unit

Medieval Period Unit

students

My cooperating teacher told me I was to teach a research paper on the medieval period and King Arthur. Although intimidated at first, I believe I managed to create a unit that was interesting and meaningful to students. The book I was to use was King Arthur: His Knights and Their Ladies, by Johanna Johnston © 1979. It was my first time reading this book, but I enjoyed it and thought it should be a reasonable (or easy) read for students.
            I also used the film, “First Knight,” with Richard Gere and Sean Connery as another way to teach students about the era. It served as a colorful adaptation to the King Arthur legends. Since there are so many versions of the legends, I had a plethora of films to pick from. This film has really beautiful scenery and camerawork. It also provides an action and love story all at once, with definite differences between it and the book we read. Similarities remained, however, so it was not too far a stretch for students to understand the film.
            Another piece of literature I used was an excerpt from a medieval play. We could not read the entire play because I felt it got into some pretty heavy religious and moral issues and my students were not equipped to handle the content and difficult wording. The excerpt I chose sort of summed up the general feel of the play, and it contained a powerful (in my opinion) image, of which they wrote a paper about. It was also good that I touched on medieval plays because only one person out of all the periods chose to do medieval drama as a research topic. Even though it was a play and not a poem, it was written like one; and this allowed me to connect it with their previous months’ poetry unit by having them find alliteration, rhyme, etc…
            Among the research paper, book, movie, and play, I also used a variety of smaller activities. I chose to have them write a lot, and those writing assignments were geared towards the medieval times and how students could relate to people in that era. They had to put themselves in a character’s shoes from the book; determine what their job would have been if they had lived in the middle ages; take extensive notes relating their lives with the book; write ekphrastic and free verse poems related to medieval times; etc…
            I feel it was valuable to have them read the book and take personalized notes because the book feels somewhat impersonal when one reads it. It is, essentially, a compilation of legends that are very old, with substantial missing information in the overall story. There are many characters present, and so I tried to alleviate the task of memorizing them all by doing activities with the book consistently. They made character trees, took notes, were allowed to copy my chapter notes, did group work for summarizing purposes, wrote a letter to a character from another character, etc… and these activities were all meant to help students on their quiz and test. Preparation was also capped off with a jeopardy game and another review day.
            Overall, the King Arthur book did have teaching value and I think the students could relate to it on some level. I pointed out character relationships and love triangles, some of which students may have experienced themselves. I taught them how certain themes are timeless and everyone can connect with these- like a character trying to attain a dream, backstabbing, danger and war, the presence of fate or outside help characters receive (Merlin), foolish search after an unattainable thing (Holy Grail), temptation, the many roles of women, religious messages, etc…

Lesson Plans & Unit Materials: (Covers many INTASC and NCTE standards, please scroll to view or use "standards" page for direct links to evidence of how I've met standards.

March 5th Lesson:
Class:
10th grade English on-level & advanced
SOL:
10.11b- Develop the central idea or focus
Rationale:
Students will demonstrate what knowledge they bring to our study of the medieval period individually; and I will read some ideas out loud, so students can begin their study confident that they already are familiar with some aspects of it. They will be informed of why we are studying this time period, so they see its relevance and importance. They will have the opportunity to choose a topic, so that their research is based on something that interests them.
Daily Objectives:
Students will pick their research paper topic from a list of possible topics
Students will be able to explain why they’re studying the medieval period
Students will summarize what they already know about the medieval period
Evaluation:
Students will each turn in a short writing about what they know. This will not count as a grade but will let me know how familiar they are with the time period and this will influence my planning. Each student must come up and tell me which research topic they’ve picked.
Procedures:
Intro: Have students write down everything they know about the medieval period. Take up papers and read some aloud.
Middle: Explain why we will be studying the medieval period (its importance, the literature, how people are still fascinated with it today, etc.) Ask students to throw out any “medieval language” they’ve heard and write all the words on the whiteboard. They will use this type of language in a later assignment. Explain the research paper assignment.
Closure: Have students individually come up and tell me which topic they would like to research and keep record of the student’s topic on a sheet of paper. Remind students to go to the library tomorrow.
Required Prior Knowledge:
Students should write what they know about the medieval period on a sheet of paper, but if they know nothing, that is okay too.
Technology:
No technology is needed. Students are telling me what they already know and choosing topics from a list on paper.
Materials:
Students need paper; teacher needs paper to record student topics on.
Evaluation of Differentiation:
All students will be writing the research paper so they all will need to choose a topic. None is needed.

Research Paper Handout:

English 10 Research Paper

Your task will be to produce a research paper on the topic of your choice about the medieval period. This is an opportunity to explore one topic in full; in other words, become an expert on your specific topic. Remember this is a formal research paper, so correct grammar, punctuation, and citation will be necessary. Also, you should not be using “I” in this paper. You may consult a variety of sources: internet, books, magazines, newspapers, etc… You should be come as familiar with your topic as possible, as you will have other smaller assignments related to it in the upcoming weeks. Assume that your audience (reader of your paper) knows nothing about your topic, and your job is to educate them.

Paper Requirements:

*Paper must be typed, double spaced, 12pt. font

*Paper length should be four pages or more (not including works cited page)

*MLA citation (in-text citations and list of works cited at the end)

*No fewer than five sources (they cannot all be websites)

Tentative Dates:

March 12th- By this date you should have an outline of what your paper will contain and an idea of what sources you will be/are using.

First Draft Due: March 17th

Final Paper Due: April 1st

Medieval Topic List:

Research Topics
Choose one or create one of your choice (must relate to the medieval period).

Tournaments 44. Magna Carta
Jousting 45. Knighthood
Armor 46.Black Death
Feudal System 47. Entertainment
Chivalry 48. Present Day influences felt from the period
Castles 49. Misconceptions about Middle Ages
Daily Life 50. Development of naval vessels
Church 51. Famous Battles
Monarchy 52. Burial customs
Sorcery 53. Alchemy
Art 54. Sports (falconry, hawking, etc)
Music 55. Cathedrals
Dress
Education
Food
Medicine
Celebrations & Holidays
Guilds
Law
Parallels between Arthurian Legends and biblical stories
Crusades
Wedding customs
Scientific Discoveries
Warfare
Weapons
Currency
Medieval Christianity
Tools
Heraldry
Architecture
Inventions
Transportation
Feasts
Fairs
Hunting
Furniture
Farming
Arthur’s Enemies (Germanic Invaders)
Lifestyles of the upper & lower classes
Literature influenced by the Arthurian legends
Historic evidence of Arthur’s existence
Drama

March 6th Lesson:
Class:
10th grade English on-level & advanced
SOL:
10.11 The student will collect, evaluate, organize, and present information
(f) Use technology to access information, organize ideas, and develop writing
Rationale:
You will be in the library for the whole period today. The librarian will be teaching you as a class about research methods in our library. She will give you the tools you need to research on the computer and within the books in the library for your medieval research paper. She is the expert when it comes to the library resources, so a demonstration from her will be most helpful to you. Having the library available to you will assist those that don’t have a computer at home.
Daily Objectives:
Students will listen to the librarian as she teaches research methods.
Students will be able to locate information they need in the library for their research
Students will be able to find information on the computer based upon the tools the librarian has given them.
Evaluation:
Students will be expected to listen to the librarian. If librarian has students on the computers trying things for themselves, that will be a way to check for students’ understanding of the methods presented. At the end of the period, teacher may call on students to have them report on which sources they plan to use for their research.
Procedures:
Meet students in the library. Introduce librarian and let her go through her informational session with the students. Monitor students to make sure they’re on task. At the end ask students questions about what they learned and how they plan to use the library for research.
Required Prior Knowledge:
Students only need to know that they are going to be writing a research paper.
Technology:
Students may use computers or watch the librarian demonstrate things on the computers in the library.
Materials:
Librarian will provide handouts for the students
Evaluation of Differentiation:
All students are able to participate in the library session.

March 7th :INTASC Standard #1-The teacher intern understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students.
NCTE Standard 3.4- I taught students about how to compose an outline, draft, and final, as well as how to compose a paper in correct MLA format.
INTASC Standard #7-The teacher intern plans instruction based upon knowledge of subject matter, state and national standards, students, and the community.
NCTE Standard 4.2- The curriculum required students to write a research paper in correct format. I used whole class format to discuss format, and individually commented on outlines and drafts. They also worked in small groups to paraphrase an article.
INTASC Standard #4-The teacher intern understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
NCTE Standard 4.6- I gave students examples of how to assess a source's credibility. The validity of website information was discussed.
March 7th Lesson:
Class:
10th grade on-level and advanced
SOL:
10.11D- Credit sources for both quoted and paraphrased ideas
10.11C- Verify the accuracy and usefulness of information
Rationale:
Topic: Plagiarism and Sources
Today you will learn how to prevent plagiarism when writing your research
papers. Because there is sometimes gray area when it comes to plagiarizing, you
need to be careful and be aware of the rules regarding citation and
paraphrasing. You will be put into groups and work collaboratively to examine a
piece of writing and determine how to paraphrase it. You will also be given a
handout on MLA rules so that when you’re writing your paper, you have it as a
guide. In class you will be given examples of what is and isn’t plagiarism. You
will also be learning about the validity of sources, so that the information you
get online isn’t false. You will be hearing this information from the person who
will be grading you, rather than deciding amongst yourselves whether something
is considered plagiarism or not.
Daily Objectives:
Students will be able to distinguish between credible and non-credible sources
Students will come up and label parts of a citation on the white board.
Students will analyze a piece of writing as a group to create another piece of
writing
Students will recognize ways to avoid plagiarism and execute those ideas while
writing a research paper
Evaluation:
Students will be in groups and expected to work together to create a
paraphrasing of another piece of writing. This will be turned in with the
weight of a small homework grade. Students are expected to participate in
discussion of sources and offer any information they want to add. Teacher will
keep track of who participates and will call on students who are not. Students
will be called on to come up to the white board and label parts of a citation
to test their prior knowledge.
Procedures:
Intro: Talk about importance of knowing how to prevent plagiarism in general and
for their research papers.
Middle: Talk about what constitutes plagiarism and what doesn’t. Give examples
orally and on the whiteboard. Talk about citation methods and give students the
MLA handout. Talk about internet sources and how to determine their validity
(the url, the author, the last updated, the content, etc). Write two examples
of citations on the board and have students come up and label the parts. (one
is an example of an article with 4 authors, one is an example of a book with
more than one edition)Put students into groups that are pre-determined mixing
high and low achieving students. Give students example of writing (science
article) and ask them to paraphrase it as a group.
Closure: Tell students to turn in their group work and reiterate that all of
this information being taught is to protect them from getting into trouble, not
to overwhelm them.
Required Prior Knowledge:
None, except it is assumed that students have used a computer and the internet
before
Technology:
We will be talking about the internet and websites, but not accessing it today.
It is easier to have students sit in a group in a circle and write something
than have them crouch over one computer with one person typing.
Materials:
MLA handout, examples of writing for students to paraphrase
Evaluation of Differentiation:
Students will be grouped according to ability level (mixing low achieving
students with high achieving students).

article for march 7th:

Invading Trees Put Rainforests At Risk

ScienceDaily (Mar. 6, 2008) — To the list of threats to tropical rainforests you can add a new one -- trees. It might seem that for a rainforest the more trees the merrier, but a new study by scientists at the Carnegie Institution warns that non-native trees invading a rainforest can change its basic ecological structure -- rendering it less hospitable to the myriad plant and animal species that depend on its resources. Results are published in the Proceedings of the National Academy of Sciences.*

The research team, led by Gregory Asner of the Carnegie Institution's Department of Global Ecology, used innovative remote sensing technology on aircraft to survey the impact of invasives on more than 220,000 hectares (850 square miles) of rainforest on the island of Hawaii. Previous studies of the impact of invasive plants on forests were limited to small areas. Instruments aboard the Carnegie Airborne Observatory (CAO) penetrate the forest canopy to create a regional "CAT scan" of the ecosystem, identifying key plant species and mapping the forest's three-dimensional structure.
"Invasive tree species often show biochemical, physiological, and structural properties that are different from native species," says Asner. "We can use these 'fingerprints' combined with the 3-D images to see how the invasives are changing the forest."
This is the first use of this approach to track invasives in Hawaii, where roughly half of all organisms are non-native, and approximately 120 plant species are considered highly invasive. Undisturbed Hawaiian rainforests are often dominated by the ohia tree (Metrosideros polymorpha), but these slow-growing native trees are losing ground to newcomers, such as the tropical ash (Fraxinus uhdei) and the Canary Island fire tree (Morella faya).
CAO surveys of rainforest tracts on the Mauna Kea and Kilauea Volcanoes found that stands of these two invasive tree species form significantly denser canopies than the native ohia trees. Less light reaches lower forest levels, and as a result native understory plants such as tree ferns are suppressed.
Introduced trees can also pave the way for more invaders by altering soil fertility. The Moluccan albizia (Falcataria moluccana) "fixes" atmospheric nitrogen, concentrating it in the soil, which speeds the growth of a smaller invasive tree, the Strawberry Guava (Psidium cattleianum). The guava trees form a dense, mid-level thicket that blocks most light from reaching the ground and stifles young native plants.
"All of our invasive species detections were made in protected state and federal rainforest reserves," says Asner. "These species can spread across protected areas without the help of land use changes or other human activities, suggesting that traditional conservation approaches on the ground aren't enough for the long-term survival of Hawaii's rainforests."
"These new airborne technologies, which are sensitive enough to discern saplings and young trees, may make the problem more tractable,"comments study co-author Flint Hughes of the US Forest Service. "They allow scientists to probe the make-up of forests over large areas and detect invasions at earlier stages."
Based on the success of this study, Asner and colleagues plan to expand CAO surveys of the ecological impacts of invaders in other forests on Hawaii and Kauai Islands, where premier, remote rainforest reserves remain virtually unmapped.
The Carnegie Airborne Observatory is made possible by the support of the W.M. Keck Foundation and William Hearst III.

Authors: Gregory P. Asner, R. Flint Hughes, Peter M. Vitousek, David E. Knapp, Ty Kennedy-Bowdoin, Joseph Boardman, Roberta E. Martin, Michael Eastwood, and Robert O. Green

Handout March 7th:

Basic MLA Guidelines

~List entries in works cited page in alphabetical order (according to the last name of the author).
~Double space between entries
~Put in quotes articles and shorter works that appear in larger works. For example, “Dogs and Cats.” The Journal of Pets.
~Use a colon to separate the volume number and year of a journal from the page numbers you found the article on. For example-
Jones, Doug. “Memories by the Ocean.” Coastline Research (1999): 21-27.
~ In your works cited list, indent the lines following the first line in every entry. For example:
Baker, Sue, Fernando Carr, and Chase Jones. Zebras and their Natural Habitats. New York: Bantam, 1978
Willard, Damien. The Magic School Bus and Ms. Frizzle. Santa Barbara: Ocean Publishing, 1990.

Basic Rules:
Books:
Author last name, first name. Book Title. Additional Information. City of publication: Publisher, publication date.

For Two or Three Authors:
Jones, Kara, Sam McDonald, and John C. Henry. The Book of Horses. New York: Random House, 1976

Book with an author and an editor:
Gibbs, Sara. Hurricane. Ed. Edward B. Webb. New York: Penguin, 1989

Article from a Periodical:
Authors last name, first name. “article title.” Periodical title Date: inclusive pages.
Example:
Stimson, Simon. “Why won’t they listen?” AA Magazine June 1901: 34-36.

If author is anonymous, proceed with the title of the book and don’t list an author.

Web Sources:
Article in a Journal:
Webb, Emily. “The Day I Married George.” Literature Quarterly 20.2 (1994) 23 Mar. 2008
<http://www.cnn.com/whatever/stuff.html>.
Article in a Magazine:
King, John. “Suring the Pipeline.” Surfing 28 July 1991. 9 Jan 2008
<http://www.surfingmag.com/july91/pipeline.9879789.html>.

In-text Citation:
One historian argues that since this time “nothing has been the same, every species has been struggling with the threat of extinction” (Jones 34).
Or
One historian disagrees: “nothing has been the same, every species has been struggling with the threat of extinction” (Jones 34).

When summarizing or paraphrasing what an author says you may put their name and the year they said it at the end of your paraphrase:
The entire kingdom was a mess from disease and famine (Donnelly, 1997).

(From “A Guide to MLA Documentation” by Joseph F. Trimmer 6th ed. © 2004 Houghton Mifflin, NY):
Original:
The automotive industry has not shown good judgment in designing automotive features that distract drivers. A classic example is the use of a touch-sensitive screen to replace all the controls for radios, tape/CD players, and heating/cooling. Although an interesting technology, such devices require that the driver take his eyes off the road. – Tom and Ray Magliozzi, Letter to a Massachusetts state senator, p.3

Plagiarism:
Radio show hosts Tom and Ray Magliozzi argue that the automotive industry has not demonstrated good judgment in devising car features that distract drivers. One feature is a touch-sensitive screen that replaces controls for radios, tape/CD players, and heating/cooling. Although the technology is interesting, such devices require that a driver look away from the road (3).

Acceptable Paraphrase:
Radio show hosts Tom and Ray Magliozzi claim that motor vehicle manufacturers do not always design features with safety in mind. For example, when designers replaced radio, CD player, and temperature control knobs with touch-sensitive panels, they were forgetting one thing: To use the panels, drivers would need to take their eyes off the road (3).

*When in doubt, cite!

March 10th Lesson:
Class:
10th grade on-level &advanced English
SOL:
10.9a- analyze the writing of others, c-suggest how writing might be improved
10.10b-Translate concepts into simpler or more easily understood terms.
Rationale:
In addition to working with your groups, I will model the summarizing/paraphrasing of the article on the overhead. You will get to see the thought process I go through, so you have an example for when you try it on your own. You will also be given examples of bad and good papers, so you have a frame of reference for yours. You will also be given direction on writing intros/conclusions because often teachers just assume students know how to do this.
Daily Objectives:
Students will be able to paraphrase an article and produce a summary without plagiarizing.
Students will follow along and offer input while teacher models reading and paraphrasing an article.
Students will evaluate the effectiveness of a piece of writing.
Evaluation:
Teacher will call on students for ideas on how to summarize paragraphs and to check for understanding. Each group’s summary will be checked for completion and commented on with suggestions. Students will be called on when discussing the bad and good research papers and during into/conclusion teaching.
Procedures:
Intro: Have students take out their articles they were working with on Friday. If they need to finish, let them. If they are done they should have turned the summaries in.
Use transparency made on Friday and overhead to go through the article with whole class. Underline words and phrases; model reading and paraphrasing; and get class input to summarize each paragraph.
Middle: Give students examples of a bad and good research paper. Go over the merits and problems of each on overhead. Discuss the process of writing a good intro, conclusion, and body of a paper. ~Think of writing this like it’s a sandwich. Intro and conclusion are pieces of bread and the body paragraphs are everything between (like meat, lettuce, etc) and having a strong intro/conclusion is so important because w/out that the whole sandwich has nothing to hold it together & falls apart.
~A thesis statement is not an announcement of subject: “My topic is the catapults used in the Middle Ages and how they were made.” (This is not a thesis)
~Example of an expository (explanatory) thesis statement:
The life of the typical college student is characterized by time spent studying, attending class, and socializing with peers.
The paper that follows should: explain how students spend their time studying, attending class, and socializing with peers.
*If your topic is dress of the Middle Ages, you’d have an intro, then one section of the body could be about women’s dress. The next section could be about men’s dress etc... but don’t have a big mix of facts about women’s dress and men’s dress all jumbled together. You need to have focus and organize those facts.
Give students handout with tips for writing these.
Conclusion: Remind students of the outline due the 12th.
Required Prior Knowledge:
Students need to have read the article and talked with their groups on the previous school day.
Technology:
Using the overhead projector will enable students to see the teacher modeling something.
Materials:
Overhead projector, articles
Evaluation of Differentiation:
This activity will help those readers and those with accommodations who need to hear a reading out loud and need to see a summary being formulated, not just given.

March 10th handout:
Tips for Writing:

*A thesis statement is specific. Good example: “Ulysses” helped create a new way for writers to deal with the unconscious. Bad example: James Joyce’s “Ulysses” is a very good read.
*The introduction attracts attention and PREVIEWS what will follow in the body of the paper.
*Include key facts, leave out non-vital information. (Think about when you’re in a conversation and you start to go off on a tangent. You realize you’re off topic and say “anyways….” THIS is what you should think about when writing a research paper. If you find yourself talking about the technology of the Middle Ages and about the catapults and the compasses and the navigation improvement and the ships that use them and where the ships sailed and the crew on the ships and the scurvy some sailors got……and you find yourself saying “anyways…back to the catapults”… then you know you need to revise.)
*Avoid ambiguous sentences:
Jack looks down on his coworker because he is competitive.
(Which person is competitive?)
Revised: Because Jack is competitive, he looks down on his coworker.
*The body of your paper will explain your findings on your topic. This needs to have logical order. You can organize information in a variety of ways, such as numeric sequence or description of parts.
*Conclusions RESTATE the introduction in another way. AVOID sentences like “That is why I wrote my paper on this topic” or “So you see why this is important”
*Keep in mind- you may need to DEFINE your topic for your audience before you start describing it.
*SAMPLE OUTLINE (personal essay):
Title: The Hazards of Moviegoing
Introduction
Introductory statement
Thesis statement: I like watching movies but I prefer watching them at home.
Body
First Supporting Idea (Topic Sentence): getting to the theater is a hassle
bad weather
limited parking space
potential for tickets to be sold out
Second Supporting Idea (Topic Sentence): facing the problems of the auditorium
theater's seat problems such as worn-out seat, no cup holder, etc
theater’s cleanliness problems like sticky floor, spilled candy
Third Supporting Idea (Topic Sentence): Some of the people are disrespectful
bad behavior such as talking loud or crinkling a bag
human noises like coughing or sneezing
Conclusion
Closing statement
Restate thesis: I prefer to watch movies at home where it is comfortable, clean, and cheap.

March 11th Lesson:INTASC Standard #3- The teacher intern understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
NCTE Standard 2.1- This lesson allows all students to engage in learning because they are writing poetry that has no parameters. Students were given a choice of art to respond to in their own original poem.
INTASC Standard #6-The teacher intern uses knowledge of effective verbal, non-verbal and media communication techniques and appropriate technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
NCTE Standard 3.6.2-
I took art that had meaning because it was from the medieval times, which we are studying, and had students construct a poem based off the picture. They made their own meaning from it.
Class:
10th grade on-level &advanced English
SOL:
10.7 Students will develop a variety of writing
b- elaborate ideas clearly through word choice and vivid description.
Rationale:
Today you will have the opportunity to write your own poetry. At the same time you will learn about the medieval period through pictures and art. You will be learning about ekphrastic poetry because this is a comfortable way to begin writing your own poetry. This will be great practice for when you write another poem about your research topic during this unit.
Daily Objectives:
Students will create their own poems based on visual art.
Students will be able to explain the picture’s significance to the medieval period.
Evaluation:
Students will turn in their poems which will be commented on and only graded on completion (this is to foster creativity not to judge). Students will share poems aloud with class if they choose to.
Procedures:
Intro: Tell students there was interest expressed several weeks ago to write their own poetry, so today they get to do that. Explain what ekphrastic poetry is and how it’s a good way to get comfortable writing poetry because they have a tangible object or artwork to draw inspiration from. It’s poetry inspired by visual art. Sometimes it’s hard to begin writing a poem out of thin air. So having something to look at helps, something concrete to write about. The first example is writing about an object. Assignment was to look at an object in 3 different ways, to describe it 3 different ways. You kind of let your mind wander or think of the 1st thing that pops in your head. (Show diamond example)
Middle:Give students examples of one poem based on an object and one poem based on a piece of art (use overhead). Give students pre-chosen pictures (related to medieval times) and have them write their own poems based on them. Also talk about each picture as a way to learn about the time period. *Say: Medieval art was big on stained glass and mosaics and unique genres like crusades art or animal style art.
Animal style (also known as Zoomorphic style) is a type of imagery used in the medieval period, characterized by animal-like forms arranged in intricate patterns.
1.Museum description: "This cast buckle depicts a heraldic composition with two felines biting the necks of two ibexes whose legs are folded beneath them.
2.woodcut from 1512- doctors tend to a plague patient
3&4. image of woman with unicorn:
“There was a story where a unicorn, trapped by a maiden (representing the Virgin Mary), stood for the Incarnation. As soon as the unicorn sees her, it lays its head on her lap and falls asleep. The unicorn appeared in many forms of religious art. Later on, the unicorn also acquired more secular meanings, emblematic of love and faithful marriage”
“A unicorn’s horn was considered magical and became a popular ingredient in medieval medicines. It was considered a strong protection against poison in food, and when worn in jewelry, it protected the wearer from evil.”
“Unicom horn owned by Queen Elizabeth I of England was valued at the time at £10,000 - enough money to buy a large estate & a castle. Rather than coming from unicorns, these complete horns often turned out to be the long spirally twisted tusks of the male narwhal, a large marine animal.”
5.scene of medieval battle
6. knight
7. castle still standing today
*Give example of ekphrastic poem- ask if they know of Icarus, from Greek mythology. He was the one who flew too close to the sun and his wings melted and he fell to the sea. (show picture and read poem)
Closure: Have students share their poems out loud if they choose and turn them in.
Required Prior Knowledge:
None is needed.
Technology:
Overhead projector will allow teacher to show a larger picture for everyone to see.
Materials:
Overhead, medieval art/object pictures, examples of ekphrastic poems
Evaluation of Differentiation:
All students are able to complete this assignment. If students with accommodations need extra time, they may take it home and finish for homework.
Poem to read ( show with picture):
"Landscape with the Fall of Icarus"
By:William Carlos Williams
According to Brueghel
when Icarus fell
it was spring
a farmer was ploughing
his field
the whole pageantry
of the year was
awake tingling
near
the edge of the sea
concerned
with itself
sweating in the sun
that melted
the wings' wax
unsignificantly
off the coast
there was
a splash quite unnoticed
this was
Icarus drowning

March 12th Lesson:INTASC Standard #1-The teacher intern understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students.
NCTE Standard3.3 and 3.5
I had students take notes in a way that would force them to slow down. They used metacognition as well. This makes it easier to remember the story, as well as personally relate to it. This was a way for students to read thoroughly and not skim. We are reading King Arthur, which is rather old and has potential for students simply memorizing plot. My note-taking method counter-acts that.
INTASC Standard #4-The teacher intern understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
NCTE Standard 4.9- This reading strategy that goes along with the note-taking format is beneficial because it is a strategy they can use when reading any text. Personally relating to the story helps a reader in any genre, or even looking at art or a film.
INTASC Standard #6-The teacher intern uses knowledge of effective verbal, non-verbal and media communication techniques and appropriate technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
NCTE Standard 3.6.3- I incorporated technology into instruction by means of an online class discussion site. I would post reading questions online and students would answer them every week. They got to interact online and see each other's viewpoints.
Class:
10th grade on-level &advanced English
SOL:
10.3 Student will read, comprehend, and critique literary works
Rationale:
You will begin reading King Arthur as part of our medieval studies. King Arthur is a very famous work and many people have opposing views on the character. The book addresses many themes and ideas such as chivalry, and is an exciting read. To supplement class time, you will be using an online forum to explore ideas and challenge each other’s opinions. This is great for those with ideas who may be afraid to speak aloud in class. You will be taking notes as you read in a format that invites you to “think about your thinking” and note your reactions as you read. The text becomes more personal this way.
Daily Objectives:
Students will be able to identify who King Arthur was and other details about the book
Students will be able to explain orally back to the teacher what their assignment is for the class discussion site.
Students will be able to explain their note-taking procedures back to the teacher.
When notes are turned in, at a later date, students will demonstrate how they relate personally with the King Arthur book by taking (t-s, t-t, t-w) connection notes.
Evaluation:
Students will be told that the online questions will be posted periodically and checked. They will receive a homework grade for their contributions to discussion. Teacher will ask the class after describing the note-taking and online discussion procedures to repeat directions back. Teacher will ask if anyone has questions. Notes will be checked as students read- a total of three times. Students need to have at least five “notes” for each chapter, and one t-w, one t-t, and one t-s at the end of every chapter. Each notes check is out of ten points. Points will be deducted for missing connections or not enough notes per chapter.
Procedures:
Intro: Tell students we will begin reading King Arthur. Assign books and record numbers.
Middle: Give students background information about the book (KA) like how it came to be written and the reputation. Explain the note-taking format I want students to use while they are reading the book. It will help with their Metacognition (thinking about how they’re thinking).Write/draw an example on the whiteboard. They’re going to use the two column approach, where one column is for writing quotes or phrases they read that stand out; and the corresponding column is to elaborate on that quote/phrase. They can talk about how they feel, write down a question, or just any reaction they experience. At the end of each chapter, they are also supposed to make a text to text, text to self, and text to world connection. If text to text is difficult they may use a movie. Introduce the nicenet.org class discussion site. They will post messages in reaction to the question the teacher poses online. Tell students how to access site, and that the questions will be posted periodically. Class Name: RHS English10
Class Key:********* Use key to add yourself to the class roster.
Then on our class page you'll see "conferencing" and "link sharing". There is one link there already .These are just for you to look at ... stuff I've found online about the middle ages. "Conferencing" is the discussion board. I will post topics/questions maybe twice a week (I'll tell you when I do it) about the reading (KA). Then you go in and view those, and then to respond you hit new message. Then it’ll ask for a subject line and then the message, so put some kind of subject like "name's first impressions" then type your message. So you’re responding to my question. Think of this as conversation you’ll want you to use “I”and there will be some opinion questions. Responses should be about (4sentences) or more. The main thing is I want you to elaborate- so don’t just write "yes I agree" and not say why. It’s set up so you all can see each other’s responses so you can debate and challenge each other, but I don’t want any copying. You may have similar opinions but do not copy someone’s post.
Tell students to read chapters 1 & 2 by Friday.
Conclusion: Let students begin reading with remaining time.
Required Prior Knowledge:
None is needed.
Technology:
Teacher will show the students the nicenet.org site on one computer. Students will benefit from seeing the site before they log-in for the first time.
Materials:
King Arthur books, computer
Evaluation of Differentiation:
Students will all be introduced to the book and will all do the note-taking and online discussions. Students who do not have computers at home will be told they need to take five minutes sometime at school to complete the online discussions (may give students time in class for this on the few computers we have in the room).
Questions from the site:
www.nicenet.org

1. Do you feel Uther, as the text said, was a "decent" man? He agreed to give up a child without asking the mother of that child, he starts wars, etc... Do you have any reason to like this character so far? Has he displayed any traits that relate to chivalry? What is your opinion of him?
Sample response from student:
I can't side with anyone who uses trickery for romance. The fact that Igraine fell for this lying, baby selling, honor-less pig dog of a man is far beyond me. Unless there was some mutuallity between the two, I can't say anything. Not to mention, Igraine was already married to someone else, and Uther never even considered if she was happy that way.

ALTHOUGH! Thinking about it, if someone writing this had explained it, Uthers trickery would have been the work of god to them. Because, he tricked igraine and gave his baby to Sir Ector, why? Because Merlin told him to? and Igraine agreed so quickly? In this way, Merlin is a messanger of god for the greater good. So hypocritical, since sorcery was punishable by death.- (on-level student)

2. What is the purpose of all the information the author leaves out in this story? Morgawse tells her son he must work in the ktichens for a year, and he never even asks why... Dame Lyonesse tells Sir Beaumains to come back in a year for seemingly no reason... does this frustrate you as a reader? Due to the lack of information, what predictions do you make?

March 13th lesson:INTASC Standard #-The teacher intern understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
NCTE Standard 4.4- Students will be researching online on a topic they chose. I will come around and speak with each student individually about how they can improve their outline and how they should proceed with their drafts.
INTASC Standard #8-The teacher intern understands and uses formal and informal assessment strategies, consistent with instructional goals, to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
NCTE Standard 4.10- This outline assessment is informal. Students will be given feedback on the sheet itself as well as verbally by my coming around to speak with them.
Class:
10th Grade on-level & advanced English
SOL’s:
10.11 The student will collect, evaluate, organize, and present information
a- Organize info from a variety of sources; c- verify the accuracy and usefulness of information; f-use technology to access info, organize ideas, and develop writing.
Rationale:
Today, you will be working in the computer lab to research your chosen topics. This day will be beneficial for those who don’t have computers at home and for those who wish to have help from the teacher while researching. The book cart from the library with all the medieval books will also be in the lab for you to peruse. I will come around and speak with you individually about your outline and the comments I've made on it, so you can make any changes before you research further.
Daily Objectives:
Students will use the computers to research and to save important information on a disk.
Students will organize information they find online to begin creating their draft.
Students will find relevant information in the books and write it down for use in their research paper.
Evaluation:
Students will be evaluated informally based on their work ethic when researching. Teacher will monitor students to make sure the websites they are visiting are appropriate to their topic. Each student should be able to tell teacher where they are in their research if teacher comes up and asks them. The process of writing the research paper is formative (they have an outline, draft, and final due).
Procedures:
Intro: Students should meet in computer lab. Remind students of the book cart from the library with medieval books for them to use as sources. Remind them to use their time wisely since lab time is limited.
Middle: Allow students to research and collect/save information on the computers. Circulate and monitor to make sure websites are relevant to their research and ask students how they’re doing. Answer any research questions. Also hand back outlines with comments and speak with students individually about them.
Closure: Have students perform shut-down procedures on computers
Required Prior Knowledge:
Students need to know how to use Infotrack, which was explained at the library last week. Students need to know how to distinguish between a reliable and non-reliable website.
Technology Integration:
Students will use the computers and internet for research, in addition to books and journals. The internet is an endless source of information, and provides a faster way to look up a specific topic. The research paper is supposed to be typed, so students will be able to use Word for that purpose.
Materials:
Book cart from the library, computers in lab, whatever student research they bring with them.
Evaluation of Differentiation:
Students who have accommodations will be able to work on this research paper during their resource period or during lunch. Students with computers at home have easier access, but for those who don’t, we will provide as many days as possible in the lab (although it isn’t possible to give many days due to scheduling difficulties). Students who have more unique topics will most likely require assistance from the teacher when researching online.

March 14th lesson:
Class:
10th grade on-level &advanced English
SOL:
10.9b- describe how the author accomplishes the intended purpose of a writing.
10.3c- make predictions, draw inferences, and connect prior knowledge to support reading comprehension.
Rationale:
You will be reflecting back on a personal experience in which you were in a similar situation as the characters in King Arthur. You will be learning about the importance of inference and prediction when reading a novel. This will foster your confidence as a reader and help you appreciate how every detail adds to a story. You will be given the presentation assignment for the research paper. It gives you a chance to creatively express what you’ve learned in another format than a formal paper.
Daily Objectives:
Students will be able to infer meaning in a story and give an example of what they think and why.
Students will make a hypothesis on future story events
Evaluation:
Use popcorn method to see what students thought about the first two chapters of King Arthur. Have students come up individually and draw on the character tree to assess their knowledge of characters. Make sure students are on task in group activities and have students share predictions out loud.
Procedures:
Intro: Discuss the first two chapters of King Arthur using popcorn method. Tell students we will be keeping a character/family tree in order to keep track of all the characters and who’s related to whom. Have them come up and write on the tree based on what they know of the first two chapters.
Middle: Talk about the writing of a novel and how each word and detail is carefully chosen to create the story. Talk about the importance of content but also of what is left out. To illustrate how a story can be completely altered depending on what is said and what is not said, have students do this activity: Have them write their own short page about a time in their life when they (like the nobles who tried to pull the sword out of the stone) just couldn’t get something they wanted or failed at something they tried to do. Then have them take out another sheet of paper and write down only these pieces of their story: one essential object or idea in the story, one aspect of setting, and the age they were. Then give the list (not story) to a partner. Do not reveal the full story but just have the partner infer meaning from those three aspects written out. The partner should try to piece together a story based on the three details. When done, have the partners switch and compare the real stories to see how accurate they were. Next, give students an excerpt from the next chapter of King Arthur with specific details and words left out. Tell them to infer the meaning and make predictions about the coming events of the story with their partners. Share some out loud. Finally have the students read the real passage.
Closure: Give students handout about presentations for their research papers. Explain the many creative ways they can present their research to the class on April 2nd & 3rd.
Required Prior Knowledge:
Students need to have read chapters 1 & 2 of King Arthur.
Technology:
None is needed as we are working with the book and writing in class.
Materials:
Paper, poster for character tree, and King Arthur books
Evaluation of Differentiation:
Every student is able to complete these activities. Students who need extra help with reading can work with special education aide.
Sample Excerpts students were given:

As __________ looked full into ____________’s eyes… their gazes locked and a strange shock went through them both.

It was _________ for him to ride at his opponent, his _____ fewtered, and then to _____ him in one charge.

The huge ____ did turn and raced at ________ and in two seconds he struck _____ to the ground.
I greatly _____ that unless ____ comes to our rescue we may never be _______.

He was still asleep, as if _________, when four ______ came riding down the forest way.

A few hours later ________ awoke from his sleep in a strange, cold ______ that he had never seen before and he wondered greatly what had _______.
I know he is a good ______ and I will gladly help him if I can escape this _________ _____________.

He rode south into _______, and there he fought with two _________ who were keeping many damsels prisoner in a ________, forcing them to work day and night at making ______________.

Presentation Handout: INTASC Standard #1-The teacher intern understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students.
NCTE Standard 3.2- Students will be giving oral presentations in addition to writing papers. With this rubric they also practice speaking about the PROCESS of collecting research.

For your presentation (which will be April 2nd or 3rd) you have three goals.

Share your research paper with the class. You may sum up your findings and/or give us an overview of your topic, or you may read a particularly interesting part from your paper (not the whole thing, though). (20 points)
Tell us your reactions to the research you did. What surprised you? What did you find most interesting? Was it easy or difficult to find information on your topic? (10 points)
Present your project. For this, you need to create a physical/visual representation of your topic and research. See possible project options below, or have one of your ideas approved by me. Be creative! (70 points)

Possible Medieval projects for presenting:

*Create a diagram/map on poster board (of a castle, etc…)
* Prepare a travel brochure. Write and illustrate a brochure of your topic (trip to a castle, trip to experience a medieval celebration, etc…)
*Make a movie. Create a video of you performing some aspect of your research and bring in the tape for the class to watch (dress up and act out a scene from a medieval play, stage a jousting tournament, pretend you are a person of a certain class and give us a glimpse of what your daily life would be like, etc…)
*Create and present a newspaper (Based on what you know of the times, write some articles you think could’ve existed).
*Create a magazine for your topic (a medieval weapons magazine, etc…)
*Act out a skit in class based on your topic
*Prepare/draw a comic strip (large enough for the class to see) based on your topic
*Make an advertisement for your topic (an ad for medieval women’s clothing, etc…)
*Sing a medieval song or perform a medieval dance
*Make a 3-D model (of a castle, or make food, etc…)

March 17th Lesson:
First period did not meet today due to scheduling classes for next year. They will also not meet Tuesday March 18th due to a career fair.

Third period worked on peer review drafts (please see March 18th lesson plan). Third period will not meet March 18th due to career fair. Wednesday March 19th they will be working on the lesson from the March 14th lesson plan.

Fifth period and sixth period worked on the lesson that was taught to first period on Friday, March 14th (because periods 3, 5, and 6 did not meet Friday due to scheduling).

march 18th:
INTASC Standard #10- The teacher intern fosters relationships with school colleagues, parents, and agencies in the larger community to support students and well being.
INTASC Standard #8-The teacher intern understands and uses formal and informal assessment strategies, consistent with instructional goals, to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
NCTE Standard 4.10 and 4.10b-
As a way of reporting achievement, students received feedback from me on their drafts. They also assessed each other's papers by peer critique.
March 18th Lesson:
Class:
10th grade English on level & advanced
SOL:
10.7e- Revise writing for clarity of content and presentation
10.8 a- Student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing…. Use style manual (MLA) to apply rules for formatting of quotations
10.9a- Student will critique peer writing… analyze the writing of others
10.9c- Suggest how writing might be improved
Rationale:
You will be turning in your drafts today, but before I look at them and make comments, we are going to utilize the people we have right next to us as reviewers. You will be critiquing a peer’s draft research paper in order to help them improve it before the final copy is due. Today is a good day for this since I can comment and return drafts on Wednesday, and then it’s spring break (so you have time to work on the final copy after your peers and I have reviewed your work). Reviewing someone else’s paper is helpful because you internalize the advice you’re giving and may use the advice for your own paper later. You are working with one partner to focus all your attention on one work, rather than trying to cram in three or four students’ papers in one class period.
Daily Objectives:
Students will critique their peer’s draft research paper given specific criteria.
Students will give constructive criticism to a peer with at least one positive feedback comment.
Students will recognize any faults in their paper by listening to their peer’s feedback.
Evaluation:
Students will turn in both their draft for a completion grade and to get comments from the teacher. Students will also turn in the feedback they give their partner and that will be assessed based on specific criteria the teacher tells students to look for.
Procedures:
Intro: Tell students to get with their partner and get out their drafts and paper.
Middle: Write on the whiteboard the following criteria the students are to look for when reviewing their partner’s paper:

Write one thing you liked
Write one constructive criticism (was something difficult to understand, etc)
Note spelling/punctuation errors
Note sources. Is documentation correct?

Have students read each other’s papers and write the following things down. Afterwards, have them talk to each other about their critiques.
Conclusion: Have students hand papers in and remind them of the homework due tomorrow (reading/notes).
Required Prior Knowledge:
Students need to have written their draft and have sufficient handle on their topic.
Technology:
No technology is required. Students may have their draft handwritten or typed.
Materials:
Students need to bring their draft and some of their sources.
Evaluation of Differentiation:
Some students with IEP’s have a later due date for this assignment.

March 19th Lesson:INTASC Standard #4-The teacher intern understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
NCTE Standard 4.3- This medieval period unit is innately interdisciplinary (history and english). Today they will be completing an english assignment based off an article about history. They are to choose an occupation and write about why they would be fit for it, after hearing about them from the historical article.
Class: 10th grade English on-level & advanced
SOL: 10.1 The student will participate in and report on small group learning activities
10.3b- Identify main and supporting ideas
10.3c- Make predictions, draw inferences, and connect prior knowledge to support
reading comprehension.
Daily Objectives: Students will listen to an article read aloud and choose an occupation to write about.
Students will work cooperatively in a group and present chapter summaries to the rest of the class.
Rationale: I will be checking to make sure you are taking notes on the reading.
These are checked incrementally to make sure you are on track and not falling
behind in the reading. I am checking these today because we are well into the
book, and you are leaving on break so you will have time to read more then.
This note taking format asks you to make connections from the text to yourself
and the world, rather than just quizzing you for each chapter I want you to
discover how you relate to it. You will also be working in groups today to explain to the rest of the class what’s going on in a chapter of the book. This holds you accountable for the reading and will make you aware of the plot in case you haven’t been reading. You will also update the character chart since we have been introduced to more characters. You will also be assigned a short writing over break. Since it is the day before break and attention is not at usual levels, I will read you an entertaining article about medieval occupations and have you respond.
Procedures: Intro- Tell students to get out their reading notes for King Arthur.
Go around to each individual student and check off whether they have completed
their notes or not. Record students who do not have it completed. The notes will be worth
50 points by the end of the book, each check adding points.
Middle: Divide students into five groups (if only enough for four, teacher will be the 5th group) and assign each group a chapter. Tell them to work in their groups to summarize the events and characters of their chapter and report back to the class after ten-fifteen minutes. While they report back, make sure to add any event they may leave out. Next, have the students update their character charts. Return any research paper drafts that have been commented on (5th period mostly) and collect any drafts students have. Finally, read the article about strange medieval times occupations and tell students their writing assignment (Think about your talents and your strengths & weaknesses; your likes and dislikes, etc… and think about what your role would be if you lived in the middle ages. What occupation would you have? Would you have a job like we have today like a painter, doctor, or priest… or would you have one of the strange jobs like a cupbearer or a gong farmer. Write one page on where you would fit in to society). Have students begin writing.
Closure: Tell students to read chapters 6 -7 over their spring break and that there will be a new post on the website (and to finish the occupation writing).
Evaluation: Teacher will record who did and didn't complete the King Arthur
notes. Students will all be monitored to see who is not contributing to the group activity. This is done for the students as a means of reviewing the events of each chapter, but is not graded to punish those who haven’t read. Teacher has explained how there hasn’t been a quiz yet on reading, but there will start being reading quizzes if students cannot complete activities in class based on the reading. Writing on the occupations will be worth twenty points. Anyone who has not turned in a draft the day we come back from break will receive a zero.
Materials: Students need their reading notes. Teacher needs paper to record who
completed the assignment, and also the article to read. The character chart is kept in the room. Students need paper to begin writing assignment.
Technology: No technology is needed, other than the article that was printed from a website (If there were enough computers in the room for everyone, students could have created a group Power Point about their chapter).
Required Prior Knowledge: To complete the notes and update the chart, students need to have read chapters 1-5.
Evaluation of Differentiation: All students are able to read King Arthur; and
special education students may get reading help from aide. All students will be
responsible for creating their own notes on paper, except special education
students will have pre-made sheets to write their notes on. If students have not read (mainly regular ed. periods, not advanced) then more review of the chapters will be done after break.
March 19th article:

Castle Learning Center:
Medieval Jobs
© 1997-2008 Lise Hull
One would expect the Middle Ages to have been a simple time, with few truly distinctive occupations, save the lord of the manor, his knights, his household, and the peasants. But, the complexity of the medieval working world is startling. Yes, the above are typical occupations of the age, but within these broad classifications we can define an incredible array of other occupations.
True, medieval jobs were not all fulfilling or stepping stones to success and status, as we envision the knight's position in the lord's court. However, each occupation filled a crucial place in the social system of the Middle Ages, ensuring virtually every imaginable need could be handled by an individual with the proper training or know-how.
Basically, society was divided between two classes, positions of status and positions that were not. Nevertheless, while the lord and members of his entourage had status, they could not survive without the support, albeit drawn through oppression, of the peasants. Medieval society was like a jigsaw puzzle. Each segment was an integral piece of the complete system. Without any one part, the system could not work.
As villages developed alongside the castle, occupations began to differentiate during the Middle Ages. Indeed, the growth of many towns directly resulted from the introduction of commercial endeavors, which were necessary to sustain the castle or the manor, as well as the local populace.
A merchant class quickly developed once feudalism was established in Europe. These merchants became wealthy in their own right, owning grand homes of their own comparable to the best in the land. They transported the products of craftsmen, laborers, and skilled workers across the nation, and internationally as well, furthering trade and acting as envoys between the regions they served.
In existence as early as the reign of Charlemagne and used by the Anglo-Saxons, the guild was of primary importance during the Middle Ages. Initially a rudimentary plan designed to support a certain group of workers (each village originally had one or two guilds), the guild system rapidly expanded throughout Europe.
In essence, these organizations were prototypes of modern trade unions and functioned in an almost identical manner. Their main intention was "to promote economic welfare of its members and guarantee full employment at high wages by restricting membership (Bishop)." Virtually every medieval occupation had its own guild, including bell ringers, minstrels, candle makers, grocers and weavers.
The following lists many occupations that prevailed during the Middle Ages. Even though the individuals who held the positions have long since disappeared, often leaving no record of their existence, their legacy is still very visible in modern surnames. See if you recognize them...

Almoners: ensured the poor received alms.
Atilliator: skilled castle worker who made crossbows.
Baliff: in charge of allotting jobs to the peasants, building repair, and repair of tools used by the peasants.
Barber: someone who cut hair. Also served as dentists, surgeons and blood-letters.
Blacksmith: forged and sharpened tools and weapons, beat out dents in armor, made hinges for doors, and window grills. Also referred to as Smiths.
Butler: cared for the cellar and was in charge of large butts and little butts (bottles) of wine and beer. Under him a staff of people might consist of brewers, tapsters, cellarers, dispensers, cupbearers and dapifer.
Carpenter: built flooring, roofing, siege engines, furniture, panelling for rooms, and scaffoling for building.
Carters: workmen who brought wood and stone to the site of a castle under construction.
Castellan: resident owner or person in charge of a castle (custodian).
Chamberlain: responsible for the great chamber and for the personal finances of the castellan.
Chaplain: provided spirtual welfare for laborers and the castle garrison. The duties might also include supervising building operations, clerk, and keeping accounts. He also tended to the chapel.
Cottars: the lowest of the peasantry. Worked as swine-herds, prison guards, and did odd jobs.
Ditcher: worker who dug moats, vaults, foundations and mines.
Dyer: someone who dyed cloth in huge heated vats during its manufacture.
Falconer: highly skilled expert responsible for the care and training of hawks for the sport of falconry.
Glaziers: a person who cut and shaped glass.
Gong Farmer: a latrine pit emptier.
Herald: knights assistant and an expert advisor on heraldry.
Keeper of the Wardrobe: in charge of the tailors and laundress.
Marshal: officer in charge of a household's horses, carts, wagons, and containers. His staff included farriers, grooms, carters, smiths and clerks. He also oversaw the transporting of goods.
Master Mason: responsible for the designing and overseeing the building of a structure.
Messengers: servants of the lord who carried receipts, letters, and commodities.
Miner: skilled professional who dug tunnels for the purpose of undermining a castle.
Minstrels: part of of the castle staff who provided entertainment in the form of singing and playing musical instruments.
Porter: took care of the doors (janitor), particularly the main entrance. Responsible for the guardrooms. The person also insured that no one entered or left the castle withour permission. Also known as the door-ward.
Shearmen: a person who trimmed the cloth during its manufacture.
Shoemaker: a craftsman who made shoes. Known also as Cordwainers.
Spinster: a name given to a woman who earned her living spinning yarn. Later this was expanded and any unmarried woman was called a spinster.
Watchmen: an official at the castle responsible for security. Assited by lookouts (the garrison).

Other medieval jobs included:
tanners, soap makers, cask makers, cloth makers, candle makers (chandlers), gold and silver smiths, laundresses, bakers, grooms, pages, huntsmen, doctors, painters, plasterers, and painters, potters, brick and tile makers, glass makers, shipwrights, sailors, butchers, fishmongers, farmers, herdsmen, millers, the clergy, parish priests, members of the monastic orders, innkeepers, roadmenders, woodwards (for the forests). slingers.
Other Domestic jobs inside the castle or manor:
Personal atendants- ladies-in-waiting, chamber maids, doctor.
The myriad of people involved in the preparation and serving of meals- brewers, poulterer, fruiterers, slaughterers, dispensers, cooks and the cupbearers (who had the dubious privilege of tasting drinks for impurities!).
http://www.castles-of-britain.com/castle32.htm

March 26th
Class: 10th grade English on-level & advanced
SOL:10.3 a. Identify text organization and structure, b. identify main and supporting ideas
Daily Objectives: Students will take notes and ask questions based on chapters 1-7 of King Arthur
Students will individually update the class character chart using characters from the chapters they’ve read.
Rationale: Today students will be assigned the day they are going to present their final project/paper next week. This gives them ample warning. They will continue reading King Arthur and read chapters 8 & 9 by Friday so they can finish the book (10 & 11) over the weekend. Today we will be reviewing the chapters they’ve read and preparing for the quiz tomorrow. I will give them notes I’ve created for each chapter on the overhead and they have a chance, if they want, to copy them down to study. I will also review each chapter verbally and ask the class questions to see if I need to go over any characters again before tomorrow. The character chart can be copied for studying as well. I will also give them an example on the overhead of reading notes that I made for one chapter. The last time I checked reading notes, some of them said they had trouble doing them. I am giving them an example today so they see how I think as I read.
Procedures:Intro: Tell students to read 8 &9 by Friday. Collect medieval occupation writing. Tell students about the quiz tomorrow on chapters 1-7. Assign presentation dates to students.
Middle: Put the series of note transparencies on the overhead while talking. Tell students they can take notes or just listen, depending on how prepared they feel and how well they know the story. Go over the notes verbally for each chapter and call on students to help fill in characters and events of the story. At the end of the notes, get out the class character chart and let them add to it or copy it down for studying purposes. To help with this, give students a list of the characters, so they can see who they have and don’t have on their chart. Give students hints and encourage them to determine correct characters and relationships on their own. Get students to come add to the chart who haven’t before.
Conclusion: To model how I think as I read, give an example on the overhead of the note-taking method for chapter seven. Reiterate that this encourages active reading, versus skimming and not remembering. This method also helps them to remember characters better because they associate a feeling or reaction with a character.
Evaluation: Occupation writing assignment is worth 15 points. Ask the class questions while reviewing and call on students who don’t raise their hands. Also during work on character chart, ask any students who haven’t contributed to come up and do so. Students are told that if they have no questions before the quiz, it is assumed they don’t have any; and that it’s in their best interest to take notes even if they don’t think they need to. During notes and verbal review, assess whether more review is needed. If so, go over specific characters and events that I know will be on the quiz.
Required Prior Knowledge: Students need to have read chapters 1-7 of King Arthur and have started filling out the class character chart. Students have been assigned presentations, just not dates.
Materials: Character charts, overhead projector and transparencies.
Technology: Overhead projector so all students can see my notes and have the chance to write down things they aren’t familiar with yet.
Evaluation of Differentiation: Spend more time reviewing character relationships with non-advanced periods.
March 26th Overhead notes:

People have told stories throughout the years about Arthur and changed background details to make them more modern. This compilation of legends is based off of “Le Morte D’Arthur” by Sir Thomas Malory.

Chapter One:

Uther Pendragon enamored with lady Igraine (who is married with 3 daughters).
Igraine and Gorlois flee and after 40 days are attacked by Uther’s men. They cannot overcome, and Ulfius suggests Uther see Merlin.
Merlin makes Uther swear to have a child by Igraine and give that child to Merlin to raise. He agrees and goes to Igraine’s bedroom, magicked to look like Gorlois. Gorlois is killed during this time.
Merlin’s magic allows Uther to wed Igraine. She finds out she’s pregnant and Merlin says he must take the child to another family to be raised because it’s better for the future of England. (child is Arthur)

Chapter Two:

Arthur lives with family: Sir Ector and his foster brother, Kay. When Arthur is a boy, Merlin poses as a tutor and visits him on occasion. Uther dies and everyone thinks there is no heir to the throne. People fight over the crown.
Merlin tells the archbishop we need a sign from heaven to find rightful heir. Around Christmas time, a crowd coming out of church sees a stone of marble and an anvil of steel. In that was a sword. The sword read: “Who so pulleth out this sword of this stone and anvil is rightwise the King born of all England”
A tournament is arranged for New Years day and Sir Ector decides it would be fun for his sons to see. On the way, Kay forgets his sword and Arthur goes back to get it. All doors are locked, and he resolves to just get the one out of the stone in the churchyard.
Hundreds of men try to pull the sword out, with no luck. Arthur is the only rightful owner. Sir Ector bows to his son.

Chapter Three:

Merlin becomes unpredictable
King Arthur has castles at Carleon, London, and Camelot (which he liked the most). He finds it “overwhelming, but much easier to get used to too much than too little”
On his way to London, Arthur is challenged to a joust by a knight. Merlin intervenes but Arthur still loses his sword. The Lady of the Lake gives him a magical sword (Excalibur) in return for a gift she will ask for at a later time.
Merlin nowhere to be found when Morgawse comes to the castle. She bewitches him to let her stay the night. (she is King Lot’s wife and daughter of Igraine & Gorlois= Arthur’s half sister)
Merlin returns and says on May Day you must have all the boy babies born on that day sent out to sea. Arthur reluctantly agrees, and it is done. The ship wrecks later, but one baby survives and is taken in by a knight who raises him. This is Mordred, Arthur & Morgawse’s son. Morgawse later finds Mordred through magic, but for now he’s with the knight. (Merlin’s plan didn’t work ultimately)

Chapter Four:

Arthur is fascinated with Guenevere, but Merlin says she will not be true.
Arthur says go ask her father for her hand in marriage anyway. (Merlin’s efforts didn’t succeed, events would go as they were fated)
As a wedding gift, Leodegrance gives Arthur the Round Table which Uther gave Leodegrance once. He also gives Arthur 100 knights.
Arthur & Guenevere move to Camelot and Sir Kay is in charge of furnishing, food, and drink.
Sir Ector & Sir Ulfius also invited to Round Table.
Siege Perilous is reserved for the perfect knight. Instant death for anyone who sits in it who is not.
Gawaine (Morgawse’s son) asks to be knighted and a seat appears for him.
After the wedding, Arthur is very happy, but also “fair-minded” and so remembers others in the kingdom who aren’t as fortunate. He was “struck with the idea that would make him immortal.”
He announces the formation of the Fellowship of the Round Table. Each year men are to return and tell what they have achieved (righting wrongs, fighting cruelty and crime).

Chapter Five:

Men came from all around to be knights, including Gaheris & Agravaine (Morgawse’s sons)
Galahad Lancelot du Lac comes from France (Sir Lancelot) and he becomes best friends with Arthur. When introduced to Guenevere, Lancelot & she fall in love.
Lancelot goes off on a year of questing with brother Sir Lionel. They stop to rest one day and Lionel awakes (Lancelot’s still asleep). A huge knight (Sir Turquine) takes Lionel captive and tosses him in dungeon with many other knights including Sir Ector de Maris (other brother of Lionel & Lancelot)
Three queens and Morgan le Fay (Arthur’s half sister) take Lancelot to a castle where he must choose which woman he wants. He chooses to stay in prison rather than be with one of the witches. They tell him to stay there and rot.
A maiden comes and says if you help my dad in a tournament I’ll get you out
He agrees and goes to the tournament, taking down 16 knights. Word spreads of his skill (although he tries to conceal his identity).
Lancelot goes into the forest and meets Turquine. Lancelot kills him and frees all captive knights. He goes on fighting knights here & there and tells them to all go surrender to Queen Guenevere.
Lancelot returns to Camelot. Knights are there surrendering and telling stories of Lancelot.

Chapter Six:

Morgawse doesn’t want Gareth to go to Arthur’s court. He is allowed to go on the condition that he work in kitchens for a year and be unknown.
Sir Kay calls Gareth Sir Beaumains (pretty hands) and thinks he’s just there to eat the food. Lancelot passes Beaumains in the kitchens sometimes and talks to him.
Lynette comes asking Arthur to rescue her sister Lyonesse from the “Red Knight of the Red Lawns”
Gareth (Beaumains) comes out of kitchens saying he wishes to be the rescuer and to be knighted by Sir Lancelot only.
He is knighted by Lancelot and reveals his real name to him. Lancelot promises to keep it secret.
Following Lynette, who thinks Beaumains unworthy, he meets and defeats the Knight of the Black Lawns, the Green Knight, the Knight of Inde. After Beaumains spares the Green & Indigo Knights’ lives, Lynette finally apologizes for how she’s treated him and says he must be of noble birth.

Chapter Seven:

Lyonesse lives in the Castle Perilous. The night before, the Knight Inde tells a dwarf Beaumains’ real name… and the dwarf now tells Lyonesse.
The Red Knight has knights hanging from trees and is said to be crazy and evil.
Beaumains thinks Lyonesse (up in the tower) is beautiful. Beaumains tells the Red Knight Lyonesse doesn’t love him, and they fight.
Beaumains beats the Red Knight and makes him and his knights surrender to Arthur. Red Knight reveals he once loved a lady whose brother was killed by Sir Lancelot or Gawaine, so he had been waging war on all Arthur’s knights.
Lyonesse calls down to Beaumains that he hasn’t proven himself yet and to come back in a year and she will love him.
Beaumains goes “wild wood” for awhile
Lyonesse tries to bring him back to castle perilous, in the meantime Beaumains fights tournaments and resisted a lady who was really Lyonesse testing him.
Lyonesse and Beaumains (now ruled as Gareth) were married

Example overhead King Arthur Reading Notes:

Text:                                                                           Reaction/Question:
Sir Lancelot? She cried eagerly/                                     She seems starstruck
(no) Then what’s the use?                                             and pompous.

The Inde Knight had begged to know I bet this won’t stay secret
Beaumain’s real name and after for very long.
Swearing Lynette and the knight
To secrecy, he told them.

Red pavilions, Red smoke, Red seems surreal
Waters

He was not a bad man to start with what made him snap?
He had courtesy but something
Happened and turned him to these
Murdering ways.

Blood red armor and he rode to a                                   he seems like he likes attention
Little vale near castle walls within                                  using red color and going where
Sight of everyone both inside                                          everyone can see him. What an
And outside the castle                                                    ego.

To Beaumains she seemed the                                       Why do all the characters fall for
Most beautiful lady he’d ever seen                                 each other at first sight? He’s willing
                                                                                    To fight for her and he doesn’t even
                                                                                    Know her!

She is my lady and for her I’ve If she was your lady you wouldn’t
Done many battles. Stop looking have to lock her in a tower!

It seemed Beaumains had finally                                    women seem to have a certain power
Been overwhelmed. “Where is all                                   over men. He can only get up after
The courage you showed as a kitchen                             her encouragement, and will fight
Boy” At Lynette’s voice, he pulled                                 the Red Knight for another woman.
Himself away from the Red Knight

I will release him provided that he goes Beaumains is a forgiving man.
And makes amends with the lady and
Goes to King Arthur to surrender

You can’t enter until you’ve proved what ? He just defeated the Red
Yourself a worthy knight Knight? What more does she want?

When Lyonesse finally managed                                    I knew the secret wouldn’t stay
By one means or another to learn                                   secret. It had to be Lynette or
The true name of Beaumains…                                      the dwarf.

He avoided falling in love with a                         was that the reason he had to wait?
Lady who was really Lyonesse                                      is that how he proved himself?
Testing him.                                                                  Seems silly.

March 27th lesson:
Class:10th grade English on-level & advanced
SOL:10.3 a- identify text organization and structure, b- identify main and supporting ideas
10.7a- generate and plan writing (poetry)
Daily Objectives: Students will use information learned from the reading to answer questions on a quiz.
Students will produce responses on the short answer portion of a quiz based on King Arthur.
Students will identify words from the word wall and choose three to utilize in a poem.
Rationale: Today we are taking a quiz to assess student understanding of the story and characters. By now, they should know the characters well and we are halfway through the story. Students need to know this story well, since there are many versions of the Arthurian legends, and it can get confusing if you look online for material. Our book is scarcely found online and was printed some thirty plus years ago. I need to see that they can focus on one story and understand it. Since we have been adding medieval words/language to our word wall almost every day, there is a good number of words up there now. Therefore it’s a good time to utilize all those words by including them in a poem. Instead of writing a poem based on artwork, like the last poem we did, this time they are to write on their research topic (which they should be very familiar with by now since the draft was turned in).
Procedures:Intro: Tell students quiz directions. Remind of reading to be done by Friday.
Middle: Students take chapters 1-7 quiz. They may read when they finish.
Conclusion: Assign students home work which they can start in class. They are to write a poem, at least eight lines, about their research topic (for example if a student is researching Black Death, they could write a poem from a doctor’s point of view tending to a plague patient). The only other parameter is they must use three words from the word wall we have been keeping on the board of medieval language. Tell students there will be a new online discussion question up tonight.
Evaluation: The quiz is worth 40 points with some short answer, multiple choice and matching.
Required Prior Knowledge: Students need to be familiar with characters and events of chapters 1-7 of King Arthur. Students are using three words from the word wall that we have been keeping and they’ve been adding to for weeks.
Materials: quizzes and students need paper.
Technology: This was a paper based quiz, to assess their reading comprehension and understanding of characters, no computers needed. The discussion question posted tonight is on the class website and they are to access internet at home or at the library to do this. The medieval language word wall is on the white board because it’s the most accessible place students can come up and add to, as well as view daily.
Evaluation of Differentiation: The advanced class was given a different version of the quiz which was more challenging.
King Arthur On-level Quiz:

Name:____________

Chapters 1-7 Quiz

(diagram drawn on)

1. Matching

___1. Mother of Arthur; first woman mentioned in the story                               a. King Arthur
___2. Sent to work in the kitchens, also called Sir Beaumains.               b.Guenevere
___3. Is in love with Arthur’s wife, is a skilled knight                             c. Sir Lancelot
___4. Poses as a tutor & a beggar & can see the future                         d. Mordred
___5. Hangs victims from trees and fights Gareth                                               e. Gareth
___6. Arthur’s foster brother                                                                            f. Morgawse
___ 7. Arthur’s wife (and love interest of Lancelot)                                           g. Red Knight
___ 8. Bewitches Arthur, also his half sister                                                      h.Merlin
___ 9. He pulls the sword from the stone                                                         i. Sir Kay
___10. Illegitimate child of Arthur & Morgawse                                                j. Lady Igraine

II. Multiple Choice- circle the correct answer

1. These King Arthur legends are:
a. true (based on facts)
b. false (just myths that some claim are true, but it can’t be proven)

2. Some of Arthur’s many castles include:
a. ones at Carleon, London, and Camelot
b. ones at Camelot and Excalibur
c. the Siege Perilous and Camelot

3. Only the rightful heir to the English throne can perform this task:
a. Summon the Lady of the Lake
b. Ask the help of Merlin
c. Pull the sword from the stone

4. Merlin is a character who:
a. Is always right and always stops bad things before they happen
b. Helps out along the way, but often is forgetful & unpredictable
c. Only uses his powers while on quests from the Round Table

5. Morgawse has many children, including:
a. Gaheris, Gawaine, Gareth, Agravaine
b. Igraine, Gorlois, Uther
c. Sir Kay, Arthur, Sir Ector

6. Sir Lancelot is becoming famous for:
a. Stealing the King’s love, Guenevere
b. Being a skilled knight
c. Defeating Merlin

7. As a baby, Arthur is:
a. Sent to live with a foster family
b. Endowed with magical powers from Merlin
c. Sent off to sea on a ship

8. The Black Knight, Green Knight, and Knight of Inde are all men who:
a. Gareth defeats but spares their lives
b. Gareth defeats and kills, keeping their armor for himself
c. Have proposed to Lynette, but she chooses to be alone

9. The big knight who captures many other knights and puts them in a dungeon is:
a. Sir Kay
b.Sir Beaumains
c.Sir Turquine

10. After defeating the Red Knight, Lyonesse tells Beaumains:
a. He is a silly man and she would rather rot in the tower than be with him
b. To come back after he has defeated all the knights of the Round Table
c. To come back in a year when he has proven himself

11. This woman tells Beaumains he is a “kitchen knave”
a. Morgawse
b. Lynette
c. Igraine

12. When Lancelot has defeated any knights, he tells them to:
a. Go surrender to Queen Guenevere
b. Go see the Lady of the Lake
c. Go “wild wood” in the forest

13. As a wedding gift, Leodegrance gives King Arthur:
a. The Round Table and a hundred knights
b. The sword in the stone
c. Armor for battle

14. Arthur is:
a. fair-minded
b. an unjust ruler
c. a King who will not be remembered

15. Ms. Stull and Mrs. Irvin could let you watch movies based off King Arthur such as:
a. The Matrix or Mission Impossible
b. First Knight or Robin Hood
c. Harry Potter or Romeo & Juliet

III. Short Answer

1. Which characters are in “love triangles?” Describe how the triangle(s) is/are formed.

2. Describe the scene in which Lynette and Lyonesse appear together. For what purpose is there fighting?

3. What does Merlin tell Arthur to do on the next May Day with born male babies?

4. List some personality traits or qualities of King Arthur.

5. What is the purpose of the Fellowship of the Knights of the Round Table?

Extra Credit:
How does this story relate to your research topic?

King Arthur Advanced Quiz:

Name:____________

Chapters 1-7 Quiz

(diagram drawn on)

1. Matching

___1. Mother of Arthur                                                                                    a. King Arthur
___2. Sent to work in the kitchens, also called Gareth.                          b.Guenevere
___3. Is in love with Arthur’s wife                                                                     c. Sir Lancelot
___4. Poses as a tutor & a beggar                                                                    d. Mordred
___5. Hangs victims from trees and fights Gareth                                               e. Beaumains
___6. Forgets his sword as a boy; later works in the kitchens                f. Morgawse
___ 7. Merlin says she will not be true                                                   g. Red Knight
___ 8. Bewitches Arthur, also his half sister                                                      h.Merlin
___ 9. He is struck with the idea that “would make him immortal”                     i. Sir Kay
___10. Illegitimate child of Arthur & Morgawse                                                j. Lady Igraine

II. Multiple Choice- circle the correct answer

1. These King Arthur legends are:
a. true (based on facts)
b. false (just myths that some claim are true, but it can’t be proven)

2. Some of Arthur’s many castles include:
a. ones at Carleon, London, and Camelot
b. ones at Camelot and Excalibur
c. the Siege Perilous and Camelot

3. Sir Lancelot occasionally talks to this character and is curious about him, since he doesn’t reveal much or his real name for awhile:
a. Beaumains
b. Gawaine
c. Agravaine

5. Morgawse has many children, including:
a. Gaheris, Gawaine, Gareth, Agravaine
b. Igraine, Gorlois, Uther
c. Sir Kay, Arthur, Sir Ector

6. Sir Lancelot is becoming famous for:
a. Stealing the King’s love, Guenevere
b. Being a skilled knight
c. Defeating Merlin

7. As a baby, Arthur is:
a. Sent to live with a foster family
b. Endowed with magical powers from Merlin
c. Sent off to sea on a ship

9. The big knight who captures many other knights and puts them in a dungeon is:
a. Sir Ector de Maris
b.Sir Beaumains
c.Sir Turquine

11. This woman tells Beaumains he is a “kitchen knave”
a. Morgawse
b. Lynette
c. Lyonesse

12. When Lancelot has defeated any knights, he tells them to:
a. Go surrender to Queen Guenevere
b. Go see the Lady of the Lake
c. Go “wild wood” in the forest

13. Which of the following do we not have answers for?
a. Why Morgawse bewitched her half brother
b. Why Merlin is dependable at some times and unpredictable at others
c. Why Morgawse wants Gareth to go unnamed for a year
d. all of the above

14. Which good deed led Arthur to become King of England?
a. His willingness to be brought up by a foster family
b. His volunteering to go get Kay’s sword, which leads him to the sword in the stone
c. His promise to the Lady of the Lake which got him Excalibur

15. Ms. Stull and Mrs. Irvin could let you watch movies based off King Arthur such as:
a. The Matrix or Mission Impossible
b. First Knight or Robin Hood
c. Harry Potter or Romeo & Juliet

III. Short Answer

1. For what purpose does Merlin tell Arthur to issue an edict on May Day?

2. Describe the scene in which Lynette and Lyonesse appear together. For what purpose is there fighting?

3. Which characters are in “love triangles?” Describe how the triangle(s) is/are formed.

4. What is the purpose of the Fellowship of the Knights of the Round Table?

5. Describe how women are presented to us in this story. Positively? Negatively? What qualities do they possess?

Extra Credit: How does this story relate to your research topic?

March 28th Lesson:INTASC Standard #7-The teacher intern plans instruction based upon knowledge of subject matter, state and national standards, students, and the community.
NCTE Standard 4.1- I selected appropriate web pages, online art, and online video to support the teaching of King Arthur.
INTASC Standard #6-The teacher intern uses knowledge of effective verbal, non-verbal and media communication techniques and appropriate technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
3.6.1- This lesson will enhance students' learning of medieval times and King Arthur. They will view a National Geographic video, websites, and other visual images which will help them envision the time period.
Class: 10th grade English on-level & advanced
SOL:10.3 Students will read, comprehend, and critique literary works. (b. identify main and supporting ideas). And (c. make predictions, draw inferences to support comprehension)
Daily Objectives: Students will view material on various websites to see Arthur’s presence in today’s society.
Students will interpret information on websites and integrate it with information from their reading to answer teacher-posed questions.
Rationale: Notes are being collected today as an incremental checkpoint. You have done one check already and this is the second “chunk” of chapter notes. The last one is coming up Tuesday and you’ve been told. We are viewing websites about Arthurian material today and going on a WebQuest as a class. We will bypass some of the assignments on the quest, but still view all important information. This is a way for you to see what characters in your book may have looked like, or what others’ views are of what they looked like. We can also view Arthurian material of today, such as advertisements that are related to King Arthur; societies dedicated to finding existence of the hero; poems and artwork based off the legends; and a National Geographic video which cleanly sums up the search for the answer to the question: Is Arthur real? We will also talk about themes such as religious themes like the Holy Grail quests because you are about to read those chapters in the book. We will talk about Camelot as a “Utopia” since we have just read about Camelot and this will further your understanding.
Procedures: Intro: Return any drafts. Ask students to get out King Arthur notes and word wall poems (collect these). Return quizzes and address any errors commonly made. Explain how to use context clues in the quiz to maximize chances for a good grade.
Middle: Use LCD projector to show students clips of Arthurian related material on the internet. Use pre-made list of links. First show the two minute National Geographic You Tube video. (Get override key since this site is blocked on school computers). Talk about Arthur’s prevalence still today and show the Pendragon Society website (they hold round table meetings, excavate for possible artifacts, and have a journal). Next show the four pieces of artwork online. These various interpretations of what the characters look like differ from painting to painting. They depict scenes we’ve already read in the book. Call on students in class to explain what the artwork depicts. Explain what a WebQuest is or ask students if they have done one before. Since we have limited computer access for everyone during school, take students through one as a class (see link for the Arthurian Webquest). They do not complete the assignments but view everything on the quest. As each page in the quest comes up, explain any important information about claims of a real King Arthur, his presence in today’s society, and poetry or art. Tell them about the Holy Grail and that they will be reading about that in the next chapters.
Conclusion: With any remaining time ask them to read chapter 10, 11 quietly. Remind them to work on presentations over the weekend since we have other work to do next week!
Evaluation: Word wall poems are worth fifteen points. Make sure students are sitting up, watching the screen to view the websites. Encourage different students to answer questions posed about the book or the websites. King Arthur notes are worth ten points.
Required Prior Knowledge: Students need to have read through chapter 9 in King Arthur to answer questions I posed based off websites.
Materials: LCD projector/laptop
Technology: LCD projector/laptop is used to show students various websites that I couldn’t otherwise show them on paper. This had audio too which enhanced the lesson.
Evaluation of Differentiation: When I was grading quizzes, advanced students were expected to identify one more love triangle found in the novel than other periods, since one student identified one yesterday which I had not even thought of and I had him announce it to everyone. All classes are able to view websites. I read some of the text in case students in the back couldn’t see the text type.
Sites to use:
http://youtube.com/watch?v=Pa4v5gH3b18 National Geographic movie

http://www.lib.rochester.edu/camelot/images/ablol.htm art

http://www.lib.rochester.edu/camelot/images/efbl&e.htm art

http://www.lib.rochester.edu/camelot/images/adasks.htm art

http://www.lib.rochester.edu/camelot/images/adyouth.htm art

http://www.pendragonsociety.org/ camelot page and arthur page and quest
definition

http://www.shcsc.k12.in.us/arthur/begin.htm webquest

March 31st Lesson: INTASC Standard #7-The teacher intern plans instruction based upon knowledge of subject matter, state and national standards, students, and the community.
NCTE Standard 2.5- Students will look at writing conventions and patterns present in literature. They will connect this with the conventions present in today's email writing.
INTASC Standard #4-The teacher intern understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
NCTE Standard 4.7- Students will use literature for the purpose of creating a graph today, as well as write their own email with a pre-determined purpose with "good" and "bad" conventions.
Class:10th grade English on-level
SOL:10.7 d- organize ideas into a logical sequence
10.3a- Identify text organization and structure
Rationale: Students will be looking at their King Arthur novel from an objective theorist perspective today. This is a way for students to see the story as something with a skeleton and respective parts, or an ecosystem where each part has a function. They have finished reading King Arthur and now will look at how certain aspects of the story are arranged throughout the book. The King Arthur group activity will be premised with an activity they are familiar with in their daily lives- email writing. They will be able to see they know more about the format of writing than they think, through examining what is considered appropriate and inappropriate in an email.
Daily Objectives: Students will examine elements in King Arthur and plot them on a graph for all chapters.
Students will discuss the parts of an email that make it efficient or inefficient, and back up their assertions.
Procedures:
Intro:Talk about conventions/patterns in certain formats of writing. Ask students what elements make up a “bad” movie. Discuss the importance of parts like climax and resolution.
Middle:Activity #1- Instruct students to examine the language of an email. Give them a scenario for what to write the email about and have them write one “bad” or “inefficient” email and then one “good” or “efficient” email. Say: “The scenario is you're writing to a relative in Florida asking them to stay at their house for a weekend b/c you’ve got a job interview nearby. Think about conventions that direct the way language is used in the email... think bout what makes up the skeleton of an email... And were going to share a couple”.... After students are finished, have volunteers read theirs out loud and point out the certain aspects that are good or bad. Point out how if one piece of the email is missing, it can change the whole meaning of it. Certain parts and a certain format are present in any piece of writing. There’s usually a salutation, a body, a sincerely or whatever and a signature... another convention could be no caps b/c it looks like yelling in an email.... now what if one convention is missing? What if a signature is missing...it throws off the whole ecosystem... if your address is beachbabe@yahoo.com, and you don’t sign it... they won’t know who it’s from. Also consider politeness, usually you would ask how someone is doing before you request a favor. Activity #2 – Explain how the King Arthur legends have similar elements as with any legend story. If one piece was missing it could throw the whole story off. Put students into small groups and give each group an element (1. the maiden in distress 2. the knight fighting for something, could be an object or just fighting evil 3. magical objects like Excalibur, Siege Perilous, etc 4. outside help like fate or Merlin 5. love, in any form). Students should go through the chapters and plot a scientific graph. The graph should plot where their aspect of the story appears and is not as apparent in each chapter. For example, if there are magical objects present a lot in chapter five, the line on the graph will go up… if the objects are hardly mentioned in chapter six, the line will go down. They are to plot a graph that shows their element’s appearance throughout the novel. This is to look at the story from an objective theory perspective, where the story is made up of basic things like a skeleton. Another way to look at it: the story is an ecosystem, where if one part changes, it affects all other parts.
Closure: Ask students to show and share their graphs to the class. Ask them questions like What if there was no Merlin? Allow them to respond. (If Merlin’s outside help was missing there wouldn’t be an edict issued on May Day; and there wouldn’t be a sword in the stone, etc).
Evaluation: Graphs will be collected for participation points. While the students work, circulate to see that everyone is participating. Help students if they have questions or guide them if they are on the wrong track. When students share their graph out loud, ask students who usually don’t volunteer to be the leader to speak.
Materials: construction paper for groups, loose leaf paper for students writing emails
Technology: Rather than students writing a real email online, in the format they usually see it; I wanted students to write one on paper to see it as a real piece of physical writing. The graph was also easier for students to make on paper with the limited time and computers we have today.
Required Prior Knowledge: It is assumed students have written an email before. Students also need to have read all of King Arthur for the graphing activity.
Evaluation of Differentiation: For grouping, I placed high performing students with low performing students.

April 1st Lesson:
Class:10th grade English on-level & advanced
SOL: 10.1a- assume responsibility for specific group tasks.
10.3b- Identify main and supporting ideas (in King Arthur)
Rationale:The students writing will let me know how well they know the characters. They will show me that they can put themselves in the character’s shoes. The assignment is open-ended as far as whom they are writing to in the story, so some creativity is involved. The jeopardy style game today is an interactive, fun way to review for students. They are competitive and will take the game seriously (most likely) since the winning team gets extra credit points for the upcoming test. The questions are set up in varying degrees of difficulty, and there are a good number of them (forty questions total and some aren’t one word answers, so it’s a good review).
Daily Objectives: Students will answer questions in a review game with 90% accuracy.
Procedures:
Intro: Tell students they have a writing assignment due Friday. They are to assume the role of a character in King Arthur, and write a letter to another character in the story. It should be one to two pages typed. They need to think about a character they feel comfortable with and consider what they would want to say to another character if they had the chance. For example, we don’t see much about Arthur and Uther’s relationship. What would Arthur say to his father? Perhaps he feels the same way about Uther as Mordred feels about him. Tell them to think about how long it took in the medieval times to deliver a letter. Sometimes a messenger traveled on horseback for days just for one letter, so they need to make this letter count.
Middle: Explain the rules for the review game. There are three or four (depending on class size) chairs in a row at the front near the board. Students are in groups and for each jeopardy question, they send one team member up to the front chairs. For each question, players rotate. Students are to have hands in their laps, and “buzz in” by hitting the desk. I will be “Alex Trebek” at the front. Forty questions on small slips of paper are taped to the board, arranged in categories and with point values from 100-500. Someone from the back (someone on the team, but not someone in the front chairs) will pick a category and point value. I will read the question and allow the front chair students to answer. If nobody knows I will defer to the back to their teammates. When students are in the front row they cannot have help from teammates. I will also keep score. When appropriate, I will supplement questions with more information or clarification from the story for even more review. At the end, first place team gets five points extra credit on their upcoming test, second place gets three points, and third gets one point. Fourth gets nothing.
Closure: Collect any King Arthur reading notes from students for chapters 8-11. Remind them that they have until Friday to turn in makeup work or notes and after that it’s a zero.
Evaluation: Students will demonstrate their knowledge of the book by answering review questions. By the amount of questions answered incorrect or not at all, I can gauge how much review is needed for the test. The writing assignment (letter) will be worth 30 points. The students writing will let me know how well they know the characters. They will show me that they can put themselves in the character’s shoes. The assignment is open-ended as far as whom they are writing to in the story, so some creativity is involved.
Materials:Jeopardy pre-made questions. Tape to hang up questions on whiteboard.
Technology: I did not have access to the jeopardy game software on the computer in the classroom, so making them on paper sufficed.
Required Prior Knowledge: Students need to have read all of King Arthur
Evaluation of Differentiation: All students are able to participate in the game, and when no one can answer a question I will guide them with hints toward the right answer.

April 2nd Lesson: INTASC Standard 9-The teacher intern is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
NCTE Standard 3.7- Using my knowledge of archetypal theory, I created a lesson where students used this theory to interpret the events of King Arthur.
INTASC Standard 5-The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
INTASC Standard 4-The teacher intern understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
NCTE Standard 4.5- Students worked in groups and I guided them through discussion to interpret King Arthur's life as a hero's journey.
Class:10th grade on-level, 3rd period. Period 1 finished game from yesterday. Periods 5 &6 begin presentations today- see April 3rd lesson plan
SOL: 10.1 students will participate in small group learning activities.
10.3f- examine literary selection from a critical perspective
Rationale: Today’s activities are based on archetypal theory. They are looking at King Arthur as a hero journey and identifying archetypal events in the story. I will preface this with a short introduction using a more familiar story to them- Shrek. From that they can feel comfortable with the archetypes and move on to King Arthur questions. This is a small period and so discussion should be good and focused. This also helps them think about the story as a whole, since each legend in the book is somewhat different from the other. Individually, this might be harder; so groups allow students the chance to bounce ideas off each other.
Daily Objectives: Students will work in groups to identify archetypal patterns in King Arthur
Procedures:
Intro: Tell students they will be doing an activity based on the theory of Carl Jung. He believed all humans are connected by this shared consciousness, or awareness. Each of our selves, however, has different aspects. Each person has the 1.ego (thought & reason); 2. shadow (dark or bad side of self) and 3. anima/animus (depending on your sex, the parts of yourself that harbor characteristics of the opposite sex). Write these on the board.
Tell students those three sides of “self” are represented in stories we read by archetypes. Define that as patterns or repetitive images in the story. Archetypes in hero stories could be (write on board) 1. the hero or protagonist (ask students which this would represent- the ego) 2. Fair maiden waiting to be rescued (ask students which this would represent- anima) 3. nameless evil or negative force (ask students- shadow)
Next, tell students we will start with a familiar character. Tape up picture quickly of Shrek on the whiteboard. Have students identify/call out the three parts in the Shrek story (Shrek would be the ego, Princess Fiona would be the anima, Lord Farquard would be the shadow… or just society itself since they outcast Shrek).
Middle: Put students into groups based on mixing ability levels. Pass out and go over questions handout. (see questions on separate page)Each group should answer the questions and turn in one paper for the group. The questions have them considering King Arthur as the hero in our story, the main character. They are to look at his journey throughout the book. Questions 1-5 are archetypal events where students need to identify the time King Arthur goes through these events. Questions 6-8 ask students to identify the ego, anima, and shadow in the story. Go around frequently to groups to guide them and see what they are coming up with. Tell them there isn’t always one right answer and they can debate their choices. If students have trouble with questions, help guide them by pointing out certain events in the story and asking them how a character might feel about them (or whatever is appropriate).
Closure: Pick a few questions to discuss together when each group is finished. Compare and contrast some groups’ answers and have them tell each other why they came up with that answer. There will most likely be some disagreement and opinion based discussion which is great.
Evaluation: Each group’s work will be taken up for participation credit. I will aim to have each student answer at least one question or present findings.
Materials: copies of questions for each group, Shrek picture, whiteboard
Technology: students are answering questions on paper and discussing with the class, no technology is needed.
Required Prior Knowledge: students must have read King Arthur
Evaluation of Differentiation: Students will be grouped so low performing students are with high performing students.
April 2nd questions:
Hero Journey

note the following archetypal events:
1. Call to adventure: does he/she want to go on this journey? what starts the whole thing?
2. Descent into the abyss: what is the hero's lowest point? When does she/he almost give up? Or is there no low point?
3. Obstacles: what obstacles does the hero overcome? are they personal or physical obstacles?
4. Transformations: does the hero have to change to come out on top? Do they change clothes or appearance?
5. Return: How is the hero different at the end? Are the rest of the characters the same people who supported him/her from the beginning?

Also List:
1. Who represents the ego?
2. Who/what represents the shadow?
3. What character represents the anima/us ?

April 3rd Lesson: NCTE 4.7
Class:10th grade English on-level & advanced
SOL: 10.1d- use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose in an oral presentation.
10.11e- present information in an appropriate format, such as an oral presentation, written report, or visual product.
Rationale: Students will be presenting their research project to the class. We have been working on the research paper for about three weeks now (or more) and this is the culmination. The visual project is for the audience (class members’) benefit. The presenter will also talk about the research findings and the research process itself. It’s important that the process be given attention as well as the final product of a paper. Since there were over fifty research topics and we cannot possibly teach students about all of the medieval ages in English class, this is a good way for students to educate each other on an overview of their topic. Students are to take notes during presentations and turn them in at the end of class. This way they are listening and will probably remember more about each topic by writing it down.
Daily Objectives: Students will articulate their research findings in an oral presentation
Students have created a visual representation of their research and will present it to the class
Students will take notes on presenters in order to get a general sense of every topic.
Procedures:
Intro: Remind students of what they need to discuss on their turn: 1. tell the class your research findings/give an overview of your paper 2. tell us about your research process, what things were hard? Did you find any surprising facts? 3. present your visual project
Middle: Call on students or have them volunteer to take their turn. Make sure everyone claps for everyone.
Closure: Remind students of the test Tuesday and writing due Friday
Evaluation: Presentations are worth 100 points and the final paper with the outline and draft is due (worth another 100 points).
Materials: podium and/or whiteboard for students who aren’t using LCD projector for their presentations. Students need paper for notes and whatever project they brought.
Technology: some students chose to make a PowerPoint; they will need the LCD projector.
Required Prior Knowledge: Students need to have their own research completed
Evaluation of Differentiation: special education aide may help some students present.
Grading of Presentations:
(Late- 5 pts per day)
*Did you share your findings and cover your whole topic? Did you read off a paper or not?
*Did you share your reactions to your research and talk about your research process? Or did you just simply say "it was easy"
*Did your visual represent your whole topic? (example: a poster on daily life should not just be about food). Was the whole class able to see this visual? Was this done two minutes before class, or on the fly? Or did you prepare in advance?

April 4th Lesson:
Class:English 10 on-level & advanced
SOL:10.3c- connect prior knowledge to support reading comprehension
10.11e- present information in an appropriate format, such as an oral presentation or visual product
Rationale: We will be continuing with those who have not presented yet. With any remaining time we will be reading from the King Arthur book in class. Hopefully this is a re-read for most people of chapter ten and eleven. Re-reading is a great way to review for the upcoming test. We will go around the room and have each student read a paragraph or two. This way, students need to follow along as to not miss their turn. I will interject with questions to check for comprehension.
Daily Objectives: Students will articulate research findings in an oral presentation
Students will present a visual aid to enhance their research
Students will read cooperatively and answer teacher-posed comprehension questions with 90% accuracy
Procedures:
Intro: Collect writing assignment. Ask students to share some out loud if they wish. Call on students or get volunteers to present. Set up LCD projector if anyone needs it
Middle: Make sure students are listening and not being disruptive during presentations
Closure: ask students to go around the room and each read a paragraph or two from chapter 10 & 11 (if we have time). Ask questions along the way for comprehension.
Evaluation: Presentations are worth 100 points, see presentations handout.
Materials: LCD projector, whiteboard, student projects, King Arthur books
Technology: some students may need the LCD projector for presentations
Required Prior Knowledge: Students need to have completed research
Evaluation of Differentiation: help students to pronounce any words they are having trouble with while reading King Arthur.

April 7th Lesson:
Class: 10th grade English on-level & advanced
SOL: 10.3a- Identify main and supporting ideas
Rationale: Today students will be reviewing for their test tomorrow. Their last King Arthur quiz was only worth forty points, but this one will be cumulative and worth 100 points. Since students have been given notes on every chapter and have already played a review jeopardy game, it is their responsibility today to take notes individually. The teacher will go over what will be on the test as well as possible extra credit questions. Teacher will tell students which characters are important for them to know, which events, and which themes/ideas. Teacher will also go over jeopardy questions from the previous week with remaining time to refresh their memory. Students will take notes and call out answers when teacher does “fill in the blank” review questions.
Daily Objectives: Students will take notes to prepare for upcoming test.
Students will call out answers to fill in the blank questions
Procedures:
Intro: Tell students to get out paper to take notes
Middle: Go over which characters and events and “magical objects” are important in King Arthur. Write these on the board. Go over which themes they need to know. Go over ideas like what the round table symbolizes, what Camelot means, and the metaphors of shadow and sunlight in relation to Guenevere. Ask students if they can identify if we have anything in today’s society like the round table or Camelot. Go over characters and how seemingly unrelated characters really are. Explain parallels between specific characters. Go through some fill in the blank questions and have students call out the answer. If students have trouble, give hints so they can realize the answer. These questions are based on notes students already have. With remaining time, go through previously addressed jeopardy questions.
Conclusion: Remind them to study and re-read!
Evaluation: Teacher will try to get all students to answer a question, and if one student calls out all the time, teacher will ask someone else to have a chance. Teacher will tell students it’s their responsibility to take notes, and will make sure all students are doing so.
Materials: review materials/notes/jeopardy questions
Technology: students have already been provided notes on the LCD projector and overhead projector in the past, so today they will take notes based off the teacher speaking. No technology is necessary.
Required Prior Knowledge: Students must have read King Arthur
Evaluation of Differentiation: Teacher will try to have all students answer a question. Advanced class will be exposed to more “deep” questions regarding the meaning and themes present in the book. They have more short answer questions as well on the test.

April 8th Lesson:
Class: 10th grade English on-level & advanced
SOL: 10.10a- explain concepts contained in literature
10.3 Comprehend literary works
Rationale: We have been doing many activities with the book, both individually and in groups. Now I need to assess their overall knowledge of the book and its events. A test is the best way I can see their level of understanding about all characters in the book and the ideas/themes present. The test has short answer so I can see how well they can elaborate on concepts. It also has a chart and multiple choice and fill in the blank.
Daily Objectives: Students will organize characters from King Arthur on a chart on a test
Students will apply the story events to their own lives in a short answer.
Students will compare characters and explain story events in multiple choice, short answer, and fill in the blank questions on a test
Procedures:
Intro: Ask students to get out a cover sheet and pen/pencil. Pass out test. Explain test directions.
Middle: Monitor student test taking, check for wandering eyes, and answer any student questions about the test questions. Have students come give me their test when finished.
Conclusion: If students finish early, they may work on the online discussion questions if they haven’t done them yet on the few computers in the room. They can also work on their character letter if they haven’t done it for a late grade.
Evaluation: The test will be worth 100 points and students will get two extra credit question opportunities. They also will get points for the previously played jeopardy game. First place teams- 5 pts. Second place teams- 3 points. Third place teams- 1 pt.
Materials: copies of tests.
Technology: this test is paper-based.
Required Prior Knowledge: Students need to have read the novel and understand all concepts we’ve gone over in the past weeks.
Evaluation of Differentiation: The advanced class will have a different test with more short answer and more challenging multiple choice questions.
King Arthur test on-level: INTASC Standard #7-The teacher intern plans instruction based upon knowledge of subject matter, state and national standards, students, and the community.
NCTE Standard 2.1- I created different tests for the on-level students and the advanced students so the test is appropriate to the students' ability level

Name:____________

King Arthur Test

I. Diagram
(character chart/tree was drawn on)

II. Multiple Choice- circle the best answer

1. This character feels vindictive and wants to punish his father.
a.Mordred
b.Galahad
c.Gareth

2. What object symbolizes equality?
a. The sword in the stone #2
b. The Holy Grail
c. The Round Table

3. Unlike Mordred, Lancelot is not __________.
a. power-hungry
b. sun-shiny and glowing
c. sinful

4. Guenevere most parallels this character:
a. Nimue
b. Lancelot
c. Igraine

5.Guenevere’s beauty:
a. attracts many men
b. causes her trouble
c. is not a factor since she is considered a wise queen
d. A&B
e. B&C

6. The King Arthur legends
a. are fictitious, but some scholars search for evidence of existence
b. are fictitious, and scholars have given up hope for finding evidence
c. are true, based on fact, and only some people doubt their validity

7. This quest seems silly to Arthur
a. quest for the knight to sit in Siege Perilous
b. quest for the Holy Grail
c. quest for Excalibur

8. The inscriptions on the two swords are:
a. different; one is for right wise King of England & one is for the best knight
b. different; one is for rightful heir to the shield & one is for the best knight
c. the same; but two different people claim the swords

9. Which two characters go “wild wood?”
a. Lancelot and the Red Knight
b. Beaumains and Agravaine
c.Lancelot and Gareth

10. How does Arthur get Excalibur?
a. from the Lady of the Lake
b. from Merlin
c. from pulling it out of the stone at the churchyard

11. He is taunted by Lynette for being a “kitchen knave”
a. Mordred
b. Gaheris
c. Gareth

12. Lancelot feels like he’s old and tired in the end because:
a. his son is replacing him as the best knight
b. he has trouble pulling the sword out of the stone #2
c. Elaine runs off to the convent leaving him to die alone

13. Morgawse has five sons, and they are:
a. Gaheris, Gawaine, Gareth, Agravaine, Mordred
b. Gaheris, Gawaine, Gareth, Mordred, Turquine
c. Gaheris, Gawaine, Gareth, Gorlois, Agravaine

14. How does Arthur feel by the end of the book?
a. he wonders if the Round Table was even worth it with all the people that have died
b. he feels like he should have gone questing after the Holy Grail instead of Galahad
c. he is completely at peace with his situation, and forgives all his foes

15. This child of Morgawse helps Mordred in his evil plot
a. Agravaine
b. Gaheris
c. Gawaine

16. What is Mordred’s plan in relation to his father?
a. To kill him and take down Lancelot along the way
b. To break his heart by exposing Lancelot and Guenevere to the public
c. To break his heart by stealing the throne and making Lancelot King

17. This knight is barbaric and seems to like attention
a. Sir Ector de Maris
b. Knight of Inde
c. Red Knight

18. The King decides to ignore this relationship to keep things simple:
a. Lancelot and Guenevere
b. Lancelot and Elaine
c. Mordred and Elaine

19. Arthur’s last request is almost left undone because:
a. Sir Bedivere throws the sword into the lake but misses the Lady of the Lake
b. Sir Bedivere does not throw the sword in the lake the first time
c. Sir Bedivere is magicked by three queens and becomes distracted

20. The Knights of the Round Table are:
a. a fellowship of men hoping to right wrongs and fight crime in the kingdom
b. a fellowship of men who are questing after the Holy Grail most of the book
c. a group of men who serve King Pelles and return every two years for feasts

21. Who tests Gareth’s faithfulness?
a. Lynette
b. Lyonesse
c. Elaine

22. Which two are knighted by Lancelot?
a. Galahad; Gareth
b. Galahad; Percival
c. Sir Turquine; Gareth

23. These women were both damsels in distress:
a. Lyonesse and Elaine
b. Lyonesse and Dame Brisen
c. Guenevere and Nimue

24. How is Mordred produced?
a. Morgawse bewitches Arthur
b. Merlin assists Arthur in bewitching Morgawse
c. Morgawse bewitches Lancelot

25. In what event did Merlin forget to intervene?
a. Morgawse bewitching Turqine
b. Morgawse bewitching Arthur
c. Arthur getting the sword from the stone

III. Fill in the Blank

And then Sir Bors arrived in court, having just been staying with King Pelles. He brought the news that ________, the King’s daughter, had given birth to a fine son whom she had named Galahad. Most people at Camelot knew that _________’s first name was Galahad.
And so it befell. __________ met a small, dark haired girl named Nimue and was so bewitched by her that he taught her __________________________.
Then he pulled back the silk that veiled the Siege _________ and lo, there was new gold lettering that spelled out the name, Sir __________.
And so ___________ came to the Round Table a pale, thin young man, and he did a certain amount of jousting and went on various quests and took part in a few adventures. But all that was only by-the-way to him. What he REALLY wanted to do was punish his _________ who had tried to kill him when he was a ________.
“Stop weeping,” said _______. “There is my sword, called _______. Take it to the lake and _________________. Then come back and tell me when you have done so.”

IV. Short Answer

What happens when Morgan Le Fay & three queens come across Lancelot in the woods? How does he react to this?

What are the four things that Galahad is able to do that no other knight can?

3. Describe Camelot. What is it and what does it represent? Name one important event that takes place there.

4. Although the legends are old, we can all relate in some way to the stories. How do you personally relate to the book we just read?

V. Extra Credit

1. “Hic jacet Arthurus Rex quondam rex que futurus.” What does this mean and what is it written on?

2. What is the name of Elaine’s nurse who helps her magic Lancelot?

King Arthur Test Advanced:

Name:_____________
King Arthur Test- Period 5

I. Diagram

(was drawn on)

II. Multiple Choice- circle the best answer

1. Sir Bors brings news that ______ has given birth to a fine son named Galahad.
a.Igraine
b.Elaine
c.Guenevere

2. _________meets Nimue and teaches her ________.
a.Lancelot; all his magic
b.Merlin: all his magic
c.Elaine; how to bewitch Merlin

3. Percival has been searching for _______ for _______ years.
a.Lancelot; twenty
b.Merlin; two
c.Lancelot; two

4. Guenevere most parallels this character:
a.Nimue
b.Lancelot
c. Igraine

5. What causes Guenevere trouble?
a. her beauty
b. her intelligence
c. her leadership skills

6. This quest gets much attention, but the King does not participate
a. Holy Grail
b. Sword in the Stone #2
c. search for Merlin

7. The inscriptions on the two swords are:
a. different; one is for right wise King of England & one is for the best knight
b. different; one is for rightful heir to the shield & one is for the best knight
c. the same; but two different people claim the swords

8. The quest for the Holy Grail is hopeless because
a. only King Arthur can view it unveiled and he’s not participating
b. only those without sin can view it unveiled and they all have sinned
c. Merlin has disappeared and isn’t there to help them

9. Which two characters go “wild wood?”
a. Lancelot and the Red Knight
b. Beaumains and Agravaine
c.Lancelot and Gareth

10. How does Arthur get Excalibur?
a. from the Lady of the Lake
b. from Merlin
c. from pulling it out of the stone at the churchyard

11. Who taunts Gareth for being a kitchen knave?
a. Lyonesse
b. Lynette
c. Elaine

12. What happens to Guenevere in the end?
a. she runs off to a convent before she dies
b. she runs off to castle Perilous before she dies
c. she dies in Lancelot’s arms

13. How does Guenevere feel about Elaine?
a. Guenevere is unwavering in her love for Lancelot so she doesn’t care
b. Guenevere is jealous
c. Guenevere forgives her, but asks Dame Brisen for help with her own plot

14. Morgawse has five sons, and they are:
a. Gaheris, Gawaine, Gareth, Agravaine, Mordred
b. Gaheris, Gawaine, Gareth, Mordred, Turquine
c. Gaheris, Gawaine, Gareth, Gorlois, Agravaine

15. The twelve knights assembled at Guenevere’s chambers are all killed except:
a. Agravaine
b. Mordred
c. Arthur

16. In order to take down all twelve knights, Lancelot must:
a. Kill one knight and take his armor
b. Kill one knight to prove his bravery and win Guenevere’s support
c. Magic Mordred to write a note from Guenevere sending the knights to London

17. What is Mordred’s plan in relation to his father?
a. To kill him and take down Lancelot along the way
b. To break his heart by exposing Lancelot and Guenevere to the public
c. To break his heart by stealing the throne and making Lancelot King

18. This knight is barbaric and seems to like attention
a. Sir Ector de Maris
b. Knight of Inde
c. Red Knight

19. The strange note Lancelot receives isn’t really from Guenevere. The real purpose is to get Lancelot to spend the night with:
a. Morgawse
b. Elaine
c. Dame Brisen

20. In chapter nine, Lancelot begins calling himself, Le Chevalier Mal Fait (the knight who had done wrong). Where is he at this time?
a. at Joyous Isle living with Elaine
b. at the monastery becoming a man of God before he dies
c. on the quest for the Holy Grail, realizing he cannot retrieve it

21. Who tests Gareth’s faithfulness?
a. Lynette
b. Lyonesse
c. Elaine

22. Which two are knighted by Lancelot?
a. Galahad; Gareth
b. Galahad; Percival
c. Sir Turquine; Gareth

23. These women were both damsels in distress:
a. Lyonesse and Elaine
b. Lyonesse and Morgawse
c. Guenevere and Nimue

24. How is Mordred produced?
a. Morgawse bewitches Arthur
b. Merlin assists Arthur in bewitching Morgawse
c. Morgawse bewitches Lancelot

25. Beaumains is chosen by King Arthur to:
a. Rescue Guenevere from any magical wrongdoing
b. Be in charge of recruiting knights
c. Rescue Lyonesse

III. Short Answer

1. What are the four things that Galahad is able to do that no other knight can? Why is he able to accomplish these things? (how is he different)

2. Explain Lancelot’s relationship with Elaine. How did it begin? How do they feel about each other? Nearing the end of the book, what happens to them- do they end up together?

3. Describe Camelot. What is it, what does it represent, and name one important event that happens there.

4. Explain the concept of the Round Table. What occurs there every year? What does the table symbolize and do we have anything like it today?

5. Describe Mordred’s relationship with Arthur and Lancelot’s relationship with Arthur. How are those two relationships different? Do both men have similar or different motivations towards Arthur?

6. What two symbols are present throughout the book in relation to Guenevere?

IV. Extra Credit

1. “Hic jacet Arthurus Rex quondam rex que futurus.” What does this mean and what is it written on?

2. Who is responsible for putting Elaine in the steaming tub?

April 9th Lesson:
Class: 10th grade English on-level & advanced
SOL: 10.3b- Identify main and supporting ideas
10.3c- connect prior knowledge (of book to apply to movie)
Rationale: Students will begin watching “First Knight” and working on a handout during the movie. This handout contains quotes; and they are to identify who spoke them. It also has a section for similarities and differences. They are to think back to their reading of King Arthur and compare and contrast it to the movie. This makes them relate the movie to a literary work. “First Knight” is a good choice among many movies for Arthurian legends. It is a romance and action movie at the same time. It captures the passion between Lancelot and Guenevere, and paints her in a more likeable way than the novel does. This movie is also very picturesque; it’s enjoyable to watch and visually pleasing.
Daily Objectives:
Procedures:
Intro: Remind students of how many versions there are of Arthurian legends and tell them they need to think about how their novel differs and compares to this movie. Tell them some characters may be entirely omitted from the film. Pass out handout.
Middle: Play movie and record who is talking, sleeping, etc… and give participation points or zeros, recorded on paper. If students cannot tell who a character is, tell them. Ask questions like “What did King Arthur just call his advisor?” (Agravaine). Ask these comprehension type questions.
Conclusion: Remind students to bring worksheets tomorrow.
Evaluation: The worksheet will be worth 20 points. Students are also given participation grade, those paying attention and not talking will receive points. Those who fall asleep will receive a zero for the day. Teacher will write this information down on paper during the class.
Materials: worksheets, DVD, DVD player
Technology: DVD, DVD player
Required Prior Knowledge: Students must have read King Arthur in order to make comparisons and contrasts.
Evaluation of Differentiation: During movie, teacher will clarify any parts that are confusing and hint at worksheet answers when appropriate.
April 9th worksheet:
First Knight/ King Arthur

During the movie, pay attention to differences in character, setting, motives, etc… from the book we read. Also listen for the following quotes (on the back) and be able to say which character said them.

Similarities/Differences:
(list them here)

Quotes:

1. “God uses people like you, Lancelot. Because your heart is open. You hold nothing back. You give all of yourself”

2. “I can’t love people in slices”

3. “A man who fears nothing is a man who loves nothing; and if you love nothing, what joy is there in your life? I may be wrong..”

4. “I have but one heart to lose”

5. “Self-sacrifice is very easy. It’s having to sacrifice someone you love that puts your convictions to the test”

6. “May God grant us the wisdom to discover right, the will to choose it, and the strength to make it endure”

7. “Camelot is a belief that we hold in our hearts”

8. “I want to marry you. Not your crown, not your army, just you”

9. “I’ve never believed in anything before; but I do believe in Camelot, and I would serve it best by leaving”

10. “Love has many faces. I may look upon you differently, but not with less love”

April 10th Lesson:
Class: 10th grade English on-level & advanced
SOL: 10.3b- Identify main and supporting ideas
10.3c- connect prior knowledge (of book to apply to movie)
Rationale: Students will be continuing watching “First Knight” and working on the worksheet. More of the quotes will be said today. In addition to the quotes being lines that exemplify ideas from the story, they are, basically, good quotes for life in general. The teacher will ask questions during the movie to activate prior knowledge from their reading of “King Arthur.”
Daily Objectives: Students will watch movie and identify similarities and differences from it and their book on a worksheet.
Students will identify which characters in the movie said which important quotes on a worksheet.
Procedures:
Intro: Ask students to get out worksheets
Middle: Continue viewing “First Knight.” If students talk, address that. If students sleep, record a zero for the day. Point out certain things during the film. For example, if a quote was just said and teacher does not see people recording it, hint that there was just a quote. Answer any student questions during the film.
Conclusion: Remind students to bring worksheet tomorrow because we will talk about it and turn it in.
Evaluation: The worksheet will be worth 20 points. Students are also given participation grade, those paying attention and not talking will receive points. Those who fall asleep will receive a zero for the day. Teacher will write this information down on paper during the class.
Materials: worksheets, DVD player, DVD
Technology: DVD player, DVD
Required Prior Knowledge: Students must have watched first day of the movie and have read King Arthur in order to make comparisons and contrasts.
Evaluation of Differentiation: During movie, teacher will clarify any parts that are confusing and hint at worksheet answers when appropriate

April 11th Lesson:INTASC Standard #6-The teacher intern uses knowledge of effective verbal, non-verbal and media communication techniques and appropriate technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
NCTE Standard 4.5- Students and I discussed the King Arthur book compared to the "First Knight" movie. We evaluated the film's accuracy to the story and talked about students' reactions to the film version.
Class: 10th grade English on-level (advanced is ahead and will do the lesson from April 14th on-level lesson plan)
SOL:10.3b- Identify main and supporting ideas
10.3c- connect prior knowledge (of book to apply to movie)
Rationale: Students will be finishing the “First Knight” movie today and completing their worksheets. After the movie, they will report back to me on how they viewed the depiction of medieval times in the movie. Was it accurate based on their research they did for their research papers? They will also talk to me about what differences there were in the storyline and characters from King Arthur (their book). This way, they are relating the movie to their book as well as their overall study of medieval times and doing a sort of movie review. They will see how different all the versions of Arthurian legends can be. They will have a chance to express their opinions out loud, such as opinions about aspects of the movie: did you picture the round table to look that way in your head reading the book?
Daily Objectives: Students will watch movie and identify similarities and differences from it and their book on a worksheet.
Students will identify which characters in the movie said which important quotes on a worksheet.
Students will describe their opinions about the movie and its accuracy in depicting the medieval times.
Procedures:
Intro: Remind students that online posts are due by 5pm today
Middle: Play the rest of the “First Knight” film. If students talk, address that. If students sleep, record a zero for the day. Point out certain things during the film. For example, if a quote was just said and teacher does not see people recording it, hint that there was just a quote. Answer any student questions during the film.
Conclusion: Ask students what they thought of the movie. Ask them how accurately it depicted the middle ages. Listen to student’s opinions and respond to anything appropriate. Ask them what similarities and differences they saw in the movie and their book, King Arthur. Possible similarities could be: the idea of Camelot is the same; the metaphor of sunlight and Guenevere is the same; etc… Possible Differences: Prince Malagant was not in the book, but he resembles Mordred; in the book Mordred wants King Arthur to punish Lancelot and in the movie King Arthur wants to punish him on his own accord; the round table is not depicted in nearly the same size or stature; in the book Lancelot and Guenevere die, but in the movie King Arthur passes his responsibility along to Lancelot; in the book Lyonesse is a person, not a place; in the movie Guenevere hasn’t been sneaking around staying the night with Lancelot, they only kiss once and are caught, etc… Collect worksheets.
Evaluation: The worksheet will be worth 20 points. Students are also given participation grade, those paying attention and not talking will receive points. Those who fall asleep will receive a zero for the day. Teacher will write this information down on paper during the class.
Materials: students need worksheet. DVD player; DVD.
Technology: DVD player and DVD
Required Prior Knowledge: Students must have watched last two days of the movie and have read King Arthur in order to make comparisons and contrasts between the two.
Evaluation of Differentiation: During movie, teacher will clarify any parts that are confusing and hint at worksheet answers when appropriate.

April 14th on-level Lesson: INTASC Standard#3- The teacher intern understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4.4- Students are free to create their own society in this lesson. They can incorporate ideas from their own culture and use their own values.
Class: 10th Grade English on-level
SOL: 10.10a- Explain concepts contained in literature
10.7b- elaborate ideas clearly through word choice and vivid description
Daily Objectives: Students will design their own coat of arms using a motto, animals, and representative colors
Students will conceptualize their own society and come up with ten rules to write alongside the coat of arms.
Rationale: Today you will be given additional information about chivalry. This was an important concept in medieval times and is still referred to today. Since we have been studying King Arthur and Camelot, you will now get to apply those ideas yourself. Camelot was considered to be the idea of a perfect society; and you are to now create your own utopian society, and along with it, ten rules of conduct. Designing your own coat of arms is a way to creatively express the values of the society. Many knights rode in to battle with their own coat of arms in medieval times.
Procedures:
Intro: Pass out handouts and ask student who did chivalry for their research to explain it a little.
Middle: Read front side of handout about chivalry and the “ten commandments.” Then ask them to flip over and read the assignment to them. (See handout) Explain how they should use colors, animals, motto, etc…in their Coat of Arms. Show Bahamas Coat of Arms and read the description of what it’s composed of as an example.
Conclusion: Allow time in class for them to complete the activity.
Materials: colored pencils and markers; paper; handouts
Evaluation: Ten rules will be worth ten points, the design worth five= total of fifteen points. Inappropriate rules will not be counted (vulgar or ridiculous).
Technology: students may print animals off computer to TRACE
Required Prior Knowledge: students must understand concept of chivalry
Evaluation of Differentiation: All students are able to do this exercise, as it is a personalized one.
Coat of Arms Handout:

The Medieval Code of Chivalry
Chivalry may be defined as the moral and social law and custom of the noble and gentle class in Western Europe during the Middle Ages, and the result of that law and custom in action.
The principle of service to God, his lord, and his lady underlay everything. The knight's rule of service was governed by the Medieval Code of Chivalry with its three main elements: religion, military duty, and love. These elements intimately connected with pride of birth will generate that frame of character which is expressed by honor and loyalty. We may reduce the ancient code of chivalry into ten "Commandments". The Ten Commandments of the Medieval Code of Chivalry:

Thou shalt believe all that the Church teaches, and shalt observe all its directions.
Thou shalt defend the Church.
Thou shalt respect all weaknesses, and shalt constitute thyself the defender of them.
Thou shalt love the country in the which thou wast born.
Thou shalt not recoil before the enemy.
Thou shalt make war against the Infidel without cessation, and without mercy.
Thou shalt perform scrupulously thy feudal duties, if they be not contrary to the laws of God.
Thou shalt never lie, and shalt remain faithful to thy pledged word.
Thou shalt be generous, and give largesse to everyone.
Thou shalt be everywhere and always the champion of the Right and the Good against Injustice and Evil.

In the 11th Century, the doctrine of love became an essential part of the Medieval Code of Chivalry, expressed in social life, and literature. Knighthood, from being a matter of war and feudal dependence, gained more dignity by becoming romantic. In the lives of all knights, the tournament bore a principal part, and the laws and customs of the tournament were inseparable from the love of ladies. A lot of the knight’s leisure time was spent in hunting, but also in music, and exercising the “science” of gallantry and poetry. The science of heraldry, and the distinction of ranks on which it was founded, taught the knight to show reverence to his superiors in rank, and gentleness to his inferiors.
Back of Handout:
Your Ten Rules of Conduct in
Your Perfect Society

Consider the “Ten Commandments” of chivalry on the other side of the paper.
Your task is to think about your ideal society, your “utopia” like Camelot.
Come up with Ten Rules of Conduct for your citizens. Along with those, design a Coat of Arms. In the medieval times, these were used primarily to establish a warrior’s identity in battle. It can also be used to represent family descent or your profession. It usually includes a motto and animals that represent your family/society. The design of the shield can change shape.

Heraldic Colors:
*Yellow or Gold – Generosity *White or Silver - Peace & Sincerity
Black - Constancy (& sometimes Grief) *Blue - Loyalty & Truthfulness
Red - Military Fortitude & Magnanimity *Green - Hope, Joy & sometimes Loyalty
Purple - Royal Majesty, Sovereignty & Justice
Heraldic Animals:
Bear - Protectiveness
Camel - Perseverance
Dog - Loyalty
Double Eagle & Eagle - Leadership & Decisiveness
Falcon or Hawk - Eagerness
Fox - Cleverness
Griffin (part eagle, part lion) - Bravery
Horse - Readiness to Serve
Lion - Courage
Snake - Ambition
Stag, Elk or Deer - Peace & Harmony
Tiger - Fierceness & Valor
Unicorn - Extreme courage

April 14th Advanced Lesson:
Class: 10th grade English advanced
SOL: 10.6 The student will read dramatic selections; 10.10b- translate concepts into simpler or more easily understood terms through writing
Daily Objectives: Students will evaluate King Arthur’s life and determine defining moments and events to include in a writing assignment.
Students will analyze an excerpt of poetic drama to find approximate and exact rhyme, alliteration, and imagery.
Rationale: Today you will be reading an excerpt of a medieval play from 1440. This play is a good representation of an important aspect of medieval life (religion) and also contains a great image which we will use in a writing assignment. The excerpt we are reading is a modernization of the original, so we can comprehend it. The writing assignment intertwines the play with your previous reading of King Arthur.
Procedures:
Intro: Explain context of play (written in 1440, this is a modernization of the original, etc…) and read the excerpt out loud. Explain any lines that are particularly confusing (although this whole play is difficult, so read slowly). Students follow along with their copies.
Middle: Allow students time to find alliteration, approximate, and exact rhyme, as well as imagery in this excerpt. Once students finish, ask students to say their findings. If no one offers, call on students. Discuss those three literary elements. One student will probably say the image which will be used for the writing. Once that is finished, explain the writing assignment: Students are to take the image on line 112 (When all man’s life is shrunk on the point of a pin” and think about it. Then think of King Arthur. If you took his life and had to bundle it all together, reduced on a pin point, what would that look like? If you were to draw that (draw a circle on board to represent a pin point) if you were to draw a collage on that circle of his life, what would go on it? What events were important? What people? What objects like his sword, what ideas like Camelot, what were the moments that defined him…. Students may draw their depiction of Arthur’s life or write a journal style entry about it. In that, they should write something like “If I were to reduce Arthur’s life to a pin point, I would draw ___ because ____.” Write about what would be on the drawing, basically. If students have questions, explain further… perhaps saying “When people die they say they see their life flash before their eyes… the most important aspects of their life… think of it that way… what things would make up Arthur’s life… and draw those in a collage style… or write about what the drawing would look like”
Conclusion: allow students time to begin writing
Evaluation: This writing will be worth fifteen points and graded on depth of thought/content, spelling/punctuation, and length.
Required Prior Knowledge: Students must have read King Arthur novel. Students must read play excerpt in class in order to complete writing.
Materials: copies of play excerpt for each student
Technology: no technology is necessary; students will each have their own copy of the play excerpt on paper. They will also write by hand because the nature of this assignment is “journal entry” style
Evaluation of Differentiation: only the advanced class will complete this “pin point” writing. Students will be allowed to either draw or write their response depending upon their comfort level.
Play Excerpt:

“THE CASTLE OF PERSEVERANCE”
A modernization
by
Alexandra F. Johnston

(Excerpt)

Hard is a man in old age and covetous is his kind.
When all other sins Man hath forsaken
The more gold he has, the more is in his mind
To gather and get goods though in evil it's taken.         95
Thus, the Good Angel is left behind,
And the Bad Angel takes Man to him,
Who tricks him treacherously to his last end,
'Til Death comes right dolefully, and in a ditch drops him
Full low.                                                  100
Then is Man on middle-earth vexed in his mind;
He sends for his executors, full fickle to find,
And his heir afterward comes ever behind --
"I Wot Not Who" is his name, a man he does not know.


Man knows now who shall be his heir and govern his goods. 105
He cares more for his chattels than for his cursed sin.
The governance of his goods, troubles his mood.
He would it were meted out to his near kin.
But there shall come a rascally lad with a torn hood --
"I Wot Never Who" shall be his name, his clothes be full thin -- 110
He shall inherit the goods, who never was of Man's blood.
When all Man's life is shrunk on the point of a pin
At the last,
When life is to him no longer lent,
"Mercy!" he shall call at his last end:                    115
"Mercy, God! Be now my friend!"
With that, Man's spirit is passed.


When Man's spirit is passed, the Bad Angel so cruel
Claims that, for greediness, Man's soul should be his,
And bears it boisterously with him to hell.                120
The Good Angel says, "Nay! The spirit shall to bliss,
For at his last end, of mercy he did say,
And therefore, of mercy shall he nought miss.
And our lovely Lady, if she will for him pray,
By mercy and mediation in purgatory he is --              125
A bitter place!"
Thus his mouth's confession
And his heart's contrition
Shall save Man from damnation
By God's mercy and grace.

Reflection

            From the start, this unit felt like it could be taught in a block class of English and History. It was very much interdisciplinary, including medieval ages material and reading and writing. This is inherent when teaching a book about a time period in history; or when researching and writing a paper on a time in history. The students were engaged in inquiry based learning with their research paper and project; and I noticed particularly the boys enjoyed the brutal nature of the medieval times.
            The toughest thing for me to learn was that I need to be more explicit with students. I thought one or two days on plagiarism and citation with a handout would be enough. In the end, I was asking students where their works cited page was, and disappointed to see not all students include in-text citations. I gave students many handouts over the course of the unit, only to be making numerous copies throughout when students would lose them.
            Another difficult assignment for them was the note-taking method I wanted them to use for reading King Arthur. I assigned this because it forced them to be active readers. This book was not long or particularly difficult to read, and I wanted them to use metacognition rather than skim it. In the future, this too will be something I need to be more explicit in direction with from the start. In addition to giving explicit instructions, another thing I found harder than I anticipated was grading. I knew I wanted to assign students a lot of writing, because it’s something I value, but it is also very tough to grade because of the subjective nature of it.
            I was happy I decided to include a class discussion website, because this let me know who was really reflecting on the legends and who was just passively reading. It also integrated technology which students like. Another unique thing about this online tool is that all classes shared the same virtual space. It was not divided by period, so it was a good way for all students in all periods to interact. Another way I enhanced the unit with technology was one day where I showed them numerous sites online from the LCD projector. I was able to find an actual society that still meets today at a real round table and tries to find existence of King Arthur; I found a National Geographic video about the search for the real King Arthur; there were many sites with medieval art; and I found a great Webquest which I took students on as a class.
            I think this was essential for the students to see just how much King Arthur is still alive in the minds of people today- seeing the society and the many sites online devoted to the legends. In addition to this, I think students who made Power Points for their projects enjoyed going online and finding pictures of medieval castles, knights, etc…
            Although the students complained about the multitude of assignments and homework I gave them, I am glad I used as much as I did. If I had to teach this again, however, I might do more reading in class. Students were to read outside of class, but many obviously did not and I think it would have been beneficial to read more chapters in class than we did.
            Because I had many assignments, not one thing determined the students’ grades. We had writings, online posts, participation points, quizzes, tests, presentations, papers, and poetry writing interspersed throughout the unit. One thing that surprised me though, was how if something was not a big assignment, some students chose not to do it, thinking it wouldn’t matter. In the end, several students who got decent test grades ended up with lower grades because of zeros on a bunch of smaller assignments. I explained to them how points add up and how these assignments are designed to benefit you and give you lots of chances to get A’s. I guess I should talk about that fact more at the beginning of the unit next time. I also might give them a “unit syllabus” or something which lists all the upcoming assignments (I did, however, remind constantly of due dates and wrote reminders on the board).
            I think the “coat of arms and ten rules of conduct” activity was great. Students got to show their artistic side as well as show me what they value in a society. They took the idea of a utopian society (like Camelot from our book) and created their own, along with a visual representation of it. This was also a way students could incorporate their own culture’s values in an assignment.
            Although, I have to say, student teaching was the hardest thing I’ve ever done; I also discovered how I could incorporate creativity into a potentially bland unit. I have confidence that I could make any unit interesting from now on. The many frustrations I encountered this semester were also supplemented by positive things. Students got into my review game; a few students made a hilarious jousting video for a project; third period had an in-depth discussion of King Arthur as a hero on a journey; and I even incorporated poetry, which I used to be not so fond of, into the unit.

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