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unit plan arthur

Page history last edited by lduggan 9 years, 5 months ago

Intel® Teach Program

Thinking with Technology Course


Unit Plan Template

Click on any descriptive text, then type your own.


Unit Author


First and Last Name

Linda Duggan


School District

Tempe School District


School Name



School City, State

Tempe, AZ


Unit Overview


Unit Title


The Ideal Leader


Unit Summary


Students explore character traits that make a legend and a good leader in King Arthur, The Sword in the Stone. Students discuss in groups why Arthur became legend, what personal character traits allowed him to become an effective king. Students will use the Showing Evidence tool to support their answer to the question “Why did Arthur Become a Legend” In addition to evidence from the story, students will research the original Arthur and compare his acts to those of Arthur in The Sword and the Stone. Students will create a literary response answering the Essential Question: Are the character traits required to be a good leader consistent over time?


Subject Area


Language Arts


Grade Level


7th Grade


Approximate Time Needed


Three weeks of 54 minute class periods.


Unit Foundation


Habits of Learning Taxonomy


Evaluating, Creating, Comparing, investigation


Targeted Content Standards and Benchmarks



PO 3. Describe a character, based upon the thoughts, words, and actions of the character, the narrator’s description, and other characters ‘ response.

PO 1. Write a response to literature that:

  1. presents several clear ideas

  2. supports inferences and conclusions with examples from the text, personal experience, references to other works, or reference to non-print media

  3. relates own ideas to supporting details in a clear and logical manner

(See R07-S2C1)


Student Objectives/Learning Outcomes


Compare and Contrast the character traits of the legend Arthur to leaders of today

Describe a character using evidence from the text

Create a response to literature that relates characteristics of legendary leaders to characteristics of modern leaders.


Curriculum-Framing Questions



Essential Question

Are the character traits required to be a good leader consistent over time?



Unit Questions

How do the character traits of Arthur compare to the character traits of today’s leaders?

Why did Arthur become a legend?



Content Questions

What can be inferred about Arthur’s character from his actions?

Why did England need a king?

What is the purpose of a literary response?


Assessment Plan


Assessment Timeline





Before project work begins

Students work on projects and complete tasks

After project work is completed










  • Discussion of current leaders - informal

  • Journal entry – What is the difference between a good leader and a poor one?

  • Evidence Rating Rubric

  • Showing evidence tool

  • Literary response

  • Comprehension test


Assessment Summary


Throughout the unit students discuss in groups their journal entry and research with respect to King Arthur and current leaders. The evidence rating rubric is used to evaluate the quality of evidence located. Using the showing evidence tool students will determine the importance of the evidence they located. Using web sites provided by the teacher students will research character traits for King Arthur and current leaders and compare and contrast them. Students will create a literary response and take a final test.




Showing Evidence Elements (Complete this section if this tool will be used in the unit)


Showing Evidence Project Name (For the Showing Evidence workspace)


Analyzing good leader characteristics


Project Description (For the Showing Evidence workspace)


After reading “King Arthur, The Sword and the Stone” students will use the evidence tool to identify character traits of Arthur, rank the traits in order of their importance to being a good leader and provide evidence. Students will write a reflection based on the results of their ranking. Then, students will chose a leader they believe is a good leader either today or in history. Using the tool students will identify the traits of good leaders. The lesson and activity meets the standard for identifying character traits (7th grade reading standard) as well as allowing students to examine their own analysis of what is good leadership. By examining their justifications for the traits of good leadership and each trait’s value, students are able to identify people they may be willing to follow and those they should not follow as well as knowing what traits they should exhibit to be good leaders.


Prompt (For the Showing Evidence workspace)


  1. What traits does Arthur exhibit that indicate he is going to be a good leader? How important to his success were each of those traits?

  2. Chose a leader you believe is a good leader either today or in history. Using the internet, research your leader. Then, using the Showing Evidence Tool to identify the traits, provide evidence of each trait and rank them.


Practice Case





Student created





Student created


Unit Details


Prerequisite Skills


Basic internet use, basic computer skills, experience writing an essay


Instructional Procedures


Begin with class discussion of who are leaders: in politics, in school, in your group of friends, in your family. What qualities do these leaders have? How are the characteristics of the leaders the same? How are they different? Have students discuss their own findings at the table. Each table will list their findings on chart paper placed around the room. Have students write in their journals “What is the difference between a good leader and a poor one?”


Discuss what makes a leader. How do people become leaders? Introduce the story “King Arthur, the Sword and the Stone” Read the story. Have students create Cornell Story Notes for the story.


Have students use the internet to research the historical Arthur and compare what they discover to the Arthur of legend. In small groups, have students discuss how are the historical Arthur and the legend Arthur alike and different?


Model using the “Showing Evidence” tool. Using the sample, work together to create an argument and the evidence. Model how to move the evidence. Review and discuss the evidence rubric.


Identify websites students may use to research modern leaders. Model providing information for a works cited page using MLA internet citation. Allow students time to research a variety of leaders (a possible list may be provided by brainstorming as a class or in small groups) Students are to individually complete the Showing Evidence project for their chosen leader.


Model writing a literary response for King Arthur using the information from the Showing evidence project and the response to the prompt as a thesis. Students are to complete the literary response based on their own investigations.


Culminating Activity (after assessment) Have students respond in their journals to: What characteristics do I look for in people I choose to follow? Why are those characteristics particularly important to me?






Accommodations for Differentiated Instruction


RESOURCE STUDENT: Resource students will be provided with a “Study Buddy” to support working with the Evidence Tool and identifying evidence & support. Final assessment will be modified based on individual student’s learning plan


NONNATIVE ENGLISH SPEAKER: ELD students will work with a native English speaker to complete the Evidence tool.



Gifted Student

Essay question will be added to the assessment for gifted: Using the knowledge you gained from using the Evidence Tool, write to describe your idea of the perfect leader for today. Support your opinion with evidence from your research and the text.












Printed Materials

King Arthur, The Sword and the Stone” from the Elements of Literature book.


Chart paper, markers, student journals

Technology -Hardware

Computer per student, printer

Technology -Software

Microsoft Word, Intel Evidence Tool

Internet Resources

King Arthur: www.caerleon.net, www.britannia.com/history/h12.html. MLA citation: www.easybib.com Other web sites will be chosen based on student interest in specific people

Other Resources

Teacher created evidence rubric, comprehension assessment for “King Arthur, The Sword and the Stone.”

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