LA/Reading Lesson Plan
Classic Literary Romance Writing
ELA8R1 The student demonstrates comprehension and shows evidence of a warranted
and responsible explanation of a variety of literary and informational texts. The texts are
of the quality and complexity illustrated by the Grade Eight reading list.
ELA8R2 The student understands and acquires new vocabulary and uses it correctly in
reading and writing.
ELA8W1 The student produces writing that establishes an appropriate organizational
structure, sets a context and engages the reader, maintains a coherent focus throughout,
and signals a satisfying closure.
ELA8W2 The student demonstrates competence in a variety of genres.
ELA8W4 The student consistently uses the writing process to develop, revise, and
evaluate writing.
ELA8C1 The student demonstrates understanding and control of the rules of English
language, realizing that usage involves the appropriate application of conventions and
grammar in both written and spoken formats.
ELA8LSV2 The student listens to and views various forms of text and media in order to
gather and share information, persuade others, and express and understand ideas. The
student will select and critically analyze messages using rubrics as assessment tools.
DAY1
Essential Question: What is a classic literary romance?
Activating Strategies: Preparing for Ivanhoe activity
Acceleration/Previewing:

Teaching Strategies:(Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing;
Graphic Organizers)
 Whole group mini lesson over literary villains
 Graphic organizer for villain activity
Distributed Guided Practice/Summarizing Prompts:
(Prompts
Designed to Initiate Periodic Practice or Summarizing)
Compare two famous movie or literary villains.
Summarizing Strategies: Learners Summarize & Answer Essential Question
Name one characteristic that makes a “good” villain.
DAY 2
Essential Question: What is a classic
literary romance?
DAY 3
Essential Question: What is a classic
literary romance?
Activating Strategies:
Define a medieval knight
Acceleration/Previewing:
 What are common idioms we use
today?
Teaching Strategies:(Collaborative Pairs;
Activating Strategies:
What do you think would be necessary for a
classic literary romance?
Acceleration/Previewing:
 What is a hero knight? (large group
discussion)
Teaching Strategies:(Collaborative Pairs;
Distributed Guided Practice; Distributed
Summarizing; Graphic Organizers)
Distributed Guided Practice; Distributed
Summarizing; Graphic Organizers)
 Medieval Phrases (overhead)
 Courtly love (overhead)
 What is Chivalry? (Graphic
organizer)
Distributed Guided
Practice/Summarizing Prompts:
 Characteristics of a classic literary
romance (handout)
 Hero Knight (handout)
 Times of Ivanhoe small group
discussion and class presentation
Distributed Guided
Practice/Summarizing Prompts: (Prompts
(Prompts
Designed to Initiate Periodic Practice or Summarizing)
Designed to Initiate Periodic Practice or Summarizing)
How do you define chivalry? Collaborative
pair discussion.
What conditions are unique to the “times of
Ivanhoe?”
Summarizing Strategies: Learners
Summarize & Answer Essential Question
Summarizing Strategies: Learners
Summarize & Answer Essential Question
Name one requirement from the code of
Chivalry.
Name three requirements for a story to be
classified as a classic literary romance.
DAY 4
Essential Question: What is a classic literary romance?
Activating Strategies: Prepare for Vocabulary Quiz – number notebook paper from 150
Acceleration/Previewing:
Vocabutoon List 1,2, 3, & 4 Quiz
Teaching Strategies:(Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing;
Graphic Organizers)

Students will grade their own test papers to learn from errors made and to provide
immediate feedback
Distributed Guided Practice/Summarizing Prompts: (Prompts
Designed to Initiate Periodic Practice or Summarizing)
Summarizing Strategies: Learners Summarize & Answer Essential Question
improve your vocabulary test grades?
What do you need to do to
DAY 5
Essential Question: How can I use Ivanhoe as
a model to write my own classic literary
romance?
Activating Strategies: Classic literary romance
storybook assignment
Acceleration/Previewing
DAY 6
Essential Question: How can I use Ivanhoe
as a model to write my own classic literary
romance?
Activating Strategies: Students will be placed
into small groups to write story.
Acceleration/Previewing:
 Elaboration pg. 381-385 Language
Introduce Vocabutoons List #6 Volume 4
Network
 Revising Sentences pg. 395-407
Teaching Strategies:(Collaborative Pairs; Distributed Teaching Strategies:(Collaborative Pairs;
Guided Practice; Distributed Summarizing; Graphic
Organizers)
Distributed Guided Practice; Distributed Summarizing;
Graphic Organizers)

Students will discuss requirements of
assignment in collaborative pairs.
Distributed Guided Practice/Summarizing
Prompts: (Prompts
Students will practice individually by
completing activities in Language
Network
Distributed Guided Practice/Summarizing
Prompts: (Prompts
Designed to Initiate Periodic Practice or Summarizing)
Designed to Initiate Periodic Practice or Summarizing)
Does anyone need clarification or have
questions about the assignment?
Summarizing Strategies: Learners Summarize &
Pair/Share “How can I improve my writing with
elaboration and sentence revision?”
Summarizing Strategies: Learners Summarize &
Answer Essential Question
Answer Essential Question
What is the expected outcome of the classic
literary romance storybook assignment?
What tools do I need to successfully write this
classic literary romance?
DAY 7
Essential Question: How can I use Ivanhoe as
a model to write my own classic literary
romance?
Activating Strategies:
Figurative Language Mini Lesson
Teaching Strategies:(Collaborative Pairs; Distributed
DAY 8
Essential Question: How can I use Ivanhoe
as a model to write my own classic literary
romance?
Activating Strategies:
Prepare to begin writing by reviewing pictures
provided
Acceleration/Previewing:
 How can I incorporate my Vocabutoons
into my classic literary romance?
(partner discussion)
Teaching Strategies:(Collaborative Pairs;
Guided Practice; Distributed Summarizing; Graphic
Organizers)
Distributed Guided Practice; Distributed Summarizing;
Graphic Organizers)
 Graphic organizer – dialogue and point of
view
Distributed Guided Practice/Summarizing
Prompts: (Prompts
 Students use plot organizer to plan out
story in small groups/pairs
Distributed Guided Practice/Summarizing
Prompts: (Prompts
Designed to Initiate Periodic Practice or Summarizing)
Designed to Initiate Periodic Practice or Summarizing)
Language Network, style and effective language
pg. 409-421
Teacher will support writing ideas by small
group/pair discussion and questioning.
Acceleration/Previewing:
 Point of View and Dialogue mini lessons
Summarizing Strategies: Learners Summarize &
Summarizing Strategies: Learners Summarize
Answer Essential Question
& Answer Essential Question
How can I use dialogue to write my classic
literary romance?
What must I include in my classic literary
romance?
DAY 9
Essential Question: How can I use Ivanhoe as a model to write my own classic literary romance?
Activating Strategies: Prepare for Vocabulary Quiz – number notebook paper from 1-50
Acceleration/Previewing:
Vocabutoon List 1,2, 3, 4, 5 & 6 Quiz
Teaching Strategies:(Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing; Graphic
Organizers)
Students will grade their own test papers to learn from errors made and to provide immediate
feedback
Distributed Guided Practice/Summarizing Prompts:
(Prompts
Designed to Initiate Periodic Practice or Summarizing)
Students will continue to write classic literary romance in small group/pairs.
Summarizing Strategies: Learners Summarize & Answer Essential Question
How was my vocabulary test grade
better than last weeks?
DAY 10
Essential Question: How can I use Ivanhoe as
DAY 11
Essential Question: How can I use Ivanhoe as a
a model to write my own classic literary romance?
Activating Strategies: What is rainbow editing?
model to write my own classic literary romance?
Activating Strategies:
Students will type final drafts.
Acceleration/Previewing
Acceleration/Previewing:
Introduce Rainbow Editing.
Teaching Strategies:(Collaborative Pairs;
Teaching Strategies:(Collaborative Pairs; Distributed
Distributed Guided Practice; Distributed Summarizing;
Graphic Organizers)
Guided Practice; Distributed Summarizing; Graphic
Organizers)

Students will prepare final draft of story.
Students will Rainbow Edit their own story
drafts.
Distributed Guided Practice/Summarizing
Prompts: (Prompts
Distributed Guided Practice/Summarizing
Prompts: (Prompts
Designed to Initiate Periodic Practice or Summarizing)
Designed to Initiate Periodic Practice or Summarizing)
Students will Rainbow Edit their own stories and
ask for help from peers/teacher as needed.
Is my final draft going to meet all the assignment
requirements?
Summarizing Strategies: Learners Summarize &
Summarizing Strategies: Learners Summarize &
Answer Essential Question
Answer Essential Question
What do I need to correct now that I have Rainbow
Edited my story?
What must I do to complete my story on time?
DAY 12
Essential Question: How can I use Ivanhoe as a model to write my own classic literary
romance?
Activating Strategies:
Students will type final drafts.
Acceleration/Previewing:
Teaching Strategies:(Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing;
Graphic Organizers)
 Students will prepare final draft of story.
Distributed Guided Practice/Summarizing Prompts:
(Prompts
Designed to Initiate Periodic Practice or Summarizing)
Is my final draft going to meet all the assignment requirements?
Summarizing Strategies: Learners Summarize & Answer Essential Question
How does my story meet activity requirements?
DAY 13
Essential Question: How can I use Ivanhoe as a model to write my own classic literary
romance?
Activating Strategies:
Prepare to present classic literary romance story to class.
Acceleration/Previewing:
Teaching Strategies:(Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing;
Graphic Organizers)
Students will present classic literary romance to class.
Distributed Guided Practice/Summarizing Prompts: (Prompts
Designed to Initiate Periodic Practice or Summarizing)
Am I listening with respect?
Summarizing Strategies: Learners Summarize & Answer Essential Question
Name three elements of a classic literary romance.
DAY 14
Essential Question: How can I use Ivanhoe
DAY 15
Essential Question: Does Robin Hood meet
as a model to write my own classic literary
romance?
the requirements of a classic literary romance?
Activating Strategies:
Activating Strategies:
Prepare to present classic literary romance
story to class.
Volunteers are selected for Readers Theater
Acceleration/Previewing:
Acceleration/Previewing:
Who was Robin Hood?
Teaching Strategies:(Collaborative Pairs;
Teaching Strategies:(Collaborative Pairs;
Distributed Guided Practice; Distributed
Summarizing; Graphic Organizers)
Distributed Guided Practice; Distributed
Summarizing; Graphic Organizers)
Students will present classic literary
Students will read Robin Hood drama in
romance to class.
Distributed Guided
Practice/Summarizing Prompts:
Readers Theater fashion.
Distributed Guided
Practice/Summarizing Prompts:
(Prompts
Designed to Initiate Periodic Practice or Summarizing)
(Prompts
Designed to Initiate Periodic Practice or Summarizing)
Am I listening with respect?
Am I listening with respect and attention to the
drama?
Summarizing Strategies: Learners
Summarize & Answer Essential Question
Summarizing Strategies: Learners
Summarize & Answer Essential Question
Name three elements of a classic literary
romance.
How does Robin Hood fit the requirements of a
classic literary romance?
DAY 16
Essential Question: Does Robin Hood meet the requirements of a classic literary romance?
Activating Strategies:
Volunteers take places to read.
Acceleration/Previewing:
Review events of yesterday’s drama.
Teaching Strategies:(Collaborative Pairs; Distributed Guided Practice; Distributed Summarizing;
Graphic Organizers)
Students will read Robin Hood drama in Readers Theater fashion.
Distributed Guided Practice/Summarizing Prompts: (Prompts
Designed to Initiate Periodic Practice or Summarizing)
Am I listening with respect and attention to the drama?
Summarizing Strategies: Learners Summarize & Answer Essential Question
What do I like/dislike about Readers Theater?
Characteristics of the Medieval Romance
The Medieval Romance is a tale of High Adventure. It can be a religious crusade, a
conquest for the knight's liege lord, or the rescue of a captive lady or any
combination.
Characterized by:
1.
2.
3.
4.
5.
6.
7.
Medieval romance usually idealizes chivalry
Medieval romance idealizes the hero-knight and his noble deeds
An important element of the medieval romance is the knight's love for his lady.
The settings of medieval romance tend to be imaginary and vague.
Medieval romance derives mystery and suspense from supernatural elements.
Medieval romance uses concealed or disguised identity.
Repetition of the mystical number "3."
(Repetitions of the number or multiples of 3)
Characteristics of the Hero-Knight
1.
2.
3.
4.
5.
Birth of a great hero is shrouded in mystery
He is reared away from his true home in ignorance of his real parents.
For a time his true identity is unknown
After meeting an extraordinary challenge, he claims his right
His triumph benefits his nation or group.
Times of Ivanhoe
England
Germany
King Henry I (1100-35) is crowned king of
England and controls Normandy. He uses
the length of his own arm [fingertip to
nose] and decrees it to be the true
measure of a yard in England.
Frederick I (Barbarossa) comes to
dominate much of Germany and invades
Italy and Poland. Controlling much of Italy,
he forces the Pope to crown him Holy
Roman Emperor (1155). (The Nazis named
their 1941 invasion of the Soviet Union,
Operation Barbarossa, in his honor.)
Northern Italy's Lombard League defeats
Barbarossa ar Leganno. Frederick later
drowns in Asia Minor, in the Third Crusade
(1190).
France
Italy
Louis VII of France annuls his marriage to
Eleanor of Aquitaine (who marries
England's Henry Plantagenet). Henry II
(Henry Plantagenet) is crowned King of
England (1154). He centralizes royal
authority.
German Emperor Frederick II is crowned
king of Sicily (1198).
Portugal
Spain
Portugal becomes a kingdom (1143).
Spain in the 11th century is dominated by
the Reconquista. Christians take Zaragoza
(1118). The kingdoms of Aragon and
Catalonia are united (1137). 1140
Almohades rise against the Almoravides
dynasty and rule over the Maghreb and
what is left of Islamic Spain.
The Church
The Crusades
Serious disputes develop between monarchies
and the Church. Henry II of England appoints a
friend, Thomas Becket, as Archbishop to help
gain control of the English Church. St. Francis
breathed new life into the Church. Pope
Alexander III prohibits monks from studying
medicine and law (1163). The Church holds the
Third Latran Council. Pope Alexander III
prohibits trade between Christians and Arabs,
obliges cathedrals to support public education
by employing a master (teacher) to teach
children, and confirms that the licencia docendi
is to be given to any clerk able to teach
(1179). The Cathar heresy grows. The Cathars
translate part of the Bible into French (1185).
Pope Innocent II affirms the priority of papal
power over imperial power (1199).
The Crusades continue in full force. The
Second (1147) and Third Crusades (118992) occur during the 12th century.
Byzantium
The Mongols
The diplomacy of the Crusades is
complicated. Holy Roman Emperor
Frederick Barbarossa attempted to conquer
the Byzantine Empire during the Third
Crusade (1189-1192). Debates between
the Western and Eastern Churches
continue.
Mongol tribes of central Asia are
consolidated by Temujin (about 1190).
Temujin takes the title Genghis Khan
(1206), and directs his hordes west to
conquer much of the Near East. While
Genghis was still alive, his grandson Batu
conquers Russia and Poland. Genghis'
death causes the Mongol armies to retreat
back to Asia rather than pressing on into
Western Europe (1227). The Mongols
eventually conquer the largest empire in
human history and found a dynasty of
Chinese emperors--the Yuan dynasty.
The Teutonic Knights
The Jews
The Germanic Teutonic Knights are
founded in the 1190s.
The 12th century is a difficult time for
European Jewry. The Almohad caliphate in
Andalusia expels the Jews (1148). They
move to the Catholic kingdoms of Castile,
Aragon and Catalonia. France banishes the
Jews several centuries before the Spanish
(1182), but they are allowed to return after
only a few years. The English massacre the
Jews in London (1189). The Jews in York
commit collective suicide (1190).
Gothic Cathedrals
Scholarship
The Abbe Suger begins building the church
of St. Denis which will be the first
important Gothic church complete with
flying buttresses. The Cathedral of Notre
Dame was constructed in Paris (11631235).
Scholars throughout Europe begin to
increasingly look at non-religious classical
texts. Some even look at Arabic works
acquired in the Reconquista and the
Crusades. Translators become increasingly
sophisticated. Scholars debate word-forword translation and adding comments
from other works. Scholarship outside of
religious works in the 12th century while
advancing, is much more concerned with
translation than original works. There are,
however, some original works. The
Spaniard Abraham bin Ezra (1092-1162?)
writes on astrology and travels widely in
Europe (about 1140). Robertus Ketenensis
writes a set of astronomical tables for the
meridian of London (1149).
Technology
Law
Carvings show that Europeans have begun
to use ship rudders in the 12th century.
Italians learn Arab methods of
manufacturing paper (about (1145). A
paper mill is known to have operated in
Herault, France (1189), perhaps the first in
Europe. References appear to a magnetic
compass at the end of the century.
The Constitutum usus is adopted in Pisa
(1161). It becomes the foundation of
European commercial and maritime law.
Time Frame
Craft Guilds
The 12th century is the era in which
Ivanhoe is set, making it the era in which
most people identify as the medieval era.
It was in fact the beginning of the closing
era before gunpowder and the Renaissance
were to remake Europe.
Craft guilds achieved considerable
importance in the 12th century. The
apprentice system became generally
accepted throughout Europe.
Clothing
Hair Styles
Ordinary men and boys would have
typically worn "breeches" made out of wool
and maybe a "jerkin" made out of wool as
well. Belts and girdles become popular in
the 12th century. Women and girls adopt a
new style of slinky tunics which were called
kirtles. Hanging sleeves on super tunics
become fashionable. Those of noble ladies
might even touch the ground.
Women's hair was often done in plaits.
Girls from affluent families might cover
their plaits with silk sheaths that were
called fouriaux. Men increasingly wore hats
or hoods under which they wore small
close fitting caps called coifs--the origin of
the modern word meaning, strangely, a
woman's fancy hairstyle.
A Code of Chivalry
Prowess: To seek excellence in all endeavors expected of a knight, martial and otherwise,
seeking strength to be used in the service of justice, rather than in personal aggrandizement.
Justice: Seek always the path of 'right', unencumbered by bias or personal interest.
Recognize that the sword of justice can be a terrible thing, so humanity and mercy must
temper it. If the 'right' you see rings agrees with others, and you seek it out without bending
to the temptation for expediency, then you will earn renown beyond measure.
Loyalty: Be known for unwavering commitment to the people and ideals you choose to live
by. There are many places where compromise is expected; loyalty is not amongst them.
Defense: The ideal knight was sworn by oath to defend his liege lord and those who
depended upon him. Seek always to defend your nation, your family, and those to whom
you believe worthy of loyalty.
Courage: Being a knight often means choosing the more difficult path, the personally
expensive one. Be prepared to make personal sacrifices in service of the precepts and people
you value. At the same time, a knight should seek wisdom to see that stupidity and courage
are cousins. Courage also means taking the side of truth in all matters, rather than seeking
the expedient lie. Seek the truth whenever possible, but remember to temper justice with
mercy or the pure truth can bring grief.
Faith: A knight must have faith in his beliefs, for faith roots him and gives hope against the
despair that human failings create.
Humility: Value first the contributions of others; do not boast of your own
accomplishments, let others do this for you. Tell the deeds of others before your own,
according them the renown rightfully earned through virtuous deeds. In this way the office
of knighthood is well done and glorified, helping not only the gentle spoken of but also all
who call themselves knights.
Largesse: Be generous in so far as your resources allow; largesse used in this way counters
gluttony. It also makes the path of mercy easier to discern when a difficult decision of
justice is required.
Nobility: Seek great stature of character by holding to the virtues and duties of a knight,
realizing that though the ideals cannot be reached, the quality of striving towards them
ennobles the spirit, growing the character from dust towards the heavens. Nobility also has
the tendency to influence others, offering a compelling example of what can be done in the
service of rightness.
Franchise: Seek to emulate everything I have spoken of as sincerely as possible, not for the
reason of personal gain but because it is right. Do not restrict your exploration to a small
world, but seek to infuse every aspect of your life with these qualities. Should you succeed
in even a tiny measure then you will be well remembered for your quality and virtue.
Characters in Ivanhoe
Wilfred of Ivanhoe
King Richard I
Lady Rowena
Rebecca
Cedric the Saxon
Prince John
Brian de Bois-Guilbert
Locksley
Maurice de Bracy
Reginald Front-de-Boeuf
Isaac of York
Wamba
Athelstane
Lucas Beaumanoir - The stern, moralistic Grand Master of the Knights-Templars.
Albert Malvoisin - The leader of the Templar stronghold of Templestowe.
The Palmer
The Disinherited Knight
The Black Knight
Answer Key
Characters in Ivanhoe
Wilfred of Ivanhoe - Known as Ivanhoe; the son of Cedric; a Saxon knight who is deeply loyal to
King Richard I. Ivanhoe was disinherited by his father for following Richard to the Crusades, but
he won great glory in the fighting and has been richly rewarded by the king. Ivanhoe is in love with
his father's ward, the beautiful Rowena. He represents the epitome of the knightly code of chivalry,
heroism, and honor.
King Richard I - The King of England and the head of the Norman royal line, the Plantagenet’s.
He is known as "Richard the Lion-Hearted" for his valor and courage in battle, and for his love of
adventure. As king, Richard cares about his people, but he has a reckless disposition and is
something of a thrill-seeker. His courage and prowess are beyond reproach, but he comes under
criticism--even from his loyal knight Ivanhoe--for putting his love of adventure ahead of the wellbeing of his subjects.
Lady Rowena - The ward of Cedric the Saxon, a beautiful Saxon lady who is in love with Ivanhoe.
Ivanhoe and Rowena are prevented from marrying until the end of the book because Cedric would
rather see Rowena married to Athelstane--a match that could reawaken the Saxon royal line.
Rowena represents the chivalric ideal of womanhood: She is fair, chaste, virtuous, loyal, and mildmannered. However, she shows some backbone in defying her guardian by refusing to marry
Athelstane.
Rebecca - A beautiful Jewish maiden; the daughter of Isaac of York. Rebecca tends to Ivanhoe
after he is wounded in the tournament at Ashby and falls in love with him despite herself.
Rebecca's love for Ivanhoe is in conflict with her good sense; she knows that they can never
marry (he is a Christian and she is a Jew), but she is drawn to him nonetheless. Still, she restrains
her feelings; Rebecca is a strong-willed woman with an extraordinary degree of self-control. The
novel's equivalent of a tragic heroine, she is among the most sympathetic characters in the book.
Cedric the Saxon - Ivanhoe's father, a powerful Saxon lord who has disinherited his son for
following Richard to the Crusades. Cedric is fiercely proud of his Saxon heritage, and his first
priority is to the prospects of his people--hence his desire to marry Rowena to Athelstane rather
than to Ivanhoe. Cedric's unpolished manners make him the butt of jokes among his Norman
superiors, but he has a knack for making grand gestures to restore the balance--as when he
shocks Prince John by toasting Richard at John's tournament feast.
Prince John - Richard’s power-hungry and greedy brother, who sits on the throne of England in
Richard's absence. John is a weak and uninspiring ruler who lets himself be pushed around by his
powerful Norman nobles. But his tenacious desire to hold the throne makes a great deal of trouble
for England; he aggravates tensions between the Saxons and the Normans, and does everything
he can to keep Richard in his Austrian prison. John's chief adviser is Waldemar Fitzurse, and his
allies include Maurice de Bracy and Reginald Front-de-Boeuf.
Brian de Bois-Guilbert - A knight of the Templar Order, also known as the Knights-Templar.
The Knights-Templar are a powerful international military/religious organization ostensibly
dedicated to the conquest of the Holy Land, but in reality is often meddling in European politics.
Brian de Bois-Guilbert is a formidable fighter, but he is a weak moralist and often lets his
temptations take control of him. Among the most complex characters in Ivanhoe, de Bois-Guilbert
begins the novel as a conventional villain--he and Ivanhoe are mortal enemies--but as the novel
progresses, his love for Rebecca brings out his more admirable qualities.
Characters in Ivanhoe
Locksley - The leader of a gang of forest outlaws who rob from the rich and give to the poor,
Locksley is soon revealed to be none other than Robin Hood. Robin and his merry men help
Richard to free the Saxon prisoners from Torquilstone. A gallant, witty, and heroic thief, Robin
Hood adds an extra dash of adventure, excitement, and familiarity to the story of Ivanhoe--after
all, the character of Robin Hood was deeply enshrined in English legend long before Scott wrote
his novel.
Maurice de Bracy - A Norman knight who is allied to Prince John. John plans to marry de Bracy
to Rowena, but de Bracy becomes impatient and kidnaps her party on its way home from Ashby,
imprisoning them in Front-de-Boeuf's stronghold of Torquilstone. In most ways a cardboard villain,
de Bracy experiences a strangely humanizing moment shortly after he kidnaps the Saxons. When
he tries to force Rowena to marry him, she begins to cry, and he is moved by her tears. To his
own surprise, he tries awkwardly to comfort her.
Reginald Front-de-Boeuf - The ugliest and most brutal villain in the novel, Front-de-Boeuf is a
Norman knight allied to Prince John. He runs the stronghold of Torquilstone, where de Bracy
brings his Saxon prisoners. Front-de-Boeuf threatens Isaac with torture unless the Jew coughs up
1,000 silver pieces. Front-de-Boeuf is killed in the fight for Torquilstone.
Isaac of York - Rebecca’s father, a wealthy Jew. Isaac is a thoroughly stereotypical literary Jew,
cut after the pattern of Shylock in Shakespeare's The Merchant of Venice, an avaricious,
somewhat bumbling, but ultimately kind-hearted character who loves money more than anything
in the world except his daughter.
Wamba - Cedric’s jester, a witty, incisive Saxon clown, whose barbed comments often mask
nuggets of wry wisdom.
Athelstane - A high-born Saxon nobleman whom Cedric hopes to see married to Rowena,
thinking that their union could reawaken the Saxon royal line.
Lucas Beaumanoir - The stern, moralistic Grand Master of the Knights-Templars.
Albert Malvoisin - The leader of the Templar stronghold of Templestowe. Malvoisin urges Brian
de Bois-Guilbert to put aside his love for Rebecca and stay the course of his career with the
Templars.
The Palmer - A religious pilgrim who wears a palm emblem to indicate that he has made a
pilgrimage to the Holy Land. In reality, the Palmer is Ivanhoe in his first disguise.
The Disinherited Knight - The name under which Ivanhoe fights in the great tournament at
Ashby, using a disguise because he still has not revealed his presence in England.
The Black Knight - The disguise King Richard uses during most of the novel, when he is still
hiding his presence in England. As the mysterious Black Knight, Richard is involved in a spate of
adventures. He fights with Ivanhoe (also in disguise) at the tournament, rescues the Saxon
prisoners from Torquilstone, and meets Robin Hood and his merry men.
Learning-Focused® Strategies Notebook Teacher Materials ©2004 Learning Concepts, Inc.
STORY MAP (Literary Element)
Title:
Setting:
Ivanhoe by Sir Walter Scott
12th Century England
Characters:
Problem:
Ivanhoe
Brian de Bois-Guilbert
Maruice de Bracy
Rebecca
Prince John
Robin of Locksley
Reginald Front-de-Boeuf
Cedric
Athelstane
Rowena
Isaac of York
King Richard I
Wamba
Event 1:
Event 2:
Event 3:
Event 4:
Event 5:
Solution:
Duplication permitted exclusively for classroom use by owner of Learning-Focused® Strategies Notebook.
Ivanhoe QUESTIONS
1. Describe in your own words the historical and social setting of Ivanhoe.
2. Are Scott's characters realistic? Give reasons for your answer.
3. Compare and contrast Ivanhoe with Bois-Guilbert.
4. How does Cedric change during the course of the story?
5. Comment on the plot of Ivanhoe and show how Scott ties up all the loose ends of the
conflicts.
6. What is the function of Wamba?
7. Compare and contrast Rowena and Rebecca. Which of these two characters do you prefer,
and why?
8. Who is the real villain of Ivanhoe? Explain your answer.
9. What picture of chivalry do you get from Ivanhoe?
10. Choosing your favorite scene from the video. Describe it in detail and explain why it is your
favorite.
Requirements for
Classic Literary Romance Storybook
 Title page has a graphic or fancy lettering with the title, authors’ names, class
period, and the year.
 All pictures provided are used.
 The story has an identifiable protagonist and antagonist.
 The setting is slightly exotic.
 The story is slightly fabulous rather than realistic.
 There is an identifiable conflict with a satisfying resolution.
 Thirty (30) of the Vocabutoons are used appropriately from List 1, 2, 3, and 4.
 The story contains at least six (6) metaphors.
 The story contains at least six (6) similes.
 Descriptions of settings, characters, action, etc. are sensory in that all five senses
are used at least once in the story.
Sight
Smell
Taste
Touch
Hear
 Each of the following types of figurative language are used at least once in the
story.
Assonance
Onomatopoeia
Alliteration
Hyperbole
Personification
 Writing rubric is submitted with the book.
Classic Literary Romance Requirement Check Sheet
 All pictures provided are included
Story contains the elements of a classic literary romance
 Repetition of the number 3 or multiples of the number 3
 Setting is slightly exotic and fantastic
 Story reflects the exploits of a hero knight
 Mystical features are present (i.e. unicorns, wizards, etc.)
Story has an identifiable
 Protagonist
 Antagonist
 Conflict (circle all that apply)

Man vs. man

Man vs. nature

Man vs. self

Man vs. society

Man vs. fate
 Conclusion/resolution is satisfying
Story includes and following items are marked with highlight, underline, color, etc.
 6 metaphors
 6 similes
 1 example of personification
 1 example of onomatopoeia
 1 example of assonance
 1 example of alliteration
 1 example of hyperbole
 30 vocabutoon words
Story has been edited for
 Sentence structure
 Passive voice
 Proper use of quotation marks in dialogue
 Proper use of punctuation
Story has been rainbow edited to reduce sentence redundancy
Story has been spell checked
Title page contains




Title
Group members
Year story is written
Graphic and/or fancy lettering
Story Writing : Literary Classic Romance
Students' Names:
CATEGORY
__________________________________________________________________ Period
4
3
2
1
Student devotes
Student devotes some time
Student devotes little time
sufficient time and
and effort to the writing
and effort to the writing
writing process. Works
effort to the writing
process but was not very
process. Doesn't seem to
hard to make the story
process. Works and gets
thorough. Does enough to get care.
wonderful.
the job done.
by.
Student devotes a lot of
Writing Process time and effort to the
X 2
Neatness
The final draft of the story The final draft of the
The final draft of the story
The final draft is not neat or
X 3
is readable, clean, neat and story is readable, neat
is readable and some of the
attractive. It looks like the
Spelling and
Punctuation
X 3
pages are attractive. It looks student just wanted to get it
attractive. It is free of
and attractive. It may
erasures and crossed-out
have one or two erasures, like parts of it might have
done and didn't care what it
words. It looks like the
but they are not
been done in a hurry.
looked like.
author took great pride in
distracting. It looks like
it.
the author took some
There are no spelling or
id i it
There is one spelling or
There are 2-3 spelling and
The final draft has more
punctuation errors in the
punctuation error in the
punctuation errors in the
than 3 spelling and
final draft. Character and
final draft.
final draft.
punctuation errors.
place names that the
author invented are spelled
consistently throughout.
Creativity
X 4
The story contains many
The story contains a few The story contains a few
There is little evidence of
creative details and/or
creative details and/or
creative details and/or
creativity in the story. The
descriptions that
descriptions that
descriptions, but they
author does not seem to have
contribute to the reader's contribute to the
distract from the story. The used much imagination.
enjoyment. The author has reader's enjoyment. The author has tried to use his
really used his imagination. author has used his
imagination
Some vivid, descriptive
imagination.
Setting
Many vivid, descriptive
The reader can figure out
The reader has trouble
X 5
words are used to tell when words are used to tell
when and where the story
figuring out when and where
and where the story took
the audience when and
took place, but the author
the story took place. The
place. The setting is
where the story took
didn't supply much detail.
setting is slightly fantastical
slightly fantastical as
place. The setting is
The setting is slightly
as defined by a classic
fantastical as defined by a
literary romance.
defined by a classic literary slightly fantastical as
romance.
defined by a classic
classic literary romance.
literary romance.
Action
X 5
Several action verbs (active Several action verbs are
A variety of verbs (passive
Little variety seen in the
voice) are used to describe used to describe what is
voice) are used and describe verbs that are used. The
what is happening in the
happening in the story,
the action accurately but not story seems a little boring.
story. The story seems
but the word choice
in a very exciting way.
exciting!
doesn't make the story
as exciting as it could be.
Characters
X 5
The main characters are
The main characters are
The main characters are
It is hard to tell who the
named and clearly
named and described.
named. The reader knows
main characters are.
described in text as well as Most readers would have very little about the
pictures. Most readers
some idea of what the
could describe the
characters looked like.
characters.
characters accurately.
Problem
(Conflict)
X 5
Title Page
It is fairly easy for the
It is very easy for the
It is fairly easy for the
reader to understand the
reader to understand the reader to understand the
problem the main
problem the main
It is not clear what problem
the main characters face.
problem the main characters
characters face and why it characters face and why face but it is not clear why it
is a problem.
it is a problem.
is a problem.
Title page has a graphic or
Title page has the title,
Title page has the 3 of the 4 Title page has fewer than 3
fancy lettering, has the
authors' names, class
required elements.
of the required elements.
Most (about 75%) of the
Many requirements were not
X 2
title, authors' names, class period and the year.
Requirements
All of the written
Almost all (about 90%)
X 11
requirements were met.
the written requirements written requirements were
period and the year.
were met.
met.
met, but several were not.
Requirements:
all pictures provided are used
the story has an identifiable protagonist and antagonist
setting is slightly exotic
story is slightly fabulous rather than realistic
there is an identifiable conflict with a satisfying resolution
thirty vocabulary words in the SAT Vocabutoons List 1-4
are used appropriately at least once (each vocabulary word used is highlighted,
underlined, or boldfaced)
story includes a minimum of 6 metaphors and are highlighted, underlined, or boldfaced
story includes a minimum of 6 similes and are highlighted, underlined, or boldfaced
story includes at least one of the following types of figruative language, highlighted,
underlined, or boldfaced
alliteration, onomatopoeia, hyperbole, personification, assonance
descriptions of settings, characters, etc. are sensory in that all five
senses are used at least once in the story (one example of each type of sensory
description is highlighted, underlined or boldfaced)
writing rubric for each group is submitted with book
Total Score
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