John Gardner's Grendel

A very different kind of group work.  The students are given a sheet filled with ideas and quotes from Grendel (and the poem "Auto Wreck").  They must then take extensive notes (before joining a group) and draw lines and arrows connecting the ideas.  The student then joins a group and must come up with a thesis or overiding idea(s) between the quotes and boxes (and poem).  It is interesting that some students (to be honest -- a smaller percentage, but significant nonetheless) actually do much better at this kind of unstructured assignment -- while the majority seem to want the guidelines found in most of the group works on this site (all the more reason to shake things up).

This presentation by Briana Ryan and  Kalissa Kakarous focuses on the destructive nature that Grendel embraces (reluctantly) after his meeting with the Dragon.  A simple background - a tree encircled by mist -- with blood red text tells of Grendels journey from innocent to a jaded monster who bitterly accepts his fate. [There is now a Quick Time Video version of this Illuminated Text - if you have had any problems viewing the Power Point version].

This presentation by Vaishak Bapu and Luis Barragon shows exactly how intricate planning can pay off when creating an Illuminated Text.  It begins with the word "Pain" appearing and then it beats like a heart -- slowly, all so slowly the rest of the line about tedium appears -- the point is made not only with the text but through the very act of their appearance.  The music, in a minor key, plays like a ballet of words and letters.  "Friend" and "comfort" become Grendels "shadows" -- later a black hole swallows up all of man's theories and logic.  An incredible Power Point presentation.

This handout gives students the choice of three different essays to write about (with regard to John Gardner's Grendel).  The first asks students to describe how Gardner deconstructs the expectations that we have regarding the monster, Grendel - and how specifically the author accomplishes that change in the reader's perspective.  The second prompt asks students to relate biographical details from Gardner's life to his writing and the final prompt asks students to connect the different views found in the novel to what happened on 9/11.

Because Beowulf is one of the first things that we do for the school year - it is important for me to show the students that many of our own modern (so they think) cultural concepts and ideals are actually quite old - quite universal.  These movie questions are designed to be answered (partially) while watching the movie, High Noon, and elaborated on later for homework. They ask students to consider what has changed and what has stayed the same with our ideals such as heroism and sacrifice. 

This presentation by Izat Mir and Jason Weng seems to begin innocently enough - the background image is pastoral and Grendel is sparring with the ram.  But as the Illuminated Text continues - a theme - a focus builds.  First Grendel goes to the Mead Hall to seek friendship - and he is attacked.  He cries for "Mercy."  Then he sees the same injustice being thrust upon Wealhtheow - and he again asks those around him for "mercy."  The authors of this Illuminated Text do a terrific job of making a point and building their support throughout the presentation.  Please remember, as this is a Power Point Illuminated Text, to hear the sound you must use Internet Explorer as your browser and choose to Open rather than to Save when you click on the link below.

This group work, designed for 3-4 students to complete in a single class period, looks at how Grendel tries to defy the Dragon and take fate into his own hands (claws?).  It also looks at conspiracy theories and how we are so ready to accept them (much to Grendel's chagrin).  Students often react pretty strongly to this assignment - many of them having their own supply of conspiracy theories that they believe in.