. Use arrows, color-coding, or spatial arrangement to show relationships. Accompany your map with a 1-paragraph written explanation (6-8 sentences) interpreting the patterns you identified. Include at least 3 specific quotations on your map.
Option C: Video/Audio Analysis (3-5 minutes)
Record a video or audio analysis in which you read key passages aloud and explain how the literary techniques create meaning. Display or reference the text as you speak. Your recording should include at least 3 specific quotations with line references and substantive analysis of each. Submit a brief outline or script alongside your recording.
Option D: Propose Your Own
Have a different idea for demonstrating your analytical thinking? Submit a brief proposal (3-5 sentences) describing your approach, how it addresses the learning targets, and what evidence you'll include. Get instructor approval before starting.
Requirements for All Options
- Include at least 3 direct quotations from the Gummere translation with line references
- Analyze at least 2 different literary techniques
- Provide commentary that explains the significance of each piece of evidence (not just identification)
- Connect your analysis to Anglo-Saxon cultural values
- Reference the essential question at some point in your analysis
Rubric
| Criteria | Exemplary (4) | Proficient (3) | Developing (2) | Beginning (1) |
|---|---|---|---|---|
| Analytical Claim (LT 1.3) |
Makes a nuanced, specific analytical claim that goes beyond the obvious; thesis reveals genuine insight about the text | Makes a clear, specific analytical claim about how techniques create meaning | Makes a general claim that stays at the identification level ("The poet uses kennings") without explaining significance | No clear analytical claim; response is primarily summary |
| Evidence Integration (LT 1.1, 1.3) |
3+ quotations skillfully integrated with signal phrases; evidence selection demonstrates strategic reading | 3 quotations included with line references; evidence is relevant to the claim | 1-2 quotations included, or evidence is present but not clearly connected to the claim | No textual evidence, or evidence is inaccurate/irrelevant |
| Analytical Commentary (LT 1.1) |
Commentary explains both the effect of the technique and its cultural significance; demonstrates sophisticated reasoning | Commentary explains how the technique creates meaning and connects to cultural values | Some commentary present but stays surface-level; identifies techniques without explaining their effect | No commentary; evidence is presented without explanation |
| Cultural Connection (LT 1.2) |
Insightfully connects literary analysis to Anglo-Saxon values with specific cultural context; avoids oversimplification | Connects analysis to Anglo-Saxon values with some cultural context | Mentions Anglo-Saxon culture but connection to textual evidence is vague | No connection to cultural context |
| Process Evidence | All process materials submitted; revision shows meaningful improvement based on feedback | Draft and revision submitted; revision addresses peer feedback | Some process materials submitted; revision shows minimal change | No process evidence submitted |
Note: Content knowledge is assessed separately from English language proficiency. If you're multilingual, you're welcome to demonstrate your analytical thinking through any combination of languages. Your content knowledge and reasoning are what matter most here.
Process Evidence Requirements
Learning happens through the process, not just the final product. Submit the following alongside your final version:
- Annotations from Lesson 1.2 (Activity 1.2.1)
- Practice paragraph from Lesson 1.3 (Activity 1.3.1)
- Peer feedback given and received (Two Stars and a Wish)
- Revised final version with a brief note (2-3 sentences): "What I changed based on feedback and why"
- Show Your Receipts form (if AI was used at any point)
Revision Cycle
- Draft: Submit your initial version by the end of Day 3
- Feedback: Exchange peer feedback using Two Stars and a Wish (Day 4)
- Revision: Submit your revised version by Day 5
- Reflection: Include your revision note with the final submission
Revision is what professional writers do. Submitting a revised version that responds to feedback is a sign of growth, not weakness.
You may use AI to: check grammar and spelling, clarify the meaning of a word or phrase in the poem, generate ideas about how to structure your argument (but the argument itself must be yours).
You may not use AI to: generate your thesis, write your analytical paragraphs, produce commentary on the text, or create your revision reflection.
If you use AI at any point, complete the Show Your Receipts form: (1) What prompt did you use? (2) What did the AI produce? (3) What did you keep, change, or reject, and why?
Why this matters: The goal of this assignment is to develop your ability to move from textual evidence to analytical argument. That's a thinking skill that only develops through practice. Your annotations serve as process evidence that shows your independent engagement with the text.