Wednesday, September 15, 2021

Glossary of Common Literary Terms

Glossary of Common Literary Terms
ENGLISH DEPARTMENTGlossary of Common Literary Terms PDF
AP LITERATURE & COMPOSITION Literary Terms & Devices PDF
Literary Devices and Terms PDF
Glossary of Literary Terms PDF
Most Common Literary Terms PDF

Allegory: an allegory is a narrative in which the characters often stand for abstract concepts. An allegory generally teaches a lesson by means of an interesting story or fable.
Examples of Allegory:

  1. The Tortoise and the Hare from Aesop's Fables: From this story, we learn that the strong and steady win the race.
  2. The story of Icarus: Icarus fashions wings for himself out of wax, but when he flies too close to the sun his wings melt.
Alliteration: the repetition at close intervals of consonant sounds for a poetic affect. For example: wailing in the winter wind. 
Alliteration Tongue Twisters

  1. Here are some fun tongue-twister examples. Try saying them quickly!
  2. Peter Piper picked a peck of pickled peppers. If Peter Piper picked a peck of pickled peppers, where's the peck of pickled peppers Peter Piper picked?
  3. A good cook could cook as much cookies as a good cook who could cook cookies.
  4. Black bug bit a big black bear. But where is the big black bear that the big black bug bit?
  5. Sheep should sleep in a shed.
  6. I saw a saw that could out saw any other saw I ever saw.
  7. A big bug bit the little beetle but the little beetle bit the big bug back.
  8. Show Shawn Sharon's shabby shoes.
  9. How much wood would a woodchuck chuck; If a woodchuck would chuck wood? A woodchuck would chuck all the wood he could chuck; If a woodchuck would chuck wood.
  10. Silly Sally swiftly shooed seven silly sheep. The seven silly sheep Silly Sally shooed shilly-shallied south. These sheep shouldn't sleep in a shack.

Allusion: a reference to something in literature, history, mythology, religious texts, etc., considered common knowledge. An allusion is when a person or author makes an indirect reference in speech, text, or song to an famous event or figure.
Allusion examples:
  1. You don’t have to be William Shakespeare to understand allusion.
  2. Mr. Taylor took command of his c likelassroom like he was Caesar in Rome!
  3. Well, I’m no Hercules, but I can open that pickle jar.
Ambiguity: Double or even multiple meaning. 

Analogy: a direct comparison of two seemingly unlike things based on a shared attribute, aspect or trait, a point by point comparison between two dissimilar things for the purpose of clarifying the less familiar of the two things. 
Analogy Examples:
As light as a feather.
As dead as a doornail.
As busy as a bee.
As quiet as a mouse.
As happy as a clam.
Sly like a fox.
Antagonist: a character (bad guy/girl) or force that opposes the protagonist (good guy/girl). (It is most often a human character, in children's literature or picture books it may be an animal, sometimes an unseen malevolent force, or an internal flaw/weakness of the character.) 
Famous Protagonist and Antagonist
  1. Sherlock Holmes vs. Professor Moriarity.
  2. Harry Potter vs. Lord Voldemort, the Harry Potter series.
  3. Captain Ahab vs. Moby Dick The White Whale.
  4. Peter Pan vs. Captain Hook
Antithesis: a person, idea or thing that is the direct opposite of someone or something else, a figure of speech in which opposing and contrasting ideas, people or things are paralleled and or compared.
Antithesis Examples: 
  1. “hatred stirs up strife, but love covers all sins”.
  2. "To err is human; to forgive divine." ...
  3. "Give every man thy ear, but few thy voice." ...
  4. "Many are called, but few are chosen."

Apostrophe: the device, usually in poetry, of calling out to an imaginary, dead, or absent person, or to a place, thing, or personified abstraction either to begin a poem or to make a dramatic break in thought somewhere within the poem. 

Assonancein poetry, the repetition of the sound of a vowel or diphthong in non-rhyming stressed syllables near enough to each other for the echo to be discernible, the repetition at close intervals of vowel sounds for a non-rhyming echo. For example: 
Assonance examples:
  1. The early bird catches the worm.
  2. Mad as a hatter.
  3. Honesty is the best policy.
  4. Let the cat out of the bag.
  5. A stitch in time saves nine.
  6. The squeaky wheel gets the grease.
Ballad: A ballad is a type of narrative poem (story) that tells a story of heroic deeds and was traditionally set to music. Ballads are generally about ordinary people who have amazing adventures, with a single tragic incident as the central focus. They contain dialogue and repetition, and imply more than they actually tell.

Cacophony: Harsh, clashing, or dissonant sounds, often produced by combinations of words that require a clipped, explosive delivery, or words that contain a number of plosive consonants such as b, d, g, k, p, and t; the opposite of EUPHONY. 

Catalog: a long list of anything; an inventory used to emphasize quantity or inclusiveness.

Character: In fiction, a character (person, animal, creation) is the main literary device that moves story (narrative) forward. The character may be entirely fictional or based on a real-life person, in which case the distinction of a "fictional" versus "real" character may be made. A character may be main or minor, depending on his or her role in the work of literature. While some characters are two-dimensional, with one or two dominant traits, a fully developed character has a unique complex of traits. A) dynamic characters often change as the plot unfolds. B) static characters remain the same. 

Characterization: refers to the techniques employed by writers to develop characters. 1) The writer may use physical description. 2) Dialogue spoken by the character and by other characters reveals character traits. 3) A character’s action may be a means of characterization. 4) The reactions of another character may also be revealing. 5) A character’s thoughts arid feelings are also a means of characterization. 

PLOT STRUCTURE:

Exposition: important background information at the beginning of the story, such as setting, characters and dramatic conflicts. In a short story, folk tale, fairy tale, or fable the exposition appears in the opening paragraphs; in a novel the exposition is usually part of the first chapter. Narrative exposition is the insertion of important background information within a story or narrative. This key information helps the audience learn about the settings', characters' backstories, prior plot events, historical context, etc. 

Exposition Example:
  1. The EXPOSITION of Cinderella: Cinderella is orphaned and must go live with her evil stepmother and step sisters. Cinderella is made a domestic slave, she is treated cruelly and must do all the chores in the house. 
  1. The CLIMAX of “Rapunzel” There were once a man and a woman who had long in vain wished for a child. At length the woman hoped that God was about to grant her desire. These people had a little window at the back of their house from which a splendid garden could be seen, which was full of the most beautiful flowers and herbs. It was, however, surrounded by a high wall, and no one dared to go into it because it belonged to an enchantress, who had great power and was dreaded by all the world. One day the woman was standing by this window and looking down into the garden, when she saw a bed which was planted with the most beautiful rampion - rapunzel, and it looked so fresh and green that she longed for it, and had the greatest desire to eat some. This desire increased every day, and as she knew that she could not get any of it, she quite pined away, and began to look pale and miserable. Then her husband was alarmed, and asked, what ails you, dear wife. Ah, she replied, if I can't eat some of the rampion, which is in the garden behind our house, I shall die.
Rising Action: That part of the plot that leads through a series of events of increasing interest and power to the climax or turning point. The rising action begins with an inciting moment, an action or event that sets a conflict of opposing forces into motion.


Rising Action Example: 
  1. The Rising Action of “Cinderella” Cinderella's fairy godmother makes it possible for her to attend the ball, but she must leave at midnight. She dances with the prince and it's a magical moment.

Climax: the most intense, exciting, or important point of a narrative story; a culmination or apex. The point at which the conflict of the story begins to reach a turning point and begins to be resolved. 
Climax examples:
  1. The CLIMAX of “Cinderella” occurs when Cinderella attends the Royal Ball and meets the Prince, they dance and the Prince falls on love with Cinderella.
  2. The CLIMAX of "The Three Little Pigs". The wolf is outwitted by the third pig Alouicious, the wolf cannot blow the last pigs brick house down, he climbs on the roof and down the chimney into a boiling pot of loba soup.
  3. The CLIMAX of "Goldilocks" The bears wake up Goldilocks, and she gets scared and runs away, she is later arrested for B and E, the crime of breaking and entering. 
Falling Actionis defined as the parts of a story after the climax and before the very end, events that lead to a resolution (conclusion), proceeding the climax. 
Falling Action Example:
  1. The FALLING ACTION of “Cinderella” occurs when the Prince puts the glass slipper on Cinderella's foot and it fits.
Resolution: the final unwinding, or resolving of the conflicts and complications in the plot.
Resolution Example:
  1. The RESOLUTION of “Cinderella”: Cinderella and the Prince are married in a Resplendent Royal wedding ceremony.
Obligatory Scene:

Conceit: an elaborate figure of speech comparing two very dissimilar things. 

Conflict: Traditionally, conflict is the major literary element of all narratives (stories) or dramatic literary structures, conflict creates challenges, problems, and or conflicts that must be solved or remedied. The dramatic conflict in a story adds uncertainty, tension, and or failure to the main character's ultimate mission, goal, struggle that needs to be achieved. The struggle between two opposing characters (protagonist vs, antagonist), two opposing forces, two opposing ideas that is the basis of the plot. 1) internal conflict character struggling with him/her self, 2) external conflicts – character struggling with forces outside of him/her self. For example. Nature, god, society, another person, technology, etc. 

Conflict examples:
"Man against man" conflict involves stories where characters are against each other.
"Man against nature" conflict is an external struggle positioning the character against an animal or a force of nature, such as a storm or tornado or snow
"Man against self" conflict, the struggle is internal. A character must overcome her/his own nature or make a choice between two or more paths—good vs, evil; logic vs, emotion.

Connotation: the associations, images, or impressions carried by a word, as opposed to the word’s literal meaning. 

Consonance: the close repetition of identical consonant sounds before and after differing vowel sounds. 

Convention: In general, an accepted way of writing, speaking or doing things.  

Denotation: the precise, literal meaning of a word, without emotional associations or overtones. 

Denouement: the final unraveling or outcome of the plot in drama or fiction during which the complications and conflicts of the plot are resolved. 

Diction: word choice

Enjambment: the carrying of sense and grammatical structure in a poem beyond the end of one line, COUPLET, or STANZA and into the next. 

Epigram: any witty, pointed saying. Originally an epigram meant an inscription, or epitaph usually in verse, on a tomb. Later it came to mean a short poem that compressed meaning and expression in the manner of an inscription. 

Epigraph: a motto or quotation that appears at the beginning of a book, play, chapter, or poem. Occasionally, an epigraph shows the source for the title of a work. Because the epigraph usually relates to the theme of a piece of literature, it can give the reader insight into the work. 

Epitaph: the inscription on a tombstone or monument in memory of the person or people buried there. Epitaph also refers to a brief literary piece that sums up the life of a dead person. 

Euphony: A succession of sweetly melodious sounds; the opposite of CACOPHONY. The term is applied to smoothly flowing POETRY or PROSE. 

Fable (apologue): a short tale to teach and illustrate a moral lesson, often with talking animals (personification) or inanimate objects as characters. Aesop's fables are the most famous apologues: The fable of the tortoise and the hare; The moral of the story is if you are persistent, show diligence and are focused vs, acting quickly and carelessly you will succeed. 

Figurative Language: colorful vivid language employing figures of speech (a word or phrase used in a non-literal sense for rhetorical or vivid effect); language that cannot be taken literally or only literally. Figurative language takes ordinary everyday writing (prose) and pumps it up. It gently alludes, infers to something without directly or explicitly stating it. Figurative language is a way to engage your readers, lifting and inspiring them with a more a more creative and poetic tone.

Common Types Figures of Speech: Some common figures of speech are alliteration, anaphora, antimetabole, antithesis, apostrophe, assonance, hyperbole, irony, metonymy, onomatopoeia, paradox, personification, pun, simile, synecdoche, and understatement.

Flashback: a scene, or an incident that happened before the beginning of a story, or at an earlier point in the narrative. 

Foil: a character who provides a striking contrast to another character. 

Foreshadowing: a writer’s use of hints or clues to indicate events that will occur later in the narrative. 

Hyperbole: in rhetoric (effective or persuasive speaking or writing), an obvious and deliberate exaggeration or overstatement, intended for effect and not to be taken literally, an exaggeration for emphasis or humorous effect. 

Hyperbole Examples
  1. He had a million excuses
  2. He runs faster than the wind.
  3. My backpack weighs a ton.
  4. The cost me a million dollars.
  5. My dad will kill me when he sees my grades.
  6. She's as skinny as a toothpick.

Imagery: words and phrases that create vivid experiences or a picture for the reader. 

Irony:  a contrastasting phrase or odd statement that is usually interesting, paradoxical, and or surprising between what one would normally expect and what the real thing or situation is. Examples of Situational Irony An anti-facebook group sets up a facebook page to recruit new members. using language that normally signifies the opposite, typically for humorous or emphatic effect, a contrast between appearance and actuality.
Types of Irony:
  1. Situational irony: occurs when something happens that is entirely different from what is expected. 
  2. Dramatic irony: occurs when the reader knows information that the characters do not. 
  3. Verbal irony: a writer says one thing, but means something entirely different. 

Literal: A word for word interpretation for what is written or said. 

Metaphor: a figure of speech in which a comparison or analogy is made between two seemingly unlike things,  a word or phrase that is compared or applied to an idea, object or action to which it is not usually or literally related/applicable.

Metaphor Examples:
  1. The world is a stage.
  2. My kid's room is a disaster area.
  3. Life is a rollercoaster.
  4. Their home was a prison.
  5. His heart is ice cold.
  6. The stars are sparkling diamonds.
  7. Ben's temper was a volcano, ready to explode.
  8. Those best friends are two peas in a pod
Metonymy: a figure of speech that substitutes the name of a related object, person, or idea for the subject at hand. 

Mood: the feeling, or atmosphere, that a writer creates for the reader. Connotative words, sensory images, and figurative language contribute to the mood of a selection, as do the sound and rhythm of the language. 

Motif: A unifying element in an artistic work, especially any recurrent image, symbol, theme, character type, subject or narrative detail. 

Narrator: the person from whose point of view events are conveyed. 

First person: the narrator is a character in the story, uses the pronoun “I.” The first person narrator does not have to be the main character in the story. 

Third person: is indicated by the pronouns he, she and they. The third person narrator is not a participant in the action and thus maintains a certain distance from the characters. A) In third person omniscient point of view, the narrator is all-knowing about the thoughts and feelings of the characters. B) The third person limited point of view deals with a writer presenting events as experienced by only one character. This type of narrator does not have full knowledge of situations, past or future events. C) In third person objective the story conveys only the external details of the characters—never their thoughts or inner motivations. 

Onomatopoeia: The formation or use of words. Such as: buzz, or cuckoo, whose meaning is suggested by the sound of the word itself. (boom, click, plop) 

Oxymoron: a figure of speech in which two contradictory words or phrases are combined in a single expression, giving the effect of a condensed paradox: “wise fool,” “cruel kindness.” 

Paradox: a seemingly absurd or contradictory idea, statement or proposition that when investigated or explicitly explained may prove to be well founded or true, a statement or situation containing obvious contradictions, but is nevertheless true. 

Paradox Examples:
  1. "I know that I know nothing" If I know one thing, it's that I know nothing.is the Socratic Paradox. 
  2. This is the beginning of the end.
  3. Deep down, you're really shallow.
  4. I'm a compulsive liar.
  5. "What a pity that youth must be wasted on the young." - George Bernard Shaw
  6. "I can resist everything but temptation." 

Parallelism: the use of similar grammatical form gives items equal weight, as in Lincoln’s line “of the people, by the people, for the people.” Attention to parallelism generally makes both spoken and written expression more concise, clear and powerful. 

Parody: an imitation of a serious work of literature for the purpose of criticism or humorous effect or for flattering tribute. 

Personification: a person considered to be a perfect example or embodiment of some quality or other abstraction, a figure of speech in which human qualities, traits or characteristics are given to an animal, object, or concept. 
Personification Examples:
  1. Lightning danced across the sky.
  2. The wind howled in the night.
  3. The car complained as they climbed the mountain.
  4. Mr. Taylor heard the last piece of pie calling his name.
  5. My alarm clock screams at me to get out of bed every morning.


Plot: the plan of action or sequence of events of the story. 

Point of view: the vantage point, or stance from which a story is told, the eye and mind through which the action is perceived. (See also narrator.) 

Protagonist: the central character in a story; the one upon whom the actions center. The protagonist faces a problem and must undergo some conflict to solve it. 

Pun: a joke exploiting the two or more words which sound alike but have different meanings, A form of wit, not necessarily funny, involving a play on a word with two or more meanings.
Pun Examples:
  1. Scientists have created a mosquito from scratch.
  2. Insects that make honey are always on their best bee-hive-iour.
  3. When a new hive is done bees have a house swarming party.
  4. There was a mushroom who couldn't understand why nobody invited him to their parties. He thought he was such a fungi!




Rhyme scheme: the pattern of end rhyme in a poem.  

Satire: a literary technique in which foolish ideas or customs are ridiculed for the purpose of improving society. 

Setting: the time and place in which the action of a story occurs. 

Similesimile a figure of speech in which two different things are compared by using the words "like" or "as," a non-literal phrase in which two unseemingly ideas are compared to make a description more emphatic, poetic or vivid. The comparison is made explicit by the use of a word or phrase such as: like, as, than, similar to, resembles, or seems as in.
Simile Examples:
  1. March comes in like a lion and goes out like a lamb.
  2. He was strong as a bull. 
  3. You were as brave as a lion.
  4. They fought like cats and dogs.
  5. He is as funny as a barrel of monkeys.
  6. This house is as clean as a whistle.
  7. Your explanation is as clear as mud.
  8. Watching the show was like watching paint dry.


Soliloquy: A dramatic convention in which a character in a play, alone on stage, speaks his or her thoughts aloud. The audience is provided with information about the characters’ motives, plans, and state of mind. 

Stream of Consciousness: the technique of presenting the flow of thoughts, responses, and sensations of one or more characters is called stream of consciousness. 

Style: the way in which a piece of literature is written. Style refers not to what is said, but how it is said.

Suspense: the tension or excitement felt by the reader as he or she becomes involved in the story. 

Syllogism: a logical argument based on deductive reasoning.  

Symbol: a person, object, idea or action that stands for something else. It is usually something literal that stands for something figurative. For example: Roads can stand for choices.  

Synecdoche: a figure of speech in which a part of something stands for the whole thing. 

Syntax: sentence structure (see handout). 

Theme: the central idea in a literary work. The theme is usually an idea about life or about people. Writers sometimes state the story’s theme outright, but more often they simply tell the story and let the reader discover the theme. Therefore, theme is an idea revealed by the events of the story; plot is simply what happens in the story; it is not the theme.

Tone: the writer’s or speaker’s attitude toward a subject. 

Understatement: a type of verbal IRONY in which something is purposely represented as being far less important than it actually is; also called meiosis.

Sunday, September 12, 2021

Inference Reading Question Stems & Drawing Inference Sentence Starters

Inference and Drawing Conclusion Worksheets pdf

Inferential Reading Comprehension Considerations Packet pdf

Guide to teaching inference pdf Sample questions on inference

Effective Teaching of Inference Skills for Reading pdf

Think Aloud Sentence Starters PDF
Thinking Stems: Being An Active Reader PDF
K-12 STANDARDS-BASED QUESTION STEMS PDF
ACTIVE READING STRATEGIES & Sentence Starters PDF
Reader-Response Stems PDF
HIGHER-ORDER THINKING QUESTION STEMS PDF

Bloom’s Question Starters for Higher Order Thinking 

Reading Comprehension Strategies Question Stems PDF
Reading 3D TRC Question Stems PDF

 What might the character's intentions be?

Why did the author write this story? 

What conclusions can you make based on,...

What can you infer by the author's words? 

What might be the theme or main ideas of this,...

What might be a better or different outcome? 

What is a logical sequence for the story?

What can you infer from the characters' actions? 

What is the main idea? 

What details are important to the story or the characters?

How are the character's actions/traits similar? 

How are the character's actions/traits different? 

Thursday, September 9, 2021

Reading Comprehension Sentence Stems Sentence Starters Simple to Complex

100 Editable and Free Reading Comprehension Sentence Stems and Sentence Starters 

Inference and Drawing Conclusion Worksheets pdf

Inferential Reading Comprehension Considerations Packet pdf

Guide to teaching inference pdf Sample questions on inference

Effective Teaching of Inference Skills for Reading pdf

Think Aloud Sentence Starters PDF

Thinking Stems: Being An Active Reader PDF
K-12 STANDARDS-BASED QUESTION STEMS PDF

ACTIVE READING STRATEGIES & Sentence Starters PDF
Reader-Response Stems PDF
HIGHER-ORDER THINKING QUESTION STEMS PDF

Bloom’s Question Starters for Higher Order Thinking 

Reading Comprehension Strategies Question Stems PDF
Reading 3D TRC Question Stems PDF

  1. My favorite character was...
  2. My favorite setting was...
  3. My favorite plot element was...
  4. I can summarize the exposition of the story in one sentence...
  5. I can summarize the rising action of the story in one sentence...
  6. I can summarize the climax of the story in one sentence...
  7. I can summarize the falling action of the story in one sentence...
  8. I can summarize the resolution of the story in one sentence...
  9. I can summarize the obligatory scene of the story in one sentence...
  10. I would change the plot by...
  11. The mood of the text is highlighted by the author's use of...
  12. The tone of the author's word choice conveys...
  13. The plot was flawed because...
  14. The plot was flawless because...
  15. After examining the facts I...
  16. The big theme I noticed was...
  17. The facts are easy/hard to understand because...
  18. I inferred from the characters' dialogue that...
  19. I wonder what happened after/before,…
  20. I discovered,...
  21. I have a few questions I would ask...
  22. I inferred that...
  23. After reading I concluded...
  24. Based on the facts/evidence I inferred...
  25. I ponder,…
  26. The main message of the text/poem is...
  27. The author uses imagery words to convey...
  28. I was shocked when...
  29. I think the story is mainly about...
  30. I think,…
  31. I learned,…
  32. I've reflected on,...
  33. After further reflection I,...
  34. What I thought (believed) was wrong,...
  35. My imagination was on fire after,...
  36. I know my understanding is,...
  37. My mind was changed after reading,...
  38. I have considered many ideas/thoughts/facts,…
  39. How did/do I feel after learning/ reading,…
  40. What would I say about,…
  41. If given a chance to speak with,.... I would,…
  42. I have two/three takeaways after reading,…
  43. For me the most important/interesting idea/issue/fact was,…
  44. A few suggestions that I will give myself after reading/learning,…
  45. I have improved my understanding of,…
  46. Having learned about,… I feel/ know/ question/ think/ wonder/ understand/ doubt/ felt/ realized,…
  47. Because I do not fully comprehend I will need to,…
  48. My comprehension/ understanding/ knowledge was expanded after/ when I,…
  49. This knowledge could be essential for me in my,…
  50. Previously I thought (did not think),…
  51. My new understanding of,…began after I… 
  52. I have developed a deep appreciation for,…
  53. Initially, I questioned my understanding about,…
  54. Having learned/ studied/ read I know feel/ think/ know/ realize/ wonder/ question/ know,…
  55. Initially, I never questioned my,…
  56. This new insight/knowledge/understanding is essential for me because,…
  57. After researching the important facts, I was surprised by,…
  58. This makes me feel,…
  59. For me, I am not yet certain about...
  60. The significant/relevant/poignant/important for me was,…
  61. What I discovered today is,… 
  62. I've cogitated and digested many ideas on,…
  63. I've deliberated on many issues,…
  64. I've found a new way to look at this,…
  65. I see some ideas in a new light,…
  66. What I never considered before was,…
  67. What I was hoping to learn/discover/uncover is... 
  68. I recently figured out why/how/who,…
  69. I was challenged when,…
  70. How I changed my mind and my stars (future) was,…?
  71. I changed my mind about,…
  72. I have some pretty strange notions about,…
  73. I know a little about,…
  74. It might be crazy to think,…
  75. I learned that...
  76. More often than not I … 
  77. A different idea I have on,…
  78. A few interesting things I've learned,… 
  79. Today, I was inspired to,… 
  80. I’ve discovered that,… 
  81. There are many/different ways to look at,… 
  82. After careful deliberation,…
  83. What I like about,…  
  84. I know there’s 
  85. I’ve reflected on,.... 
  86. There is one thing that intrigues me about… 
  87. I’m thoroughly impressed with … 
  88. What I thought is,… 
  89. The main theme of the poem is...
  90. If we really want to make a difference then … 
  91. I have an exciting announcement … 
  92. There are many proven strategies that I … 
  93. I thought it would be interesting to share … 
  94. I now know that... 
  95. An interesting thing that I discovered was… 
  96. The more I read/researched/studied the more I realize that … 
  97. I am really intrigued to know/learn that … 
  98. When ‘fishing for ideas’ I tend to … 
  99. Wow! Sometimes the truth hurts because I…
  100. PLEASE SHARE A SENTENCE STARTER OF YOUR OWN

Sunday, May 16, 2021

Knights, Castles, and Chivalry | The Middle Ages Thematic Units and Lesson Plans

FREE Knights, Castles, and Chivalry Thematic Units and Lesson Plans | The Middle Ages Grades 4, 5, 6, 7, and 8. FREE Thematic Units and Lesson Plans 

Hear ye, hear ye kings, queens, lords, ladies, nobles, knights, merchants, farmers, and peasants! Our magnificent teacher has mightly proclaimed it is time to study, research, and learn about the history of the middle ages. 

Middle Ages Research Project

Middle Ages Castle Project

Castles, knights, and drawbridges Study Unit

Middle Ages Research Project middle school

STEM Group Castle Design Challenge


Free Knights, Castles, and Chivalry PDF Books and Articles

MEDIEVAL CASTLES. Marilyn Stokstad. Greenwood Guides to Historic Events of the Medieval World.



The Middle AgesKnights, Castles, and Chivalry Grade 4 Core Knowledge Language Arts

KNIGHTS AND CHIVALRY PDF ARTICLES 

Knighthood and chivalry.pdf PDF
Medieval Knighthood and Chivalry. Becoming a Medieval Knight: When a highboy (noble) reached the age of seven, he was sent to live in the castle of another ...

Knight's Code of Chivalry PDF
The medieval knightly system had a religious, moral, and social code dating back to the. Dark Ages. The Knights Code of Chivalry and the legends of King Arthur ...

The Age of Chivalry
PDF
Knights could afford to pay for costly weapons, armor, and warhorses. As the lord's vassal, a knight's main obligation was to serve in battle. From his knights, a lord ...

The Knights' Code of Chivalry.pdf 


The Age of ChivalryPDF
tournaments Staged battles for entertaining audiences and training knights troubadours Poet-musicians at the castles and courts of Europe. The Age of Chivalry.

The Code of ChivalryPDF
Chivalry is the generic term for the knightly system of the Middle Ages and for virtues ... three specific examples of chivalry in “Sir Gawain and the Green Knight.

Middle Ages Primary Source Chivalry is the traditional code of ...
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has been refined to emphasize more ideals such as knightly virtues, honor, love, and courtesy. The Knight's Code of Chivalry was a moral system that stated all.

THE BOOK OF THE ORDRE OF CHIVALRY - Social Circle ...
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When the knight heard chivalry and knighthood mentioned and remembered the Order of Chivalry and that which properly belonged to the duty of a knight, he let ..

GREAT Knights, Castles, and Chivalry WEBSITES 
ENGLISH HERITAGE CASTLES THROUGH TIME 

⚔️ Knights, Castles & Chivalry: A Complete Medieval Adventure ⚔️

A Thematic Unit for Grades 4-8 | The Middle Ages

Hear ye, hear ye kings, queens, lords, ladies, nobles, knights, merchants, farmers, and peasants! Our magnificent teacher has mightily proclaimed it is time to study, research, and learn about the history of the Middle Ages.


🏰 PART 1: Welcome to the Middle Ages! 🏰

Reading Passage: What Were the Middle Ages?

Hear ye, hear ye! Welcome to the Middle Ages, also called the Medieval Period. This exciting time in history lasted roughly from 500 CE to 1500 CE—that's about 1,000 years! The Middle Ages began after the fall of the Roman Empire and ended when the Renaissance brought new ideas to Europe.

During this time, Europe was divided into many kingdoms ruled by kings and queens. Society was organized in a system called feudalism, where everyone had a specific role. At the top were kings and queens, followed by nobles and knights, then merchants and craftspeople, and finally peasants who worked the land.

Life in the Middle Ages was very different from today. There was no electricity, no running water, and no smartphones (shocking, right?). People lived in small villages or worked on farms. The Catholic Church was extremely powerful and influenced nearly every aspect of daily life.

☠️ HORRIBLE HISTORY! ☠️

Most people in the Middle Ages never traveled more than 10 miles from where they were born! Can you imagine never seeing what's on the other side of your town? Also, people only bathed a few times a year because they thought too much bathing was unhealthy. Knights wore the same underwear for weeks under their heavy armor. The smell of a medieval crowd would knock you right off your feet!

Timeline of the Middle Ages

  • 476 CE - Fall of the Western Roman Empire - The Middle Ages begin!
  • 800 CE - Charlemagne crowned Holy Roman Emperor
  • 1066 CE - Battle of Hastings - Normans conquer England
  • 1095 CE - First Crusade begins
  • 1347-1351 CE - The Black Death (bubonic plague) devastates Europe
  • 1453 CE - Fall of Constantinople - End of the Middle Ages

🏰 PART 2: Magnificent Castles 🏰

Reading Passage: Why Were Castles Built?

Castles weren't just fancy homes for rich people—they were military fortresses! Built primarily between 1000-1500 CE, castles served three main purposes: defense, showing power, and providing a home for lords and their families.

The earliest castles were simple wooden structures built on top of hills (called motte-and-bailey castles). But these burned easily, so clever builders began using stone. Stone castles could withstand attacks much better and lasted for centuries—many are still standing today!

Building a castle was no small task. It could take 10 years or more and required hundreds of workers including stonemasons, carpenters, blacksmiths, and laborers. A large castle might cost as much as building several modern skyscrapers!

Parts of a Castle (With Definitions)

🗼 Keep (Donjon): The strongest, tallest tower where the lord lived. This was the last line of defense if attackers breached the walls.

🧱 Curtain Walls: Thick stone walls surrounding the castle, often 10-20 feet thick! Attackers would need powerful siege weapons to break through.

🌊 Moat: A deep ditch filled with water (or sometimes just left dry) that surrounded the castle to keep enemies away. Some moats had sharp wooden stakes at the bottom!

🌉 Drawbridge: A bridge that could be raised or lowered. When raised, it blocked the main gate; when lowered, it crossed the moat.

🔒 Portcullis: A heavy wooden and iron gate that could be dropped down quickly to trap attackers in the gatehouse.

👁️ Battlements: The top of castle walls with gaps (called crenellations) where defenders could shoot arrows while staying protected.

🏹 Arrow Slits: Narrow windows in walls that allowed archers to shoot out while being protected from enemy arrows.

🕳️ Murder Holes: Holes in the ceiling of the gatehouse where defenders could pour boiling water, hot oil, or drop stones on attackers below!

☠️ HORRIBLE HISTORY! ☠️

Castle toilets (called "garderobes") were just holes in the wall that dropped waste straight down the outside of the castle walls! Imagine being a soldier trying to climb the wall and having... well, you get the idea. Even worse, many castle moats weren't filled with clean water—they were often disgusting cesspools filled with sewage, garbage, and dead animals. The smell must have been absolutely revolting!

Reading Passage: Life Inside a Castle

Living in a castle sounds glamorous, but it was actually pretty uncomfortable! Castles were cold, drafty, and dark. Windows were small (to keep enemies out), so rooms were dim even during the day. Tapestries hung on walls not just for decoration but to help block cold drafts.

The Great Hall was the center of castle life. This huge room hosted feasts, celebrations, and meetings. The lord sat at the "high table" on a raised platform, while less important people sat at lower tables (that's where we get the expression "high table" from!).

Castles were like small towns with dozens or even hundreds of people living inside: the lord's family, knights, servants, cooks, blacksmiths, and soldiers. Everyone had important jobs to keep the castle running smoothly.

☠️ HORRIBLE HISTORY! ☠️

Medieval feasts could last for hours with dozens of courses, but table manners were disgusting! People ate mostly with their hands (forks weren't common), shared drinking cups, and threw food scraps and bones directly onto the floor for dogs to eat. The floor of the Great Hall would be covered in old straw mixed with food waste, spilled beer, and dog droppings. Servants only changed the floor coverings a few times a year. The stench must have been overwhelming!


⚔️ PART 3: Noble Knights ⚔️

Reading Passage: What Was a Knight?

Knights were professional warriors who fought on horseback for their lord or king. But they weren't just soldiers—they were members of the noble class with land and wealth. Becoming a knight was a great honor and took years of training.

Not just anyone could become a knight! You usually needed to be born into a noble family. The training began young—very young. At age 7, a boy would leave home to serve as a page in another noble's castle. He'd learn manners, basic combat, and how to care for horses and armor.

At around age 14, the page became a squire, serving a specific knight. Squires helped their knights put on armor (which could take an hour!), cared for weapons and horses, and accompanied knights into battle. After years of proving himself worthy—usually around age 21—the squire could finally be dubbed a knight in a special ceremony.

☠️ HORRIBLE HISTORY! ☠️

A full suit of armor weighed 50-60 pounds (like carrying a large dog around all day) and cost as much as a small farm! Knights wearing full armor in hot weather could actually cook inside their metal suits. Many knights died from heatstroke before ever reaching battle. And if a knight fell off his horse during combat? He'd often just lie there like a turtle on its back, unable to get up without help. Enemy soldiers would simply walk up and stab them through the eye slits of their helmets. Not so glamorous anymore, is it?

Reading Passage: A Knight's Equipment

Armor: Early knights wore chain mail (thousands of tiny metal rings linked together). Later, they wore plate armor—solid metal pieces fitted to their body. Chain mail was flexible but heavy and didn't protect well against clubs or maces. Plate armor offered better protection but was expensive and could rust.

Weapons: Knights carried multiple weapons. The lance was a long spear used while charging on horseback. Swords were a knight's most prized possession, often given names and passed down through families. Knights also carried maces (clubs with spiked metal heads), war hammers, and daggers.

Horses: A knight's warhorse (called a destrier) was specially trained for battle and incredibly valuable—sometimes worth more than the knight himself! These powerful horses could carry a fully-armored knight and were trained to kick and bite enemies in combat.

Coat of Arms: Each knight had a unique coat of arms (a special design) displayed on his shield and surcoat (a cloth worn over armor). This helped identify knights in battle when their faces were hidden by helmets. Heralds studied these designs and could identify any knight by their coat of arms.

☠️ HORRIBLE HISTORY! ☠️

Medieval battles were absolutely brutal! Knights charging into battle could reach speeds of 30 mph. The force of a lance hitting armor was like being hit by a car! Lances would shatter, sending wooden splinters everywhere. Knights who fell during charges were often trampled by their own horses or crushed under their heavy armor. Blood would fill up the inside of helmets, making it hard to see or breathe. Many knights drowned in their own blood before they could get their helmets off. Doctors (who knew almost nothing about medicine) would use dirty tools to pull out arrows and stitch wounds with unwashed thread, causing deadly infections.

Reading Passage: Tournaments and Jousting

When they weren't fighting real wars, knights participated in tournaments—spectacular sporting events where they could show off their skills, win prizes, and gain fame. These events attracted huge crowds including nobles, merchants, and peasants.

The most famous tournament event was jousting. Two knights on horseback charged at each other with lances, trying to knock each other off their horses. A direct hit could shatter a lance into thousands of splinters! The knight who stayed on his horse won the match.

Tournaments also featured melees—mock battles between groups of knights. These could involve dozens of knights on each side fighting with blunted weapons. Winners could claim the armor and horses of defeated knights as prizes, making tournaments a way to get rich!

☠️ HORRIBLE HISTORY! ☠️

Tournaments weren't always safe "sporting events." Even with blunted weapons, knights regularly died in tournaments! Lances could pierce through armor, knights could be trampled by horses, and blunt weapons could still crush bones and cause internal injuries. King Henry II of France died during a jousting match when a splinter from a shattered lance went through his helmet's eye slit and pierced his brain. He suffered for 10 days before dying. Some tournaments were so violent that the Church tried to ban them, but knights ignored the ban because tournaments were too profitable and exciting to give up!


🛡️ PART 4: The Code of Chivalry 🛡️

Reading Passage: What Was Chivalry?

Chivalry was the code of conduct that knights were supposed to follow. Think of it as a combination of rules, manners, and moral guidelines that defined how a "perfect knight" should behave. The word "chivalry" comes from the French word "chevalier," meaning horseman or knight.

The Code of Chivalry wasn't written down in one official book. Instead, it was a collection of ideals passed down through stories, poems, and songs. Different regions had slightly different versions, but the core values remained similar across medieval Europe.

The Key Rules of Chivalry

1. Loyalty: Knights must be faithful to their lord, their king, and their word. Breaking an oath was considered one of the worst things a knight could do.

2. Courage: Knights should be brave in battle and never flee from danger. Running away was shameful and could result in losing one's knighthood.

3. Honor: Knights must act with integrity and keep their promises. A knight's reputation was everything!

4. Courtesy: Knights should be polite and well-mannered, especially to nobles and ladies. This included proper speech, good table manners, and refined behavior.

5. Protect the Weak: Knights had a duty to defend those who couldn't defend themselves—peasants, women, children, and the elderly.

6. Defend the Church: Knights were expected to protect Christianity and the Catholic Church. Many knights went on Crusades to fight for religious causes.

7. Fair Fighting: Knights should fight honorably, not using trickery or attacking unarmed opponents. (Though in reality, this rule was broken constantly!)

8. Generosity: Knights should be charitable and share their wealth, hosting feasts and giving gifts to show their status.

☠️ HORRIBLE HISTORY! ☠️

The Code of Chivalry sounds noble, but it was often completely ignored! Knights who were supposed to "protect the weak" regularly plundered villages, stole from peasants, and attacked unarmed people during wars. Many knights were basically thugs in expensive armor. During the Crusades, knights who were supposed to be fighting for God massacred entire cities, including women and children. One knight might be polite to a noble lady while ordering his soldiers to burn down a village full of innocent families. Knights saved their "chivalrous" behavior for other nobles and treated peasants like dirt. So much for being honorable heroes!

Reading Passage: Courtly Love

An important part of chivalry was the concept of "courtly love." Knights were expected to have a special lady (often a noble woman, sometimes the wife of their lord!) whom they honored through brave deeds and poetry. This was supposed to be a pure, romantic devotion—not a real relationship.

Knights would wear their lady's colors in tournaments, write poems about her beauty, and dedicate victories to her. The lady, in turn, might give the knight a token to wear—a ribbon, a handkerchief, or a sleeve from her dress. This romantic tradition inspired countless medieval stories and songs about heroic knights performing brave deeds for their beloved ladies.

Famous Chivalric Stories

King Arthur and the Knights of the Round Table: These legendary stories featured King Arthur, his wizard advisor Merlin, the sword Excalibur, and noble knights like Sir Lancelot, Sir Gawain, and Sir Galahad. They searched for the Holy Grail and embodied chivalric ideals (at least in the stories!).

The Song of Roland: This French epic poem told of the knight Roland and his heroic last stand. It emphasized loyalty, courage, and Christian faith.

El Cid: The story of Rodrigo Díaz de Vivar, a Spanish knight who fought both for and against the Moors. He became a legendary figure representing honor and military prowess.

These stories were incredibly popular in the Middle Ages and helped spread chivalric ideals. Nobles and knights saw these heroes as role models (even though the real knights often fell far short of these fictional ideals).

☠️ HORRIBLE HISTORY! ☠️

Those romantic tales of courtly love? Often based on real-life scandals! Knights having secret affairs with married noblewomen was actually quite common, despite it breaking multiple rules of chivalry. If caught, the consequences could be deadly—knights could be executed, and the lady could be locked away in a tower or convent for life. One famous case was Sir Thomas Malory, who wrote "Le Morte d'Arthur" (The Death of Arthur), the most famous King Arthur story. While he was writing about noble, chivalrous knights, Malory himself was in prison for attempted murder, robbery, and attacking a monastery! Even the guy writing the famous chivalry stories was a criminal. That's medieval hypocrisy at its finest!


📝 VOCABULARY REVIEW

Feudalism: The social system of medieval Europe where land was exchanged for service and loyalty

Page: A boy (ages 7-14) in training to become a knight

Squire: A young man (ages 14-21) serving a knight and learning combat skills

Chain Mail: Armor made of thousands of interlocking metal rings

Plate Armor: Armor made of solid metal pieces fitted to the body

Lance: A long spear used by knights charging on horseback

Destrier: A knight's powerful warhorse trained for battle

Coat of Arms: A unique design identifying a knight or noble family

Joust: A tournament contest where two knights charge at each other with lances

Melee: A mock battle between groups of knights

Keep: The strongest tower in a castle where the lord lived

Curtain Wall: The thick outer walls surrounding a castle

Moat: A water-filled ditch surrounding a castle for defense

Drawbridge: A bridge that could be raised to block the castle entrance

Portcullis: A heavy gate that could be dropped to block attackers

Battlements: The top of castle walls with protective gaps for defenders

Garderobe: A medieval toilet (basically a hole in the wall!)

Chivalry: The code of conduct followed by knights

Courtly Love: The romantic devotion of a knight to a noble lady

Crenellations: The gaps in battlements where defenders could shoot arrows


🎮 ACTIVITY IDEAS FOR YOUR CLASSROOM

1. Build a Castle Model

Have students design and build their own castles using cardboard, clay, or LEGO. They must include at least 5 defensive features (moat, drawbridge, keep, curtain walls, battlements, etc.) and label each part.

2. Create a Coat of Arms

Students design their own personal coat of arms using symbols that represent their values, interests, and family. Research what different colors and symbols meant in heraldry!

3. Knight Training Obstacle Course

Set up a physical education activity where students complete "knight training" challenges: balance beam (crossing the moat), tunnel crawl (entering the castle), target practice (archery), and relay races (jousting).

4. Medieval Feast

Host a classroom feast where students research medieval recipes, table manners (or lack thereof!), and entertainment. Students can dress in medieval costume and research what different social classes ate.

5. Chivalry Debate

Have students debate: "Were knights truly chivalrous heroes or were they violent thugs with fancy armor?" Use evidence from historical sources to support arguments.

6. Castle Defense Simulation

Students work in groups to defend a "castle" (their desk area) from attack using only classroom materials. Discuss which defensive features were most effective and why.

7. Write a Chivalric Tale

Students write their own medieval adventure story featuring a knight who must complete a quest. Stories should incorporate accurate historical details about castles, weapons, and the code of chivalry.

8. Medieval Timeline Project

Create a large classroom timeline showing major events of the Middle Ages. Students add illustrations and research one event to present to the class.


📋 QUIZ: Test Your Medieval Knowledge!

Question 1: What was the main purpose of building castles?

  • A) To show off wealth
  • B) Defense and protection ✓
  • C) To host parties
  • D) To store food

Question 2: At what age did a boy typically begin training to become a knight?

  • A) Age 7 ✓
  • B) Age 12
  • C) Age 16
  • D) Age 21

Question 3: What is chain mail?

  • A) Letters sent between castles
  • B) Armor made of interlocking metal rings ✓
  • C) A type of castle wall
  • D) A knight's weapon

Question 4: What was a moat?

  • A) A type of armor
  • B) A knight's horse
  • C) A water-filled ditch around a castle ✓
  • D) A castle tower

Question 5: Which of these was NOT part of the Code of Chivalry?

  • A) Loyalty to your lord
  • B) Courage in battle
  • C) Protecting the weak
  • D) Collecting as much gold as possible ✓

Question 6: What was a squire?

  • A) A type of weapon
  • B) A young man training to be a knight ✓
  • C) A castle tower
  • D) A tournament game

Question 7: What was jousting?

  • A) A type of sword fighting
  • B) Building castles
  • C) Knights charging at each other with lances ✓
  • D) A medieval dance

Question 8: What were battlements?

  • A) The top of castle walls with protective gaps ✓
  • B) A type of sword
  • C) Knight tournaments
  • D) Castle dungeons

Question 9: How long could it take to build a large stone castle?

  • A) 1 year
  • B) 3 years
  • C) 10 years or more ✓
  • D) 6 months

Question 10: What was courtly love?

  • A) Marriage between nobles
  • B) A knight's romantic devotion to a noble lady ✓
  • C) A type of tournament
  • D) A dance at court

Question 11: What was a destrier?

  • A) A castle weapon
  • B) A knight's warhorse ✓
  • C) A type of armor
  • D) A tournament prize

Question 12: What was the Great Hall used for?

  • A) Storing weapons
  • B) Feasts, celebrations, and meetings ✓
  • C) Housing soldiers
  • D) Keeping prisoners

Question 13: About how much did a full suit of armor weigh?

  • A) 10-20 pounds
  • B) 30-40 pounds
  • C) 50-60 pounds ✓
  • D) 100 pounds

Question 14: What was a portcullis?

  • A) A castle tower
  • B) A heavy gate that could be dropped quickly ✓
  • C) A knight's weapon
  • D) A type of horse

Question 15: When did the Middle Ages approximately take place?

  • A) 100 BCE - 500 CE
  • B) 500 CE - 1500 CE ✓
  • C) 1500 CE - 2000 CE
  • D) 1000 BCE - 100 BCE

🎯 DISCUSSION QUESTIONS

  1. Why do you think castles needed so many defensive features? Which feature do you think was most important?

  2. Compare and contrast the life of a knight with a modern soldier. What's similar? What's different?

  3. Do you think the Code of Chivalry was realistic? Why did knights often fail to follow it?

  4. If you lived in the Middle Ages, would you rather be a knight, a noble, a merchant, or a peasant? Explain your choice.

  5. Why were horses so important to knights? What would happen to a knight who lost his horse in battle?

  6. How did castles reflect the power and wealth of the people who owned them?

  7. Why do you think tournaments were so popular in medieval times? What modern sports are similar to jousting?

  8. How did the concept of courtly love influence medieval culture and literature?

  9. What role did the Church play in medieval society and knightly life?

  10. How do you think the reality of medieval life compared to how it's portrayed in movies and books today?


📚 WRITING PROMPTS

Narrative Prompt: You are a squire serving a famous knight. Describe a day in your life, including your duties, your training, and an exciting event (a tournament, a battle, or a feast).

Descriptive Prompt: Describe a medieval castle in detail. Use sensory details (what you see, hear, smell, feel, and taste) to bring the castle to life. Include both the impressive features and the unpleasant realities!

Persuasive Prompt: Were knights heroes or villains? Write an essay arguing your position using specific historical evidence.

Expository Prompt: Explain the process of becoming a knight, from page to squire to knight. What skills needed to be learned at each stage?

Creative Prompt: Write a medieval legend about a knight who must complete a dangerous quest. Include accurate historical details about castles, weapons, and chivalry.


🎨 EXTENSION ACTIVITIES

Research Projects

  • Compare castles from different countries (English vs. French vs. Japanese)
  • Investigate the role of women in medieval society
  • Study medieval weapons and siege warfare
  • Research the Crusades and their impact on Europe
  • Explore medieval medicine and medical practices
  • Investigate the Black Death and its effects on society

Creative Projects

  • Design a medieval video game level featuring a castle siege
  • Create a medieval cookbook with researched recipes
  • Write and perform a medieval play or puppet show
  • Compose ballads or poems about knights and their deeds
  • Design medieval fashion and explain the symbolism
  • Build a detailed castle diorama with labels

Cross-Curricular Connections

  • Math: Calculate the cost of building a castle, determine angles for arrow slits, measure moat dimensions
  • Science: Study the physics of catapults and trebuchets, investigate medieval medicine
  • Art: Create illuminated manuscripts, design coats of arms, paint castle scenes
  • Language Arts: Read medieval literature (age-appropriate versions of Canterbury Tales, King Arthur, etc.)
  • Geography: Map medieval Europe, study trade routes, identify castle locations

🏆 ASSESSMENT RUBRIC

Castle Design Project (Visual)

  • 4 points: Includes all required defensive features, accurately labeled, shows creativity and effort
  • 3 points: Includes most features, mostly accurate, good effort
  • 2 points: Missing some features, some inaccuracies, adequate effort
  • 1 point: Incomplete, inaccurate, minimal effort

Written Assignments

  • 4 points: Historically accurate, well-organized, excellent detail, proper grammar
  • 3 points: Mostly accurate, organized, good detail, minor grammar errors
  • 2 points: Some inaccuracies, somewhat organized, limited detail, several grammar errors
  • 1 point: Inaccurate, poorly organized, minimal detail, many grammar errors

Class Participation

  • 4 points: Actively engaged, asks questions, contributes thoughtful ideas
  • 3 points: Generally engaged, occasional contributions
  • 2 points: Sometimes engaged, minimal contributions
  • 1 point: Rarely engaged, no contributions

🎓 TEACHER NOTES & TIPS

Classroom Management: The Horrible History sections are designed to engage reluctant readers by showing the grittier side of medieval life. However, adjust content based on your students' maturity levels.

Differentiation:

  • For struggling readers: Pair with audio recordings or videos, provide vocabulary lists with pictures, use graphic organizers
  • For advanced students: Assign research projects on specific topics, have them compare primary sources, write from multiple perspectives

Time Management: This unit can be taught over 2-4 weeks depending on depth:

  • Week 1: Introduction and Castles
  • Week 2: Knights and Combat
  • Week 3: Chivalry and Culture
  • Week 4: Projects and Assessment

Resources: Look for documentaries, virtual castle tours, museum websites (Tower of London, Warwick Castle), and age-appropriate medieval literature to supplement lessons.

Common Misconceptions to Address:

  • Not all medieval people were dirty and ignorant
  • The Middle Ages lasted 1,000 years—society changed significantly during this time
  • Different regions had different customs and development
  • Most knights were NOT like the heroes in stories

📖 RECOMMENDED RESOURCES

Books for Students

  • "Castle" by David Macaulay
  • "Knight" by Christopher Gravett
  • "You Wouldn't Want to Be a Medieval Knight!" by Fiona Macdonald
  • "Good Masters! Sweet Ladies! Voices from a Medieval Village" by Laura Amy Schlitz

Videos & Websites

  • Crash Course World History: Medieval Europe
  • National Geographic: Castles
  • History.com: Middle Ages section
  • Virtual tours of medieval castles (Tower of London, Edinburgh Castle)

Primary Source Materials

  • Medieval manuscripts (age-appropriate excerpts)
  • Drawings of castle plans
  • Chronicles of medieval battles
  • Songs and poetry from the period

Remember: The Middle Ages were a complex time in history—neither as romantic as fairy tales suggest nor as universally "dark" as some believe. Encourage students to think critically about both the achievements and challenges of this fascinating period!

May your students' learning be as mighty as a castle, as brave as a knight, and as enduring as the legends of old! ⚔️🏰🛡️


Saturday, May 1, 2021

AVID Program Reviews AVID (Advancement Via Individual Determination)

AVID Program Description | AVID is a college-readiness program whose primary goal is to prepare middle and high school students for enrollment in four-year colleges through increased access to and support in advanced courses. The program, which focuses on underserved, middle-achieving students (defined as students earning. 

PLEASE SHARE YOUR AVID  REVIEWS OR QUESTIONS ABOUT AVID PROGRAMS.

Is AVID only for struggling students?
Is AVID effective?
Do colleges care about AVID?
Is AVID for gifted students?
Is AVID good or bad?
How has AVID impacted your life?
What the AVID program pros and cons?
Is AVID worth the cost of the program? 

What Works Clearinghouse AVID Effectiveness Report 

WWC Conclusion | Effectiveness | AVID was found to have no discernible effects on comprehension for adolescent learners.

WWC Intervention Report U.S. DEPARTMENT OF EDUCATION Adolescent Literacy September 2010 AVID REPORT (Advancement Via Individual Determination)

Is avid only for struggling students?
Is Avid effective?
Do colleges care about Avid?
Is avid for gifted students?

Cost of AVID programs

The AVID Center provides training and professional development opportunities for AVID schools and districts, including a summer institute ($670 to $845 per person), AVID district leadership events, national events (including a three-day annual conference), data analysis trainings ($500 per person), two-day “Leadership for College Readiness” trainings for administrators ($500 per person), and two-day “Path” training for content-area teachers ($385 per person). Detailed information on the costs of professional development, teaching materials, and implementation of AVID practices is available online: http://www.avid.org.

FSA Released Test Answer Keys 2021-2022 READING ELA, Math, Writing

FSA Released Reading, Writing, and Math Test QuestionS 2021-2022 PDF | GRADE 3, 4, 5, 6, 7, 8 and High School | FSA Test Paper-Based Practice Tests with FSA Answer Keys 3-10 

Grade 4 FSA ELA Writing Paper-Based Practice Test [PDF]
Grade 5 FSA ELA Writing Paper-Based Practice Test [PDF]
Grade 6 FSA ELA Writing Paper-Based Practice Test [PDF]
Grade 7 FSA ELA Writing Paper-Based Practice Test [PDF]
Grade 8 FSA ELA Writing Paper-Based Practice Test [PDF]
Grade 9 FSA Writing Paper-Based Practice Test [PDF]
Grade 10/Retake FSA ELA Writing Paper-Based Practice Test [PDF]
Grade 3 FSA ELA Reading Paper-Based Practice Test [PDF]
Grade 4 FSA ELA Reading Paper-Based Practice Test [PDF]
Grade 5 FSA ELA Reading Paper-Based Practice Test [PDF]
Grade 6 FSA ELA Reading Paper-Based Practice Test [PDF]
Grade 7 FSA ELA Reading Paper-Based Practice Test [PDF]
Grade 8 FSA ELA Reading Paper-Based Practice Test [PDF]
Grade 9 FSA ELA Reading Paper-Based Practice Test [PDF]
Grade 10/Retake FSA ELA Reading Paper-Based Practice Test [PDF]
Grade 3 FSA Mathematics Paper-Based Practice Test [PDF]
Grade 4 FSA Mathematics Paper-Based Practice Test [PDF]
Grade 5 FSA Mathematics Paper-Based Practice Test [PDF]
Grade 6 FSA Mathematics Paper-Based Practice Test [PDF]
Grade 7 FSA Mathematics Paper-Based Practice Test [PDF]
Grade 8 FSA Mathematics Paper-Based Practice Test [PDF]
Algebra 1 FSA Paper-Based Practice Test [PDF]
Geometry FSA Paper-Based Practice Test [PDF]
Grade 5 NGSSS Science Paper-Based Practice Test [PDF]
Grade 8 NGSSS Science Paper-Based Practice Test [PDF]
Biology 1 NGSSS Paper-Based Practice Test [PDF]
Civics NGSSS Paper-Based Practice Test [PDF]
U.S. History NGSSS Paper-Based Practice Test [PDF]

Practice Test Answer KeysReturn to top of page




Grade 4 FSA ELA Writing Paper-Based Practice Test Rubric [PDF]
Grade 5 FSA ELA Writing Paper-Based Practice Test Rubric [PDF]
Grade 6 FSA ELA Writing Paper-Based Practice Test Rubric [PDF]
Grade 7 FSA ELA Writing Paper-Based Practice Test Rubric [PDF]
Grade 8 FSA ELA Writing Paper-Based Practice Test Rubric [PDF]
Grade 9 FSA ELA Writing Paper-Based Practice Test Rubric [PDF]
Grade 10 FSA ELA Writing Paper-Based Practice Test Rubric [PDF]
Grade 3 FSA ELA Reading Paper-Based Practice Test Answer Key [PDF]
Grade 4 FSA ELA Reading Paper-Based Practice Test Answer Key [PDF]
Grade 5 FSA ELA Reading Paper-Based Practice Test Answer Key [PDF]
Grade 6 FSA ELA Reading Paper-Based Practice Test Answer Key [PDF]
Grade 7 FSA ELA Reading Paper-Based Practice Test Answer Key [PDF]
Grade 8 FSA ELA Reading Paper-Based Practice Test Answer Key [PDF]
Grade 9 FSA ELA Reading Paper-Based Practice Test Answer Key [PDF]
Grade 10/Retake FSA ELA Reading Paper-Based Practice Test Answer Key [PDF]
Grade 3 FSA Mathematics Paper-Based Practice Test Answer Key [PDF]
Grade 4 FSA Mathematics Paper-Based Practice Test Answer Key [PDF]
Grade 5 FSA Mathematics Paper-Based Practice Test Answer Key [PDF]
Grade 6 FSA Mathematics Paper-Based Practice Test Answer Key [PDF]
Grade 7 FSA Mathematics Paper-Based Practice Test Answer Key [PDF]
Grade 8 FSA Mathematics Paper-Based Practice Test Answer Key [PDF]
Algebra 1 FSA Paper-Based Practice Test Answer Key [PDF]
Geometry FSA Paper-Based Practice Test Answer Key [PDF]
Grade 5 NGSSS Science Paper-Based Practice Test Answer Key [PDF]
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NGSSS EOCs Paper-Based Practice Test Answer Key [PDF]