1

Jennifer M Polk
LAE 4335 13 March 2008
Unit Lesson Plan for Sir Gawain and The Green Knight
From March 03, 2008 through March 31, 2008

Content Goals skills

Area
Literature Vocabulary Development Listen to, read and discuss.
& Reading Reading comprehension Determine meaning of words
LA.1112.1.6.2 using Dict. The. And other
LA.1112.1.6.10
digital tools
LA.1112.1.7.1
LA.1112.1.7.3 Pre-reading strategies,
previewing, discussing,
generating questions
Writing, Prewriting Organize by using various pre
grammar Revising writing strategies i.e. Outline, story
and Publishing map, web, chunking, etc.
Developing ideas from pre-writing
editing Grammar and editing
plan
LA.1112.3.1.3
LA1112.3.2.1 Evaluate the draft for development
LA1112.3.3.1 of ideas and content
LA1112.3.5.1 Prepare writing using technology,
LA1112.3.5.3 Grammar, spelling,
LA.1112.3.4.1- Punctuation etc. Student will edit
5 and correct the draft for standard
language conventions
Technolog Ability to use computer i.e. word documents, publisher, graphics
y etc…
LA1112.6.4.1
LA.1112.6.4.1

Communica Speaking and Listening skills The ability to work together in

tion groups, and also the ability to
LA.1112.5. share content before the class.
2.3
LA.1112.6.
3.3
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Academic Learning Objectives

• Introduction of Sir Gawain and the
Week
Green Knight and The Knight’s Tale by
Teach background knowledge
for the poem,
Geoffrey Chaucer
History, manuscript,
culture etc.

Identify the bob-and-wheel

T he Q u e s t of t he H e r o
U n i t P l an
poetic form.

Understand the symmetry
within the poem.

Explore color symbolism
within the poem.

Connect the cyclical shape
of the pentangle with other
cyclical aspects of the
poem, seasonal cycles, the
journey cycle etc.

Explore the conflicts within
the poem

Explore the quest of the
Hero
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March, 1st Pre-Reading Strategies

Week
Power Point on Medieval England during Sir Gawain’s time, explain societal, and cultural
trends. Some of those trends are knighthood, Codes of Chivalry, religious conventions, and
Courtly Love. Also some background on manuscript culture that pervaded England during
that time.

Back ground on poem and its alliteration and its symmetrical structure, including the bob
and wheel device found at the end of each stanza. Hand out on the “bob and wheel.”
Symmetry in Sir Gawain and the Green Knight — http://edsitement.neh.gov/view_lesson_plan.asp?id=601

First students will learn about what alliteration is (lecture). Then students will recognize and identify
alliteration through seeing, reading and hearing it in poetry, and music. Then I will give the class an
assignment that uses alliteration. I will then give the class an exercise, or alternative assessment. The
students will write a sentence using alliteration. The Classroom will be broken up into groups of at
least three no more than four, and each group if possible will have a student who is strong in verbal
intelligence. I will write the instructions on the board in how this exercise will be done.
a) The goal to this assignment is to write the longest sentence possible using alliteration. By doing
this exercise the student will gain a better understanding on alliteration. This type of assignment
is closely related to tongue twisters. Each group will decide on a specific consonant that will be
used throughout the sentence i.e. L, M, and G etc.
b) The core letters will begin with this chosen letter, for a legible sentence there must be
conjunctions, prepositions, definite articles, and indefinite articles and pronouns.
c) I will write an example on the board of a core which consists of a noun, verb noun i.e. noun; cat,
verb; count, and noun, coins. An example of an alliterative sentence would look like this, in this
pattern I chose the consonant C; the curly coated calico carefully counts her clean copper coins
and carefully casts them into a cobalt colored can, with the counting complete she climbs the
cream coiled cord with her candied covered claws, and with cautious cunning she crunches
candidly on her cod coated cracker while carelessly casting crumbs upon the crumb crusted
couch…written by Jennifer Polk

Alliteration exercise The students will have a take home (written) project that consists of finding
at least 10 alliterative examples in newspapers, web sites, blogs, magazines, and phonebooks. A good
place to look at is headlines, advertisements, people’s names, and business names. Document what you
find and where you found it. The student will use the examples they find 10-15 line poem.

Audio examples of alliteration; http://www.americanrhetoric.com/figures/alliteration.htm

Visual example of SGGK; http://alliteration.net/Pearl.htm

Color symbolism in SGGK; With Mandala Graphic, student chose five colors that represent
them selves

Example of Mandala graphics

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Six Elements of Story strategy/handout (Some Examples)

What is the historical background for the poem?

What physical descriptions are provided for the characters and their surroundings?
How is King Arthur described?
How is Gawain described?
How is the Green Knight described?
What is the main plot of the story

March 1st List themes that revolve around the plot

Week Point of view, who is speaking

Conflict, There is no journey without conflict

Vocabulary word web; vocabulary words that will prepare the student for the poem.

Quiz on what was discussed during the week

Read the first and second Fit (section) of Sir Gawain and the Green Knight for Monday.
This poem consists of four fits, during your reading write down any vocabulary that can be
covered on Monday.

Final project (assessment) handout Sir Gawain Think-Tac-Toe (multiple intelligences) The student
picks any three assignments i.e. three across or three diagonally. Each square is dynamically
connected to the poem or novel.
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Sir Gawain and the Green Knight Write a 20 line poem Create a new cover for the poem Sir Gawain and the Green
comic book project; Directions: using alliteration of your Knight. Design a one page cover page newsletter with your cover
You and your group members (4 to favorite hero. It can be page and a two paragraph description of the poem. Make the
a group) are challenged to create a someone from the past, or description encaging. The goal is to have the reader look beyond
comic book representation of Sir someone from today. Is the cover and into the book. Some examples of book covers are
Gawain and the Green Knight. You your hero a family shown below
will need to work as a group (4 to a member, or is your hero
group), planning together and somebody you know at
delegating responsibilities among school like a school
all members. If you have a great teacher. Remember to put
artist in the group, you may want in your poem why the
to draw your own illustrations. But, person you chose is a hero.
you could decide on the use of
online images or even pictures
from magazines instead of
drawings. The illustrations are
only one aspect of your project.
You will need to write a story line
to accompany the illustrations.
March 1st These lines should be original
Week poetry in the style of the
alliterative tradition. That means
to employ alliteration for effect.
You will want to choose the key
events that you will illustrate. You
need not illustrate every
character or event, just a few.
Your text can help tell the story
as much as the pictures. Write an
explanation at the back of your
project which details how
everyone in your group
contributed. Use the following
rubric to guide your efforts. It
may be used to evaluate your work.

Create a song or a rap that
represents the poem. Make
certain that you type out the
words and inform me what tune
you would use if you were to
perform it. Extra credit will be
given to those who perform it live
in front of the class
Reader’s Theater, using
the text as a script;
recreate your favorite
passage in the poem, at
least two pages in length.
You may pick up to two
other people for this
assignment. Each person
will receive credit for
completing this square.
Write two found poems of 10-12 lines each, one poem is about the
SGGK poem, and the second poem is about one of the characters in
the SGGK poem. The lines of these poems consist of the lines
(sentence or pithy phrase) that you found in the poem. These lines
should be recorded on numbered chart of 30 lines for easy
reference.
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Take the reader on a visual tour
of Sir Gawain’s travels. In this
assignment you need to create a
travel map of Gawain’s journey;
His starting point, his
intermediate layovers and his final
destination. Where does the
story begin? What type of
landscape do Gawain and his steed
Gringolet travel through? What
places does Gawain stop at, and
who does he meet etc…?
Remember, this is for someone
who hasn’t read the book yet. How
well will your map depict Gawain’s
difficult adventure?
Numbers and colors. Find Write a screenplay or play that focuses on a specific theme
a situation in the poem found within the poem. There is the main plot; however, as we
where either number discussed there are numerous themes that are skillfully woven
symbolism or color within the text. Think of situations, because situations deal with
symbolism is employed and specific themes. Think of the hunting scene, the wilderness scene,
write your observations in Gawain’s temptation scene etc.
a (two page) newsletter
format. The newsletter is
a wonderful way to give
your critical views a voice.
Include all textual
references (remember
symmetry, some colors and
numbers are found
throughout the poem) and
explain why you picked the
color or number, and tell
why you picked it and what
you think it means within
the poems overall context.

March, 2nd
Begin each class with “to do” worksheet, each to do
Wk. exercise will cover previous vocabulary.

Discuss new vocabulary

FCAT practice and preparation

During Reading strategies, that deals with the first and
second sections of SGGK.

Hand out Character Map, this chart will help students
note character and physical traits of each character in
the poem

Hand out Mandala graphic, this time it will be used to
represent a character from the poem.

Pop corn reading, this is where students take turns
reading designated text

Questing and answering discussion using “think-pair
share. This encourages students to work together in
pairs. They are asked a question and they both think
about the answer and then share it with the rest of
the class

Computer lab work on final project

Post reading strategies handouts / quiz; After each
section of the poem, I will use post reading strategies
as a way to measure student reading comprehension.
Examples of post-reading strategies are “Hold your
Thinking” hand out.

Read fit III of SGGK and The Knights Tale Before
class Monday
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March, 2nd Hold Your Thinking activity Quiz

Wk. Title of text:________ Name________
Author:___________
Chapter____________
Characters name One memorable Part

Five sentence Summary(retell what Connections You Made-at least one

you read) Text to text: How does this poem relate
to something else you have read
Text to Self: What situation in the poem
can you relate to on a personal level
Text to World: There are many things
taking place in our world today. What
modern situation can be connected with a
situation or character in the poem
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March, 3rd
To do hand out each day (Vocabulary Word Map)

Wk
review for except FCAT test

FCAT

Read/vocabulary

Read fit IV in class

During reading strategies, handout “Discussion Web”

Post reading activity Sir Gawain “Quest” hand out

Post reading activity, the Flyleaf, discussion web

Post reading activity the magic square

Quiz “similarities and differences” between Sir Gawain and Palamon from The Knight’ Tale.

Below are the various reading/writing strategies that will be used

Discussion Web
For
Sir Gawain and the Green Knight

Within your groups, discuss the question in the center of the web. Come up with reasons on both sides of the issue, using the text to back up
your assertions. Come to a group decision as to which side has the stronger argument—yes or no—and write down your group’s conclusion in
the spaces below the conclusion box.

No Yes

Was the Green Knight fair in the punishment he

dealt Sir Gawain?

Conclusion

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ain+and+the+green+knight+reading+strategies&hl=en&ct=clnk&cd=2&gl=us
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Chain of Events
rd
March, 3 Post reading strategy
Wk The medieval quest is a circular process: the
knight goes out to perform a task, has a journey
and returns home an improved person. Bearing
this in mind, show the chain of events in the poem.
Write down the major milestones in Sir Gawain’s journey in each square as you read. This process will
show you how the medieval quest works. This exercise will help with the Think-tac-toe
http://209.85.165.104/search?q=cache:3G2dnlAio88J:www.people.wallawalla.edu/student/mollli/Content%2520area%2520project.doc+sir+ga
wain+and+the+green+knight+reading+strategies&hl=en&ct=clnk&cd=2&gl=us

1.

2.

3.

4.

5.

6.
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March, 3rd
Wk Similarities and Differences
Another Post Reading strategy
Geoffrey Chaucer describes a knight in the prologue of The Canterbury Tales who shares some similarities and
some differences with the description of Sir Gawain in Sir Gawain and the Green Knight. While you read, In
the Venn diagram below, list the similarities where the circles overlap, and the differences for each in the
outer part of each circle.

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roject.doc+sir+gawain+and+the+green+knight+reading+strategies&hl=en&ct=clnk&cd=2&gl=us
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Flyleaf
For Sir Gawain and the Green Knight
The Flyleaf. The flyleaf is a modified cloze passage. This post-reading strategy evaluates student’s use of
context and their reading ability. This particular cloze passage uses some of the words specific to the poem
and its style, which helps teach the proper use of these terms that they will encounter again.

The flyleaf is one of the first few pages of a book. To check your knowledge on your reading of Sir Gawain,
you have an incomplete flyleaf to fill out. Choose the best word from the list below the flyleaf to fill in each
blank.

Sir Gawain and the Green Knight

An _________________ Poem

In the __________________________ style.

An Arthurian ________________

About _______________, temptation, __________________,

And ______________________.

The five _____________________ of knighthood are displayed

In the heroic _______________

Of Sir Gawain.

Written in the __________________ Ages,

the author of this poem is assumed to be

the author of The ___________________.

Middle Epic Chivalry Virtues Legend

Pearl Quest Bravery Romantic Cowardice

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wain+and+the+green+knight+reading+strategies&hl=en&ct=clnk&cd=2&gl=us
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Magic Square. The magic square has been created to familiarize students with vocabulary. The vocabulary in
the poem can be unfamiliar and challenging, as it is not modern English. This post-reading activity will allow
students to search for meaning in the text, and use vocabulary to create meaning.

Select the definition for each vocabulary word from the numbered definitions. Put the number in the proper
space in the magic square box. If the total of the numbers are the same both across and down, you have
found the magic number!

A. Boon 1. Sharpened
B. Doughty 2. Reluctant
C. Lese-Majesty 3. Courageous
D. Loth 4. Prayer
E. Matins 5. Offense
F. Spurned 6. Scheme
G. Stratagem 7. Favor
H. Solicit 8. Persuade
I. Whetted 9. Rejected

A. B. C.

D. E. F.

G. H. I.
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March, 4th
The final week will be designated on the final

Wk project

Review of content

Talk with individual students about their progress
and grades

Quiz: Questioning the Poet

What is the author trying to tell you

Why is the Poet telling that?
Does the poet say it clearly?
How could the author have said things more clearly
What would you say instead

Computer Lab

The remaining of the week will be dedicated to final

project
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Below is the hand out for the Color symbolism and the mandala graphic

Color Symbolism for Mandala Graphic

Writers often use colors symbolically. If you study the list below, you will see that the
same color can symbolize both • (positives and negatives.

Red Excitement, energy, passion, speed, strength, power, heat, love, marriage (in Eastern
cultures), aggression, danger, fire, blood, war, violence

Yellow Joy, happiness, optimism, idealism, imagination, hope, sunshine, gold, philosophy, dishonesty,
cowardice, betrayal, jealousy, covetousness, deceit, illness, hazard

Blue Peace, tranquility, calm, stability, harmony, unity, trust, truth, confidence, conservatism,
security, cleanliness, order, loyalty, cold, technology, depression

Orange Energy, balance, warmth, enthusiasm, vibrancy, expansiveness, flamboyance, demands for attention

Green Nature, environment, health, good luck, renewal, youth, vigor, spring, generosity,
jealousy, inexperience, envy

Purple Royalty, spirituality, nobility, ceremony, mystery, transformation, wisdom, enlightenment,

cruelty, arrogance, mourning

. Gray Security, reliability, intelligence, modesty, dignity, maturity, solidity, conservatism, practicality, old
age, sadness, boredom

Brown Earth, hearth, home, outdoors, reliability, comfort, endurance, stability, simplicity

White Reverence, purity, simplicity, cleanliness, peace, humility, precision, innocence, youth, birth,
winter, snow, good, marriage (in Western cultures), death (in Eastern cultures), cold
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Black Power, sophistication, formality, elegance, wealth, mystery, fear, evil, anonymity,
unhappiness, depth, style, evil, sadness, remorse, anger, underground, mourning, death
(in Western cultures)