Understanding by Design

Name: Chris J. Silva

Topic: Beowulf / Characteristics of Epic

Subject/Course: British Literature (H)

Grade Level: 11
Desired Results

Content Standard:
Massachusetts Curriculum Frameworks
MA ELA (11-12): Reading - Literature
8.A. Analyze the meaning of literary texts by drawing on knowledge of literary concepts and genres.
Understanding (big idea):
Students will understand that the characteristics that identify a work as epic are easily recognizable in
both old and new works of literature and art.
Students will know that . . .
Roughly 14 identifiable characteristics appear in most epics.
These characteristics are far from irrelevant, and are still in use today with modern fantasy
literature, film and other media.
Students will be able to . . .
Meaningfully apply their knowledge of epic characteristics to the analysis of text.
Identify each of the 14 characteristics of epic in both written works and modern cinematic works.
Defend their analysis and opinions with evidence from the text in both oral and written form.
Assessment Evidence
Performance Task(s):
Work in pairs to identify epic characteristics as they appear in film clips from various modern
fantasy, sci-fi, and historical fiction films.
Create a data table of observed characteristics, conclusions, and evidence from the clip that
supports those conclusions.
Discuss, debate, and defend the validity of their observations and analysis in oral form.
Create a polished written report, complete with revisions based on the discussion/debate, which
translates the data table into clear, analytical, and persuasive prose.

Learning Plan
Learning Activities:
1. The Hook: (5 minutes)
Begin with a lightening-round-style oral review of the 14 characteristics of epic (learned in previous
classes). Then, focusing on one in particular, play the class a very short clip from a modern film that
showcases the characteristic (fantasy works best, as it is the most-closely related modern descendant of
epic). Then, having modelled this type of analysis, segue into the EPIC CHARACTERISTICS PROJECT.
2. Explaining the Project: (5-10 minutes)
Assign pairs of students to be partners for the project. Briefly, but clearly explain the purpose and task of
the project. Student pairs will watch a series of clips from various modern films. After each clip, they will
be given a few minutes to discuss with their partner and decide which epic characteristic(s) were present in
the clip. They must note their observations in a data table, predesigned by you to match the clips shown,
including notes on evidence to support their opinion. For instance, if they think the clip indicates Epic
Characteristic #1 the work begins in medias res they note it on their table under the clips title and
include notes that defend their choice with evidence from the clip and a logical explanation of their
conclusions based on that evidence. After all clips have been screened and all data tables completed, the
partners will share their conclusions with the class, comparing, discussing, debating and defending their
analysis to the instructor and to each other (especially when groups disagree!).
3. The Clips and Analysis: (time varies with the number of clips chosen)
Introduce each clip and remind the students to hold off on any discussion or comment until the clip has
finished, lest they miss important clues; this discourages disorder and encourages the students to listen and
watch the clip carefully from beginning to end.
[Note on Film Clips: I find the project works best with roughly 10 film clips from fairly popular film
franchises that the students recognize, each with several possible epic characteristics present (i.e., The Lord
of the Rings, Star Wars, Harry Potter, Game of Thrones, etc.]. This allows room for interpretation and
diversity of opinion and peaks student interest and attention. The students will learn from each others
observations as well as from their own. 10 clips takes roughly two 50-minute class periods to complete,
with both screening and analysis.
4. The Discussion / Debate: (approx. 45 minutes)
With the class having completed the clips and their data charts, the instructor moderates a
discussion/debate, during which the groups share their observations and defend their analysis and choice of
characteristics for each clip. As the moderator, it is important to hold students accountable for their claims
by asking them to cite the specific evidence from a clip that defends their position, as well as their own
logic and analysis. The discussion should be spirited, but professional. When differences of opinions
occur, encourage students to defend their claims with evidence. Depending on the students, the tone of the
activity may more closely resemble a discussion rather than a debate. This is fine, as long as the students
are talking about their observations and defending their opinions. Students will find that this part of the
activity really solidifies their understanding of each characteristic and rehearses their ability to observe,
analyze and defend.
5. Written Report: (homework)
At the conclusion of the discussion/debate, each student should write up their final revised observations
and conclusions in a written report. This isnt quite a formal essay, but begins pointing students in that
direction. The report should be in analytical prose (paragraph format, not notes).
6. Assessment
This project yields three gradable assessments: (1) the data table, (2) the discussion/debate, (3) the written
report. Each assessment occurs in ascending order of grading-criteria formality. The data table can simply

be assessed by completeness (pass/fail, or check/check-plus/check-minus). The discussion debate should

be graded by a predetermined and communicated rubric:
A

-The project clearly displays an in-depth understanding and mastery of the characteristics of epic.
-For each clip, the student lists several appropriate characteristics.
-For each characteristic listed, the student includes a well-thought-out argument with specific
evidence from the clips dialogue and/or visuals.

-The project displays a good understanding and mastery of the characteristics of epic.
-For each clip, the student lists one or more appropriate characteristics.
-For each characteristic listed, the student includes a logical argument with some evidence from the
clips dialogue and/or visuals.

-The project displays some understanding of the characteristics of epic.

-For each clip, the student lists one or more characteristics, but some may not be appropriate.
-Arguments in defense of chosen characteristics are weak or incomplete, with few or no specifics.

-The project displays little or no understanding of the characteristics of epic.

-For each clip, the student lists one or fewer characteristics, and many are not appropriate.
-There are few or no arguments to support choices.

-The project is not submitted on time or at all.

Finally, the instructor should grade the written report with a point-based rubric:
60%
30%
10%

Quality of the rationale and evidence

Neatness, organization and clarity
Meets minimum requirements (at least 2 characteristics per clip, no more than 5)