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"The trees are dead, and only the deepest religion can break through time and believe they'll revive."
Grendel Chapt 9 - Class Discussion - A Vertext Discussion: The first Vertext (set of quotes) of the year for the British Literature students. It's a perfect way to discuss this dense, difficult chapter.
Lesson Overview
Lesson Overview
Though I usually teach the same books and stories with additions here and there - the discussions (and group work or any activity for that matter) are always altered, changed, or reinvented. Chapter 9 is very complicated, dense, and difficult. It is the perfect candidate for a Vertext. By putting up a quote - and starting the discussion with that quote, you make sure that the students understand a little bit - and then you can move on to a deeper concept.. For more on different class discussion methods, go to this page.
The most difficult thing (I believe) in this Chapter has to do with when Grendel asks Ork (the high priest - whose name happens to mean "monster" - ah yes - very cool!) to explain his concept of what "the Destroyer" (their god) is - it echoes what the dragon told Grendel in Chapter 5. By taking Ork's theory step by step (using the Vertext) the students can come to an understanding (and flex their critical thinking skills) themselves (maybe with a little help from the teacher).
As with most of my lessons - I will also bring in what we've seen already in the year (ie Chapter 5 of Grendel, a poem by Vincent Saint Milay from our verse intro to Grendel) and things we will see later (such as Shelley's "Ode to the West Wind") - Ah connections!
A Discussion using a Vertext
A Discussion using a Vertext
The first vertext of the year. A vertext (I believe I coined the name) is simply a presentation of quotes from the assigned reading (given in the order of the reading). You pull out quotes (or sometimes comments on bigger ideas) that will lead to discussion. I start at one end of the room - the student in the first desk, in the first row reads the quote aloud - and then anyone in the class can comment on it or ask a question about it. The student should also read the page number (it's given) so that everyone can turn to that page in their books. Everyone gets to read a quote AND sometimes I will also ask that the student who reads the quote also must comment (at least briefly) on it.
Students also frequently comment on the comment that the first student made - and one quote can lead to an entire discussion. The great thing about this approach is that the teacher is not asking pointed questions (though they are putting up pointed quotes...). The majority of the critical thinking comes from the students.
Sometimes - depending on how a particular class is good or bad at everyone speaking up - I will also ask that the student who reads the quote aloud, also makes the first comment or question on it.
GrendelCh9_VertextDisc_20160927.mp3Class Recording
Class Recording
We go through Chapter 9 of Grendel by putting quotes up on the screen (a Vertext) and the students first read them, then react to them. Chapter 9 chronicles Grendel's encounter with Ork, the high priest of the Danes - and in some ways revisits chapter 5 and Grendel's visit with the dragon. Make sure you download and printout the Vertext (found on the website) before you start listening and take notes on it (six slides per page is good).
Remote Enhancements
Remote Enhancements
The Vertext works really great remotely.
In Chapter 10 - the Shaper dies. See the earlier lessons for more on the shaper, but suffice it to say, as John Gardner uses the modern Grendel to make Beowulf come to life - I try to get the students to see the Shaper in their own terms - the death of Robin Williams, Tupac, and way before their time (hence the handout on the back of the Group Work), Giuseppe Verdi. The lesson - whether discussion or Group Work - though I must say it most often Group Work and I believe that it works best that way - also brings in earlier chapters including the last one on Ork (the high priest) and the idea of the Destroyer (a complement to Shaper).
WHAT CAME BEFORE:
WHAT CAME BEFORE:
Thoughts on the Lesson
Thoughts on the Lesson
The important thing here is to have a great discussion. However, the teacher feels comfortable is, in my opinion, the best possible way to do it. Students love Ringmaster Teacher - I love the other two methods - though I do think I'm pretty proficient at being a Ringmaster. I just think the other ways make the students think and retain better.
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