Off To the Fair in King Arthur’s Court!
Created By: Molly Sorvik

Prefatory Statement:

     This unit will focus on the life and legend of King Arthur. Parts of the unit include investigating the historical background of King Arthur, reading of T. H. White’s The Once and Future King, researching about and creating projects about characters associated with King Arthur, and hosting a Renaissance Fair.
      The beginning of the unit is marked with an overview of King Arthur’s life, as told in Geoffrey of Monmouth’s The History of the Kings of Britain and Sir Thomas Malory's 15th century work, Le Morte d'Arthur. These texts show the history and details of Arthur’s family heritage and lifespan. Students will be asked whether or not they believe other events in his life have been fabricated to sell the story or if they actually happened. The many different tales of Arthur’s life will allow students to form their own opinions in regard the “fact or fiction” question.
      This unit also involves the reading of T.H. White’s The Once and Future King. This book is long and detailed, but encompasses Arthur’s life in a suitable way for adolescents to understand what his life was like. The book will be read, discussed, and followed up with visual representations of the text with matching movie scenes, selected from various films.
In addition to the book, the students will also be engaging in a web quest designed for a modern-day jousting competition. This web quest will be spread out over the four weeks and will include five tasks of varying degrees. The last task requires the making of a jousting arena diorama or visual representation. These projects will be displayed at the fair.
      At the end of the four week period, students will host a “Renaissance Fair” in conjunction with the theater and foods departments of the school. With supervision, students will have control over the final outcome of this unit. Students will be in charge of organizing entertainment, displays, meals, and overall atmosphere of the fair. Student work will be displayed in galleries that showcase their skills in creative writing. The students will also present a forum addressing a “problem” that King Arthur has to deal with. The students (in teams) will present their findings and the best possible solution, with the fair-goers voting on the most satisfactory solution. The winners will then be rewarded at the fair. All information presented in the unit will be admissible into argument during these presentations. The more the students retain from the previous four weeks, the stronger the argument and better the chances for winning the forum.

Class Specifications:

     This unit is designed for grades 11-12, but can be adapted for younger grades with more time. Students will need to be self-driven and will need to feel a sense of ownership over their projects, writings, and eventually the fair itself. The students will be in charge of putting this fair on and will need to be motivated by the subject, theme, and events of King Arthur’s life in order to create an entertaining, exciting, and joyous fair. This unit may be more appropriate for students in higher socioeconomic classes, but having monetary resources is not necessary to create a successful fair. For instance, the fair can be held in one corner of the classroom or be placed in the gym, for all to attend. There is not a set way to produce this event and all ideas are possible.

Significant Assumptions:
In writing this unit I have assumed that:
• All students will know how to read.
• Students will know how to contribute to discussions.
• All materials are accessible to all students.
• All students will know how to use computers, the internet and word processing programs.
• Students will know how to conduct research.
• All students will have access to computers at school.
• Students have had some exposure to King Arthur, factual or otherwise.
• Students will be able to form opinions.
• Students will be able to role-play.
• Students will be motivated to read outside of classroom reading time.
• Students will be motivated with an interdisciplinary project and take control of planning that project.
• Students will have the creativity and motivation to research and report a variable-genre project.
• Projects show just as much knowledge as tests.
• Projects and papers do not have to be point-based to earn a letter grade.
• Movies shown in conjunction with books are an effective teaching tool.
• Students will know how to make predictions.
• Students will have prior knowledge of research papers: how to write without grammar and punctuation errors, how to complete a bibliography, how to organize a research paper, how to cite sources, how to summarize, and how to avoid plagiarism.

Desired Outcomes/Standards/Objectives To Be Met:
By the end of this unit, students will have learned how to:
1. Understand and show research components by researching a character present in the King Arthur legend and reporting on those findings.
2. Write an essay using research findings utilizing planning, organizing, and composing to address a specific purpose an audience.
3. Demonstrate speaking, listening, and viewing by organizing a Renaissance Fair which will be designed for an audience.

Possible Whole-Class Activities:
• Brainstorming known information about King Arthur at beginning of unit.
• Discussions about The Once and Future King
• Renaissance Fair
• Timeline

Possible Small-Group Activities:
• Round Table Writing
• Discussions about The Once and Future King
• Event Planning

Possible Individual Activities:
• Character Research
• Reading
• Web Quest

Ongoing Activities:
• Renaissance Fair
• Web Quest
• Reading of The Once and Future King

Student Resources:
Students will need the following resources in order to complete this unit (please note some items may be substituted if necessary):
1. Class copies of T. H. White’s The Once and Future King
2. Copies of ending of Malory’s Le Morte d’Arthur
3. Copies of Monmoth’s The History of the Kings of Britain
4. Computer time-web quest
5. Internet- research, web quest
6. Word Processing
7. Artistic supplies for multi-genre class project (decorative paper, markers, paints, etc.
8. journals

Unit Launch/Anticipatory Set/Set Induction:
Lesson Plan One: Week One- Day One (50 minute lesson)
Topic: Introduction to King Arthur Unit
Objectives: By the end of the lesson, student will be able to:
1. List what they previously knew about King Arthur, including sources.
2. List what they know to be true about King Arthur, including sources.
Rationale: Students need to know that they have a voice in the classroom. By using background knowledge they present in brainstorming, students will be taking an active role in creating their lesson.
Methods:
Prep: Before class begins, play a recording of appropriate music from the time period of King Arthur.
Activity 1: 5 minutes
As class begins, finish listening to another song or section of the music and ask students what this music reminds them of or makes them think of. After comments, tell them the source of the music and the time period in which it was played.
Activity 2: 10 minutes
Inform students that they are about to begin a unit on King Arthur. Ask them to brainstorm in their journals things they know about or associate with King Arthur. Make sure they include the source of where they heard this information from. After 5 minutes, have them think-pair-share with a partner.
Activity 3: 5 minutes
The class will come together with their lists of information. List these on the board.
Activity 4: 20 minutes
After brainstorming is complete, give students an overview of the Legend of King Arthur. Give book lists, movie titles, references to King Arthur in modern living, etc.
Activity 5: 10 minutes
Hand out packets of selected readings. Give students specific sections to read carefully and annotate. If time remains, students will begin assigned reading.

Assessment: I know the students will have met the objectives if:
1. Students list information in journals, share with partner, and contribute ideas to the whole-class list.
2. Students contribute to class discussion and listing of facts about King Arthur.

Assignment: Selected readings from The History of the Kings of Britain and Le Morte d’Arthur.
Homework: Students will need to read the selected readings for the next day’s class.

Organization of the Unit:

Week One:
• Brainstorming already known information about King Arthur
• Introduction to King Arthur
• Selected Readings: The History of the Kings of Britain and Le Morte d’Arthur
• Discussion of selected readings
• Whole-class timeline of events in selected readings
• Assign character research from list of characters evident in Arthur tales
• Introduce final outcome of unit: Renaissance Fair
• Meet with cooperating teachers: theater, PFCS, etc.
Week One Discussion Questions:
• What are some ideas and items you know about King Arthur?
• What facts are supportive of those ideas?
• What do Monmoth and Malory contribute to the Legend?
• What of their stories are fabrications and truths, based on fact?

Lesson Plan Two: Week One Day Four (50 minute lesson)
Topic: Unit overview/planning prep
Objectives: By the end of this lesson, students will be able to:
1. report the character they wish to research for the character project
2. list the possible genres for the character project
3. list items that need to be planned for the fair
Rationale:
Students need to take action in their lives and push themselves to control their own destiny. This fair needs preparation and by having the students plan the fair themselves, they will be preparing for their own lives and how to organize and prepare for events.
Methods:
Opening: 10 minutes
Start the class with any question or concerns the students may have about the character research projects assigned the previous day. For the first 10 minutes of class, students need to designate and be approved for a specific character. The checklist (see attached handouts) will be handed out and checked if the selection is appropriate. While meeting with students, have the rest of the class brainstorm ideas for different genres that can be used. Come together and add any that have not been mentioned and approve all genres listed.
Presentation/Lecture: 10 minutes
This is where the renaissance fair will be introduced for the first time. Start by asking students what activities in King Arthur’s time were entertaining and fun to attend. (jousts, dances, banquets, fairs). After students have come up with enough guesses close to “fair,” tell them they will be hosting their own renaissance fair in three weeks. Make sure to address:

• location
• sections- food, galleries, entertainment, music, presentations
• cooperation between departments-food, PE, art, theater
• responsibility for planning
• group collaboration
• influence on the community

Group Assignments: 25 minutes
Assign students groups and have them get together to discuss and plan which aspect of the fair they are going to produce. Let them know they will be meeting with cooperating teachers and community members the next day so they will need ideas and goals.
Good group topics include:

• venue decorations
• food
• galleries
• presentation arena
• entertainment
• goods to sell
• wandering actors

Closing: 5-10 minutes
After students have planned, bring them back together to answer any additional questions and concerns.
Assessment: I will know the students have met the objectives if:
1. students provide name of researchable character they wish to research
2. a list of genres has been complied by students
3. Students will have group assignments for the fair and know what they need to accomplish for their part of the planning.
Assignment: Work on ideas for group aspect of planning
Homework: Brainstorm and write down any and all ideas for fair to be presented the next day.

Week Two:
• Introduce web quest-assign tasks one, two and three
• Introduce The Once and Future King: ask for predictions, give terms, discuss chivalry, expectations
• Assign reading Parts I and II
• Discussion Questions
• Assign vocab, Parts I and II
• Conference with students about projects
• Check in with character research, draft one due for peer editing
Week Two Discussion Questions:
• What can be said about Merlyn already knowing Wart’s name when they initially meet? What other instances of foreshadowing are present in this section of the book?
• What do the background and history add to your understanding of the book?
• Do Kay and Wart seem like real characters? Provide textual evidence. What was White’s purpose in his portrayals?
• What are main differences between Kay and Wart?
• What does the search for the stone reveal about Kay and Wart?
• What will Merlyn’s teachings help Arthur with as Arthur’s life progresses?
• Consider the tone of these two sections. What does the pace of the action in the text say about the characters?
• The Wart has numerous adventures when Merlyn changes him into the form of animals, but only five of them are described in detail: his transformations into a perch, a merlin, a badger, an ant, and a goose. Briefly discuss the relevance of each of these episodes to the idea of might versus right and the development of Arthur's thoughts about civilization and government.

Week Three:
• View movie clippings showing parts I and II of book
• Assign reading Parts III and IV
• Discuss readings
• Assign vocab III and IV
• Assign web quest tasks four and five
• Meet with theater/PFCS to continue planning
Week Three Discussion Questions:
• Why does white portray Lancelot the way he does? What do his characteristics add to the story of Arthur? Why is this section of the book titled “The Ill-Made Knight?”
• Is Arthur’s public life and position in the kingdom directly related to the way he reacts to Lancelot and Guenever's relationship? Why does he choose ignorance in regard to the relationship?
• Why is Camelot left with the feeling of peace when the third section ends? What events lead to that feeling of peace?
• How does the tone and mood of Camelot change in the fourth section? What events lead to these changes?
• Arthur needs Guenever and Lancelot the most in section four, but why is that so difficult for them to do? What does that say about the city of Camelot as a whole?
• The tone of Book I is drastically different from the tone of Book IV. Book I is lighthearted and leisurely, whereas Book IV is tragic and fast paced. In your view, how do these two books come together? Which themes and elements of style connect them?
• Most of Arthur's conclusions about might and right come from Merlyn. To what extent do you think Arthur learns to think by himself by the end of the novel and to what extent is he simply still repeating what Merlyn has taught him?

Week Four:
• Introduce Round Table Presentations
• View movie clippings showing parts III and IV of book
• Whole class- add to Timeline from week one to create a complete timeline of major events, minor events, and supporting character events.
• Test: The Once and Future King
• Wrap up The Once and Future King: what makes the legend believable? Why are there so many spin-offs?
• Prepare to host Fair
• Host Fair
• Round Table Presentations

Lesson Plan Three: Week Four Day Four (50 minute lesson plan)
Topic: Closing Unit/Preparations
Objectives: By the end of this lesson, students will be able to:
1. List why the legend of King Arthur so effective in literature, art, and history. (or)List the reasons that Arthur has remained constant in society through the ages. (or) List the reasons there are so many spin-offs.
2. Identify key events that will take place tomorrow and identify issues of planning.
Rationale: The end of the unit signifies the end of a project that needs completion. Students need to know that finishing projects and tasks are just as important as starting them.
Methods:
Opening: 10 Minutes
Begin with overhead/handout of questions to journal about for 10 minutes. (1-What about King Arthur makes the legend so entertaining? 2- Why has this character remained constant in society? 3- Why are there so many spin-offs of the tale?)
Activity One: 15 minutes
Have students get into groups of two to go over what they journaled about. After the pairs have shared, bring the class together as a whole and discuss the questions one-by-one.
Activity Two: 25 minutes
Have students get into planning groups and give five minute presentations per group of what they have planned at what times for the fair tomorrow. List strengths and weaknesses of planning procedures and any issues that need to be addressed.
Assessment: I will know the students have me the objectives if:
1. Students have contributed to the discussion of the questions listed.
2. Groups present findings of planning including strengths and weaknesses.
Assignment: Make sure all items are in order for the fair tomorrow.
Homework: Make Last minute preparations for the fair.

Supporting Materials for Teachers Who Teach the Unit:
Arthurian Websites (for general information)
http://www.britannia.com/history/h12.html
http://www.arthuriana.co.uk/
http://www.lib.rochester.edu/camelot/cphome.stm
http://www.webexcel.ndirect.co.uk/gwarnant/arthur/arthur.htm
http://www.geocities.com/CapitolHill/4186/Arthur/htmlpages/kingarthur.html

Web Quest-Jousting:
http://www.d.umn.edu/~sorv0007/lmc/web_quest/web_quest.html

Possible movies:
A Connecticut Yankee in King Arthur's Court, Excalibur, The Fisher King, Camelot, Quest for the Holy Grail and Indiana Jones and the Last Crusade.

Possible Characters to Research:

Possible Genres for Character Project:
(To be displayed at Renaissance Fair)
(Many other options available!! Be creative!!)

Poetry
Newspaper article
Song
Artwork
Journal entry
Timeline

Handouts:
Vocab
Round Table Troubles

Assessment Tasks:
I know that students will have met the designed unit standards if:
1. Students show their research in their papers and the research adds to the student’s writing.
2. Their research papers effectively show findings of a King Arthur character, free of grammatical errors, etc.
3. The renaissance fair we design is effective in bringing the culture of King Arthur to the school. Students will have planned and executed all necessary elements of creating and following through on design and planning the fair.

Grades:
Final Grade will consist of average of grades for all projects, tests, quizzes and participation points.
Character Research Project: 10%
Fair Planning: 10%
Web Quest: (5% per task) 25%
Quizzes O&FK (2) 10%
Vocab Quizzes (2) 10%
Test O&FK 20%
Group presentation Round Table 15%

For items above graded with checklists, letter grades are determined by the following criteria:
All items checked: A
One unchecked: B
Two unchecked: C
Three unchecked: D
Four or more unchecked: F

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