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Lesson Plan by Christina Bouwens M.A.

King Arthur

This free, printable Pixton lesson plan brings Medieval Romance to life with comics and storyboards.

Make Medieval Romance come to life with comics!

Including these awesome activities:
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Featured Layouts

When students complete the activities in this lesson plan, they will use the following comic layout types.

  • Comic Strip
  • Storyboard
  • Graphic Novel
  • Mind Map
  • Poster
  • Photo Story
  • Character Map

Your students will create amazing images like these in no time!

This free, printable Pixton lesson plan brings Medieval Romance to life with comics and storyboards.
This free, printable Pixton lesson plan brings Medieval Romance to life with comics and storyboards.

Featured Props

King Arthur

Student creations come alive with these themed objects – in addition to our library of over 3,000 props!

  • Armor
    Armor
  • Castle
    Castle
  • Horse
    Horse
  • Paper
    Paper
  • Rock
    Rock
  • Shield
    Shield
  • Statue
    Statue
  • Sword
    Sword
  • Table
    Table
  • Throne
    Throne
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Teacher Guide

King Arthur

Step 1Class discussion with students

Getting Started

Group research activity/project: invite students to work in small, collaborative teams to research and prepare a "finished" project to share with others on the following~

  • Who was King Arthur? Historical documentation, evidence, or other substantiating any of the legends of this figure
  • What is Le Morte d'Arthur? When was it written, by whom, and about what (characters, time, place, etc.)?
  • What is meant by a "Hero's Journey"?
  • What is the distinction between a legend and a myth? Which do the tales of King Arthur seem to "best fit" and why?

Students will:

  1. Divvy these tasks up as a group
  2. Prepare a Google presentation, a Prezi, PowerPoint, poster or other visual representation of their "findings"
  3. Include a complete Works Cited (minimal 6 resources)

Opening Discussion

  1. Review and Discuss Middle English Literature & Language Overview: YouTube 5 minute video link

  2. Turn and Talk: discuss with a partner or team the following~

    • have you ever felt you were in an unequal/unfair situation?
    • do you ever feel this way in your family? Otherwise? If so, how/what happened?
    • have you been able to resolve this situation or feeling? How/why?
  3. Introduce the legend of King Arthur, connecting it to the idea that he was unjustly and unfairly treated, growing up completely unaware of his own eventual status and power in society. Determine which text(s) you'll delve into with the King Arthur legends and begin!
Step 2Pixton comic-making activities
Step 3Concluding discussion with students

Would you have felt in similar ways as young King Arthur ("the Wart") felt throughout the stories? How or why (when)?

Do you feel that he eventually did develop in his inner confidence or sense of self-worth? How/when/why?

Which story or piece of the legends surrounding King Arthur do you think you'll "most" take away with you, and why/how (in other words, a favorite or most memorable story or selection)?

What can we learn from these stories to apply to our own lives, if anything?

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Pixton Activity: King Arthur 1 Symbolism

Featured Layouts

  • Comic Strip
  • Storyboard
  • Graphic Novel
  • Mind Map
  • Poster
  • Photo Story

Intro

Symbolism involves a word, object, visual image, or gesture which represents itself along with a particular idea or belief -- something more significant than what it literally is.

  • The object, gesture, or visual gives a greater meaning than its literal (surface) meaning. An author employs a variety of literary devices including similes and metaphors to develop symbolism in a work, which further develops the characters and overall theme.

Instructions

Identify at least 3 symbols in the Arthurian legends.

Show these symbols by fully depicting the scenes involving the symbols. Be sure to include any relevant characters and setting.

Provide quotes from the text(s) to identify the passages where the symbols develop their meaning.

Explicate the symbolic meaning. Analyze their purpose, and how they signify more than their literal meaning.

Rubric: Symbolism

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview At least 3 clear examples of symbolism are accurately identified and highly explicated from the novel; relevant details are selected to evaluate the impact of the significance of the symbols throughout the work. 3 clear examples of symbolism are accurately identified and highly explicated from the novel; relevant details and quotations are selected to evaluate the impact of the use of the symbols throughout the work. 3 examples of symbolism are accurately identified and somewhat explicated from the novel; relevant details/quotations are selected to evaluate the impact of the use of these symbols throughout the novel. Fewer than 3 symbols are identified and explicated from the novel; relevant details/quotations selected to somewhat evaluate the impact of the novel's symbolism. Fewer than 3 symbols are identified and undeveloped from the novel; relevant details or quotations are not clearly selected nor evaluated to analyze the novel's symbolism.
Meaning Ideas, information and use of appropriate textual detail • strong point of view
• develops ideas clearly and logically with details, examples, and descriptions
• relevant ideas with consistent analysis
• logical descriptions or examples clarify and develop the ideas
• relevant ideas with some analysis
• examples or descriptions are simple and consistent
• few relevant ideas
• examples or descriptions may be poorly developed or illogical
• ideas are not developed
• few details or descriptions
Style Clarity, variety, impact of visuals and language • language is clear, varied
• flows smoothly; variety in sentences
• images and characters are fully developed; high attention to detail
• language is clear with some variety
• includes a variety of sentence lengths and patterns
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structures with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• repeats a few basic sentence structures
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Form Organization and sequence (supporting examples identified) • proper organization
• text/details are properly referenced
• panels are thoughtful and detailed, fully illustrating each example of imagery
• all panels are organized or logical
• text/details are properly referenced
• all panels are present and detailed
• most panels are organized or logical
• text/details are properly referenced
• all necessary panels are present
• some panels are organized or logical
• text/details are not/improperly referenced
• minimal use of panels &/or some panels appear to be missing
• panels are disorganized or illogical (flow doesn't work)
• text/details are not referenced
• panels do not appear to fully illustrate imagery examples
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total

Example Storyboard

Symbolism in The Once and Future King by Student

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Pixton Activity: King Arthur 2 Character Mapping

Featured Layouts

  • Character Map

Intro

What do we mean when we refer to a protagonist in literature?

How about an antagonist?

Now, what do we mean when we talk about internal characteristics/traits?

How about external characteristics/traits?

Instructions

Analyze at least one major character from the tales of Arthur we have studied.

Draw from your selected Tale specific thoughts, behaviors, relationships, dialogue and so forth to thoroughly "answer" each section of the character map:

  1. External Characteristics: what do we know about this character's physical appearance? Provide at least 3 details.

  2. Internal Characteristics / Personality Traits: how does this character behave? What adjectives define him or her? Support with at least 3 specific details.

  3. Relations to Others: what kinds of relations does this character have with others? Identify at least 3 facts &/or descriptors.

  4. Important Quotes: provide at least 2 quotes used to describe your character or statements he or she makes which you believe to be significant and could easily prove as such.

Rubric: Character Mapping

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview Each panel is detailed with accurate content and fully responds to the prompts, along with an image that corresponds well to the character as it is developed upon from the story; relevant details are selected to support each quotation. Each panel has accurate content and responds well to the prompts, along with an image that corresponds to the character as developed upon from the story; relevant details are selected to support each quotation. Each panel has content which seems to adequately address the prompts. An image is provided with little detail to the character from the story; details are somewhat unclear for the quotations as textual support. Each panel has content which minimally addresses the prompts. An image is provided but lacks detail to the character or setting; details are lacking or are unclear for the quotations as textual support. One or more panels is missing appropriate content, or each very minimally addresses the prompts. An image is provided with little to no detail (character or setting); textual support is minimal or missing in each of the quotations.
Meaning Ideas, information and use of appropriate textual detail • strong point of view
• develops ideas clearly and logically with details, examples, and descriptions
• relevant ideas with consistent analysis
• logical descriptions or examples clarify and develop the ideas
• relevant ideas with some analysis
• examples or descriptions are simple and consistent
• few relevant ideas
• examples or descriptions may be poorly developed or illogical
• ideas are not developed
• few details or descriptions
Style Clarity, variety, impact of visuals and language • language is clear, varied
• flows smoothly; variety in sentences
• images and characters are fully developed; high attention to detail
• language is clear with some variety
• includes a variety of sentence lengths and patterns
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structures with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• repeats a few basic sentence structures
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Form Organization and sequence (supporting examples identified) • proper organization
• text/details are properly referenced
• panels are thoughtful and detailed, fully addressing required content
• all panels are organized or logical
• text/details are properly referenced
• all panels are present and detailed
• most panels are organized or logical
• text/details are properly referenced
• all necessary panels are present
• some panels are organized or logical
• text/details are not/improperly referenced
• minimal use of panels &/or some panels appear to be missing
• panels are disorganized or illogical (flow doesn't work)
• text/details are not referenced
• panels do not seem to be targeting required content
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total

Example Character Map

Merlyn in The Once and Future King by Student
Physical Appearance- described as "a very old gentleman" when the Wart first meets him

- he is "dressed in a flowing gown with fur tippets which had the signs of the zodiac embroidered over it, with various cabalistic signs, such as triangles with eyes in them, queer crosses, leaves of trees, bones of birds and animals, and a planetarium whose stars shone like
bits of looking-glass with the sun on them. He had a pointed hat like a dunce's cap.... He also had a wand of lignum vitae, which he had laid down in the grass beside him, and a pair of horn-rimmed spectacles."

- Long white beard
Personality Traits- Merlyn has an "unwinking and benevolent curiosity" upon meeting the Wart, and knows him by name before young King Arthur ever introduces himself.

- thoughtful, kind yet oddly direct

- bookish, and patient
Relations to Others- Kind and interested in young King Arthur (the Wart)

- Lives alone (no other humans)

- Lives with an owl, Archimedes, who talks

- Puts Kay in his place

- Offers tutelage and quite an adventurous education to young King Arthur

Important QuotationsMerlyn has a sense of humor and humility, demonstrated in the first words the Wart hears him speak: "You would think that after all these years of study you
could do better for yourself...."

Merlyn lives time a bit "backward," and explains this initially to the Wart in the following way: "one gets confused with Time, when it is like that. All one's tenses get muddled, for one thing. If you know what is going to happen to people, and not what has happened to them, it makes it difficult to prevent it happening, if you don't want it to have happened, if you see what I mean?"

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Pixton Activity: King Arthur 3 Theme Analysis

Featured Layouts

  • Storyboard
  • Mind Map

Intro

Theme is the underlying message, main idea, or meaning of a literary work.

Theme is larger than a text's topic or subject. Instead, theme is a statement about the topic or subject. The topic may be power; a theme on this topic might be "Power can corrupt even the best of people if left untamed," or "Evil-minded people become infinitely worse the greater their power," etc.

Instructions

In storyboard or mind map format, identify at least two major themes in the stories of King Arthur, creating two thoughtful, detailed panels.

Panels must include~

  1. An image/scene depiction to illustrate each theme.
  2. A detailed statement about each theme, in your own words.
  3. Relevant details from the Arthurian stories to "prove" or support each theme (i.e. specific sections, quotations, etc.).
  4. Any additional detail you feel helps support your thematic analysis.

Rubric: Theme Analysis

Use this interactive rubric for easy, thorough assessment. It can even be used by students for self-assessment!

5 4 3 2 1
Overview Two themes are accurately identified and highly developed from the novel; relevant sections and details are provided in support of both thematic statements, including quotations. Two themes are accurately identified and sufficiently explained based on the novel; some sections and detail provided to support each thematic statement. Two themes are identified but either somewhat unclearly or seem a bit under-developed from the novel; sections and details do not fully support each thematic statement and may not include quotation(s). Two themes are somewhat unclearly identified and/or undeveloped from the novel; sections and detail missing from the novel to appropriately support each thematic statement. Quotations missing. One or both themes not clearly or fully identified/developed upon from the novel; sections, details &/or quotations to support each thematic statement are missing.
Meaning Ideas, information and use of appropriate textual detail • strong point of view
• develops ideas clearly and logically with details, examples, and descriptions
• relevant ideas with consistent analysis
• logical descriptions or examples clarify and develop the ideas
• relevant ideas with some analysis
• examples or descriptions are simple and consistent
• few relevant ideas
• examples or descriptions may be poorly developed or illogical
• ideas are not developed
• few details or descriptions
Style Clarity, variety, impact of visuals and language • language is clear, varied
• flows smoothly; variety in sentences
• images and characters are fully developed; high attention to detail
• language is clear with some variety
• includes a variety of sentence lengths and patterns
• images and characters have purpose and significance
• language is clear with little variety
• basic sentence structures with a few variations
• images and characters are basic, but have purpose
• basic language; vague at times
• repeats a few basic sentence structures
• images and characters have minimal development
• vague, incorrect and repetitive language
• poorly constructed sentences; little variety
• images and characters are poorly developed
Form Organization and sequence (supporting examples identified) • proper organization
• text/details are properly referenced
• panels are thoughtful and detailed, fully illustrating each thematic statement
• all panels are organized or logical
• text/details are properly referenced
• all panels are present and detailed
• most panels are organized or logical
• text/details are properly referenced
• all necessary panels are present
• some panels are organized or logical
• text/details are not/improperly referenced
• minimal use of panels &/or some panels appear to be missing
• panels are disorganized or illogical (flow doesn't work)
• text/details are not referenced
• panels do not appear to fully illustrate themes
Conventions The text demonstrates standard English conventions of usage and mechanics • demonstrates precise English conventions
• uses eloquent words, rich sensory language and mood to convey a realistic picture
• demonstrates precise English conventions
• uses precise words, controlled sensory language and mood to convey a realistic picture
• demonstrates standard English conventions
• uses words and phrases, telling details and sensory language to convey a vivid picture
• demonstrates some accuracy in standard English conventions of usage and mechanics • contains multiple inaccuracies in Standard English conventions of usage and mechanics
Total

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