Lesson Overview:
This lesson is intended to have students investigate the idea of "monsters" in society. How have monsters been viewed, what purpose do they serve, why are they necessary? Students will begin by defining the idea of what a monster is. They will then read Beowulf. The reading of Grendel by John Champlin Gardner will follow. Students will design and present their own conceptions of a monster.
Length of Lesson:
Five 45-minute class periods
Instructional Objectives:
Students will:
- demonstrate an understanding of the concept of a monster by creating and presenting (with a visual) a monster of their own conception.
- use Internet resources to research monsters.
- read and discuss Beowulf by John Champlin Gardner.
- read and discuss Grendel by John Champlin Gardner.
- write a brief, concise story about his/her monster and how it came to be.
Supplies:
- Computer with Internet access
- CD Player
- VCR or DVD Player
- Beowulf by John Champlin Gardner
- Grendel by John Champlin Gardner
- CD recordings (see Media sources)
- Some visuals of Gargoyles for demonstration or display
Instructional Plan:
Music can serve as an excellent way to catch students' attention. As a starting point, play Toccata and Fugue in D Minor by J.S. Bach, Modest Mussorgsky's Night on a Bald Mountain, or some other "spooky" piece of music. Ask the students what the inspiration for this music might have been. Do they know other examples of music that seem to be inspired by a fear of monsters or that attempt to instill a sense of monsters approaching? (Examples include might include Edvard Grieg's In the Hall of the Mountain King, and the soundtrack from horror movies such as The Shining and Jaws.)
After asking students for examples, discuss monsters. Begin with a discussion of the idea of monsters. Why do you think monsters exist? Can you give examples of monsters from your childhood? Can you give examples of the way we see monsters in our society? What are the positive aspects of monsters? What need did monsters fill in society in the past, what need might they fill now?
Have students view the video clip, Understanding the Music: Danse Macabre in which NSO Assistant Conductor Emil de Cou shares details about the original story that was the inspiration for the music, and discusses how musical sounds effects are created. Students should discuss how the composer, Camille Saint-Saens, musically portrayed the different characters in the graveyard. Ask students for suggestions of stories that contain "monster-like" characters. Then move to a discussion about the fact that Beowulf, one of our earliest written pieces of literature, is a monster story.
Depending upon computer lab availability, have the class move to the lab at this point to search the Internet for Web sites about monsters. Each student should find a site that deals with monsters and prepares to report to the class about it. (See Internet resources for suggestions.)
The class will read Beowulf. Read part of this story aloud and ask questions throughout the reading process to make sure the students are grasping the tale.
Following discussion at the end of Beowulf, the class goes right into the reading of Grendel by Gardner. Have class discussion at the end of Grendel. (Note: You may also wish to give students a short-answer quiz on Beowulf and a similarly formatted quiz on Grendel. These quizzes are to check for student understanding of the plot and character development.)
During the first stage of reading Grendel, assign the "Monster" creation project. Each student is to create a monster of his/her own. The monster should have a background, name, and history or developmental tale that explains its existence. There must be a visual
accompanying the story. It is not acceptable to have an invisible monster. If the monster is generally invisible, the student must figure out a way to make it visible to us for the presentation. Music or videotape may be used in the presentation, as may videotape. A computer may also be used if needed. The story of the monster must be written and turned in when the project is presented.
Explain to the class that, even today, there are many cultures that believe in the existence of monsters, demons, and other such creatures. Point out that, while most of us consider the notion of their existence unlikely, belief in monsters is not necessarily an unreasonable belief, and that it is, at very least, supported culturally, albeit not scientifically. Hold a vote by secret ballot on the following question: "Yes or No—Do monsters exist?" Use the results of the vote to engage the students in a lively discussion. then either as a part of the lesson curricula or for extra credit, have students choose either the "Yes" or the "No" position and write an essay defending his/her contention.
Assessment:
Use the Assessment Rubric to evaluate students' learning. You may wish to use these additional forms of assessment:
- Short-answer quizzes on the reading materials as needed. These quizzes are to check for student understanding of character and plot development, particularly since the reading materials are quite dense.
- Reading quizzes are recommended, to ensure that the works are read.
- Oral participation during discussion should be noted.
- A brief paper should be written comparing and contrasting the two works Beowulf and Grendel and the relationship between the two. Two concise, well-written pages will be reasonable for this essay.
- A brief report can be written describing the Internet sites about monsters and discussing how it relates to our study.
- The monster itself is presented in an oral presentation. Grades should be based on completeness of presentation, and then to a somewhat lesser degree on the creativity and imaginativeness of the monster. Is the visual appropriate? Does the story make sense? Has clear effort been reflected?
Author's Note
This has become an assignment that students revel in. The monsters the students create are always unusual and sometimes marvelously artistic. The stories represent thoughtful ideas and most are complete. An example: a monster created one year by a female student consisted of a grid on a box which looked like a grill from the bottom of a swimming pool. There were hands reaching out of it and red diode eyes. The student told the story of being pushed into a swimming pool at the age of six, before she could swim! As she went down through the water, she imagined there were hands grabbing at her from the pool drain, pulling her in! Despite membership on the school swim team and a well-developed swimming ability, she continued to be plagued by this "Drain-Monster." She could not go near a drain in a pool without being frightened.
Each year, I also make a monster of my own, and I share this with the students when I introduce the assignment. It serves as a model, and it shows them that one need not be a special, talented artist in order to do the artwork. It gives them a model to think about as they get down to planning.
Extensions:
Edsitement.com has a related lesson plan titled Tales of the Supernatural, which explores the role of monsters in 18th and 19th century literature.
Sources:
Print:
- Gardner, John Champlin. Beowulf. Ballantine Books, 1972.
- Gardner, John Champlin. Grendel. Vintage Books, 1989.
Media:
- Saint-Saens, Camille. Camille Saint-Saens: Organ Symphony/Tone Poems. Dance Macabre, Op. 40. Pittsburgh Symphony Orchestra. Lorin Maazel. Sony. B00000296V.
- Grieg, Edvard. Grieg: Peer Gynt Op23; Symphonic Dances Op64. In the Hall of the Mountain King. Royal Philharmonic Orchestra. Sir Thomas Beecham. Angel Records. B00000GCAB.
- Prokofiev, Sergei. Peter and the Wolf. Vienna State Opera Orchestra. Mario Rossi. Vanguard Classics. B0000023AN.
Web:
Authors:
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Steve Klass, English Dept. Chair
George C. Marshall HS
Falls Church, VA
