Section Grading

1. Vocabulary 15 marks
2. MCQ 10 marks
3. Matching 5 marks
4. Short Answer 15 marks
5. Feudalism 15 marks
6. Writing Task 20 marks
Total 80 marks

Section 1: Vocabulary
Match the definition on the right with the vocabulary words on the left.

(1 Mark each: Total 5 Marks)

_______ 1. plethora B) a large amount of something

_______ 2. piteous A) a feeling of sadness or sympathy

_______ 3. resist E) refrain from doing or having something

_______ 4. resilient C) to recover quickly from something difficult

______ 5. revive D) to return to consciousness or life

Write the definitions for the following words.

(1 Marks each: Total 4 Marks)

6. Metaphor
Metaphor is a figure in speech where phrases or words are used to represent actions and objects where they can’t
be applied literally.

__________________________________________________________________________________

7. Onomatopoeia

Forming of words from sounds associating with their names. The phonetic imitation of sound is used to relate the
words

__________________________________________________________________________________
8. Verbal Irony

This is a literary style where writers convey different meanings from what they write by saying or writing something
that means the other

__________________________________________________________________________________

9. Alliteration

This is a literary style that is characterized by repetition of usually initial syllable consonant sounds in neighboring
words. The same sound is repeated at the start of a series of words that follow each other to provide an audible
pulse.

__________________________________________________________________________________

Create your own sentences using the following words.

(2 Marks each: Total 6 Marks)

10. Envious
People can be envious of their neighbors’ achievements.

__________________________________________________________________________________

11. Avarice

The country’s avarice informed its war with the neighboring countries over mineral deposits.

__________________________________________________________________________________

12. Boastful

She feared being seen as boastful, so she downplayed her accomplishments

__________________________________________________________________________________

Section 2: Multiple Choice

Answer the following questions by selecting the correct answer. (1 Mark each: Total 10 Marks)
1. How were stories passed down during the Anglo-Saxon period?
a. Internet
b. Written books
c. Oral tradition
d. Blogging
2. In Anglo-Saxon times, who was the person responsible for passing on stories?
a. Storyteller
b. Scop
c. Memory keeper
d. Beowulf
3. Of which Biblical character was Grendel a descendant?
a. A snake
b. Cain
c. Noah
d. Moses
4. Where was Beowulf from?
a. Geatland
b. Daneland
c. Sweden
d. Denmark
5. Which of the following does NOT describe Grendel?
a. Sinister
b. Cowardly
c. Destructive
d. Loving
6. Grendel raids Hrothgar’s Hall for
a. Three years
b. Six years
c. Twelve years
d. Eighteen years
7. Hrothgar’s great hall is called
a. Freaware
b. Herot
c. Weders
d. Wayland

8. Herot is a place of
 a. Gathering
b. Celebration
c. Community
d. All of the above
9. The central conflict of Beowulf is the
a. Conflict between humans and animals
b. Struggle between good and evil
c. Friendship between Sweden and Denmark
d. Competition between Christians and Pagans
10. Unferth challenges Beowulf because he is:
a. Jealous
b. The real hero
c. Worried
d. Doubtful
Section 3: Matching (5 marks)
Match the character to the description that best describes them.

Beowulf A. “Higlac’s follower and the strongest

of the Geats”
Hrothgar B. “Danes’ great king”

Grendel C. “That shepherd of evil, guardian of

crime”
Unferth D. “Is hot with ale, and your tongue has
tried”
Welthow E. “Hrothgar’s gold-ringed queen

Section 4: Short Answer (15 marks)

Follow the PEEL paragraph rubric.

The Monster Grendel

. . A powerful monster, living down

In the darkness, growled in pain, impatient

As day after day the music rang

Loud in that hall, the harp’s rejoicing

5 Call and the poet’s clear songs, sung

Of the ancient beginnings of us all, recalling

The Almighty making the earth, shaping

These beautiful plains marked off by oceans,

Then proudly setting the sun and moon

10 To glow across the land and light it;

The corners of the earth were made lovely with trees

And leaves, made quick with life, with each

Of the nations who now move on its face. And then

As now warriors sang of their pleasure:

 15 So Hrothgar’s men lived happy in his hall

Till the monster stirred, that demon, that fiend,

Grendel, who haunted the moors, the wild

Marshes, and made his home in a hell

Not hell but earth. He was spawned in that slime,

20 Conceived by a pair of those monsters born

Of Cain, murderous creatures banished

By God, punished forever for the crime

Of Abel’s death. The Almighty drove

Those demons out, and their exile was bitter,

25 Shut away from men; they split

Into a thousand forms of evil—spirits

And fiends, goblins, monsters, giants,

A brood forever opposing the Lord’s

Will, and again and again defeated.

Before writing, read the rubric at the back.

1. What mood is created in the opening passage of the text. How does Grendel
contribute to this mood? Write a PEEL paragraph.

The opening passage of the text introduces the mood of foreboding and tension by

introducing the powerful monster, Grendel. Grendel is depicted as a mysterious and

menacing figure and lives down in the darkness. The atmosphere of uncertainty and fear is

achieved as Grendel is described as a murderer and demon. Moreover, by conceiving

Grendel’s origin as a pair of monsters born of Cain links his character to the themes of

punishment and pain to further enhance a sense of foreboding. Overall, the introduction

sets a sense of danger and sets stage for the unfolding conflicts.
Section 5: Feudalism (15 Marks)
Label the feudal diagram appropriately.

King

Nobbles

Knights

Vassals

Peasants

Part B: Sort the words (10 marks)

Sort the following words/occupations on the feudal chart above accordingly.

Castle: Prince
Duke
Knight
Swine, Maid, Carpenter.
Parliament
Merchants
Armor

Section 6: Writing Task. (20 Marks)

Write an essay explaining if real-life heroes are important in the world or not. Use the PEEL
structure and provide reasons for your opinion.
Five Paragraphs minimum.
PEEL paragraphs.

Before writing, review the writing rubric included.

The Influence of Living Heroes

Living heroes profoundly influence the world we live in. They act as beacons of

inspiration, counsel, and hope for many. Some people may say that the idea of heroes is an

exaggeration and outdated in the present, but one should not forget the significance of real-

life heroes. Such people personify these noble traits like bravery, resilience, compassion, and

unselfishness, which usually take them through trying times and heavy sacrifices only for

others' good. Whether it is a firefighter sacrificing their life to save others from a burning

building, a doctor going all out for the sick, or a humanitarian providing help to those in need,

heroes stand as a role model for everyone to follow and make us good people.

Life heroes have heroic attributes, for instance; they are brave, strong in spirit,

compassionate, and unselfish. People with these qualities rarely go through great hardships,

make sacrifices for the cause, and, more importantly, encourage others to follow them and

work for excellence. These virtues lived by real-life heroes help set an ideal for our society,

bringing inspiration and ultimately an urge to behave just like them. It matters not whether it

is a firefighter risking their life to save others from a burning building or a doctor exerting all

their energies to deliver health services. Humanity is better served when people are heroes,

and the best of such people inspire us to be better versions of ourselves.

Real-life courageous people are not just heroes from one background, a particular

field, or age, but prove that heroism is not restricted by gender, ethnicity, or social standing.

Regardless of the circumstances, anyone can be a hero. This upgrades heroism to the rank of

relevance and wider accessibility to people worldwide. Through exemplifying the wide

spectrum of heroism, real-life heroes prove that everyone can make a difference without

giving up on their life´s goal. This in turn allows people to believe that they can be agents of

change and prompts them to engage in their local communities.

 In times of catastrophe, including natural disasters, pandemics, wars, and other acts of

violence, people who become real-life heroes appear to rescue, help, and provide comfort to

people in need. Their selflessness and courage are like lighthouses—a guiding force telling us

that in the worst of times, there are people who are ready to help and bring changes to the

world. The advent of real-life strong heroes in contrast to harsh conditions offers not only

immediate aid but also hope and assurance at the same time. And when we are in the middle

of disasters and see the actions of humanity, it makes us realize that there is goodness inside

people and encourages us to unite and support each other as we work together for a brighter

future.

Since time immemorial, real-life heroes have played a central role in struggling to

strive for social justice, human rights, and equality. Heroes, from civil rights leaders like

Martin Luther King Jr. and Rosa Parks to environmental activist Greta Thunberg, are change-

makers, disturbing injustice and speaking up for a better world. Through voicing opposition

to injustice, struggling for equality, and promoting important movements, real-life heroes

participate in writing history and building a better future for posterity. They stir people to

arms to take up the cause of change and thus collaborate towards social progress.

In a nutshell, real-life heroes are necessary for our society to thrive through

exemplification, inspiration, and the induction of positive transformation. Heroes among us

are changing the world with their heroic courage, kindness, or activism in many ways. They

empower us to do more, be more, and pursue a fairer and more caring world. Therefore, it is

obvious that we continue to acknowledge and construct a platform for such heroic men who

fight every day to make the world a better place for all.
 1 points 2 points 3 points

Point  The topic sentence suggests a point • The topic sentence states a key • The topic sen
point clear focus to

Evidence  The references/quotation used from  The references/quotation used  The referenc
the text alludes to the suggested point from the text makes a direct used from th
connection to the key point reflection of

Explain  The explanation of the point lacks  The explanation of the point is  The explanati
detail focused is direct and

 Analysis of reasons and issues is  Analysis of reasons and issues is  Analysis of re

unclear specific to the point speaks direc
made

Mechanics  Three or more errors in standard  One or two errors in standard  Zero errors i
(including writing conventions, such as spelling, writing conventions, such as writing conv
Correct capitalization, punctuation spelling, capitalization, spelling, cap
Spelling and punctuation punctuation
Punctuation)  Language structures are simple and
lack variety for the specific purpose  Control of a range of mostly  Combination
and effect, including clauses and grammatically accurate language grammatical
sentences (3 or more errors) structures for the specific purpose language str
and effect, including clauses and specific purp
sentences (1-2 errors) including cla
sentences

Link  Link attempted back to the main point  Link back to the main point or the  Link back to
or the following paragraph. following paragraph is clear the following
directly relat

PEEL Rubric
 Level 1 = 1 point
uction/ conclusion missing
tion of some subject matter
ate an opinion
mar and language
ctures impede meaning
connections between
s of texts
vocabulary that distracts
m the purpose
mited control of standard
ting conventions, such as
elling, capitalization,
nctuation and grammar
mited or no identification
reasons and issues with
or no explanation
mited or no synthesis and
uation of arguments
Level 2 = 2 points Level 3 = 3 points
 introduction / conclusion weak  adequate introduction
 selection and organization of /conclusion
subject matter to support  selection, sequencing and
opinions and perspectives organization of relevant
. subject matter to support
opinions and perspectives
 use of some cohesive devices to  use of cohesive devices to link
connect parts of texts ideas and connect parts of text
 Use of some PEEL paragraphing  adequate use of PEEL
 use of vocabulary that varies in paragraphing
suitability  use of suitable vocabulary for
the purpose
 inconsistent control of  adequate control of standard
standard writing conventions, writing conventions, such as
such as spelling, spelling, capitalization,
capitalization, punctuation punctuation
 inconsistency in the use of  use of a range of mostly
grammar and language grammatically accurate
structures language structures for the
 specific purpose and effect,
including clauses and
sentences
 little analysis of reasons and  sound analysis of reasons and
issues identified issues related to the argument
 little synthesis and evaluation of  satisfactory synthesis and
arguments evaluation of arguments
Level 4 = 4 points
 effective introduction /
conclusion
 effective selection and
organization of relevant
subject matter to support
opinions and perspectives
 effective use of cohesive devices
to develop and maintain ideas
and connect parts of texts
 effective use of PEEL
paragraphing
 effective use of a range of apt
vocabulary for the purpose
 effective control of standard
writing conventions, such as
spelling, capitalization,
punctuation
 effective control of a range of
grammatically accurate
language structures for the
specific purpose and effect,
including clauses and
sentences
 effective analysis of reasons and
issues related to the argument
 good synthesis and evaluation of
arguments
Level 5 = 5 points
 excellent introduction /
conclusion
 excellent selection,
organization, and synthesis of
relevant and substantive
subject matter to support
opinions and perspectives
excellent use of cohesive
devices to develop and
emphasize ideas and connect
parts of texts
 excellent use of PEEL
paragraphing
 excellent use of a wide range of
apt vocabulary for an
exposition
 Excellent control of standard
writing conventions, such as
spelling, capitalization,
punctuation
 excellent combination of a
range of grammatically
accurate language structures
for the specific purpose and
effect, including clauses and
sentences
 discerning analysis of reasons
and issues related to the
argument
 very high level synthesis and
evaluation of arguments