The Legend of King Arthur Day 3 of 3

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SWBAT show understanding of the King Arthur Legend through collaborative discussion.

Big Idea

"Our own heart, and not other men's opinions, forms our true honor." --- Samuel Taylor Coleridge

Lesson Overview and Note to Teachers

My classes are held in 100-minute block sessions every other day.  In the last two classes, students engaged in independent study and collaborative discussion on "The Legend of Arthur" (Scholastic, 1981).

The lesson below outlines activities for Day Three on The Legend of King Arthur.  We debrief on "The Legend of King Arthur" and engage in collaborative discussion while viewing "King Arthur: His Life and Legends" (A&E Biography, 2005).  

Debrief: "The Legend of King Arthur"

10 minutes

"King Arthur: His Life and Legends"

60 minutes

I tell students that we are going to examine Arthur from an historical perspective by viewing "King Arthur: His Life and Legends" (45:01; A&E Biography, 2005).  To focus students during this time, I assign a viewing guide (Assignment: A&E Biography Viewing Guide) with questions they must answer based upon the program.

This program is an excellent review of King Arthur's life and legends, and the heroes in the legends, such as Launcelot and Galahad.  We view the program, and I stop periodically so that students can check their answers to the questions by conferring with a partner. 

While I am not happy with question 26 as evidenced by the X next to the question, I stop to reiterate the historical significance of the Holy Grail as discussed in the program; I marked that as some students may have problems answering the question due to a lack of knowledge about the Bible as literature. I have found that allusions to the Bible can confound my students of diverse backgrounds, and at times, I must fill in the blanks, discussing the Bible as literature and how it informs much of the literary canon.

Tweet Your Ticket Out

7 minutes

Since we are running of out time, I do a quick ticket out and ask students to reply to my tweet, "Summarize what you learned about the Legend of King Arthur."  I ask students who do not have a twitter account can work with another student.

We take a moment at the end of class to review tweets for closure (Student Work: Tweets OneStudent Work: Tweets TwoStudent Works: Tweets Three) and realize we understand the Big Idea through the lens of the King Arthur Legend.  

I tell students we will continue exploring the hero's journey with Macbeth after Winter Break.