Based on his/her findings, the student will create a legend in
which the hero acts according to the identified character traits. Creation
of this legend can be accomplished by several students collaborating on
one legend during class, by the individ ual student working outside of
class, or by using a combination of the two methods. Enthusiasm for the
assignment can be created by letting the students know that the best
legends will be read in class.
Time Needed to Complete the lesson: 2-3 Periods, 80-120 Minutes
Materials Needed to Complete the Lesson :
McDonnell, Helen, James E. Miller, Jr., and Russell J. Hogan. Traditions in
Literature. Glenview, Illinois:
Scott, Foresman, and Company, 1991. "Unit 4
Legends of Arthur," 324-375.
Web Sites Required to Complete the Lesson:
The following web sites will prove helpful in providing students with
additional background information on Arthurian times. Students will choose to review one or more of these sites, depending on the time allowed for doing background research.
http://www.chronique.com/Library/Glossaries/glossary-KCT/glssindx.htm
This is an encyclopedia of terms dealing with the medieval period.
http://www.brown.edu/Departments/Italian_Studies/dweb/literature/topics/amore/art_of_courtly_love.html
This focuses on the art of courtly love.
http://dept.english.upenn.edu/~swenzel/courtly.htm
This also focuses on the art of courtly love.
http://reality.sgi.com/employees/chris_manchester/chivalry.html
This is a list of ten rules of chivalry.
http://www.chronique.com/Library/Chivalry/dead.htm
This is an article entitled, "Isn't Chivalry Dead?"
http://calvin.stemnet.nf.ca/~djohnsto/arthur/camgrail.txt
This long article focuses on the Holy Grail. The first several screens are the most valuable.
Lesson Procedures:
- Consider providing some historical background about the political scene during Malory's time period. Emphasize that Malory's concept of the hero was to be a guideline for appropriate behavior since the nobles of the time (and Malory himself) were act
ing in an undesirable fashion.
- The teacher might also query the students about who the heroes are today. What character traits do these heroes have in common or possess as individuals? The students should make a list of the traits. Then the students should make a list of the trai
ts they think the heroes of Malory's works will possess.
- Each student should go to the first web site listed and find the
definition for each term listed under Lesson Objectives, item 2.
- In addition, each student should be required to research one or more
of the listed web sites. The teacher should try to organize the research in such a way that all of the sites are researched.
The teacher may consider using the following questions to guide the students' research, or the teacher may design other focus questions.
Possible questions for students to consider:
- To whom is the knight loyal, and which loyalty supersedes the others?
- How does a young person train to become a knight?
- How is the knight to act toward a lady of noble birth?
- How does the knight prove his courage and display prowess with arms ?
- What should a knight's response be to things of a material nature?
- What is the purpose of the chivalric code?
- What is the purpose of the concept of courtly love?
- What special character traits--if any--are considered necessary for a knight of the Round Table?
- What type of characters and plot complications might the reader expect in a medieval romance?
- After completing the research, each student will report his/her findings to the class. The class will then compile a list of character traits which they feel that a hero should possess.
- Students will read the selection, "The Tale of Sir Launcelot du Lake," pages 349-55, in the Traditions in Literature anthology. Based on the research and the discussion, each student should identify the hero's character traits and recognize ho
w these traits guide all of the character's actions.
- The students will share their findings in a class discussion.
Optional:
- Some students may want to write an Arthurian legend and use the traits as a basis for character development. This legend may be created by the individual student as a homework assignment or by small groups within the classroom setting. Having
additional background information may be helpful in completing this
project. In addition to using the information given on page 327 of the text, Traditions in Literature, the students should consult the web sites listed at the end of this lesson.
- Have the students prepare a list of items to be incorporated in their stories. Use page 327, "A Legendary Tale," as a resource. Some of the information included on p. 327 appears in the following sample outline :
Writing an Arthurian Legend:
Audience to Consider: Classmates
Purpose: "To entertain, to celebrate folk or national heroes, and to pass on cultural values"
Overall:
- Extraordinary events will seem commonplace, so spells and enchantments are desirable. Include such events.
- "Heroes and villains are clearly defined," but the best knights are not perfect. Include a hero with faults.
- "The action is episodic." Write a minimum number of three separate episodes within the one legend.
Other items to consider :
| ____ during which century | ____ tournaments |
| ____ architecture | ____ jousts |
| ____ religious orders | ____ holy days |
| ____ type of clothing | ____ entertainment |
| ____ foods served | ____ castles |
| ____ art work | ____ heraldry |
| ____ Plague | ____ occupations |
| ____ weapons used | |
Character traits to be emphasized:
| ____ loyalty | ____ prowess |
| ____ generosity | ____ courteousness |
| ____ respectfulness | ____ piety |
| ____ sense of justice | ____ honor |
| ____ humility | ____ honesty |
Plot: Basically, the knight tries to live up to the chivalric code of conduct. In so doing, the knight encounters conflicts. Include conflicts.
Optional sites for students:
http://www.chronique.com/Library/Armour/armour.htm
This focuses on arms and armour.
http://www.emg.com/castles/index.html
This focuses on building and living in a castle.
http://www.castlewales.com/motte.html
This focuses on Welsh motte and bailey castles.
http://reality.sgi.com/employees/chris_manchester/shields.html
This focuses on shields of various knights during Arthur's time.
http://www.shorelin.wednet.edu/Echo_Lake/ma.html
This focuses on the feudal system, castles, the life of a peasant, the church, knights, justice, and the plague. The project was prepared by 5th and 6th graders. Review the bibliography.
Lesson Assessment:
Students will be successful in this lesson if they are able
- to find the Internet site(s) which have background information on the Arthurian legends;
- to review the information found, to select the essential character traits in the information, and to share the information with classmates;
- to read selected legends and to apply background information to the legends studied;
- to compare and contrast character traits found in the heroes of legends with the character traits of today's heroes; and
- to recognize and understand the meaning of terms associated with Arthurian legends, e.g., Knights of the Round Table, chivalry, and King Arthur.
Optional: The students will be successful in the optional lesson if they are able
- to find additional background for the Arthurian legend through Internet research and
- to participate in writing an Arthurian legend in which the hero is guided by an identifiable code of conduct which is appropriate for the time period.
For additional information about this lesson, please contact Marilyn
Warner, Burke High School, or Patrick J. Salerno, English/Language Arts
Curriculum Supervisor, Omaha Public Schools.
Curriculum page :
Language Arts Curriculum :
Language Arts Lesson Plans
URL: http://www.ops.org/lang-art/arthur.html
Last update: August 8, 1998
