Feb 13: Chivalry, Romance, Phobias, Metaphors

Students turn in the following if they weren't turned in on Wednesday.
1.“A Breef History of Playing Cardes” questions (packet page 3)
2.Storyboard (King Arthur’s wedding)
3.Facts from the textbook

Today, student will...
•Check what you remember from “facts” found in the text on Wednesday.
•Take a few notes/Answer questions about chivalry and romance
•Define, find etymology for, and illustrate various phobias
•Create metaphors for yourself and various objects

Notes: Middle Ages, Medieval Period, Chivalry, Romances
•Middle Ages: 500-1500
•Medieval Period: 1066 – 1485.
•Medieval period begins when the French enter England. The English language starts to be influenced by the French language.
•CHIVALRY
•French word for knight = chevalier
HANDOUT: Chivalry - A military code of conduct. A knight exhibited the following qualities:
•Fairness to his opponents
•Loyalty to his lord
•Honorable in all things
•Humility (means being humble, modest, not arrogant) to his peers
•Kindness to those beneath him
•Generosity to all
•What did chivalry do the world of the Middle Ages? Civilize

Chivalric Statements: In the balloons, write a statement that a knight would say to prove he is 100% chivalrous, to prove he exhibits the qualities you just took notes on. For example:


HANDOUT: Romances (pages 688, 689 in text)
1.What were romances? Written expressions of chivalry, long poems
2.What were they about? knightly adventures
3.Who told them? traveling poets
4.What were Arthurian Romances? Popular medieval romances about Arthur, a Celtic king, and his knights of the Round Table.
5.Who was Chretien de Troyes? A French poet who wrote Arthurian romances.
6.Lai is the French word for song.
7.What are Lais? Poems influenced by courtly love.
8.How were lais often presented? They were sung to music (usually a lyre or lute)
9.Who was Marie de France? She wrote lais.

Extra Credit Option, 10 Quiz Points:
•Create a design on the playing card provided you.
•Create a new suit for the playing card.
•In at least 3 sentences, explain the meaning of your designs.
•DUE: Friday, February 20

PHOBIAS: (anyone who was absent can get this information from someone in class or use a dictionary. If you didn't get some terms, you will have an opportunity to get them next week)

1. Students were given a list/chart of phobias. They identified ones they were familiar with.
2. Students filled in the chart with the type of fear and etymology of the word.
3. Students illustrated various phobias.

METAPHORS

1. Students compared themselves with various images.
2. This should prepare them for working more with metaphors and extended metaphors next week.

TURN IN: phobia illustrations and metaphors