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British Legends Part II
In the box below, write everything you know about King Arthur and the Knights of the Round Table. This can be anything from people to events; it can be modern interpretations or old; it can include what you know about heroism and chivalry; it can even include what you know about other legends or stories that take its lead from King Arthur (ie. Monty Python and the Holy Grail, King Arthur, First Knight, and other movies of our time). The box should be FULL and not because you wrote really big!
Read the below article and annotate by underlining important words and phrases; looking up important words; and making connections between what you wrote in the box and what is in the article (an example is done for you.
Read pages 160-161 in your textbook and define the following terms
Code of chivalry:
Legend:
Medieval romance:
Summarize:
THE APPOSITIVE PHRASE
An appositive is a word placed after another word to explain or identify it. The appositive always appears after the word it explains or identifies. It is always a noun or a pronoun, and the word it explains is also a noun or pronoun.
ex. My uncle, a lawyer, is visiting us.
My teacher, Miss Marshall, is very strict.
An appositive phrase consists of the appositive and its modifiers which may themselves be phrases.
ex. My radio, an old portable, is in the repair shop.
The boys climbed the mountain, one of the highest in the West.
THE COMMA SPLICE
A comma splice occurs when a comma is placed between two complete sentences. A comma splice is grammatically incorrect, and should be avoided! To fix a comma splice, you can either: (1) split the two independent clauses into two separate sentences separated by a period; (2) replace the comma with a semi-colon; (3) add an appropriate conjunction (and, but, or, nor, for, so, yet).
Ex. Comma Splice: Amy and I quickly ate at the sandwich shop on campus, we hurried to class afterward.
(1)Correct: Amy and I quickly ate at the sandwich shop on campus. We hurried to class afterward.
(2)Correct: Amy and I quickly ate at the sandwich shop on campus; we hurried to class afterward.
(3)Correct: Amy and I quickly ate at the sandwich shop on campus, and we hurried to class afterward.
Identify whether the following sentences are comma splices (CS) or appositive phrases (AP)
1. ___King Arthur is a legendary hero, he may or may not really exist.
2. ___ King Arthur, a legendary hero, may or may not really exist.
3. ___ The knights of the round table are legendary, King Arthur invented the concept.
4. ___King Arthur invented the round table, however, others have used the concept in modern times.
5. ___Knights followed a clear code of chivalry, honorable ideals.
6. ___ Gawain, Arthur’s loyal Nephew, is tested by three challenges.
7. ___Heroes come in all shapes and sizes, some are Kings and others are more common.
Now, correct all the comma splices in 1-7:
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After completing the reading on the opposite side of this page, write 3-4 sentences about King Arthur using at least 2 appositive phrases.
The Code of Chivalry
Read over these commandments from Chivalry by Leon Gautier in relation to the clip you just saw. While watching the clip a second time, highlight, circle or underline any of these that you see in the clip.
The 10 commandments of the Code of Chivalry:
I. Thou shalt believe all that the Church teaches, and shalt observe all its directions. (You should obey the church and follow its laws)
II. Thou shalt defend the Church.
III. Thou shalt repect all weaknesses, and shalt constitute thyself the defender of them. (Respect and defend weaknesses)
IV. Thou shalt love the country in which thou wast born. (Love your home country)
V. Thou shalt not recoil before thine enemy. (Never back down from your enemy)
VI. Thou shalt make war against the Infidel without cessation, and without mercy. (Always make war against those who do not defend the Church and show no mercy)
VII. Thou shalt perform scrupulously thy feudal duties, if they be not contrary to the laws of God. (Perform all your duties according to the law of the land as long as they do not go against the laws of God)
VIII. Thou shalt never lie, and shall remain faithful to thy pledged word. (Don’t lie or go back on your word)
IX. Thou shalt be generous, and give largess to everyone. (Be generous and giving to everyone)
X. Thou shalt be everywhere and always the champion of the Right and the Good against Injustice and Evil. (do what is right and fight against what is evil.)
In one or two sentences summarize what you found in the clip in relation to the Code:
Courtly Love
Read over these commandments from The Art of Courtly Love by Andreas Capellanus in relation to the clip you just saw. While watching the clip second time, highlight, circle or underline any of these that you see.
1. Thou shalt avoid avarice like the deadly pestilence and shalt embrace its opposite. (Avoid love based on wealthy gain at all costs. Love based on love and not on money)
2. Thou shalt keep thyself chaste for the sake of her whom thou lovest. (Keep yourself pure and a virgin for the sake of your loved one)
3. Thou shalt not knowingly strive to break up a correct love affair that someone else is engaged in. (Don’t break up a good couple)
4. Thou shalt not chose for thy love anyone whom a natural sense of shame forbids thee to marry. (Don’t marry someone if you feel ashamed to marry them)
5. Be mindful completely to avoid falsehood. (Don’t lie)
6. Thou shalt not have many who know of thy love affair. (Don’t brag about your love)
7. Being obedient in all things to the commands of ladies, thou shalt ever strive to ally thyself to the service of Love. (Always obey ladies and serve them with love)
8. In giving and receiving love's solaces let modesty be ever present. (Don’t show off)
9. Thou shalt speak no evil. (Don’t speak wrongly)
10. Thou shalt not be a revealer of love affairs. (don’t gossip about other love affairs)
11. Thou shalt be in all things polite and courteous. (Always mind your manners)
12. In practising the solaces of love thou shalt not exceed the desires of thy lover. (Don’t be over zealous or eager)
In one or two sentences summarize what you found in the clip in relation to the Code:
Questions to think about for Paragraph: Which one of these commandments have you seen played out in your everyday life? Pick one of these commandments and write a well organized paragraph about you have seen it in your life.
For example: Love your home country. I would write about my five months living abroad and how I came to appreciate the different things that the U.S. offers that the U.K. doesn’t.
BOB AND WHEEL: in alliterative verse, a group of typically five rhymed lines following a section of unrhymed lines, often at the end of a strophe. The bob is the first line in the group and is shorter than the rest; the wheel is the quatrain that follows the bob.
The bob-and-wheel is a structural device common in the Pearl Poet's poetry. The example below comes from the first stanza of Sir Gawain and the Green Knight. The bob appears in red, and the wheel appears in blue. Alliterative components are in bold print, and rhyming components are in italic print.
Sithen the sege and the assut was sesed at Troye,
The borgh brittened and brent to brondes and askes,
The tulk that the trammes of tresoun ther wroght
Was tried for his tricherie, the trewest on erthe--
Hit was Ennias the athel and highe kynde,
That sithen depreced provinces and patrounes bicome
Welneghe of al the wele in the west iles.
Fro riche Romulus to Rome ricchis hym swythe,
With gret bobbaunce that burghe he biges upon fyrst,
And nevenes hit his aune nome, as hit now hat.
Ticius to Tuskan and teldes bigynnes,
Langaberde in Lumbardie lyftes up homes,
And fer over the French flod Felix Brutus
On mony bonkkes ful brode Bretayn he settes with wynne,
Where werre and wrake and wonder
Bi sythes has wont therinne,
And oft bothe blysse and blunder
Ful skete has skyfted synne.
FIND THE BOB/WHEEL AND ALLITERATION!
The head was hewn off and fell to the floor;
Many found it at their feet, as forth it rolled;
200The blood gushed from the body, bright on the green,
Yet fell not the fellow, nor faltered a whit,
But stoutly he starts forth upon stiff shanks,
And as all stood staring he stretched forth his hand,
Laid hold of his head and heaved it aloft,
205Then goes to the green steed, grasps the bridle,
Steps into the stirrup, bestrides his mount,
And his head by the hair in his hand holds,
And as steady he sits in the stately saddle
As he had met with no mishap, nor missing were his head.
210His bulk about he haled,
That fearsome body that bled;
There were many in the court that quailed
Before all his say was said.
| |Strengths |Weaknesses |
|Beowulf | | |
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|Gawain | | |
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Sir Gawain and the Green Knight
One day a strange knight arrives in Arthur’s court.
He offers a Game:
A Head
for none rise.
A Head
Are you not MEN!!!??? Is this not the home of the legendary Arthur and his knights???
ASHAMED & ENRAGED
Arthur s t e p s
FORWARD.
“May this melee mine!”
finally speaks the CHIVALROUS GAWAIN, who always shows:
• Faith
• Courage
• Justice
• Mercy
• Generosity
• Nobility
• Hope
After taking the blow of the AX, the Green Knight s t um b l
e
s and rides o f f.
“In 12 MONTHS… ARRIVE!” the green knight warns.
and the brave knight does.
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Of the blows:
- Gawain’s shoulders did shrink at first.
- No harm done... just a scratch!
It was all HIS plan. The temptation. The test. The game. The girdle.
But why?
Well, the Green Knight = God? “Deliver me my destiny”
Devil? “The devil himself” “The fiend”
Judge? “it seems your word holds good!”
Just a Giant Green Knight?
The Great Gawain and Green Knight Debate!
Your task is simple! Answer the essential question: Who—or what—is the Green Knight? You will be assigned a party involved in the story and your group must design an argument proving that the Green Knight is who you say. If you are not in a group designing an argument, you will either be assigned as a judge or jury. The judges will decide on the winner of the debate while the jury will ask questions the groups will have to answer to defend their groups’ argument.
Each group will have …
30 seconds to introduce their party
2.5 minutes to present arguments
1 minute to conclude
4 minutes for answering questions.
Make sure you are concise but convincing. You will be cut off after 8 minutes are complete. The judges will let you know when it time is running out. Make sure everyone in your group has a role and participates (ex. 1 person introduces, 2 people split the debate, 1 person concludes and 1 person answers questions).
Group 1 arguing that The Green Knight is a Demon
Group 2 arguing that The Green Knight is a God
Group 3 arguing that The Green Knight is a Judge
Group 4 arguing that The Green Knight is just a Green Knight
Group 5 designing and asking questions for each group (JURY)—must have at least 2 questions per group
Group 6 judging the outcome and creating a unified rubric for how they are going to determine the winner—must be approved by Ms. Carmichael (JUDGES)—rubric must have at least 5 qualities to judge by and 4 levels of judgement
-Make sure you have evidence to back up your argument, but also make sure that it is concise. You only have 2.5 minutes to make an impression on the judges so you need to make sure that you are well versed in your ideas. You may want to use note cards to help your remember all your valid points.
For example: if you are arguing that the Green Knight is just a Green Knight you might explain that legends are always filled with mythical creatures, so it is not illogical to assume that the Green Knight is just another one of these creatures sent by the Gods to test the hero. You would then cite specific examples from the text—or other texts (like Beowulf)—to support your argument
If you are the person designated to answer questions, you want to make sure you anticipate the questions they might ask you. So for the example given above, you might anticipate that someone would ask you about the shape-shifting nature of the Green Knight and how that affects his ability to just be a Green Knight
-The questions you design should not be the “who, what, when, where” kind. You need to make sure you are designing “how and why” questions. You need to anticipate what the groups may argue about their assigned person and design a counter argument they would need to defend.
For example: the group arguing that the Green Knight is a God might try to argue that the Green Knight was simply testing Arthur and Gawain for their own chivalry. Your challenging question might be “Why does God care about the codes of chivalry?”
-You need to decide what you are looking for before you actually begin judging something. So what makes for a good debate? To win in a debate you need to look at the content of a speech as well as the way it is delivered. It is up to you as groups to discuss and design a grading scale that you all agree to use as you are listening to the debates. Look at some of the paper rubrics I have given you to make sure you design it in the right way. Make sure you think about the requirements as well (time limits etc).
As you watch the presentations, you should take notes and fill out this chart. You will rate each attribute on a scale of one (could use some work) to ten (awesome). Then add at least one SUBSTANTIAL comment in the comment box. REMEMBER, we are to be respectful and constructive in all feedback that we leave. If you are not, this will come back on you.
Before viewing presentations: Describe at least 3 qualities of a good presentation:
1.
2.
3.
|Name of group |Speech: |Content: |Body language: |Comments: |
| |tone, speed, |knowledgeable, |eye contact, | |
| |volume |prepared |appropriate | |
| | | |motions | |
|Group 1 | | | | |
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|Group 2 | | | | |
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|Group 3 | | | | |
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|Group 4 | | | | |
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Which group would you say had the best argument? (you can say your own—but you need to EXPLAIN WHY)
Who do you really think the Green Knight is?
Evaluate your Group Members!
Group member name ___________________________________
What significant contributions has this person made to the group ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
On a scale of 1-10 how would you rate their performance in the group? (1=oh please, they never read the book and made us do all the work 10= wow! I learned so much from this person’s insight and contributions! They couldn’t have done better!)
1 2 3 4 5 6 7 8 9 10
Group member name ___________________________________
What significant contributions has this person made to the literature circle? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
On a scale of 1-10 how would you rate their performance in the literature circle? (1=oh please, they never read the book and made us do all the work 10= wow! I learned so much from this person’s insight and contributions! They couldn’t have done better!)
1 2 3 4 5 6 7 8 9 10
Evaluate your over all performance:
On a scale of one to ten I….
Contributed to the group with substantial ideas
1 2 3 4 5 6 7 8 9 10
Was an effective leader and kept my group on task
1 2 3 4 5 6 7 8 9 10
Asked for clarification when needed
1 2 3 4 5 6 7 8 9 10
My best quality in the group was ______________________________________________________
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|Review For Heroism/Humility Unit Test |
|Essential Questions: Go back through your notes and answer the EQs with details from each story |
|How can reviewing the historical backdrop to Beowulf allow us to accurately interpret the British work? |
|How can we characterize Grendel based on our observations from the reading? |
|How can characterizing Beowulf allow us to understand the monster’s control over the kingdom? |
|How does Beowulf follow the “Epic Hero Cycle” and other epic elements including kennings? |
|How can we apply kennings to our own knowledge of the world around us? |
|How does loyalty expose a cowardice majority? |
|How can knowing about other epics, allow us to review the epic qualities of Beowulf? |
|What have we learned from Beowulf and what can we expect to learn from Arthurian Legends? |
|What does it mean for someone to exhibit the qualities of Chivalry or Courtly love? |
|How does Sir Gawain and the Green Knight exemplify the qualities of a chivalrous knight? |
|How can we see the purpose of the Green Knight as an underlying symbol of the human condition? |
|How do the elements of Medieval Romance reveal both strengths and weaknesses in heroes? |
|How can comparing two Arthurian legends allow us to solidify concepts surrounding heroism AND humility? |
|Background |
|Group |Dates |Location |Qualities |
|Pre Anglo Saxon (Celts vs. Brythons) | | | |
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|Romans | | | |
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|Anglo-Saxons | | | |
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|Group |Christianity |Paganism |
|Anglo-Saxons | | |
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|Beowulf | | |
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|Arthurian Legends | | |
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| |Story |Characterization |Important actions |Symbols |Displays of Heroism |
| |Background | | | | |
|Grendel | | | | | |
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|Grendel’s mom | | | | | |
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|Wiglaf | | | | | |
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|Gawain | | | | | |
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|Green Knight | | | | | |
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|Arthur | | | | | |
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|Bedivere | | | | | |
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|Epic Hero Cycle |Romantic Hero Elements |
|1. |1. |
|2. | |
|3. |2. |
|4. | |
|5. |3. |
|6. | |
|7. |4. |
|8. | |
| |5. |
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Literary terms:
Bob and Wheel
Alliteration
Kenning
Direct/Indirect characterization
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King Arthur is a legend
Annotations
o Legend of unknown origin—creates a lot of hype!
(From King Arthur, His Knights, and Their Ladies by Johanna Johnston)
Was there ever a real King Arthur? Historians say yes, but not the one of the legends and stories. Back in the sixth century A. D., after the Romans had quit the British Isles because of their own troubles back home in Italy, Britain became a crazy quilt of little kingdoms, each rules by its own despotic king or chieftain.
Then, somewhere in the land, a strong chieftain appeared who managed to weld some of the little kingdoms together, repel the advances of Saxon invaders to the south, and make a larger kingdom called England.
There are some scholars who suggest that this chieftain or king was not a Briton but a Roman, Cassius Arturus. But no one knows for sure.
Whoever he was exactly, he was obviously the sort of leader around whom legends cluster. Through the years, and then through the centuries, people told each other stories about Arthur, giving him credit for all sorts of brave deeds, making him the focal figure of any exciting story of war or magic or romance, and changing the background details to make them contemporary and familiar.
About the beginning of the Middle Ages, in the 12th century, a man named Geoffrey on Monmouth wrote down what he called the history of Arthur. It was a hodgepodge of all the tales and legends that had grown up over the years around the name of Arthur.
In 1470, Sir Thomas Malory wrote out the whole Arthurian story once again, changing it, rearranging it, and adding bits and pieces from all the versions he had heard. He set the story in the early Middle Ages and he was the one who made Arthur the father of chivalry.
Remember: arguments are stronger with solid evidence from the text!
How to design an effective argument:
How to design an effective challenging question:
How to design a rubric:
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