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English 2005 - task 4: King Arthur

Guidance for teachers

Task aim

Teachers already have a range of sources of information to support their assessments of more able pupils; for example reading conferences, guided reading sessions and reading journals. This task is designed to provide additional information to support teacher assessment of pupils considered to be over the level of the key stage 2 tests in reading.

To do this they will explore a range of web-based information sources and literary texts. Pupils will:

  • explore arguments for and against King Arthur’s existence as a historical figure
  • discuss two literary texts based on the Arthur legend, written in different times and from different perspectives
  • form conclusions about whether King Arthur really existed and why the legend is important today

Teachers will be able to gather evidence through the activities of pupils’ ability to summarise information from a range of texts, to form opinions and to comment on the language and structure of literary texts.

About the task

This extended reading task involves pupils reading a range of texts, written from a variety of viewpoints, on the theme of King Arthur. Pupils’ responses to and understandings of the material are presented mainly through oral discussion, but there are two brief written tasks. There is also an option for findings to be presented as a PowerPoint presentation.

Challenge for more able pupils

To read a range of challenging information material which reflects divergent views, often within the same text, on whether King Arthur really existed.

  • To retrieve and collate key arguments for and against the existence of King Arthur presented in the web-based texts.
  • To present conclusions on the basis of information noted.
  • To read and respond to literary texts from different time periods.
  • To comment on aspects of language, text content and structure and to give personal responses.

Teaching activity

The task consists of:

  • reading an introductory chapter in class or at home
  • an introductory discussion (15 minutes)
  • reading and discussion of web-based information texts (45 minutes)
  • reading and discussion of the literary texts (45 minutes, with one short written activity)
  • a final written activity (15 minutes).

Timings are approximate.

Organisation

The introductory activity and reading of information texts should take place within the session. Reading of the background reading chapter should take place prior to the first session, either in class or at home. Reading of the literary texts can take place before or during the session. If the reading takes place before the session, pupils should have the opportunity to look through the texts again.

The task can be split into two parts and forms an ideal focus for group or guided reading sessions.

The topic can be used either for the whole class or a group of pupils. In either case, the teacher’s focus for assessment should be on the responses of pupils working above level 5.

Management of the group

The approach to the task should be informal so as to maximise opportunities for discussion and thinking. Questions and prompts should be as open-ended as possible in order to allow discussion to develop. Questions are provided for guidance but teachers should use follow-up prompts to promote further discussion where appropriate. It is important to allow all the pupils in the group time to contribute.

The task

Background reading prior to the activity

Read ‘The sword in the anvil’ chapter from Geraldine McCaughrean’s King Arthur and the round table prior to the session, either in class or at home.

Introduction (15 minutes)
Present the reading task to the pupils by telling them that:

  • they are going to be looking at a variety of information and fictional texts about King Arthur
  • at the end of the piece they are going to be asked to give their views on whether or not they think King Arthur really existed, and why they think the legend of King Arthur continues to fascinate people.

Provide each pupil with a pack of texts.

Ask pupils to talk through what they already know about King Arthur. This brief oral discussion should last approximately five minutes.

Activity 1
After sharing the information in discussion, ask pupils to record what they know on the mind map (five minutes). Some pupils may know little about King Arthur, in which case the activity should be completed as a group or omitted.

1. Discuss the meaning of the word ‘legend’.
Before proceeding briefly discuss the meaning of ‘legend’.
Below is the definition of legend from the national literacy strategy’s glossary of terms:

A legend is a traditional story about heroic characters which may be based on truth, but which has been embellished over the years.

Ask pupils what other legendary characters they know and whether they think they are historically ‘true’, for example Robin Hood.

History or legend? Deducing, inferring and interpreting information from several information texts.
The first part of the task focuses on three web-based information texts which contain a variety of views about whether King Arthur existed or not. Conflicting views are sometimes contained within the same piece.

Introduce the extracts from the three websites to pupils by explaining that they discuss the Arthur legend from different points of view and in different ways.

By visiting the web pages online or reading the downloaded extracts and consider:

  • how events in the Arthur legend relate to historical events
  • arguments presented for and against the existence of Arthur as a historical figure.

Encourage pupils to mark the texts, developing a code for different kinds of argument, or jot down notes as they read them.


2. What do you think are some of the most important ideas in the website texts you’ve read?

At this point, it will be useful for pupils to discuss their thinking. This will provide the teacher with an opportunity to make some notes.

At the end of the discussion of all the texts, tell pupils that they will be asked later to summarise some of their views about whether Arthur existed or not, and to give reasons for their thinking.

3. Look back at website extract 2, and examine the language the historians use to put forward their views.

Activity 2

Ask pupils to use Activity 2 to place the historians’ views on a continuum according to their language. For example, those who use language such as ‘definitely did not exist’ are at the ‘Arthur did not exist’ end of the continuum whereas those who say ‘might have existed’ might be in the middle of the continuum.

Literary texts

The Green Knight (poem) and Kevin Crossley-Holland chapter ‘The sword in the stone’.
Both texts are taken from longer works about King Arthur, but are separated by over 600 years.
The teacher should explain the origins of the two texts and give some background information.

Extract 1 is from Sir Gawain and the Green Knight, anon, 1340 – 1400 translated by Paul Deane. It is an anonymous poem written in medieval times between 1340 - 1400, in the West Midlands, England. The piece you have read has been translated from a version of English known as Middle English into Modern English by Paul Deane. The poem is mainly telling one of the Arthur stories about the Green Knight. In this extract you read a description of Arthur, but also of the Green Knight, who one day appears in the court of King Arthur, a strange and wonderful figure.

For the full poem visit the website. alliteration.net/Pearlman.html

Extract 2 is from Kevin Crossley-Holland’s Arthur and the seeing stone, Orion, 2000. The extract is chapter 8 ‘The sword in the stone’.
The book, the first in a trilogy, tells the story of a young boy called Arthur, growing up in medieval times on the borders of England and Wales. Merlin, a magical figure from the original King Arthur legend, is still at work. He makes himself known to the young Arthur and gives him a magical seeing stone. When the young Arthur looks into the stone, he can see scenes from the King Arthur legend - some of which have parallels with his own life.

Pupils should read both extracts.

Although the extract from Arthur and the Seeing Stone used in the task is downloadable, teachers should make copies of the text available for children after the test.

Focus on language and structure

This section will look at similarities and differences between the texts.
4. How can you tell that the poem was written earlier?

5. Point of view.
Who do you think is telling the story in each piece of writing and why do you think so?

6. How do the poet and author use language to create effects, for example to describe objects and people?

7. What is special about the way the author Kevin Crossley-Holland draws you into the text?

8. Written activity: Did Arthur really exist?
Summarise points for and against the existence of Arthur on the sheet Activity 3 and write a conclusion to your thinking.
Briefly summarise the main reasons why you think Arthur existed or did not exist and refer to the arguments you have read.

9. Optional activity

Why are we still talking/writing/making films about Arthur?

Make a PowerPoint presentation and present it to the group or class.

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