FINAL

“An Integrated Lesson Plan on King Arthur and the Knights of the Round Table”
Grade/Year Level/School: Grade 9-Silve
Time Allotment: 1 hour and 30 minutes.

I. Objectives
By the end of the class, students should be able to…
A. Understand that the legends and stories that people create symbolise the wants, needs, and beliefs that
they have by:
1. Diagramming the significant symbols in the story through unique group activities
2. Relating the surrounding context wherein King Arthur was written in to the stories themselves through a
discussion
3. Creating a concept map illustrating the “Holy Grail” for today’s society based on the stories (whether
book or television) that are popular
B. Understand the nature of the metrical romance by:
1. Comparing modern-day romances to the Malory’s 15th century example
2. Creating a skeletal metrical romance of the Philippines’ journey towards their “Holy Grail” through a skit

II. Subject Matter

A. Language/Literature Focus: King Arthur and the Knights of the Round Table
B. Other Topics: Metrical Romance

III. Materials
A. Text: “King Rather and the Knights of the Round Table” retold by Emma G. Sterne and Barbara Lindsay
B. Materials/Equipment
1. (35) copies of Reading Guide template (During Reading)
2. PPT Powerpoint
3. White board markers
4. Strips of paper with the following words:
a) Qualities of a romance
b) Types of romances
5. Paper Doll with a detachable crown accessory:
6. (1) Round table w/ 3 seats
7. (3) pcs. of cartolina
8. (3) pcs. of blank knight template
9. (6) copies of Holy Grail template

IV. Procedure
A. Pre-Reading (23 mins.)
1. Unlocking of Difficulties (20 mins.)

In today’s discussion, we’re going to go back and forth in time

to discuss one of the most iconic figures in all of medieval
futures and its relation to society: King Arthur!

Shows pictures of Arthurian legends and scenes

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The legend surrounding (and that is) King Arthur was
introduced first around the 5th century. Historians aren’t quite
sure whether King Arthur was a real person or not. Early
accounts of King Arthur made him out to simply be a Celtic
chieftain who fought the invading Anglo-Saxons, Picts, and
Scots.

Shows pictures of earlier Arthurian legends

It wasn’t until the 11th century were the King Arthur that we
know of today - ripe with knights, magic, and chivalry - came
to life. Through the years, King Arthur’s legend evolved, with
new details added to it at every retelling.

Shows pictures of current Arthurian legends

The most famous (and likely the most comprehensive) retelling

of King Arthur was delivered by Sir Thomas Malory who wrote
Le Morte D’Arthur in the late 15th century.

Shows picture of Thomas Malory and Le Morte D’Arthur

All throughout this time, England, although moved on from

warring tribes, was still in the thick of war and battle.
Just some of the wars that swept through the country was
Hundred Years’ War, Owain Glyndwr’s Rebellion, and Wars of
the Roses

Shows slides of wars

It was throughout this context that the legend of King Arthur

and the Knights of the Round Table evolved - when from a
celtic chieftain, Arthur became a king a named associated to a
golden era of knighthood.

ACTIVITY (Group): Vocabulary Activities (10 mins.)

(1) A list of words and their definitions will be posted on the board.
(2) For each word, there will be a unique task for groups to perform.
(3) The first group to perform the task wins one coin.
Words to unlock: dappled, joust, scabbard, anvil, dowry, fellowship, siege, palfrey, grail
WORD/TASK DEFINITION

dappled (adj) marked with small spots or patches contrasting with the background
1
Task: What would a dappled horse look like? Draw.

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 joust (n) a medieval sporting contest in which two opponents on horseback fought with
lances
2
Task: Using only your fellow group members, create a snapshot of what a “joust” would
look like

scabbard (n) a sheath for the blade of a sword or dagger, typically made of leather or metal
3
Task: What would a scabbard look like? Draw.

anvil (n) a heavy iron block with a flat top and concave sides, on which metal can be
hammered and shaped
4
Task: (A photo of anvil will be flashed on the screen) (see appendix)
What kind of profession in the medieval times would have used an anvil?

dowry (n) an amount of property or money brought by a bride to her husband on their
5 marriage

Task: List down as many examples of dowries as you can think of in 15 seconds.

fellowship (n) a company of equals or friends

6 Task: Using only your fellow group members, create a snapshot of what a “fellowship”
would look like

siege (n) (obsolete) a seat, especially as used by someone of importance or authority

7 Task: Choose among the choices the picture that best suits the description of a “siege”.
(see appendix)

palfrey (n) a docile horse used for ordinary riding, especially by women
8 Task: Choose among the choices the picture that best suits the description of a “palfrey”.
(see appendix)

grail (n) a cup or platter; (in medieval legend) the cup or platter used by Christ as the Last
9 Supper and thereafter the object of knightly quest

Task: What would a grail look like? Draw.

2. Motivation (2 mins.)
Have you ever stumbled across anything that later on brought Personal answers
you great joy?

3. Motive Question (1 min.)

What did Arthur stumble across that later on brought him great joy?

B. During Reading
ACTIVITY (Individual): Read from Home

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 1. Students will be asked to read the assigned text at home.
2. Students will be given a reading guide to answer to ensure
everyone reads the text. (see appendix)
3. The questions will be as follows:
a) Based on the story, name three things that define Arthur’s
legacy as king.
b) In what ways did these character support, serve, or help
Arthur? Indicate at least two examples of actions or gifts
that are associated to the character.

(1) Guinevere
(2) Merlin
(3) Sir Galahad
(4) Sir Ector


C. Post Reading
1. Discussion & Engagement Activity (20 mins.)
ACTIVITY 1 (Class): From Arthur to King Arthur and the Knights of the Round Table
a) A cartolina sized paper doll will be posted on the board representing Arthur
b) As more and more of the story is discussed, accessories will be added to King Arthur

What did Arthur stumble across that later on brought him The sword in the anvil
great joy?

In what manner did Arthur stumble across this sword? He was looking for a sword for his brother Sir Kay
to use and found the sword in the anvil

What was the significance of the sword in the stone? Why was Legend says that whoever pulls out the sword
it stuck in the stone? from the anvil would be King of England

Who foretold this? Merlin

What was the people’s reaction when they saw Arthur with the They made him redo it in front of them.
prophesied sword?

What was Sir Ector's, Sir Kay’s, and the people's reactions They knelt in front of him in reverence
when they finally confirmed that Arthur had indeed pulled out
the sword?

For what reason did they all react that way? Because it meant that Arthur was King

For what reason was this significant? The land finally had a ruler

1) Places a crown on the head of the drawing with the word

“KING” written on it

ACTIVITY (Group): Arthurian Symbol (15 mins.)

a) Groups will be assigned to analyse specific parts of the text in order to aid the discussion.
b) The task card for each group will be as follows:

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 Group Tasks Order of Appearance

A. Groups 2 & 6 (1&2 OBJECT)

1. Work amongst yourselves to answer the following question: “After Arthur pulled out the sword
from the anvil (thus, gaining sovereignty over the land), what pair of objects did he acquire next?”
2. Using the provided material, each group must create a cut-out paper version of one of the
objects found. Design accordingly.
3. Additionally, each group must answer the following question: “In your opinion, what purposes did
these objects serve for Arthur and his new role as king? What did either object represent?”
4. On each of the objects, write in BOLD LETTERS the respective INFERRED PURPOSES of the
object found.

B. Group 4 (3 OBJECT)

1. Answer the following question: "What did Arthur receive from King Leodegrance as a dowry to
his marriage with Guinevere?”
2. Using the provided material, create a cut-out paper version of the object found. Design
accordingly.
3. Additionally, answer the following question: “How did Arthur use this gift in his rule as king?”
4. On the object, write in BOLD LETTERS the INFERRED FUNCTION of the received gift.

C. Group 3 (4 OBJECT)

1. Answer the following question: “What appeared after Sir Galahad’s induction to the round table?”
2. Using the provided material, create a cut-out paper version of the object found.
3. Additionally, answer the following question: “What did this object represent for 1) King Arthur, 2)
the knights, and 3) the kingdom/general populace as a whole?”
4. Write the inferred symbolisms of the object in BOLD LETTERS on your paper cut-out.

D. Group 1 (5 KNIGHT)

1. Answer the following questions: “Of the knights who attempted to find the Holy Grail, how did Sir
Galahad fare? According to the story, for what reasons did either knight fail or succeed?”
2. On the provided template, list down the reasons for his failure or victory as indicated in the story.
3. On the centre of the template, summarise in BOLD LETTERS and in ONE WORD the reason for
his failure or victory.
4. Design the template as you see fit.

E. GROUP 5 (6&7 KNIGHT)

1. Answer the following questions: “Of the knights who attempted to find the Holy Grail, how did Sir
Gawaine and Sir Lancelot fare? According to the story, for what reasons did either knight fail or
succeed?”
2. On the provided template, list down the reasons for his failure or victory as indicated in the story.
3. On the centre of the template, summarise in BOLD LETTERS and in ONE WORD the reason for
his failure or victory.
4. Design the template as you see fit.
c) Each group will be provided a blank cartolina or template (depending on the task)

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d) Outputs will be graded using the following rubric:
RUBRIC (10 pts.)

1 Content 4 pts.

2 Creativity 3 pts.

3 Organisation & Mechanics 3 pts.

Group 2/6, according to the text, what did Arthur obtain next? Excalibur

In what manner did Arthur obtain this sword? He waded out into the lake that had an arm
holding a sword sticking out. He was then met by
a lady who told him to take the sword. He waded
out into the water and got the sword

In what way was the sword’s appearance described? Gold scabbard; jewelled hilt; sharpest blade ever
seen; engraved with “Take me” and “Cast me
away”

In what manner did Arthur receive the sword? He was frightened by the engraving

For what reason do you think he was frightened? A magical sword had the engraving on it that
said, “Cast me away”

What happened next that helped ease his worries? Merlin advised him to take the sword?

In what manner did Merlin do this? What did he say? “Take the sword and strike! The time to cast it
away is far off.”

Group 2/6, for what reason did Merlin advise Arthur to take To fight
the sword? What made Merlin think Arthur would need the Group 2/6’s answer
sword?

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Group 2/6, in Merlin’s opinion, what was more valuable: the The scabbard
sword or the scabbard? Group 2/6’s answer

Group 2/6, according to the text, how did Merlin explain his
answer?
“… But the scabbard is worth far more. For
however you are beset in battle, you will not lose
a drop of blood as long as you have the
scabbard with you.”
Group 2/6’s answer

For what reason did Merlin say this? What is the purpose of To be used for fighting
swords?

Group 2/6, what is the purpose of the scabbard? To store the sword
Group 2/6’s answer

Group 2 & 6, comparing their respective purposes, what does Death, warfare and peace
the sword and the scabbard each represent?

1) Places Group 2/6’s Excalibur on the drawing

2) Places Group 2/6’s scabbard on the drawing

Thus, in your opinion, what is the significance of Merlin’s Merlin was teaching Arthur to value peace over
telling Arthur that the scabbard was more valuable than the bloodshed
sword?

Yes, and, based on the rest of the story, did Arthur take Yes
Merlin’s advise to heart?

Group 4, what did Arthur gain next according to the story? The round table

In what manner did Arthur obtain the round table? It was a dowry from King Leodegrance when his
daughter Guinevere married Arthur

What made this table significant? It was large enough to seat 150 knights; gift from
King Leodegrance

Group 4, in what way did Arthur use this round table? He used it to seat the noblest knights;
Group 4’s answer
3) Places Group 4s round table on the drawing

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In what way did Arthur describe the round table and the
knights who sat in it?
Recalling our previous discussion of the code of chivalry, in
what way were Arthur’s mandates in line with the tenets there?
What do you think was the result of Arthur's mandate to the
knights?
In your opinion, what kind of knights did his rules produce?
In what way could this have affected other people?
What happened following this proclamation?
According to the text, who could sit there?
How long did the court wait until Sir Galahad finally filled the
last seat?
Group 3, what happened as soon as Sir Galahad arrived?
What was the Holy Grail?
In what way did the court react to the Holy Grail?
Was everyone happy to see the Holy Grail?
Quotes text: (p. 30)
“Around this table, none shall sit higher, none
lower. Here shall a man’s worth depend upon his
valour, and his devotion, and his skill. You shall
defend and help one another as brother unto
brother.
“Never forget this - a brave knight will always be
merciful. But a coward will never show gentleness
nor mercy nor any manner of goodness. Yet
always a good man will do to another man as he
would be done to himself.
“And if you would show loyalty and love to me,
your king, you will ride forth and see that justice
and mercy prevail throughout the length and
breadth of this realm. This above all shall be the
duty of the knights of the Round Table.”
His rules demanded the same things as the code
It provided them with a gold standard to follow
The best knight
The knights of the Round Table became
exemplary knights who were presumably able to
help those in need.
Words on one of the seats appeared saying,
“The Siege of Perilous”
Only one person - Sir Galahad
24 years
The Holy Grail appeared
The Grail was the dish Jesus used at the Last
Supper
Everyone was eager to go out looking for it
No. King Arthur felt bittersweet about it.
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Group 3, in your opinion, what did the Holy Grail represent? (People) salvation, holiness, hope ; (knights)
People felt their heart’s desires upon simply
looking at the grail; (Arthur) End of an era, round
table

4) Places Group 3’s Holy Grail on the drawing Group 3’s answers

How many of Arthur’s knights went out searching for the Holy All 150
Grail?

How many of the 150 ended up finding the Holy Grail? And 1, Sir Galahad
who?

Group 1, for what reason did Sir Galahad succeed? Group 1’s answer

Posts Group 1’s Sir Galahad on the board

Group 5, which knights attempted to get the Holy Grail but They were not noble and not humble enough.
failed? For what reasons did these other knights fail? They were unworthy

Posts Group 5’s Sir Gawaine and Sir Lancelot on the board Group 5’s answers

In what way can we relate the elements of the story (e.g. King
Arthur, Excalibur, the Knights of the Round Table, the Holy
Grail) to the needs and beliefs of the 15th century people
then?
King Arthur reflects the societal need for a leader
Excalibur reflects the warring times but also the
need for peace
Knights of the Round Table represent the desire
to lasting change towards peace
Holy Grail represents societal inclinations towards
Christian symbols but also the desire for peace

What does King Arthur’s tale tell us about the nature of They reflect real life beliefs and wants
legends and stories?

2. Enrichment Activity
ACTIVITY (Group): The Country’s Holy Grail (10 mins.)
a) Students will create a concept map.
b) At the centre of the map, students will indicate what
they think is the Holy Grail of the following groups:
(1) the country
(2) the Filipino family
(3) UPIS students
(4) barkada
(5) 9-Silver
(6) lovers
c) Connected details should be supporting pieces of
evidence derived from literature, stories, and popular
personas that support this conclusion
d) Groups will be provided a template for this activity.

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 e) Outputs will be graded using the following rubric:

RUBRIC (15 pts.)

1 Content 5 pts.

2 Creativity 5 pts.

3 Presentation 5 pts.

If the Holy Grail then was peace in the land and salvation for Students complete the activity.
the soul, what do you think is the Holy Grail of certain groups?
For what reasons do you say this? Take evidence from our
current events.

3. Language and Skills Development

a) Presentation
(1) The teacher will place covers of popular books on the board (see appendix)
(2) Students will be asked to infer what these books have in common with one another
b) Elicitation/Language Awareness (10 mins.)
In what way are these books similar with one another? All of them talk about adventure

Writes answer on the board

What other elements do they have in common with one They all have an element of magic
another?

Writes answer on the board

In terms of writing style, in what way are they alike? They are all written in prose

Writes answer on the board

Historically speaking, we have texts that bear the selfsame Poetic form
elements in their story but written in metre.

Shows example of medieval metrical romance

Does anyone know what I mean by “metre”?

In what way is poetry different from prose? Poetry is written in verse

Prose refers to writer or spoken language in its
regular form

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 Posts picture of King Arthur and the Legend of the Round Yes
Table on the board

Does the story that we read today have all these qualities we
just discussed?

Does anyone know what these types of texts are called?



They’re called, “Romances”

c) Generalization (2 mins.)
Based on our discussion, what are the qualities of a romance? Adventure and supernatural

Posts qualities on the board

In what forms can they be written in? Prose and poetic

Posts words “prose romance” and “metrical romance”

d) Unguided/Independent/Extended Practice
ACTIVITY (Group): Philippine Romance (20 mins.)
(1) Students will be asked to answer the following questions:
(a) What is your favourite novel?
(b) Is it a romance?
(2) Explanations must be written in at least 8 sentences.
(3) Answers will be written on a 1/2 sheet of crosswise paper.
(4) Outputs will be graded using the following rubric:
RUBRIC (3 pts.)

1 Example 1 pt.

2 Romance criterium: adventure 1 pt.

3 Romance criterium: magic/fantasy 1 pt.

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 Appendix

Pictures of Arthurian Legends

Picture of Le Morte D’Arthur

Pictures of sample book covers

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Choices for vocabulary word “palfrey”

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Choices for vocabulary word “siege”

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